Searching for "social media library"
Doctoral Cohorts and Research using Social Media
Explore social media sites to find out what is the most pertinent “talk” in your scientific community. What are the latest trends and discussions, topics of research and interests. Most prominent social media sites, such as
LinkedIn, https://www.linkedin.com/
Twitter, https://twitter.com/
Facebook, https://www.facebook.com/
Pinterest https://www.pinterest.com/
Instagram, http://instagram.com/
use hashtags.
LinkedIn has “professional groups.”
Identify your hashtag strategy similarly to your keyword strategy when searching peer-reviewed articles
E.g., if your interest is #principalship, you can seek channels and conversations by using it as a hashtag
Search and subscribe to LinkedIn “Interests/Groups” and lurk or actively participate in the conversations.
Consider start and maintenance of your own blog with your daily reflections on your research progress
E.g., LinkedIn can be very much used as a blog, although you can subscribe for a free one such as Edublog
p. 141. Chapter 8 “Using Social Media in Research.”
Bell, J. (1999). Doing your research project: A guide for first-time researchers in education and social science (3rd ed.). Buckingham [England] ; Philadelphia: Open University Press. (Available on Google and at SCSU Library through ILL)
Crowdsourcing, social networking. Consider the following questions:
- What are your goals?
- Who do you want to reach?
- Why do you want to reach them?
- Which digital tool or platform will be most effective in enabling you to reach your goals?
- If you already spend time each day using social media for personal reasons, how much time are you able to set aside each day to use social media for research?
- at what time of day will you engage in social media? (time differences, if you are communicating globally)
the value of social media: Community, Content, Conversations.
Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University. Accessed January 27, 2015 http://works.bepress.com/hfdavis/2/
http://www.socialmediaexaminer.com/facebook-media-publishing-tools-news
Facebook Introduces New Tools for Media Publishers: These new Facebook media publishing tools allow you “to target posts, remove posts that are no longer relevant and identify popular links that you haven’t shared.”
Facebook Makes Improvements to Insights: These include improvements “to Domain Insights to show how pages and social plugins drive traffic to websites.”
Facebook Updates Search: Now it’s “easier to find the posts that have been shared with you.”
Facebook Brings Trending to Mobile: Now “making it easy for people to explore stories from different sources.”
Twitter Introduces Tailored Audiences From Mobile Apps: “A new way for advertisers to create targetable audience segments based on mobile app actions such as an install, purchase or sign-up.”
SlideShare Releases Analytics to all Users: As a SlideShare user, you can get “deeper insight into the effectiveness of your content through the release of SlideShare Analytics.”
Google Updates Hangouts App for Android: To “make it easier to express yourself, and have more fun along the way.”
YouTube Adds New Feature to Help When Choosing a Track: “You can search the YouTube Audio Library to determine how using a particular track in your video will affect it on YouTube; specifically if it will stay live on YouTube or if any restrictions apply.”
Tumblr Introduces New Explore Button: “It’s kind of like search, but for when you can’t think of anything.”
Google+ Supports a Number of Ways to Express Gender Identity: “Now, the gender field on your profile will contain four entries, ‘Male,’ ‘Female,’ ‘Decline to state’ and ‘Custom.’”
Facebook Revamps Slingshot: “A simpler, cleaner, more fun Slingshot.”
Foursquare Unveils the All-New Foursquare for Windows Desktop/Tablet: “It’s got an all-new look and feel to help lead you to places you’ll love.”
Here are some interesting studies to note:
The Top 14 Social Media Metrics Tracked by Marketers
40% of Facebook Accounts That Represent Fortune 100 Brands Are Unauthorized
PlayBuzz Tops Publishers on Facebook in Shares for November
Here’s a cool social media tool worth checking out:
Workflow: “Your personal automation tool, enabling you to drag and drop any combination of actions to create powerful workflows.”
Interactive Marketing and Social Media
deCesare, Gina, Miltenoff, Plamen
Section 5, T/TH – 11:00am – 12:15pm and, Section 7, T – 6:oopm – 9:00pm
http://media4.stcloudstate.edu/scsu
- Introduction. Who am I, what I do:
http://lrts.stcloudstate.edu/library/general/ims/default.asp
http://web.stcloudstate.edu/pmiltenoff/lib290/
- What is the purpose of the meeting today: Interactive Marketing and Social Media
- Define top 3 questions on your mind and be ready to share
- PPT, e.g. slide 27, by sharing with the students resources (most of them are infographics,) about best time when to apply social media marketing.
Social Media Examiner has plenty to say about it:
https://blog.stcloudstate.edu/ims/2014/10/01/social-media-management/
- Ideas and directions:
Peruse over the 3 groups of directions and ideas and choose one. Study it. Outline what do you anticipate being useful for your future work. Add at least 3 more ideas of your own, which complement the information from this group of information sources.
https://blog.stcloudstate.edu/ims/2014/09/21/social-media-cocktail/
time-saving social media tools
https://blog.stcloudstate.edu/ims/2014/09/19/time-saving-social-media-tools/
30 Little-Known Features of the Social Media Sites
https://blog.stcloudstate.edu/ims/2014/09/19/social-media-features/
26 Creative Ways to Publish Social Media Updates
https://blog.stcloudstate.edu/ims/2014/08/28/26-creative-ways-to-publish-social-media-updates/
How to Write a Social Media Policy to Empower Employees
https://blog.stcloudstate.edu/ims/2014/07/01/social-media-how-to-write-a-social-media-policy-to-empower-employees/
How to Create Awesome Online Videos: Tools and Software to Make it Easy
https://blog.stcloudstate.edu/ims/2014/06/24/social-media-how-to-create-awesome-online-videos-tools-and-software-to-make-it-easy/
The librarian 2.0: Identifying a typology of librarians’ social media literacy
http://lis.sagepub.com/content/early/2014/01/28/0961000613520027.full.pdf
Social media is the unifying term for these ‘new digital media phenomena […] in which ordinary users (i.e. not only media professionals) can com- municate with each other and create and share content with others online through their personal networked computers and digital mobile devices’ (Bechmann and Lomborg, 2013: 767).
First, social media communication is de-institutionalized, which means that media companies alone do not control the flow and distribution of information. Second, social media users are also information and content producers. We refer here to the collapse of production and consump- tion roles, labelled ‘prosumer’ (Jenkins, 2006) or ‘produs- age’ (Bruns, 2008). Third, social media communication is interactive and networked in nature.
public libraries must reconsider their positions as public knowledge providers (Anttiroiko and Savolainen, 2007). As a modern librarian’s task is to be able to use and distribute information in many formats other than print, he or she must be able to use all media, including digital media and social media.
social media literacy’ (SML), which is understood as ‘not only the practical and cognitive competencies pos- sessed by users of social media but also the motivation to employ these media effectively and appropriately for social interaction and communication on the web’ (Vanwynsberghe and Verdegem, 2013).
Zurkowski (1974: 6) defines ‘information literacy’ as the ability to utilize ‘the wide range of information tools as well as primary sources in modelling information solutions to their prob- lems’. With the rise of the Internet as a seemingly infinite source of information, the concept of information literacy gains more urgency (Sharpio and Hughes, 1996). In this respect, information literacy now includes having skills to identify an information problem (e.g. an unanswered ques- tion), accessing the location where information can be found, evaluating the information and using this informa- tion in problem-solving activities (Livingstone et al., 2005
The concept of information literacy was developed in the context of print media, while the concept of media literacy originated in the context of audio-visual media. media literacy was framed as the ability to critically under- stand media messages. Information literacy instead focuses on the basic competence of locating information since infor- mation is often difficult to find or use.
In con- trast to information literacy research, media literacy research has also paid attention to questions related to the creation of content (Livingstone et al., 2008).
The second cluster consists of respondents who have the lowest score for SML factors and consequently are labelled social media laggards. corresponds to people who have a rather negative attitude towards social media and do not (often) use social media at work or at home. Furthermore, social media laggards also have a very low level of social media knowledge and com- petencies. Of the respondents, 23.91% belong to this clus- ter; they have a high probability of being female and predominantly belong to older age groups.
The third cluster is the most social media literate group; therefore, we label respondents who fit within this cluster, social media literate users. Though its members are usually female, this social media literate cluster contains the most men in comparison to the other clusters. The members of this cluster are situated in the younger age groups. Hence, social media literates and social media workers include librarians who can serve as facili- tators or agents to guide and support other librarians dur- ing social media implementation.
four SML profiles: social media workers, social media laggards, social media literates and social media spare-time users. Social media workers are librarians who use social media mostly in the library and have a relatively high level of SML. Social media laggards do not use social media frequently either at home or at work and have a low level of SML. The social media literates are librarians who frequently use social media at home and at work and have a high level of SML. Finally, social media spare-time users are librarians who frequently use social media at home but not in the library and have an average level of SML.
http://www.tandf.co.uk/journals/access/white-paper-social-media.pdf
#tfsocialmedia
Social media objectives:
- promotion
- collection management tool
- Outreach
- teaching and learning
Opportunities and challenges
- opportunity to build a sense of community between the library and its users
- the variability of skills across library staff for using social media effectively, striking the right tone between professional and personal, coordinating activities across the institution to avoid duplication
- maintaining visibility for the library brand and copyright issues relating to hosting library resources on social media sites
Policies and management:
- Librarians are divided on the benefits of introducing formalized social media policies and plans. About a third of libraries responding to the Taylor & Francis survey had a policy in place, but over 40% had no plans to introduce one
- Some believe that representing the library as a professional function with a
consistent tone is the priority, while others believe that a more human approach is important, with individual staff free to bring their own ideas and personalities to social media activities.
Effectiveness and assessment:
- difficult to prove return on effort and that the time required to do this was a major barrier to more comprehensive analysis of impact
- framework for evaluation, so it is likely that assessment against commonly agreed metrics will become an increasingly important part of social media activity within the library in the near future
Current Social Media Practices:
- In a study from the mid 2000s (Cantrell and Havens1 ), most library directors in the US when questioned about social media said they did not think that libraries had a role in social networking
- A more recent study from 2012 (Kai-Wah Chu and Du4) shows how use of social media by the library has now become mainstream. In this survey of libraries in Asia, North America and Europe, 71% were found to be using social media tools with a further 13% saying they planned to use them
Advantages of using social media
n Financially the costs of using social media are perceived to be low;
n It requires little training;
n It promotes library services and disseminates news quickly, delivering this information more directly to library users;
n It increases engagement and interactions with library users;
n It helps gather feedback to enhance user services;
n The promotion of library holdings via social media can help increase usage of content;
n It enhances communication both within the library and with other departments;
n It can be used for outreach activities through onward sharing, well beyond the institution itself, helping build connections and reputation more broadly
Social Media Objectives: graph on page 8 of the PDF document:
A To promote events
B To promote library services
C To promote resources/collections at the library
D To update on library refurbishments
E To promote new acquisitions
F To promote library guides, exhibition guides
G To connect with new students joining the university
H To engage with the academic community
I To connect with the wider community beyond the university e.g. the town in which the institution is based
J To connect with distance learners
K As a customer services tool- complaints, suggestions, enquiries, feedback
L To highlight subject specific information
M To connect with potential students
N As a teaching tool to promote information literacy, technology and writing tips (not library based)
O To promote courses
P As a research tool to locate official documents and studies
From UK-based focus group: “The library is a programme, not just a building.”
Channel preferences: Graph on page 10 of the PDF document
SOCIAL MEDIA USES Table on p 13 of the PDF document
Twitter n Distribute library news and information
n Provide customer service
n Build connections with researchers
n Build connections with other librarians and institutions
Facebook n Distribute library news and information
n More social and less formal than Twitter – share photographs and run competitions
n Arrange events including tracking RSVPs and sending event updates
n Engagement with students
Pinterest n Promote general library collections, digital and archive special collections and information literacy
n Set up of online repositories for students to pin researched references as part of
collaborative group work
n Display book titles to save time browsing and promote new titles
n Provide an arena for students and course leaders to pin reviewed and recommended reading
for a particular topic
n Develop communities with other online libraries
YouTube n Streaming film collections
n Instructional ‘how to’ videos teaching information literacy skills and how to use library
services and resources
There are also a number of other social media products that are being used by librarians that reflect regional
preferences and the need for the specific functions offered by niche applications.
Collection usage and discovery: Graph on p. 15
Teaching and learning
From US-based librarian interview: “The trend in education now is to create environments that foster collaborative learning. Faculty have ditched textbooks and course management systems in exchange for a Facebook page for their class, or a wiki, or a blog. These online environments are fun; students already know how to use them and are more motivated to comment, discuss and share in these environments than a dry CMS.”
Social media policies and management, p. 18
73% of respondents stating that they believed more roles dedicated to social media would appear in the library in the future.
Effectiveness of social media
From UK focus group: “We keep track of something particularly successful, then we redo the campaign 6 months later.”
From US focus group: “We have very few interactions with anyone on our Twitter feed.”
“Twitter is definitely the best platform, because we hashtag all of our posts with the keyword
of the publication, and so for the academic audience, once they click it’s going to pull up all
of the similar publications under that topic.
Promoting library social media channels
From UK focus group:
“We retweet each other to encourage new followers.” My note: Suggested by me regarding SCSU_Library for Twitter and Pinterest and SCSUTechinstruct but “considered” (in local lingo, slow death of the idea)
Amidst discussions at LRS and forthcoming strategic planning –
The LinkedIn Higher Education Teaching and Learning group has a discussion started:
“The library as space is becoming more important, even as students are able to log on to databases from wherever.”
based on the the article
Spikes, Stacks, and Spaces
from Inside Higher Ed blog: https://www.insidehighered.com/blogs/confessions-community-college-dean/spikes-stacks-and-spaces
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Julie
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Andrea
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Russ
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Sharon
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Laura
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Dr..Myrna
http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf
p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.
Engagement requires an outward focus
A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.
Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.
an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).
hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries
p. 6 Trend 1: Develop user-centered library services
Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.
For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.
Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers
p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.
Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.
At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
approach
p. 8 Trend 3: Organizational flexibility must meet changing user needs.
p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.
p. 11 data management, knowledge management and scholarly communication
digital scholarship
p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.
p. 16 replacing the traditional tripartite model of collections, reference, and instruction
A new start up just released a “free” option to add drawings, multiple-choice and open questions to videos published on YouTube, Vimeo etc. It is an excellent opportunity to add interactivity and combine in one your video material with feedback from your end users. It is specifically targeting the educational world.
Here is an example of having an YouTube video created by MassComm student Collette Jackson for the Library about the use of social media with added interactivity by Zaption:
http://zapt.io/tudfv84t
The company is targeting mobile devices for creation of their product.
Please let us know, if you need more information and/or support: ims@stcloudstate.edu
7 Fantastic Free Social Media Tools for Teachers
http://mashable.com/2010/10/16/free-social-media-tools-for-teachers/
EDU 2.0 is a lot like online course management systems Blackboard and Moodle, but with a couple of distinct advantages. First, teachers can share their lesson plans, quizzes, videos, experiments and other resources in a shared library that currently hosts more than 15,000 pieces of content. Second, a community section allows teachers and students to network and collaborate with other members who share the same educational interests. And third, everything is hosted in the cloud for free.
The popular visual organizing and sharing tool Symbaloo launched its “EDU” version last month. According to the company, 50,000 teachers are already using Symbaloo to organize classroom resources. The new EDU version comes with academic subject-specific resource pages or “webmixes” and top tools like TeacherTube, Slideshare, Google Docs, Flickr and more are fully embeddable. Teachers with a “Free Plus” account can add their school logo and customize the links. The site also allows students to easily share their Symbaloo pages and projects with classmates.
This app gives teachers four discussion format choices. Students can either agree or disagree with a statement, answer a multiple choice question, post responses, or have the choice between adding a new response or voting for someone else’s response. Teachers can add photos or videos to their prompts and all of the discussions take place on one class page.
This WordPress-like blogging platform only supports educational content and thus, unlike WordPress, usually isn’t blocked by school filters. Since 2005, it has hosted more than a million blogs from students and teachers.
Kidblog is a bit more specific than Edublogs. There are fewer options to adjust the appearance of the main page, and it’s hard to use the platform for anything other than as a system for managing individual class blogs. The homepage serves as a catalog of student blogs on the right with a recent post feed on the left.
Teachers can also control how private they want the blogs to be. They can keep them student-and-teacher only, allow parents to log in with a password, or make them open to the public.
Edmodo looks and functions much like Facebook. But unlike Facebook, it’s a controlled environment that teachers can effectively leverage to encourage class engagement. The platform allows teachers and students to share ideas, files and assignments on a communal wall. Teachers can organize different groups of students and monitor them from the same dashboard. Once they’ve organized classes, they can post assignments to the wall and grade them online. They can then archive the class groups and begin new ones.
7. TeacherTube and SchoolTube and YouTube
As the name implies, TeacherTube is YouTube for teachers. It’s a great resource for lesson ideas but videos can also be used during class to supplement a lecture. For instance, you can let Mrs. Burk rap about perimeters if you like her idea but lack the rhyming skills to pull it off yourself. This site also has a crowdsourced stock of documents, audio and photos that can be added to your lesson plans. Unfortunately, every video is preceded by an ad.
SchoolTube is another YouTube alternative. Unlike other video sharing sites, it is not generally blocked by school filters because all of its content is moderated.
The original, generic YouTube also has a bevy of teacher resources, though it’s often blocked in schools. Khan Academy consistently puts out high-quality lessons for every subject, but a general search on any topic usually yields a handful of lesson approaches. Some of the better ones are indexed onWatchKnow.
- Zohoorian-Fooladi, N., & Abrizah, A. A. (2014). Academic librarians and their social media presence: a story of motivations and deterrents. Information Development, 30(2), 159-171.
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Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups.
Librarians also believed that social media tools are suitable not only to communicate with users but also
to facilitate the interaction of librarians with each other by creating librarian groups. (p. 169)
- Collins, G., & Quan-Haase, A. (2014). Are Social Media Ubiquitous in Academic Libraries? A Longitudinal Study of Adoption and Usage Patterns. Journal Of Web Librarianship, 8(1), 48-68. doi:10.1080/19322909.2014.873663
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- Reynolds, L. M., Smith, S. E., & D’Silva, M. U. (2013). The Search for Elusive Social Media Data: An Evolving Librarian-Faculty Collaboration. Journal Of Academic Librarianship, 39(5), 378-384. doi:10.1016/j.acalib.2013.02.007
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- Chawner, B., & Oliver, G. (2013). A survey of New Zealand academic reference librarians: Current and future skills and competencies. Australian Academic & Research Libraries, 44(1), 29-39. doi:10.1080/00048623.2013.773865
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- Lilburn, J. (2012). Commercial Social Media and the Erosion of the Commons: Implications for Academic Libraries. Portal: Libraries And The Academy, 12(2), 139-153.
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The general consensus emerging to date is that the Web 2.0 applications now widely used in academic libraries have given librarians new tools for interacting with users, promoting services, publicizing events and teaching information literacy skills. We are, by now, well versed in the language of Web 2.0. The 2.0 tools – wikis, blogs, microblogs, social networking sites, social bookmarking sites, video or photo sharing sites, to name just a few – are said to be open, user-centered, and to increase user engagement, interaction, collaboration, and participation. Web 2.0 is said to “empower creativity, to democratize media production, and to celebrate the individual while also relishing the power of collaboration and social networks.”4 All of this is in contrast with what is now viewed as the static, less interactive, less empowering pre-Web 2.0 online environment. (p. 140)
Taking into account the social, political, economic, and ethical issues associated with Web 2.0, other scholars raise questions about the generally accepted understanding of the benefits of Web 2.0. p. 141
- The decision to integrate commercial social media into existing library services seems almost inevitable, if not compulsory. Yet, research that considers the short- and long-term implications of this decision remains lacking. As discussed in the sections above, where and how institutions choose to establish a social media presence is significant. It confers meaning. Likewise, the absence of a presence can also confer meaning, and future p. 149
- Nicholas, D., Watkinson, A., Rowlands, I., & Jubb, M. (2011). Social Media, Academic Research and the Role of University Libraries. Journal Of Academic Librarianship, 37(5), 373-375. doi:10.1016/j.acalib.2011.06.023
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- BROWN, K., LASTRES, S., & MURRAY, J. (2013). Social Media Strategies and Your Library. Information Outlook,17(2), 22-24.
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Establishing an open leadership relationship with these stakeholders necessitates practicing five rules of open leadership: (1) respecting the power that your patrons and employees have in their relationship with you and others, (2) sharing content constantly to assist in building trust, (3) nurturing curiosity and humility in yourself as well as in others, (4) holding openness accountable, and (5) forgiving the failures of others and yourself. The budding relationships that will flourish as a result of applying these rules will reward each party involved.
Whether you intend it or not, your organization’s leaders are part of your audience. As a result, you must know your organization’s policies and practices (in addition to its people) if you hope to succeed with social media. My note: so, if one defines a very narrow[sided] policy, then the entire social media enterprise is….
Third, be a leader and a follower. My note: not a Web 1.0 – type of control freak, where content must come ONLY from you and be vetoed by you!
All library staff have their own login accounts and are expected to contribute to and review
- Dority Baker, M. L. (2013). Using Buttons to Better Manage Online Presence: How One Academic Institution Harnessed the Power of Flair. Journal Of Web Librarianship, 7(3), 322-332. doi:10.1080/19322909.2013.789333
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his project was a partnership between the Law College Communications Department, Law College Administration, and the Law Library, involving law faculty, staff, and librarians.
- Van Wyk, J. (2009). Engaging academia through Library 2.0 tools : a case study : Education Library, University of Pretoria.
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- Paul, J., Baker, H. M., & Cochran, J. (2012). Effect of online social networking on student academic performance.Computers In Human Behavior, 28(6), 2117-2127. doi:10.1016/j.chb.2012.06.016
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#SocialMedia and students place a higher value on the technologies their instructors use effectively in the classroom. a negative impact of social media usage on academic performance. rather CONSERVATIVE conclusions.
Students should be made aware of the detrimental impact of online social networking on their potential academic performance. In addition to recommending changes in social networking related behavior based on our study results, findings with regard to relationships between academic performance and factors such as academic competence, time management skills, attention span, etc., suggest the need for academic institutions and faculty to put adequate emphasis on improving the student’s ability to manage time efficiently and to develop better study strategies. This could be achieved via workshops and seminars that familiarize and train students to use new and intuitive tools such as online calendars, reminders, etc. For example, online calendars are accessible in many devices and can be setup to send a text message or email reminder of events or due dates. There are also online applications that can help students organize assignments and task on a day-to-day basis. Further, such workshops could be a requirement of admission to academic programs. In the light of our results on relationship between attention span and academic performance, instructors could use mandatory policies disallowing use of phones and computers unless required for course purposes. My note: I completely disagree with the this decision: it can be argued that instructors must make their content delivery more engaging and thus, electronic devices will not be used for distraction
- MANGAN, K. (2012). Social Networks for Academics Proliferate, Despite Some Doubts. Chronicle Of Higher Education, 58(35), A20.
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Academia.edu
While Mendeley’s users tend to have scientific backgrounds, Zotero offers similar technical tools for researchers in other disciplines, including many in the humanities. The free system helps researchers collect, organize, share, and cite research sources.
“After six years of running Zotero, it’s not clear that there is a whole lot of social value to academic social networks,” says Sean Takats, the site’s director, who is an assistant professor of history at George Mason University. “Everyone uses Twitter, which is an easy way to pop up on other people’s radar screens without having to formally join a network.
- Beech, M. (2014). Key Issue – How to share and discuss your research successfully online. Insights: The UKSG Journal, 27(1), 92-95. doi:10.1629/2048-7754.142
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the dissemination of academic research over the internet and presents five tenets to engage the audience online. It comments on targeting an audience for the research and suggests the online social networks Twitter,LinkedIn, and ResearchGate as venues. It talks about the need to relate work with the target audience and examines the use of storytelling and blogs. It mentions engaging in online discussions and talks about open access research