Howard, H. A. (2018). Academic Libraries on Social Media: Finding the Students and the Information They Want. Information Technology and Libraries, 37(1), 8–18. https://doi.org/10.6017/ital.v37i1.10160
In his book Tell Everyone: Why We Share and Why It Matters, Alfred Hermida states, “People are not hooked on YouTube, Twitter or Facebook but on each other. Tools and services come and go; what is constant is our human urge to share.”1 Libraries are places of connection, where people connect with information, technologies, ideas, and each other. As such, libraries look for ways to increase this connection through communication.
Academic libraries have been slow to accept social media as a venue for either promoting their services or academic purposes. A 2007 study of 126 academic librarians found that only 12 percent of those surveyed “identified academic potential or possible benefits” of Facebook while 54 percent saw absolutely no value in social media.2 However, the mission of academic libraries has shifted in the last decade from being a repository of knowledge to being a conduit for information literacy; new roles include being a catalyst for on-campus collaboration and a facilitator for scholarly publication within contemporary academic librarianship.3 Academic librarians have responded to this change, with many now believing that “social media, which empowers libraries to connect with and engage its diverse stakeholder groups, has a vital role to play in moving academic libraries beyond their traditional borders and helping them engage new stakeholder groups.”4
The project focused on three research questions: 1. What social media platforms are students using? 2. What social media platforms do students want the library to use? 3. What kind of content do students want from the library on each of these platforms?
survey using the web-based Qualtrics
The social media platforms included were Facebook, Flickr, G+, Instagram, LinkedIn, Pinterest, Qzone, Renren, Snapchat, Tumblr, Twitter, YouTube, and Yik Yak
The second survey also lasted for three weeks starting in mid-April of the spring 2017 semester. As a participation incentive, students who completed the initial survey and the second survey had an opportunity to enter a drawing for a $25 Visa gift card.
we intend to develop better communication channels, a clear social media presence, and a more cohesive message across the Purdue libraries. Under the direction of our new director of strategic communication, a social media committee was formed with representatives from each of the libraries to contribute content for social media. The committee will consider expanding the Purdue Libraries’ social media presence to communication channels where students have said they are and would like us to be.
by discovery layer, the moderators were referring to the variety of tools available to libraries that bring together article-level content, specialized databases, and the content traditionally found inside a library catalog (e.g., books and journal titles) into a single searchable index. Based on the survey, 67% of e-forum participants are using a discovery layer and 83% maintain this layer alongside the traditional catalog. During the e-forum participants identified a number of commercial systems in use at their libraries (Summon, Encore, EDS, WorldCat Discovery, Primo), as well as some customized or open-source products. Participants at some specialized and public libraries expressed opinions that discovery layers do not fit their institutional needs, either because of the lack of sophisticated searching or specialized content, or because of overemphasis on article content.
In academic libraries, discovery layers tend to be the preferred tool for undergraduates, while more advanced scholars (and some library staff) prefer the traditional library catalog for known items, additional search features, and more specialized content. Discussion about the different levels of user sophistication and varying research needs continued through the entire e-forum. One participant put the difference between searching in terms of recall versus precision. Discovery makes an ideal tool for quickly returning at least some relevant results—great for basic research—but often brings back a large number of irrelevant results in a huge set.
From a technical services perspective, discovery layers have led to changes in technical services operations.
Discovery systems are not one size fits all. Special collections librarians and consortial members shared some concerns about the way discovery systems display information.
Good Question! What is a Discovery Layer?
By Gwen Evans Executive Director, OhioLINK Thursday, January 16, 2014 – 9:50am
a discovery layer is a Google-like search across all library resources. In library language, a discovery layer is a searchable meta-index of library resources, usually including article-level metadata, e-book metadata, metadata from library catalogs, open access resource metadata, etc., and it includes a means of retrieving resources in the result set through linking technology.
Why is a discovery layer needed for libraries?
Without a discovery layer, users have to search many separate silos of information one by one – the library catalog for books and journals, publisher sites and individual ejournals in particular subjects for articles, and other specialized databases. Even for experienced users who know which databases and resources are likely to be most relevant to their needs, this is time-consuming and involves duplicating the same search over and over in different places. For novice users, or those who want a broad, interdisciplinary search, the initial choice of resource can be daunting and frustrating, unless users already know to ask their librarians for help. In addition, every database or resource interface is different – there are many similarities, but users have to learn different procedures and strategies for each information silo. While specialized interfaces deliver a lot of power for the advanced user, sometimes they can get in the way for other kinds of tasks.
Why not just use Google or another search engine?
Many library resources are difficult to find using search engines, even if a user is savvy enough to be using Google Scholar or Microsoft Academic Search instead of regular Google or Bing. In addition, almost all online library resources, such as full-text articles and ebooks, are most decidedly not free or open access – academic libraries pay quite a bit of money for them
Over the past 10 years, new learning management systems (LMSs) have sprung on the scene to rival the Blackboards and Moodles of old. On the EdSurge Product Index alone, 56 products self-identify and fall into the LMS category. And with certain established companies like Pearson pulling out of the LMS ranks, where do you start?
As University of Central Florida’s Associate Vice President of Distributed Learning, Tom Cavanagh, wrote in an article for EDUCAUSE, “every institute has a unique set of instructional and infrastructure circumstances to consider when deciding on an LMS,” but at the same time, “all institutions face certain common requirements”—whether a small charter school, a private university or a large public school district.
The LMS Checklist
#1: Is the platform straightforward and user-friendly?
#2: Who do we want to have access to this platform, and can we adjust what they can see?
#3: Can the instructor and student(s) talk to and communicate with each other easily?
“Students and faculty live a significant portion of their daily lives online in social media spaces,” writes University of Central Florida’s Tom Cavanagh in his article on the LMS selection process. “Are your students and faculty interested in these sorts of interplatform connections?”
#5: Does this platform plug in with all of the other platforms we have?
“Given the pace of change and the plethora of options with educational technology, it’s very difficult for any LMS vendor to keep up with stand-alone tools that will always outperform built-in tools,” explains Michael Truong, executive director of innovative teaching and technology at Azusa Pacific University. According to Truong, “no LMS will be able to compete directly with tools like Piazza (discussion forum), Socrative (quizzing), EdPuzzle (video annotation), etc.”
As a result, Truong says, “The best way to ‘prepare’ for future technological changes is to go with an LMS that plays well with external tools.”
It is maintained by Facebook, Instagram and a community of individual developers and corporations.[3][4][5]
React allows developers to create large web-applications that use data and can change over time without reloading the page. It aims primarily to provide speed, simplicity, and scalability. React processes only user interfaces in applications. This corresponds to View in the Model-View-Controller (MVC) pattern, and can be used in combination with other JavaScript libraries or frameworks in MVC, such as AngularJS.[6]
1. Technology that Increases Access Hits the Slow Lane
Innovations in videoconferencing and lecture capture technologies have allowed universities to provide flexible learning experiences to students no matter their location. However, if internet service providers are allowed to create “fast lanes” and “slow lanes” of access, experts worry these learning experiences will be in jeopardy. “slow lanes” of internet access could make it difficult for students to access cloud software or applications without hitting data caps.
2. Inhibit Ability to Research and Access Materials
a 40-page commentary to the FCC explaining how a repeal would hurt universities, eCampus News reports.
“Institutions of higher education and libraries depend upon an open internet to carry out their educational and civic missions, and to serve their communities,” reads the commentary.
“almost everything” relies on the internet in higher education. Students use it for research, to take courses and turn in assignments while faculty use it for research and to create lesson plans. Roberts says his library needs it to archive and preserve materials. Slower internet could inhibit research and access to library resources.
3. Increased Costs Without Increased Educational Experiences
high cost of attending a university might see a bump without net neutrality. slower internet access would actually degrade the quality of education offered for a higher cost.
What is digital literacy? Do you know how you can foster digital literacy through formal and informal learning opportunities for your library staff and users?
Supporting digital literacy still remains an important part of library staff members’ work, but sometimes we struggle to agree on a simple, meaningful definition of the term. In this four-week eCourse, training/learning specialist Paul Signorelli begins by exploring a variety of definitions, focusing on work by a few leading proponents of the need to foster digital literacy among people of all ages and backgrounds. He explores a variety of digital-literacy resources – including case studies of how we creatively approach digital-literacy learning opportunities for library staff and users, and explores a variety of digital tools that will help to encourage further understanding of this topic.
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more on digital literacy in this IMS blog
Blockchain technology has the potential to enhance the role played by libraries within their communities, however, there are many questions yet to be answered about how specifically blockchain technology might be used and how much value it would add to library services and the communities they serve. Ideas from within the information profession are needed as we formulate recommendations for the profession.
The San José State University School of Information (iSchool) received an IMLS grant to investigate ways that blockchain technology can be used by libraries as a community anchor to partner with other organizations and to support city/community goals. Some suggestions for blockchain applications in libraries include building an enhanced metadata center, protecting Digital First Sale rights, supporting community-based collections, facilitating partnerships across organizations, and more.
The year-long project will provide three opportunities for a national dialog among technical experts in libraries, blockchain technology, and urban planning and members of the information professions to discuss ways that blockchain technology can advance library services to support city/community goals.
The project website and blog includes information and resources about blockchain technology, potential uses of blockchain technology by libraries, and project updates along with a blog to foster open dialog. Seehttps://ischoolblogs.sjsu.edu/blockchains/
The National Forumscheduled for August 6, 2018 in San Jose, CA will be comprised of 20-30 technical experts in libraries, blockchain technology, and urban planning to identify and discuss key opportunities for libraries to serve as community anchors using blockchain technology.
The Library 2.018 conference, Blockchain Applied: Impact on the Information Profession, is designed for presentations and discussion on the uses of blockchain technology in libraries. Registration in this open online conference is free to the profession and public. Scheduled on June 7, 2018 from 12:00 – 3:00 pm PDT. The call for proposals is located on the conference website.
We are seeking nominations of individuals to represent the professional associations (e.g. LITA, PLA, ULC, CLIR, ARL) and information organizations by participating in the National Forum in San Jose, CA (August 6, 2018). Funding provided by IMLS is available to support most of the expenses (travel, lodging, meals) for the National Forum for invited participants.
Nominations (including self-nominations) are due by February 15, 2018. Nominees should be knowledgeable about blockchain technology and libraries in order to have an impact on the recommendations that will be made and discussed during the Library 2.018 conference and National Forum.
Nominations to participate in the Blockchain National Forum should be submitted by February 15 using this Google Form.
at RMG’s Annual Presidents’ Seminar:
The View from the Top on Friday February 9, 2018, 2:00 p.m. – 4:00 p.m.
ALA Midwinter Conference, Denver Colorado Convention Center Room 505
Who, When, Where?
How will these disruptive technologies enter the
Library Industry ?
Who will lead the innovation?
And what about Robots, Blockchain, and the loss of Net Neutrality?
How will Artificial Intelligence and Self-Driving Cars improve library services and performance?
• In the age of click and digital download, will driverless library (or Uber or Lyft) delivery services plus robots-to-the-door put printed books and other physical items into readers’ hands with comparable ease? Or transport and escort readers to Library programs and browsing opportunities?
• Alexa: Please deliver to my weekend address the Hungarian cookbook I checked out from my Branch Library last year and fresh — not frozen — ingredients for goulash for six. Text me by Thursday if I can’t get all this by Friday 6pm. Also, could you recommend a suitable under $15 red wine available at my weekend Whole Foods?
• Siri or Alexa: Call the Library and make reservations for my two grandchildren and me for the February program on Spring solstice, and ask them to text each of us confirmations. Also, could you ask the Library to send them links to e-books that explain the history of astronomy? And deliver to Amy a book in English or Mandarin about ancient Chinese astronomy a week before the program?
The Seminar is open to everyone for dialogue on topical issues and concerns — registration is not required.
Attendees are invited to ask questions of Library Industry executives entrusted with delivering platforms and solutions for global library systems, services, and content to thousands of libraries serving millions of library users worldwide.
Outline:
The Gamification of the educations process is not a new concept. The advent of educational technologies, however, makes the idea timely and pertinent. In short 60 min, we will introduce the concept of gamification of the educational process and discuss real-live examples.
Learning Outcomes:
at the end of the session, participants will have an idea about gaming and gamification in education and will be able to discriminate between those two powerful concepts in education
at the end of this session, participants will be able search and select VIdeo 360 movies for their class lessons
at the end of the session, participants will be able to understand the difference between VR, AR and MR.
if you are interested in setting up a makerspace and/or similar gaming space at your school, please contact me after this workshop for more information.
How would you define gamification of the educational process?
Gaming and Gamification in academic and library settings (paper) Short URL: http://scsu.mn/1F008Re
Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non-game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences (What is GBL (Game-Based Learning)?, n.d.).
Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012). Gamification requires three sets of principles: 1. Empowered Learners, 2. Problem Solving, 3. Understanding (Gee, 2005).
Apply gamification tactics to existing learning task
split in groups and develop a plan to gamify existing learning task
from the web page above, choose a movie or click on this link: https://youtu.be/nOHM8gnin8Y (to watch a black hole in video 360) Open the link on your phone and insert the phone in Google Cardboard. Watch the video using Google Cardboard.
