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Joanne S

Blogs in Plain English - YouTube - 0 views

    • Joanne S
       
      You've seen the word, you've seen the web sites and you may even have one.  But have you ever wondered:  What's the big deal about blogs? This is Blogs in Plain English. To make sense of blogs, you have to think about the news and who makes it. We'll look at news in the 20th vs. the 21st century to make our point. In the 20th century, the news was produced professionally.  When news happened, reporters wrote the stories and a tiny group of people decided what appeared in a newspaper or broadcast. Professional news was mainstream: general and limited. The 21st century marked the point where news became both professional and personal.   A new kind of web site called a weblog or blog came onto the scene that let anyone be a reporter and publisher - often for free. As blogs became popular, they created millions of news sources and gave everyone an audience for their own version of news. Of course, we're using the word "news" loosely.  But really - isn't everything news to someone?  With a blog...A business owner can share news about his business A mother can share news about her family Or a sport star can share news with fans These people are all "bloggers". How did this happen? Well, blogs made sharing news on the web easy.  Anyone with an idea can start a new blog with the click of a button and share news minutes later. Here's how blogs work. Blogs are websites that are organized by blog posts - these are individual news stories, like articles in the paper. Bloggers simply fill out a form like this one to post a new story. With the click of a button, the blog post appears at the top of the web page, just above yesterday's news.  Over time, the blog becomes a collection of these posts, all archived for easy reference. Also, Each blog post can become a discussion through comments left by readers. Blogs make the news a two way street. But really, the fuss is not about how blogs work - it's about what people like you do with
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    Blogs in Plain English. (2007). Retrieved from http://www.youtube.com/watch?v=NN2I1pWXjXI
Joanne S

The New Librarianship in the Age of the Ebook | Virtual Dave…Real Blog - 0 views

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    Lankes, D. (2010). The New Librarianship in the Age of the Ebook. Virtual Dave…Real Blog. Retrieved October 13, 2010, from http://quartz.syr.edu/rdlankes/blog/?p=1040
Joanne S

A social media policy for a one branch public library » Librarians Matter - 0 views

  • “Social Media.” includes community created content sites like Blogs, Forums, Flickr, YouTube, Wikis, Social Networks, Twitter and other content sharing sites.
  • When you use social media your behaviour  and content is not only a reflection of you but also of (our) Library.
  • Social Media Do’s Be Professional – Talk the way you would talk to real people in professional situations. Be Courteous – Be sure to listen & ask questions. Be Accurate – Check your facts before you post and provide supporting sources if necessary. Be Useful – Add content because you have something interesting to say, not for the sake of regular posting. Be Intelligent – Provide some value. Don’t talk down. Offer insight. Be Conversational –  Avoid overly pedantic or “composed” language. Don’t be afraid to bring in your own personality. Be Non-confrontational – If you disagree, do so respectfully Be Prompt – If you need to moderate or respond to a comment do so as quickly as possible Be Identifiable – Use your real name and do not post anonymously. Be Transparent – Disclose that you work for the library if this is relevant and be honest & truthful. Social Media Don’ts Don’t Share Secrets –If you aren’t sure you can disclose something, just don’t do it. Think about privacy, confidentiality and permission to use other people’s content. Don’t Bad Mouth – Keep the language clean & avoid slamming people or companies. Don’t Complain – If you don’t have anything nice to say, don’t say anything at all. Don’t do Stupid Things – If it doesn’t help the Library or our community, don’t do it. Don’t Defame – Show everyone respect. Don’t Forget your day job –Social Media can consume you so don’t forget your other duties. Moderate, balanced use is essential.
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    Greenhill, K., & Fay, J. (2010, September 10). A social media policy for a one branch public library. Librarians Matter. Retrieved October 1, 2010, from http://librariansmatter.com/blog/2010/09/10/a-social-media-policy-for-a-one-branch-public-library/
Joanne S

ArchivesBlogs | a syndicated collection of blogs by and for archivists - 0 views

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    Archivesblogs is a concatenation of archival blogs, from government institutions to private collections, from archivists to researchers. http://archivesblogs.com/
Joanne S

A Snapshot of the Kindle eBook Collection of Four Public Libraries « Islandli... - 0 views

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    Picchi, N. (2011, September 22). A Snapshot of the Kindle eBook Collection of Four Public Libraries. Islandlibrarians blog. Retrieved from http://islandlibrarian.wordpress.com/2011/09/22/a-snapshot-of-the-kindle-ebook-collection-of-four-public-libraries/
Joanne S

Keeping Up with Keeping Up | ALA TechSource - 0 views

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    Sheehan, K. (2010, August 3). Keeping Up with Keeping Up. ALA Techsource. Retrieved October 1, 2010, from http://www.alatechsource.org/blog/2010/07/keeping-up-with-keeping-up.html
Joanne S

Assessing the (Enduring) Value of Libraries | Inside Higher Ed - 0 views

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    Fister, B. (2010). Assessing the (Enduring) Value of Libraries. Inside Higher Ed: Library Babel Fish. Retrieved from http://www.insidehighered.com/blogs/library_babel_fish/assessing_the_enduring_value_of_libraries
Joanne S

Video: RSS in Plain English - YouTube - 0 views

    • Joanne S
       
      Welcome to RSS in Plain English. The Internet has problems. Technorati says there are 50 million weblogs, and as you can see, it's going up. This is overwhelming. Today's show is about a new and efficient way to keep up with all this cool stuff that's happening on the Internet. I'm going to talk about two ways that you can keep up with what's happening on the Web. There's the old slow way - Boo. Then, there's the new and fast way - Yay! Here's the difference between the new and the old way. This is you, and here are your favorite websites. You log on to your computer, and you're looking for something new. You go out to your favorite blogs. Anything new? No. You go out to your favorite news sites. Anything new? Nope. Every time you look for something new and its not there, you've wasted valuable time. This is the old way. Now, let's consider the new and fast way, which is simply taking these arrows and turning them the other direction. This means the new things from blogs and new things from your news sites come to you instead. It's like Netflix compared to the video store. So, what we're talking about is using a single website that becomes your home for reading all the new stuff that's coming from your favorite websites. There are two steps to getting started. The first step is you need a home for reading new posts. This is a website called a reader. It is free and all you need is an account. I use a site called Google Reader. It looks like this. My favorite sites are listed on the left, and on the right I can scroll through all the new posts from my favorite sites in a single place. So, to complete step one, you need to sign up for a reader. Google Reader, Bloglines, Newsgator, My Yahoo! are good places to start. Step number two, is to set up a connection between your reader and your favorite websites. Setting up these connections is called subscribing, and it's really important. Nearly every blog and news site offers the ability for you
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    Video: RSS in Plain English. (2007). . Retrieved from http://www.youtube.com/watch?v=0klgLsSxGsU
Joanne S

Archives & Museum Informatics: Museums and the Web 2009: Paper: Gow, V. et al., Making ... - 0 views

  • New Zealand content difficult to discover, share and use
  • DigitalNZ is testing ways to create digital content, collect and share existing digital content, and build smart, freely available search and discovery tools.
  • Memory Maker blurs the line between consuming and producing content. What’s sometimes called ‘remix culture’ […]. Digital technologies have opened up new possibilities for young people to access and represent the stories of their culture by taking sound and images and recombining them to say something new, something relevant to them. (Sarah Jones, Lunch Box: Software & digital media for learning, November 2008) http://lunchbox.org.nz/2008/11/get-coming-home-on-your-schools-website-wiki-or-blog/)
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  • The Memory Maker provides a taste of what is possible when collecting institutions modernise their practices for keeping and managing copyright information, using Creative Commons licenses or ‘no known copyright’ statements.
  • Learning about ‘hyperlinks’ today, these young New Zealanders will be the developers and creators of tomorrow.
  • The full set of contributions is accessible through a Coming Home search tool, occasionally on a google-like hosted search page (Figure 5), but more often through a search widget embedded on many New Zealand Web sites (Figure 6).
  • Digital New Zealand is developing and testing solutions that showcase what’s possible when we really focus on improving access to and discovery of New Zealand content.
  • Technically, the Digital New Zealand system is in three parts: a backend, a metadata store, and a front end.
  • The coolest thing to be done with your data will be thought of by someone else
  • “an API is basically a way to give developers permission to hack into your database”.
    • Joanne S
       
      George Oates
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    Gow, V., Brown, L., Johnston, C., Neale, A., Paynter, G., & Rigby, F. (2009). Making New Zealand Content Easier to Find, Share and Use. In Museums and the Web 2009. Presented at the Museums and the Web 2009, Toronto: Archives & Museum Informatics, Retrieved from http://www.archimuse.com/mw2009/papers/gow/gow.html
Joanne S

Amanda Palmer: The art of asking | Video on TED.com - Topic 1.1: Music: I Want My MP3 - 0 views

    • Joanne S
       
      Topic 1.1: Music: I Want My MP3 (Breathes in, breathes out) So I didn't always make my living from music. For about the five years after graduating from an upstanding liberal arts university, this was my day job. I was a self-employed living statue called the 8-Foot Bride, and I love telling people l did this for a job, because everybody always wants to know, who are these freaks in real life? Hello. I painted myself white one day, stood on a box, put a hat or a can at my feet, and when someone came by and dropped in money, I handed them a flower and some intense eye contact. And if they didn't take the flower, I threw in a gesture of sadness and longing as they walked away. (Laughter) So I had the most profound encounters with people, especially lonely people who looked like they hadn't talked to anyone in weeks, and we would get this beautiful moment of prolonged eye contact being allowed in a city street, and we would sort of fall in love a little bit. And my eyes would say, "Thank you. I see you." And their eyes would say, "Nobody ever sees me. Thank you." And I would get harassed sometimes. People would yell at me from their passing cars. "Get a job!" And I'd be, like, "This is my job." But it hurt, because it made me fear that I was somehow doing something un-joblike and unfair, shameful. I had no idea how perfect a real education I was getting for the music business on this box. And for the economists out there, you may be interested to know I actually made a pretty predictable income, which was shocking to me given I had no regular customers, but pretty much 60 bucks on a Tuesday, 90 bucks on a Friday. It was consistent. And meanwhile, I was touring locally and playing in nightclubs with my band, the Dresden Dolls. This was me on piano, a genius drummer. I wrote the songs, and eventually we started making enough money that I could quit being a statue, and as we started touring, I really didn't want to lose this sense of direct connection
Joanne S

Library Day in the Life Project / FrontPage - 0 views

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    Library Day in the Life Project. (n.d.). wiki, . Retrieved from http://librarydayinthelife.pbworks.com/w/page/16941198/FrontPage This is organised by the day that was recorded. Select one of the days and look at the job descriptions of the participating librarians. Select five linked blog posts and click through to read them. Select one librarian and see whether you can find multiple days from that author.
Joanne S

blyberg.net » Blog Archive » The Darien Statements on the Library and Librarians - 0 views

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    Blyberg, J., Greenhill, K., & Trainor, C. (2009, April 3). The Darien Statements on the Library and Librarians. blyberg.net. Retrieved October 21, 2010, from http://www.blyberg.net/2009/04/03/the-darien-statements-on-the-library-and-librarians/
Joanne S

ScienceDirect.com - The Journal of Academic Librarianship - Social Bookmarking in Acade... - 0 views

  • Social bookmarking can allow academic libraries to network and share appropriate scholarly web sites and work to develop cost-effective electronic resources for reference and curriculum support
  • Using social bookmarking within academic libraries has great potential to not only share helpful web sites but can enhance reference both inside and outside the library.
  • By utilizing social bookmarking, academic librarians can identify a variety of relevant information in numerous formats that will support students' individual learning styles. Social tagging provides an advantage over spiders and search engines that do not have the human capability to conceptually ascertain a web page's subject.
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  • earning to use these social bookmarking sites requires some technical know-how and an acquired familiarity with sites' features. In addition, librarians must find time to hone and implement these tools.
  • Within an academic context, social tagging and the folksonomies that can be created by librarians through tagging must provide a measure of semblance of structure and consistency to support curricula
  • Academic librarians are able to qualitatively identify and tag pages according to subject or related topic, even if the subject term(s) are nowhere to be found on the page.
  • A number of academic institutions have bravely ventured into this new social realm of information classification and have developed progressive ways to utilize social tagging sites to reach out to their users and provide these communities with personalized and institution-specific library services. Librarians are using these sites' features to organize and disseminate information to their users as well as to continually discover useful web sites and to network with colleagues.
  • Social bookmarking can also be used to facilitate interaction and professional development among academic librarians and faculty.
  • workshops and instructional sessions. During such instruction, librarians have an opportunity to educate students on the use of social bookmarking and direct them to tagged pages by subject.
  • Diigo8 touts itself as “a powerful research tool and a knowledge-sharing community,” and allows users to bookmark pages but provides a particular feature of note, the capability to “add sticky notes” to tagged pages. The web site facilitates collaboration on projects by allowing users to create groups and communities. Diigo's home page specifically states the site can be used to “discover quality resources on any subject or get personalized recommendations.” Other useful features include tag clouds and links to subject-specific news web sites, user-defined subject lists, and communities of users.
  • “basic assumptions” about finding information today have changed. While librarians are accustomed to consulting traditional library resources such as the catalog, a database or even a book, younger generations including Generation Xers and Mellennials assume any information they need is available somewhere on the web.
  • Academic librarians can use social tagging conceptually to emphasize information literacy and to become more approachable and accessible to users by incorporating other Web 2.0 concepts
  • Social tagging allows academic librarians to develop appropriate folksonomies
  • academic librarians can use social tagging to point users to useful pages while demonstrating the value of information literacy.
  • Social tagging allows users to sign up for an account on any one or several sites and begin collecting and bookmarking online resources by URL and identifying those links with personal “tags” or according to collective tags used by other users who have found the same resources,
  • find e-resources other libraries have discovered as well as librarians' blogs. Tapping into resources already discovered by fellow academic librarians saves time by avoiding duplication.
  • Librarians can also use sites that allow them to make reference notes and give additional tips and guidance for students using particular links for their course-related research.
  • Several new social software tools developed with the advent of Web 2.0 have the potential to enhance library services often at little to no expense.
  • One particular group of students that can benefit from the use of social tagging includes those taking online courses. These students, who often lack any kind of classroom interaction, can benefit from the social aspect of using online tagging sites
  • undergraduate students need to learn how to effectively take advantage of web resources and librarians are in the ideal position to lead the way.
  • Social bookmarking, also called social tagging, might have the most potential as a Web 2.0 tool that can be utilized in academic libraries to benefit their users and enhance their services.
  • “collaborative and interactive rather than static”
  • differences between credible sites and non-authoritative resources
  • Academic libraries might not seem so archaic or overwhelming to younger generations of students if online resources become more interactive and collaborative over time.
  • Academic librarians can create accounts within social bookmarking sites and harvest web resources according to various subjects and related concepts.
  • A number of academic libraries, however, are beginning to embrace these new collaborative tools that younger generations of Web users are already implementing on their own.
Joanne S

Now E-Textbooks Can Report Back on Students' Reading Habits - Wired Campus - The Chroni... - 0 views

shared by Joanne S on 22 Nov 12 - No Cached
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    Hmmm. "@evgenymorozov: This is pretty intense: "Now E-Textbooks Can Report Back on Students' Reading Habits" http://t.co/VoQw4f5c"
Joanne S

Library 2.0 Theory: Web 2.0 and Its Implications for Libraries - 0 views

  • Already libraries are creating RSS feeds for users to subscribe to, including updates on new items in a collection, new services, and new content in subscription databases.
  • hybrid applications, where two or more technologies or services are conflated into a completely new, novel service.
  • personalized OPAC that includes access to IM, RSS feeds, blogs, wikis, tags, and public and private profiles within the library's network.
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    Maness, J. (2006). Library 2.0 Theory: Web 2.0 and its Implications for Libraries. Webology, 3(2). Retrieved from http://webology.ir/2006/v3n2/a25.html
Joanne S

Library 2.0 Discussion: Michael Squared | Librarian in Black Blog - Sarah Houghton - 0 views

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    Houghton-Jan, S. (2005, December 19). Library 2.0 Discussion: Michael Squared. The Librarian in Black. Retrieved April 16, 2011, fromhttp://librarianinblack.net/librarianinblack/2005/12/library_20_disc.html
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