Group items tagged

"Digital collections marketing is an important, yet often ignored aspect of digital collection management. While many collections are laudable for the quality of their pictures, metadata, and preservation techniques, they often remain obscure, unknown, and therefore inaccessible to their intended user populations. One of the ways digital librarians can cultivate a broader awareness of their collections is through social networking. More importantly, digital librarians who participate in conversations with users through the use of social media become inextricably intertwined with the knowledge creation processes relevant to their collections. This paper presents a set of five general principles (listening, participation, transparency, policy, and strategy) that provide digital librarians with straightforward, concrete strategies for successfully integrating social media into a digital library's overall strategic plan. In addition to these concrete strategies, I also explain the theoretical importance of each principle and its relevance for establishing a rapport with current and potential users of a digital collection."

Social media technologies have a number of characteristics that may suit information access and informal knowledge management by older adults, and there is a rapid uptake of these technologies by this demographic. Based on the characteristics of social media technologies and previous findings of online knowledge management, we introduce a novel framework for achieving social media-based knowledge management suited to older adult communities. The framework involves several key aspects and requirements: public peer-to-peer sharing of information, evaluation of content amongst peers, the "push" nature of these technologies, ease-of-use through simple interfaces, affordability, platforms that are extensible to support a wide range of information types, a self-organizing information dissemination network, and a human-based peer trust network. We conducted a six-month trial of 150 participants using Facebook, Twitter and Skype to determine their perceptions and preferences in relation to using these social technologies. We found that in the majority, the views of the older adult participants were well matched to the requirements for achieving social media-based knowledge management, identified in the framework. In addition, we discuss the implications of the findings for the implementation of future social media-based knowledge management systems.

Lisa Nielsen promotes the effective use of social media in education and is concerned that teachers do not fully understand their potential, nor best practice. She recommends conversation as an excellent way of supporting teachers in having a go. She provides two lists of conversation starters worthy of discussion in relation to particular contexts. While not promoting them as "Do and Don't" she has, however, divided them into Recommended, and Think twice before... Topics include: best practice for interacting with students; managing your online identity; role and responsibilities of parents, and managing online spaces. The lists provide an excellent basis for the development of a social media policy for schools.

An example of an actual policy, this is clearly written, in accessible language, and there is support for the use of online communities with students for educational purposes if the explicit procedures and expectations are followed. The policy for the personal use of social media clearly outlines what is and is not acceptable and there is excellent practical advice for teachers to consider in order to maintain professional standards. My only question is has this been reviewed? It is dated February 2011 with a review date of March 2012 but this is the only version available (from CEO Sydney website) as of January 2015.

Whilst not a social media policy, the Queensland's Department of Education Standard of Practice document is an example of how principles relating to the appropriate use of social media can be communicated as part of a larger document that aims to clarify the ethical principles, values and standards of conduct that employees are expected to abide by.

How many of these would you agree with?

Indeed Google+ isn't something I have gravitated toward - it will be interesting to see if Google evolves it or replaces with a something totally new. Quite frankly I don't have many friends who use it so it has been somewhat redundant. As far as Google Wallet I'm sitting back to see if it would be of any real benefit. I suppose my key concerns would be security firstly and secondly vendors which accept it. Here is an interesting article that I refer to as TechCarrotDangling! http://arstechnica.com/business/2014/11/psa-google-wallet-is-giving-away-200000-to-attract-new-users/ Smart watches are definitely an area of keen interest for me. I currently own a Sony Smartwatch 1 and I find it pretty useful when I"m out and about. I keep up to date with all my social media alerts as well news and it's also a great way to never miss an important call. My husband who is an extremely serious technophile has two a Pebble and Sony Smartwatch 2. I can see this technology really starting to take off in the very near future and the types of functions and uses will only improve and diversify. As far as advertising is concerned any business that wants to thrive and not be relegated to the obsolete and irrelevant bin needs to actively get on board with targeted social media advertising. It is really is a sink or swim scenario. However, platforms such as FB , if I'm wearing my "consumer hat", are really annoying and sometimes even infuriating - from a marketing perspective though it is innovative in that it targets your interests and plays on your wants and desires. I suspect that business and various organisations need to determine and utilise ways to market themselves without it turning consumers off. There is a fine line between intrusion and ingenious use of the old 5 Ps of marketing!

1. Google+ isn't dead yet, however, the one before it, Google Wave is dead, but it influenced many other collaboration to think of digital whiteboards to share thoughts and video. I use Moxtra's one. I use Google+ sparing, say when Mashable want to collaborate a document to the White House or a twitter user holding talk about the future of code, and so on. 2. Mobile payment is there and not quite there. At the moment, people put stickers on the back of their mobile phone and tap on PayPass machines. 3. Smartwatches, ahh, another thing to charge up at night. Good but bulky. 4. I can live with social media advertising, it isn't too annoying and some of them are quite clever. It is not different to advertisement in Freemium games, really. Ignore and tap selectively. 5. Accessible analytics. Oh la la. This would be so handy to so many people, especially I. I can use it to plan my delivery better and work my weak spots on SNS.

Ellyssa Kroski explains that school libraries have different challenges to face with social media than other types of organisations. Social media policies provide clear guidelines for staff posting on behalf of the library and on their personal accounts and standards for acceptable use by library users. The article outlines what should be included in a social media policy and suggests looking at other organisation's social media policies for best practice. The importance of revising the policy when technological changes occur is also stressed. Unfortunately some of the links to examples of policies are no longer available.

The social media policy of All Saints Anglican School is one of many of the school's policies. This is a very detailed policy that outlines appropriate guidelines and procedures for the use of social media by the staff and students. This policy therefore would also encompass the library. The main aim of the policy is not to restrict staff and students from using social media but to protect them by making very clear what is considered appropriate and acceptable use. The following headings provide structure to the policy: purpose, scope, responsibilities, definitions, breach and conclusion. 

Abstract: Social media are popular stages for self-expression, communication and self-promotion. Rather than facilitating online identity formation, they are sites of struggle between users, employers and platform owners to control online identities - a struggle played out at the level of the interface. This article offers a comparative interface analysis between Facebook and LinkedIn. While Facebook is particularly focused on facilitating personal self-presentation, LinkedIn's interface caters towards the need for professional self-promotion. And yet, both platforms deploy similar principles of connectivity and narrative - strategies that can be succinctly revealed in recent interface changes. These changing digital architectures form the necessary backdrop for asking critical questions about online self-presentation: How are public identities shaped through platform interfaces? How do these features enable and constrain the sculpting of personal and professional persona? And what are the consequences of imposed connectivity and narrative uniformity on people's online identities?

This policy informs Western Australia Department of Education employees of the potential damage their personal use of social media can directly or indirectly affect the Department. Specific areas of interest in this policy include the legitimate and non-legitimate use of social media, the identification of key risk areas, and the duty of care towards students.

Cleveland Public Library. Policy on the use of CPL's social media sites. http://www.cpl.org/TheLibrary/UsingtheLibrary/PolicyontheUseofCPLsSocialMediaSites.aspx This policy is generic and refers to 'any Library sponsored social media site'. It is very comprehensive, relevant to both patrons and staff. the content is organised under the following sections: Purpose of the Library's social media sites, Agreement (telling patrons that by posting they agree to this policy), Definitions, Disclaimer, No Privacy (Reminding users that they cannot expect privacy), Ownership (of postings), Postings (basically the acceptable use policy), Violations of this policy, Reporting violations, Employee postings.

This document from New South Wales Education & Training provides social media guidelines for the department's employees. The value of social media is noted and employees are made aware of what is required for responsible use of social media for personal and professional use. While this is not a library policy, aspects could be adapted for library use. The guidelines are clearly summarised in large font on a single page and then followed up with more detail.

This document in produced by the Department of Education and Training (DET) in 2011. It provides a set of guidelines for staff DET use of social media. Useful in the educational context.

I was happy to find a relevant and recent article advocating the use ofcial media for voluntary organisations. Abstract: There is potential for nonprofit organizations to increase effectiveness by mobilizing social media to help achieve goals. However, the sector is only just becoming aware of the possibilities for social media and lags behind other sectors in its use. We report a New Zealand initiative to enhance the capability of nonprofit organizations through action research that has implications for nonprofit organizations elsewhere. Borrowing from resource mobilization theory, we introduce the concept of resource mobilization chains to explain the requirements for and obstacles to taking advantage of social media. A survey and two in-depth case studies found that nonprofit organizations demonstrated extremely limited familiarity with and use of social media. Participants were enthusiastic about the potential of mobilizing social media to achieve organizational goals, but struggled to take concrete steps to implement their aspirations. Lack of resources was a key obstacle identified in both survey and case study research

In a September 2012 post I briefly highlighted a number of studies documenting that most students don't multi-task well. When they're texting, looking at Facebook, or cruising on the Internet and listening to a lecture or discussion and trying to take notes, they aren't dealing with the content as well as they would be if they just focused on listening and note taking. And the evidence of that keeps accumulating, like the Kuznekoff and Titsworth study referenced here and described in detail in the January issue of The Teaching Professor. Using an intriguing study design, here's what they found: ". . . students who use their mobile phones during class lectures tend to write down less information, recall less information, and perform worse on a multiple-choice test than those students who abstain from using their mobile phones during class." (p. 251).

Abstract: Social media technologies collapse multiple audiences into single contexts, making it difficult for people to use the same techniques online that they do to handle multiplicity in face-to-face conversation. This article investigates how content producers navigate 'imagined audiences' on Twitter. We talked with participants who have different types of followings to understand their techniques, including targeting different audiences,concealing subjects, and maintaining authenticity. Some techniques of audience management resemble the practices of 'micro-celebrity' and personal branding, both strategic self-commodification. Our model of the networked audience assumes a many-to-many communication through which individuals conceptualize an imagined audience evoked through their tweets.