INF506: OLJ/Evaluative Statement


(a)    An evaluative statement using three (3) experiences documented in your OLJ as evidence of meeting the learning objectives of the subject (@750 words)

The first learning objective to be addressed explores the concepts, theory and practice of library 2.0 and participatory library service. The blog post that best explores this concept is ‘Building Academic Library 2.0’. This post refers to the You Tube video of the same name and has many important reflections on the concept of library 2.0 (UC Berkeley Events, 2007). As I am not yet a teacher librarian, I found this video to be a useful starting point to help clarify what library 2.0 means. Wagner’s statements about working in partnership with users and his emphasis on service (2007) was a good starting point in terms of building my knowledge. Wagner urges that it is not simply about having the technology but focusing on how such technology is delivered that is important to encourage participation (2007). This helped to clarify my understanding of not only Library 2.0 but my role within such a concept. The keynote speaker, Meredith Farkas, also made some salient comments that helped to build my knowledge of library 2.0 and participatory library service. Farkas encourages participation, indeed ‘radical trust’ and urges librarians to allow users to give feedback on various social networking sites. Farkas also urges librarians to ‘know your users’ (2007). To me this piece of advice was at the core of library 2.0 as I feel it is easy to become overwhelmed when evaluating all the available technology. Therefore, knowing users, allowing them to participate, provide feedback and be partners in the learning journey seems to be at the core of library 2.0 and participatory library service.

The next learning objectives to be addressed are examining the features and functionality of social networking tools to meet the information needs of users and evaluating social networking technologies and software to support the needs of various groups. The blog post that addresses these objectives is the ‘Criteria for Library Websites Task’. This post looks at the criteria that a library needs to consider in order to design an effective website. In order to do this, libraries need to understand the information needs of their users and they need to select appropriate social networking tools to meet these needs. It is clear from the statistic in the McBurnie reading that ‘more than 70% of 16-24 year olds visited social networking sites’ (2007), that some form of social networking function needs to be utilised to meet the needs of the users of today. In light of this, and keeping in mind the advice of Farkas about ‘knowing your users’ (2007), criteria such as a help function, providing multiple ways to communicate with users to better ascertain their needs, having a mobile friendly site and including some form of student creation or co-creation in terms of using web 2.0 tools have been included. Matthews also echoes the importance of feedback when designing sites (2009). Added to this I feel that it is vitally important to market library services to users, let them know what the library can do and what information it can provide. As Dempsey states ‘libraries must demonstrate value in the context of growing competition for resources’ (2009). I thought such promotion was done really well in a succinct and fun manner in the library minute videos (Arizona State University, 2011).

The final learning objective is that of demonstrating an understanding of the social, cultural, educational, ethical and technical management issues that exist in a socially networked world and how policy is developed to support such issues. As I am not yet a teacher librarian I found this more challenging but it has also brought to my attention the need to keep such issues in mind. The blog post that addresses these issues is ‘Identity, Privacy, Security and Trust’. The OCLC report highlighted to me the importance of keeping library information confidential (De Rosa, Cantrell, Havens, Hawk & Jenkins, 2007). I also find the idea posed by Raynes-Goldie of ‘context collision’ (2007) an interesting one in terms of the use of Facebook as I find it difficult to know what should be shared and the tone to use when creating a library profile. The advice from Harris, helped to clarify this in the recommendation that creating a professional/organisational profile as separate from a personal profile is the best way to market library services while avoiding any personal or ethical issues arising (2010). It is from this reading that the issue of policy was also raised, as the world of social networking is an ever changing and evolving one it is hard to develop policies that keep up with the rapid pace of change. I do, however, firmly believe in Harris’ advice that it is important to follow education board policies and work in partnership with your principal when creating social networking sites and resources in an educational context (2010). This learning objective has been particularly informative for me and has been an area I am particularly concerned about as there can be controversy surrounding social media when working with secondary students. The readings surrounding this subject have raised a lot of key issues that I now feel better informed about and more able to confidently address when I begin my new role as a teacher librarian.

(b)   A reflective statement on your development as a social networker as a result of studying INF506, and the implications for your development as an information professional (@750 words).

As a result of this course I feel that my skills as a social networker have grown somewhat over the course of the semester and that my digital footprint has certainly increased. I was already a member of Facebook and had had experience of social media sites such as Twitter and Pinterest and had been blogging using WordPress. Therefore, I felt somewhat at ease with many of the social networking technologies used in the course. I was particularly pleased with the requirement to open a Delicious account as I have found it incredibly useful as a bookmarking tool. I was also interested to learn about the educational benefits of Web 2.0 tools such as tagging, podcasts and QR codes etc.

While I felt reasonably comfortable as a social networker, I feel that the biggest development I have made is as an information professional. I work in a school where social networking sites have been banned due to bullying issues and as teachers we have been told not to have Facebook accounts. Therefore, I was aware of some of the negative consequences of social networking sites, however, I chose this course as my elective as I am convinced that social networking is something that needs to be embraced by schools to retain relevance and to reach the next generation of students.

It is easy to feel overwhelmed both with the availability of so many Web 2.0 technologies and in terms of how to market such technologies to both teachers and students. This course has given me some valuable ideas as to how to better meet the needs of users. In this area I found Schrier discussed some interesting principles that have helped me develop as an information professional. Schrier’s first principle is that of ‘listening’ and being able to ‘identify topics that will be relevant to conversations already taking place in the online environment’ (2011). This principle will certainly be a guiding one for me as I embark on my career as an information professional. Schrier also discusses two more principles that have helped me develop my knowledge of what it takes to be an information professional, these principles being ‘participation’ and ‘transparency’ (2011). As a future teacher librarian I was focused on how I would build a quality collection of resources for students but Schrier’s point that the ‘library does not prove its authoritativeness solely through the quality of its holdings, it must also prove it through the quality of the librarians’ interactions with its users’ (2011) is certainly one that has made me realise that putting a human face to the library is still important and that libraries should ‘push their genuinely valuable content, services and expertise out to places where people might stand to benefit from them’ (Miller, 2005). Schrier’s principle of transparency in terms of being open to feedback and criticism as a way of improving library services has also been useful for me in expanding my knowledge of what is required of me as an information professional.

In terms of my development as an information professional I have also realised the importance of being a lifelong learner, particularly in an environment where technology is constantly changing and evolving. As Gutsche states ‘everyone who works in a library must stay nimble and ready to receive new knowledge and skills’ (2010, p.31). The importance of a commitment to lifelong learning is also one of the standards of professional excellence for teacher librarians (ALIA & ASLA, 2004).

I can honestly say that as a result of completing this course that my enthusiasm for my career as an information professional has grown. The standards of professional excellence for teachers state that excellent teacher librarians ‘model the sharing of knowledge’ (ALIA & ASLA, 2004) and I am excited about returning to the workforce to share the knowledge that I have gained. As I embark on my career as an information professional and when establishing myself as a teacher librarian and when the plethora of available technologies become overwhelming I will always keep the advice of Farkas in mind when she states ‘It’s valuable to know how to use this stuff, but the focus should never be on the tools. Never. We should always be focused on the patrons’s needs’ (2008). This advice has really helped shape how I perceive myself in my role as an information professional.


Arizona State University. (2011). The Library Minute. Retrieved from

Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA). (2004). Standards of professional excellence for teacher librarians. Retrieved from

Dempsey, L. (2009). Always on: Libraries in a world of permanent connectivity. First Monday, 14(1). Retrieved from

De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Section 3: Privacy, Security and Trust. In Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook] Available

Farkas, M. (2008). The essence of library 2.0? In Information Wants to be Free, January 24 [blog]. Retrieved from

Gutsche, B. (2010). Coping with continual motion: A focus on competencies can help librarians stick to values while absorbing future shock. Library Journal, 4(135), 28-31. Retrieved from

Harris, C. (2010). Friend me?: School policy may address friending students online. School Library Journal, 1 April. Available

Matthews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal, (15 February).

McBurnie, J. (2007). Your online identity: Key to marketing and being found. FUMSI, (October.)

Miller, P. (2005). Web 2.0: Building the new library, Ariadne, 45, 30 October. Retrieved from

Raynes-Goldie, K. (2010). Aliases, creeping, and wall cleaning: Understanding privacy in the age of Facebook. First Monday, 15(1), 4 January. Available

Schrier, R.A. (2011). Digital librarianship & social media: The digital library as conversation facilitator. D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from

UC Berkeley Events. (2007, November 2). Building Academic Library 2.0. Retrieved from

INF506: A Delicious & Pinterest Reflection


As the course draws to a close I feel that it is important to reflect on the social media tools that I have been using as a part of the course. I had been wanting to try Pinterest for a while so the course provided a good impetus to do so. I had long been urged to use Delicious by the teacher librarian at my school, but had found that I had just never had the time to set up an account so again, the course gave me good reason to do so.

Critically reflecting upon my Delicious experience first, I was initially skeptical as I feel that using the bookmarks tab was just as simple. However, I have really enjoyed and really benefitted from my experience using Delicious. It has not only been an excellent way to organise my bookmarks and familiarise me with the notion of tagging, it has also been very beneficial to share my bookmarks with others. Another great advantage has been bookmarking sites and blogs etc. for future use as I have often been pressed for time but have not wanted to lose some of the excellent resources I have found in my searches. As I have saved a lot of bookmarks on various topics I have found the ‘notes’ section extremely helpful as well as it has been an easy way of summarising articles to save me time scrolling through all my bookmarks looking for information. I have been conducting some research on the various uses of Delicious and Hines recommends setting up a staff wide Delicious account (2010).  When I return to the workplace, I am really excited about setting up a library staff Delicious account as a quick and simple way to share resources, instead of emailing resources back and forth like I have done in the past.

Turning next to my reflections of Pinterest, again, like Delicious, I have had positive experiences using this social media tool as well. I had always wanted to try using Pinterest as many of my friends have accounts. I like that it is a highly visual tool which allowed me to categorise information and add descriptions to the various images. I was also pleased to find that, most of the time, the pictures linked back to the original webpages from which they came, making it easier to refer back to the original site if needs be. I had initially thought that Pinterest was a site for women with ‘recipes, wedding dresses and braids’ (Popolo, 2013). However, I was pleasantly surprised to find that the social site is also ‘flooded with teachers, universities, designers, airlines, nonprofits, businesses, real estate brokers, and news outlets that have explored other ways to use Pinterest’ (Popolo, 2013). I also realised as part of my exploring that there were so many categories of boards that could be followed. I initially signed up to Pinterest thinking that I would use it for my hobbies, rather than work, but I can now see the value of Pinterest for information professionals as well and I am excited to continue using the social media site.


Hines, K. (2010, October 11).How to use Delicious: The king of social bookmarking. Social Media Examiner: Your Guide to the Social Media Jungle. Retrieved from

Popolo, M. (2013, April 23). How to use Pinterest for beginners. Retrieved from,2817,2418047,00.asp

INF506 Twitter and the Library


As part of my studies for INF506 I have established a Twitter account and have enjoyed my experiences. I was initially skeptical of the educational benefits of Twitter as it limits users to 140 characters, what  meaningful things can students create with 140 characters? (As an English teacher I am forever encouraging students to write more, not less!)

However, in completing the course readings and through immersing myself in the technology, I have found some excellent uses for Twitter in an educational context. I now see the advantages to having a social networking site that is limited in characters as it is easy for students and teachers to stay informed about a multitude of topics. I was impressed with Valenza’s idea of using Twitter to ‘follow conversations about breaking issues in the news’ (2009). I thought this was an excellent point as I am often saddened about students lack of knowledge about current issues, so this idea is one that I will certainly be trying in the classroom. I am also enthused about Valenza’s idea as, through Twitter, students will not only be able to receive reports of breaking news but can follow conversations about such topics that may lead them to thinking more critically and to realise that there are often many perspectives involved in an issue.

Another idea presented by Valenza is that of using Twitter to ‘locate and contact experts’ (2009). Again this was something I had not thought of prior to completing this course and I think that it is a fantastic way to engage students in issues. I am also excited about using this idea as an English teacher, as I think it would be great for students to follow and contact authors. A while ago I had a year 7 class who kept asking me questions about the book that we were reading so I eventually sent the author an email, not expecting anything to come of it. Well, the author contacted me back with a great email answering the many questions I had sent her. I read the email to the year 7 class and they were absolutely delighted, not only to have their questions answered but to have received an email from an author. It made reading a much more personal experience and I am excited about using Twitter in this regard.

This course has opened my eyes to the many educational benefits that can be gained from using social media and it has encouraged me to keep researching and exploring.


Valenza, J. (27 September, 2009). 14 ways K-12 librarians can teach social media. Tech & Learning: Ideas and Tools for Ed Tech Leaders.

OLJ Task: Authentic Information in a Socially Networked World


Task: Based on your readings on issues related to finding authentic information within a socially networked world, identify two essential take-home messages that you believe will inform your work as an information professional.

Based on the readings, the first essential take-home message for me is one that relates to spam. It is clear from the readings that spam is an increasing issue and can adopt new formats in social network sites such as Twitter. Yardi, Romero, Schoenebeck and Boyd point to the effects that spammers can have in the Twitter universe by doing such things as retweeting and changing legitimate links to illegitimate ones (2010). The authors also make the point that spam accounts are hard to detect and that spammers ‘invest a lot of time in following other users (and hoping other users follow them back)’ (2010). This has two implications for me as an information professional working with young people. Firstly, when promoting library services in social network sites I need to be aware of spam accounts and what they are capable of. Secondly, in my experience, the young people I work with are very trusting online, so I need to better educate people about the dangers of spam (and other potentially serious consequences) of using social networking sites.

As a result of the readings, the second take-home message for me is one that relates to information literacy and critical thinking skills. Lorenzo writes of three primary skills that young people need; basic information technology skills, information literacy skills and critical thinking skills (2007, p.2). Lorenzo points to the fact that search engines are the most popular choice when looking for information and that young people ‘are at sea, drowning in a pool of information, looking for life preservers’ (2007, p.3). It is clear from this that guiding students when searching for and evaluating information is a critical need of learners today. Wittenberg adds to this message saying that librarians must see themselves as ‘partners’ with students when teaching students how to conduct research because students understand the ‘new ways in which people engage in research, communicate and learn’ (2007). Therefore the take-home message for me is two-fold; students need to better understand how to navigate the web and other sources when searching for and critically evaluating information. However, students may easily switch off if the teacher assumes the role of the all-knowing guide. Therefore, teachers must work together with students to better learn to navigate and evaluate the vast array of information that is now available at the click of a button.


Yardi, S., Romero, D., Schoenebeck, G. & Boyd, D. (2010). Detecting spam in a Twitter network, First Monday, 15(1), 4 January. Available

Lorenzo, G. (2007). Catalysts for change: Information fluency, Web 2.0, Library 2.0, and the new education culture. (March). Retrieved from

Wittenberg, K. (2007). Credibility of content and the future of research, learning, and publishing in the digital environment. The Journal of Electronic Publishing, 10(1). Available;cc=jep;rgn=main;view=text;idno=3336451.0010.101



OLJ TASK: Identity, Privacy, Security & Trust


Task: Based on your readings on issues related to online identity, privacy and/or trust, think about online identity in relation to both individuals and organisations:

What is important in terms of how we present and manage those identities online?

What can we share and what should we retain as private to the online world?

From completing the readings on the topic, it is clear that the presentation and management of online identities is an issue that is increasingly growing in importance. Looking at the topic from an organisational viewpoint (that being one of a library), managing identities on line is crucial. As the OCLC report states ‘respondents place a high importance on the ability to protect their identites and personal information on the internet’ (De Rosa, Cantrell, Havens, Hawk & Jenkins,2007). The report also states that over half of respondents feel that its important for the library to keep their personal information private’ (De Rosa et al., 2007). Therefore, it is important for libraries to have a privacy policy that is clearly visible to all patrons and to ensure that information is kept private.

Another concern that was raised in the report relates to managing identities online. One of the highest concerns for respondents was the issue of spam/advertising (De Rosa et al., 2007). Therefore, it is important that libraries present themselves as a useful service designed to meet user needs, rather than an organisation that is just trying to promote themselves with no heed to what users really want.

In regards to what we can share and what should remain private Raynes-Goldie raises some interesting points. The study speaks of ‘context-collision’ which results from ‘Facebook’s flattened friend hieracrhy'(2010). The study raised the concern of things like tagging people in photos and the privacy loopholes resulting in non-friends being able to view photo albums (2010). Therefore, in terms of what we should share, both people and organisations need to be mindful of what they may find themselves tagged in. As the author states ‘what is appropriate for a users’ friends to see may not be appropriate for their employer’ (2010). The article also recommends regularly cleaning your Facebook wall.

Harris also raises some salient points in terms of what should be shared and what should be kept private. The article recommends that firstly you should always follow education board policies (2010). Added to this Harris recommends avoiding ‘mixing personal and school profiles’ and that organisations should consider establishing an organisational profile (rather than a personal one) once principal approval has been sought (2010).


De Rosa, C., Cantrell, J., Havens, A., Hawk, J. & Jenkins, L. (2007). Section 3: Privacy, Security and Trust. In Sharing privacy and trust in our networked world: A report to the OCLC membership. Dublin, Ohio: OCLC. [ebook] Available

Harris, C. (2010). Friend me?: School policy may address friending students online,School Library Journal, 1 April. Available

Raynes-Goldie, K. (2010). Aliases, creeping, and wall cleaning: Understanding privacy in the age of Facebook, First Monday, 15(1), 4 January. Available

INF506 Farkas and Web 2.0


As a budding teacher librarian I have always struggled with Web 2.0 tools in terms of where to start. there are simply so many great things now online that could be used in an educational context and I have struggled to filter which tools that will be of most value to my students.

In my struggle, I have found Meredith Farkas’ blog to be very useful and enlightening on such topics. (

Farkas makes the following points:

‘It’s valuable to know how to use this stuff, but the focus should never be on the tools. Never. I know they’re fun to play with and it’s exciting to see the cool things other libraries have done with them, but that shouldn’t impact whether you use the technology or not. We should always be focused on our patrons’ needs.’

‘What I always hoped to see come out of the Library 2.0 movement is exactly what never did. I wanted to see a greater culture of assessment in libraries. How can we know what our patrons need and want if we’re not doing assessment?’

I found the above two points to be excellent as a way of better understanding which Web 2.0 tools that I should be using in both a library and classroom environment. It also seems an incredibly logical and simple way to approach tasks.


Farkas, M. (2008). The essence of library 2.0. In Information Wants to be Free. Retrieved from

INF506 Fun with Wikis


I have begun building my wiki for the assignment and I am having a lot of fun! I am using Wikispaces and am finding that the site is very easy to use. It is interesting to reflect on my wiki building experiences and the development of Web 2.0 software as I have made a few wikis for classroom use before using Google Sites. However, I found using the Google program (admittedly a few years ago now) was much more difficult. I am surprised at how much easier using Wikispaces is.

The other important point about this reflection is that now that I know how easy it is to use I am much more likely to use it with my classes (I am currently an English teacher). The exciting thing about being a budding teacher librarian is that I can’t wait to show others how easy wikis are to create.

INF506 Why Social Media


I found the Burkhardt’s blog post a sensible and succinct way to convince librarians that they now need a presence on social networking sites (2009).

Burkhardt’s reasons are communication, responding to feedback, marketing/advertising and understanding users better (2009). I feel that this is an excellent summary of what should be done via social media. I particularly liked the point about responding to feedback. I feel that too often websites are simply created and left for students to use or not use. I think that if students feel that their voice is valued then they will be far more likely to utilise the services the library has to offer.


Burkhardt, A. (2009). Four Reasons Libraries Should be on Social Media. Retrieved from


INF506 Digital Collections


I found the Schrier article to be a very interesting article. It has made me consider that a lot of the things in the article could be applied to the library of the school that I currently work at. Many students are unaware of the services that the library offers. Most students I have spoken to are not aware of any databases the library subscribes to, nor any of the online programs the library has such as Encyclopaedia Britanica. As the Schrier article states ‘discovery happens elsewhere’ (2011).

This article has really cemented for me the importance of marketing the library services – of making students aware of all the services and resources that the library has. While it may be impressive to have all these services, if students are not aware of them and not using them, it simply makes attaining all these resources an expensive waste of time.


Schrier, R.A. (2011). Digital librarianship & social media: The digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from

INF506 A Facebook Reflection


I have been using Facebook for this course but have found myself with some reservations that I have come to realise may be important before I utilise Facebook (or similar social networking sites) in my own practice.

When I initially found out that using Facebook was fundamental to this course I was not surprised but I was hesitant. My reluctance to use this site is due to the fact that all teachers at my school have been told not to have Facebook accounts. (We have also been told that should we decide to have an account anyway, the school will not support us if there are any issues surrounding our accounts). Therefore, I find it hard to engage in depth on the site as I have no wish to upset my employer.

My other hesitation after using the site is simply that I don’t find Facebook as easy to use for study purposes as I do the university forum pages. I find myself scrolling through a lot of information to see if conversations I am interested in have been updated.

Something I find myself considering is the correct register to use for Facebook (and I feel that many struggle with this). As it is a social networking site many people adopt casual language. However, I struggle with this as I see university study as a professional, more formal enterprise. I think that as a teacher librarian this is something that needs to be addressed before using pages like Facebook to connect with library patrons.

There are positives in using Facebook for study. I am easily able to access the site via my mobile so it makes keeping up to date on the go much easier. It is an interface that I am familiar with using so I didn’t need to teach myself anything before joining the Facebook group. It does also make study a more personal experience. I have enjoyed being able to see other people’s profiles and it makes online study more personal, instead of feeling quite formal and distant.

I thought it was important to reflect on the use of social networking tools from a student perspective before I implement these technologies in a school environment.