Social Networking & SLMC Catherine Sutherland Original Post

Social Media in the Library

The age of social media has been evolving evermore in the lives of our children.  Our challenge in education is to incorporate their world of social media into the context of today’s education system and into our media centers.  Our research article on “Social Networking and Your Library OPAC” shares that while may educators have used Web 2.o applications to integrate collaboration and creativity in to school projects, there has been significant alarm about the future of our media centers in light of the growing need for social media and connection it provides for our younger generations.  The article states that “As early as 2005, Paul Miller and Talis director Ken Chad were providing a wake-up call to the library community about the need for changes in the library automation” (Fiehn, 2008).  While many of us may equate the term “social media” to open sharing on platforms such as Facebook, Twitter, and Instagram to name a few; these are not mandatory to incorporate essentials of social media in education.  The media center can optimize social media platforms to change the face of automation in the library.  For example, Amazon.com in connection with Audible.com allows for browsing in genre format, with narrowing searches for books selected as “most popular”, “highest rating”, and “popular in an age group”.  Our media center automations don’t have the sophistication to keep up with the business look of a popular book store such as Barnes and Nobles or Books a Million.  Fiehn’s research shows some automation programs are beginning to add more social media components to their applications such as Auto-Graphic, Fish4info, Follett’s Destiny, SirsiDyix’s Enterprise, and Mandarin’s Enterprise. Many of these programs utilize colorful graphics, star text ratings, summaries, book holds, and peer suggestions.  In order to keep up with the fast paced changing look of web applications, libraries need to update their automation systems to have a social media component and look more attractive to its users.

Once these automation systems are in place, media specialist need to teach students to use the components as they would other popular sites such as Goodreads.  In other words, media specialists need to use school-based learning opportunities to encourage the use of rating books, posting helpful comments on a good read, and sharing thoughts on genres and suggestions for their peers.  I feel that solving the problem of additional formats in automation will not be enough in creating the social media engagement libraries need to keep the attention of our youth.

What Social Media is Available and appropriate for school settings?

With email, blogs, and social media being a main source of our daily conversation and communication, why should we not teach our students how to appropriately write in these forms?  In the course readings, “A Guide Book for Social Media in the Classroom” shows us several options for integrating social media into the school setting without using the typical applications teens use outside the classroom. Many of these are used for a spaces to share written thoughts, conversational writing, and student interaction that is farther reaching than the limits of a classroom (Davis, 2014).  Some digital platforms that fit today’s new mode of communication are:

• Padlet
• Edublog
•  Kidblog
•  Edmodo

 Written expression gives students a voice and one that they are more comfortable using.  Through this research I’ve found a new perspective in how social media can develop conversations, interactions, and an exchange of ideas where once they may have gone stagnant.  The article, “The Digital Lives of Teens: What Time is it Now!” supports the idea that teens live in the “now” and not only want immediate feedback, but also want to share their voice immediately (Levinson, 2013). Social media platforms that are appropriate for the classroom can give students an outlet for digital conversation.  


What do you think about social networking sites being used in a school setting?


The preliminary results of a longitudinal study launched in January 2008 by the AAL  and  AASL found that while “texting, chatting, and virtual worlds were the least used platforms in schools, twenty-nine percent of schools were using blogs as an instructional platform and fifty percent of school use an Intranet in their school community and forty-one percent used podcasts” (Jones, 2008).  Likewise, Fiehn found a growing acceptance in the use of social media among media specialist.  She states, “Overall, the people I talked with had a cautious but enthusiastic “let’s see what happens” attitude” (Fiehn, 2008).  

 Safety, smart technology and teaching appropriate use of digital interaction is always a concern when opening the realm of social media in schools. In my current teaching assignment of 8^th grade Language Arts and Physical Science I’ve observed that the way that kids in today’s generation stay engaged and interact with each other is different from even 5 years ago.  It’s not their fault that they have grown up with a plethora of ways to stay connected that we have come to depend on through fast-paced social media.  It’s our jobs as educators to adjust (rather quickly) to the current times.  Social media isn’t going away and media specialists have a unique opportunity to integrate the use of smart social media into lessons and ongoing student collaboration. With the correct guidelines and parameters that are appropriate for various grade levels, schools can support students in how they interact, create, and communicate through teaching digital literacy skills.

 

             

Media Center Webpages 

Emily Smith Original Blog Post 

Media Center Webpages 

      Media Center webpages are really not an option anymore.  Over 90% of school libraries have webpages; surely, that number will rise to 100% in the near future.  Now, school librarians need to know what to put on their webpages.  Before adding things to a school webpage, you must first design the page.  This to me is one of the most important aspects of a webpage.  The 'look' of the website, in my opinion, is what keeps people exploring or what looses people right when they click on to the site.  If the webpage isn't inviting, people may not want to explore any further.  To me, it is also vital that it meets the needs of the audience who will be using it.  An elementary webpage, for example, should be full of color and pictures, easy to read, and of course, easy to navigate.  Just as important, the page should be organized.  If it is not organized well, students, parents, and staff will have a hard time utilizing it. After these things are done, the librarian must decide what to include on the page.


What should I include on a media center webpage?
      After visiting many media center websites, I found many things that definitely need to be included on the library webpage.  On the homepage, I like to see the mission of the library included. People will see immediately what the library is all about and the things the librarian, students, and school strive for.  On a separate page, other things such as library news, calendar of events, equipment that is available, and parent volunteer information should be included.  Of course, the librarian should provide contact information, as well as operating hours, and the staff at the school.
     Most importantly, the librarian needs to include things students and staff will utilize at school or even at home.  On our school library webpage, there are links to teacher sites.  Teachers use these links daily; it is very helpful to have all the links a teacher needs right there on one page to use.  Also, student links should be on the page.  As an elementary school teacher, the library website at my school has these links at the top of the home page.  Students click on the picture/words, that relate to the site, he/she is ready to use.  This is super easy for younger students to use. My first grade students can access and find the site they are asked to use.  Homework help, as well as, links to site word lists or other important documents is also helpful for parents whose children may misplace items.  I also like to see a link to state standards.  As a parent, I like to know ahead of time the things my child will be learning.  Other important things to include are links to fun learning sites, accelerated reader information, search engines, and also college and career information (for high school students).  I really like how the North Elementary virtual library webpage is set up.  On the homepage, you can simply click the grade level you are in.  After clicking on the grade level, you can access useful links related to things being taught. Having surveys and requests forms are also beneficial to have on the webpage.  Surveys are a good way to keep the students and parents involved.  This is a great way to get their input on various things going on in the school or library.  Also, request forms are great! I utilize these often on our schools webpage.  We have requests forms for IPAD apps to be added to our IPADs, as well as, request forms for help with computer/technology problems.
     I have already mentioned how important I think the 'look' of the website is.  I like for a website to have pictures or slideshows to show the fun things going on.  My students love looking at the slideshow on our school's website.  It, also, encourages them to do their best, so they can be included in these special events that are pictured.

Should we drop webpages and use a blog or wiki?
     After researching Wikis last week, I found that they are just as easy to navigate and use as a webpage.  The biggest downfall to a regular webpage is collaboration cannot occur.  Wikis allow for collaboration!  However, I have found that Wikis do not always have the 'look' of a webpage.  As mentioned previously, the 'look' is very important, in my opinion.  On the library webpage, the librarian could link classroom Wiki pages.  Teachers and students, who have their class Wiki pages, would be able to access these easily also.  This way there would be the best of both worlds.  I really like the idea of hearing from students, parents, and faculty.  A link to a blog could be the answer. 

Creating a webpage can be lots of fun! It is important to remember who will be using the webpage; remember, what looks great to an adult my not be user friendly for a child.  Keep a webpage organized, easy to navigate, and full of useful information.  These things will allow for a well utilized webpage.  

Wiki, Wiki! Remixing the way we collaborate.

What does the word ‘Wiki’ evoke? Is it even a word? ‘Wiki’ is actually Hawaiian. It means that something is speedy or quick. The term made its way into the tech-speak lexicon in the mid-90s when software was created that would allow users to collaborate digitally in the same space. This technology evolved and grew over time. Due to the extreme nature of the way we engage in technology usage we needed a name for a space that allows open-editing and collaboration across a myriad of contributors. As in the past, when new things emerge, we must name them. Email, for example, was never a word until we needed something to define what the thing was. Since this new software allowed for quick editing and contributions using information found on the internet, it was christened WikiWikiWeb. This term was eventually just shortened to ‘Wiki’. The easiest example of a Wiki that everyone can conceptualize is Wikipedia. The online encyclopedia is an open-editing system that allows contributors from all over the globe to provide and edit information on a myriad of different topics. Folks may also be familiar with WikiLeaks due to the controversy of Edward Snowden. WikiLeaks is a place that like Wikipedia also presents information. The difference here is that WikiLeaks posts information that isn’t really supposed to be seen by the general public. The anonymity of WikiLeaks also protects its posters who may be construed as whistle blowers, pot stirrers, activists, or anarchists. Not all Wikis are as intense as this, but they are very important.

Why should we be concerned about this type of technology? The short answer is that Wikis completely transform the way we approach finding and storing information on specific content as well as the way groups may collaborate to bolster the information. Wikis help organize and streamline communication and information. As technology has emerged, communication and collaborative efforts have become easier for those involved. From just the click of a button, messages can be instantly sent in order to make plans. For collaboration to be successful, however, there needs to be some kind of structure. For example, if there are seven people in a group and their primary means of communication is a discussion board or email only, there are so many things that can be mixed up, confused, and even lost because of the sheer volume of messages. The chance of getting lost in translation increases with the volume of information being processed by the group. The more information being passed around, the more likely it is that pieces will be lost. Wikis provide a space which allows users in a group to openly edit and organize their information so that everyone is literally on the same page with their collaborative efforts.

Wikis can be used in a variety of settings: in the workplace for collaboration and communication between co-workers on specific projects; school districts may use a Wiki to post information about meetings and the minutes taken at those meetings; Librarians may create a Wiki for their media center or for best practices to be used by the online community at large and may even encourage those who visit to contribute their ideas. In my opinion as an educator, one of the most interesting settings that Wikis can be used in is the classroom.

Wikis are relatively user friendly. Point and click, edit, post, and save. There is no need for knowledge of HTML processes or coding for a user to be able to utilize the space. This is a major reason why so many people are harnessing this technology – it serves a practical purpose while being something that most anyone can access or work with. In the classroom, Wikis are a way for teachers to not only collect and create tools for lessons that other teachers can use, but also to build the learning community in their own classrooms. There are many ways teachers and students can use Wikis together and benefit. For example, the teacher may wish to link students to interesting sites or content that relate to subject matter being discussed in class. When this happens, students are all able to view what has been posted as well as comment with their thoughts as a group. This is brilliant because it keeps the conversation about information being learned in class going on outside the classroom! It enriches conversation and discourse, which holds benefits for gaining deeper understanding of the subject matter. It presents both teachers and students the opportunity to learn together in a different setting, possibly one the students find more conducive to learning. The collaborative nature of the Wiki extends from the web into the classroom. Teachers may potentially use a Wiki for online student portfolios, exhibiting contributions made from specific students as well as artifacts of projects specifically created by the student. This can be a way to show the student their improvement from beginning of the course to the end or to compile a digital portfolio of student projects to be used in conjunction with scholarship or collegiate applications, depending on the type of work being showcased. Wikis are highly conducive to project-based learning, which puts students at the wheel and allows the teacher to play the “guide on the side” role. Students are utilizing higher-order thinking skills such as creating, analysis, synthesis of information, and evaluation of ideas and final products. An important aspect to note with usage of Wikis is that teachers utilizing this technology as a means of student participation should formulate a rubric to which students can refer and adhere during the course of their creative processes. Because of amount of information available to the students to post on their Wikis, it is very important for them to know the boundaries of what is permissible, as well as what teacher expectations are in terms of presentation, group work division, content, organization, etc. Keeping the projects small and working up to bigger ones will allow students to have time to build their skills through practice.

Wikis are usually dedicated to one specific type of content. There are pros and cons to this. The internet can be a wild and scary place for those unaware of how to navigate all of the sites offered on a particular subject. These users may also be unaware of how to evaluate the information presented for validity and accuracy. The builders of the Wiki serve in effect as a screening system for those who will benefit from its use. This is because they do the work of evaluating the sources and information they store on the wiki to ensure that the most accurate and relevant information is available. Because of the open-editing feature, once information or links are compiled the users may continue adding new resources as they emerge. Building on information already present, this deepens the content and usefulness of the Wiki itself. However since views change so rapidly it may be hard to keep up with evolving views on particular subjects, which may lead to outdated or incorrect information being displayed. This can be combated by the creators, who must remain vigilant and add or edit information as necessary. Ongoing upkeep is also necessary so that the Wiki doesn’t end up becoming an unkempt and unusable mess of out of date and irrelevant links to expired websites.

Personal usage with a Wiki yielded mixed results. I had been used to editing and creating a web page in Weebly, a web-hosting service that allows the user to build web pages by dragging and dropping content. Wikis and Weebly are fairly similar in what they serve to do, but the functionality is very different. That was a con for me. While editing is easy in Wiki, sometimes formatting (centering content, changing text font or color, embedding documents or other media) is not as easy. One of the most common and frustrating things about editing a Wiki for me is that I will work and work while editing to get the page the way I want it, but when I save, the edits that I made do not save and the whole page resets to whatever the Wiki wants it to reset to. My items will be there, but the format, font, colors, etc. will not save. Wikis are quickies, so there isn’t an incredible amount of things to please the user aesthetically in terms of the page presentation. There are many options to change the look of the page, but none that are “flashy”. Those are really my only complaints because working in a Wiki is very easy most of the time. Once everything finally gets where it’s supposed to be, you as the user can’t help but feel a bit of pride at what you’ve created and how sharp it looks.

In conclusion, while Wiki has been a part of internet language for a while and there is some general familiarity with its form and function, I believe that increased use and knowledge of this technology is on the horizon. I am very excited to see more integration of Wikis into the classroom and Media Center setting because they offer endless creative and collaborative opportunities for students and teachers alike. I hope that this has been an informative and helpful look at some very interesting technology. Thanks for reading!