5 sources with annotations about Social Media Policy

Gillespie, Lisa V. (2012). Social media policy: Think twice before creating intrusive social media policy. Employee Benefit News, 26(9), 12. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au//docview/1022987613

The article by Gillespie shows how the intrusive demands that a social media policy can have on employees. The article shows that social media policies are necessary for the work place but that they shouldn’t be “overbearing”. The article stresses that a balance between a policy to protect the organisation and an intrusive policy that violates employee rights must be achieved.

 

 

Kiejda, J. (2012). Ask judith: Social media policy. The Lamp, 69(9), 33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/

This article by Judith Kiejda examines how social media policy relates to using derogatory language on social media sites and how having a social media policy can prevent this. Points from the nurses and midwives association social media policy are included. The article isn’t in depth. This article is useful as it provides insight into problems that can occur if a policy is not used in an organisation.

 

King, David G. (2013). Drafting a social media policy? Here are five important considerations. The Young Lawyer, 17(6), 13-14. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au//docview/1353300823

The article by King shows some of the main points to consider when creating a social media policy. These points are; obtain input from multiple parties, consider the policies scope, be specific, comply with regulations already in place and follow human resource principle to implement the policy. This article is from a lawyer’s perspective, but is applicable to library professionals when creating a social media policy.

 

 

Kroski, E. (2009). Should your library have a social media policy?. School Library Journal, 55(10), 44. Retrieved from http://www.schoollibraryjournal.com/

The article by Kroski examines why libraries should have a social media policy. The benefits of having a policy in a public, academic or school library are discussed. The article covers some of the points that a social media policy should include, such as; disclaimers, sensitive information, copyright and respect your colleagues. The article states that a few guidelines can help people to use social media wisely.

Van Over, J. (2012). Develop social-Media policy. Ward's Dealer Business, 46(5), 44. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au/docview/1238093509

The article by Van Over discusses the issues with developing a social media policy. Issues such as limiting the policy to one social media website i.e. Facebook are included. Other pitfalls such as sarcasm, voice inflection and unfiltered messages are also discussed. The article urges organisations to use a social media policy to protect themselves from the “dark side” of social media.

Below are some links to examples of social media policies in libraries.

National library of Australia  

http://www.nla.gov.au/policy-and-planning/social-media

 

 

Queensland government

http://www.qld.gov.au/web/social-media/policy-guidelines/

 

 

State library of N.S.W http://www.sl.nsw.gov.au/about/policies/docs/social_media_policy_v1.0_2012-10-24.pdf

University of Queensland

https://ppl.app.uq.edu.au/content/6.20.05-social-media

 

 

Reasons why libraries should be on social media

Some of the reasons why libraries should use social media are; community, education, marketing, communication and information sharing. Some of these reasons offer libraries the same benefits. The social media technology that libraries are using include are; Facebook, twitter, YouTube, Vimeo, blogger, Flickr, LinkedIn and podcasts. Other tools that are similar to social media such as ‘ask a librarian’ are also used in libraries. The blog entry by Dankowski shows how libraries choose social media tools based on the content type and whether it meets the organisations goals. (Dankowski, 2013, para. 4).

Community-  

The state library of New South Wales, the Richmond–Tweed Regional Library and the Southern Cross University (SCU) library all use Facebook. (See appendix 1). To create a community environment using Facebook the three libraries have made their Facebook pages personal. This was achieved by frequent postings about the library and events, content that interest’s patrons and showing people how the library can benefit them. (“Three Reasons for Libraries to Use Social Media,” 2013, para. 2).

Education-    

The state library of N.S.W and the SCU library use social media to help with the education of library patrons and university students. This had been done using YouTube, Vimeo and podcasts. By using these social media tool the libraries are able to share learning resources, offer education in new ways so as to increase the information retention of students and use social media tools to increase knowledge gathering.

Marketing-    

The three libraries are able to use social media technology like Facebook, blogger and Flickr to increase the marketing of their libraries. The libraries are using marketing with social media to promote the library. Academic libraries use this to increase enrolment and public libraries use marketing to increase membership and promote library events.

Communication-      

The libraries use social media to improve the communication between the library staff and patrons. This has been done by using all the social media tools in the comparison tables, except MySpace. (See appendix 1). The ‘ask a librarian’ tool that many libraries now employ has helped staff and patrons communicate with each other.

Information Sharing-            

All the libraries mentioned in the appendix use social media to share information. The article in ASIST (American Society for Information Science and Technology) shows that “Knowledge sharing on Facebook can attract highest volume of user responses for libraries.” (Yu-Ting Chen, Kai-Wah Chu & Xu. 2012, p. 8).

References

Dankowski, T. (2013). How libraries are using social media. In American Libraries. Retrieved from http://www.americanlibrariesmagazine.org/article/how-libraries-are-using-social-media

Home: State library of new south wales. (n.d.). Retrieved from http://www.sl.nsw.gov.au/

Richmond tweed regional library. (n.d.). Retrieved from http://www.rtrl.nsw.gov.au/site/index.php

Southern cross university. (n.d.). Retrieved from http://scu.edu.au/

Three Reasons for Libraries to Use Social Media. (2013). Retrieved from http://designerlibrarian.wordpress.com/2013/05/09/three-reasons-for-libraries-to-use-social-media/

Yu-Ting Chen, D., Kai-Wah Chu, S., & Xu, S. (2012). How do libraries use social networking sites to interact with users. ASIST, 1-10. Retrieved from https://www.asis.org/asist2012/proceedings/Submissions/85.pdf


Appendix 1.

 

Comparison table	New South Wales State Library   http://www.sl.nsw.gov.au/	Richmond-Tweed Regional Library   http://www.rtrl.nsw.gov.au/site/index.php	Southern Cross University Library   http://scu.edu.au/library/
Facebook	×	×	×
Twitter	×		×
MySpace
YouTube or Vimeo	×		×
Blogger	×		×
Flickr	×
LinkedIn			×
Podcasts	×
Ask a Librarian	×		×

Arizona State University and the 4 C's

There are many different versions of the 4C’s of social media but most of them include; Customers, Content, Context, Channel, Community, Conversations, Connections and Conversion. (Brenner, 2010, para. 5-6) and (Nelson, 2010, para. 5-8) and (“The Four C’s,” 2009, para. 4-5). Some of these C’s overlap with each other and are focused more on social media marketing. Below the different 4C’S of Social media and marketing.

 

The Arizona State University (ASU) libraries have met each of these 4C’s in different ways and using different web 2.0 platforms. These platforms are the library blog ‘the library channel’ which provides information on events, news and announcements and the Podcasts that the ASU library creates. The 4C’s used to measure the effectiveness of the blog and podcasts are; Customers, Content, Context and Channel.

The blog ‘the library channel’ and podcasts are able to meet the customer part by identifying the customers (university students and staff) and understanding their interests. This is achieved through the use of short to-the-point blog posts about interesting things such as new exhibits and contests. Podcasts are about interesting topics and contain short bursts of information that are easy to assimilate.

The ASU library has met the content part of the 4C’s by sharing “good content consistently over time” (Nelson, 2010, para. 6). This is demonstrated through the library channel blog being updated every few days and a new podcast is uploaded to the website every few weeks. The blog and podcasts provide interesting, “accurate, useful, and FREE information” (Esposito, 2010, para. 8).

The context part of the 4C’s has been met by the ASU’s blog and podcasts by making the blog posts and podcast videos relevant to the people who view the website. People follow and ‘like’ posts because they are interested in the content and find the information relevant.  

The library channel blog and the ASU’s podcasts have been able to achieve the channel part of the 4C’s by making sure that the web 2.0 tools chosen, i.e. a blog and podcasts are the most relevant to the audience. ASU has chosen blogs and podcasts as they meet the needs of the university library and are best able to convey relevant information to students and staff.

 

References

Brenner, Michael. (2010). The 4 cs of social media. In Social Media Today. Retrieved from http://socialmediatoday.com/michaelbrenner/181159/4-cs-social-media

Esposito, Lauren. (2010). Moving from marketing’s four p’s to social media’s four c’s. In Ka+a. retrieved from http://www.kaplusa.com/blog/2010/09/moving-from-marketings-four-ps-to-social-medias-four-cs/

Nelson, Sean. (2010). The 4 c’s of social media. In Social Media Sonar. Retrieved from http://socialmediasonar.com/the-4-cs-of-social-media

The four c’s of social media marketing. In B2B marketing blog: Webbiquity. Retrieved from http://webbiquity.com/social-media-marketing/the-four-cs-of-social-media-marketing/

Second Life

Second life is a virtual world where people can go to socialize. Second life is one of the most used virtual worlds that exist. It was first used to socialize and play games until the potential for information sharing, collaborative work and learning activities was recognized. (Chow et al., 2012, para. 3).  

Kroski (2008, p. 151-153) discusses the basic features of second life. These features are walking, flying, chat, maps, landmarks, building, inventory and search. One of the most basic features that people need to be able to use in second life are walking and flying. There are two different ways that users can walk. The first is by using the directional arrows on the keyboard, the second is to click on a location with the mouse. The flying feature is operated the same as walking; by using the keyboard or mouse. The chat feature lets users IM specific people or everyone in the immediate vicinity. Maps are provided of each region in second life, with information about the locations and events present. Players can save a map/landmark and then teleport to that location in second life. The building feature helps libraries provide users with the opportunity to access the library and catalogue. The inventory helps users to sort and change their avatars appearance.  The search function helps players to search for people, groups, places and events. These features make navigating second life more effective.


Since beginning the 206 course I have created a second life account and made an avatar. I have used second life several times both with the class groups and by myself. Most of the features described above were simple to learn and use. I only required two short lessons to become proficient in navigating second life. Below are some screen shots of my avatar and the places in second life I have been.

 

 

 

 

 

Parks and Walton (2010, p. 132) state that the new ways that second life has of presenting information makes it a realistic way for people to learn and collaborate. Courtney (2007, p. 109-110) looks at how Harvard, and other academic libraries use second life to hold meetings, training seminars, corporate training, advertising space and virtual classes and other educational opportunities. Savin-Baden (2010, p. 175-77) discusses some of the challenges and mistakes that occur with second life and users. Saven-Baden (2010, p. 175-176) goes on to show that second life does not fit in with many teaching practices, this is because of the over-structured higher education systems that focus on what the student is learning then on how or where. Kroski (2008, p. 155-156) shows some of the ways that libraries are using second life. These are through library workshops, in-world tours, special exhibits, database and catalogue access, virtual reference, library resources, subject guides, podcasts, conference space and book talks. There are over 450 librarians that are residents of second life; they spend their time building virtual libraries so that people can use these libraries for learning, teaching, exploring, networking and creating.

References

Chow, Anthony S., & Chase Baity, C., & Zamarripa, Marilyn., & Chappell, Pam., & Rachlin, David., & Vinson, Curtis. (2012). The information needs of virtual users: A study of second life libraries. The Library Quarterly: Information, Community, Policy, 82(4), 477-510. DOI: 10.1086/667436

Courtney, Nancy. (2007). Library and beyond: Innovative technologies and tomorrow’s users. London: Libraries Unlimited.

Kroski, Ellyssa. (2008). Web 2.0 for librarians and information professionals. New York: Neal-Schuman Publishers, Inc. 

Parks, Dave., & Walton, Geoff. (2010). Web 2.0 and libraries: Impacts, technologies and trends. Oxford: Chandos Publishing.

Savin-Baden, M. (2010). Practical guide to using second life in higher education. Retrieved from ebrary. 

RSS Feeds

RSS stands for really simple syndication, and is a tool that delivers updates directly to readers. This means that if users subscribe to a RSS enabled website can have new content delivered straight to them, instead of looking for the new updates. (Parkes & Walton, 2010, p. 178). A user can subscribe to many RSS feeds and receive updates from all of them; this means the user doesn’t have to check all the different blogs they like, they can just check a single feed.

The first example of an RSS feed is in the Charles Sturt University Library Blog. This blog provides news updates about the library and university. This is a link to the library blog http://blog.csu.edu.au/page/3/ and to the RSS feed http://blog.csu.edu.au/feed/ .

Courtney (2007, p. 21) demonstrates how using a blog and RSS feed enhances the university library’s ability to meet the needs of its user, this is done by allowing them to receive immediate news updates. RSS feeds also allow patrons to receive news about library events. Using RSS feeds will also benefit the library by allowing them to distribute announcements to interested library patrons.

The second example of how an RSS feed can be used is in the Australian Library and Information Association (ALIA). ALIA offers several RSS feeds for events, job ads, news, media releases and training events. This is a link to the ALIA Sydney blog http://aliasydney.blogspot.com.au/ and to the RSS feed for ALIA events http://www.alia.org.au/events.xml

ALIA uses RSS feeds to meet the needs of members and professionals. This is done by enhancing knowledge sharing among the user community to promote ALIA activities. (De Sarkar, 2012, para 48). In the job ads webpage links are provided to the various job vacancies and links have been provided in the other webpages. This has helped meet the needs of library professionals by providing information relevant to library and information professionals. Weblogs that don’t use an RSS feed are at a disadvantage.

References

Alia calendar. (2014). Retrieved from http://www.alia.org.au/events.xml

Alia sydney. (2014). Retrieved from http://aliasydney.blogspot.com.au/

Blog: Charles sturt university. Retrieved from http://blog.csu.edu.au/feed/

Charles sturt university: Official blog. (2012). Retrieved from http://blog.csu.edu.au/page/3/

Courtney, Nancy. (2007). Library and beyond: Innovative technologies and tomorrow’s users. London: Libraries Unlimited.

De Sarkar, Tanmay. (2012). Analyzing RSS applications on library web sites, Library Hi Tech News, 29(5), 4 – 21.

Retrieved from http://www.emeraldinsight.com.ezproxy.csu.edu.au/journals.htm?issn=0741-9058&volume=29&issue=5&articleid=17047212&show=html

 

Parks, Dave., & Walton, Geoff. (2010). Web 2.0 and libraries: Impacts, technologies and trends. Oxford: Chandos Publishing.

Diigo

OLJ Task 1. Social bookmarking.
I decided to use the social bookmarking tool Diigo. Diigo is knowledge management systems that help users manage their information. It helps streamline the overload of information and to improve productivity. But the main benefit to using Diigo is that it’s easy for people to use. (“About Diigo”, 2013., para. 1-11).

 Diigo allows users to highlight text. As users read through online articles, books etc. they can highlight sections of text and these parts will remain when the user returns to the article. Diigo lets users make annotations about text. This is done using a tool called sticky notes and works the same as regular stick notes. Diigo allows users to share information. This lets people to collaborate on project easily. When using Diigo any links are saved to your personal archive this means that broken or missing links are no longer an issue. These Diigo features are all forms of tagging. Tagging is assigning descriptive words to articles or text so they can be organised personally. This “enables users to organize their bookmarks in a meaningful way and search for resources associated to specific tags” (Del Moral, Estelles & Gonzalez, 2010, para. 11).  

Kroski (2008, p. 53) demonstrates how using a social bookmarking tool like Diigo or Delicious allows users to access their bookmarked articles from any computer, not just the computer they used when they bookmarked the article. This is possible as the bookmarked articles are saved to an online archive not a physical computer.  

After using Diigo I have found that bookmarking and tagging is extremely useful. Academic libraries should encourage students to use social bookmarking and offer tutorials at the university library about how to use Diigo or Delicious. Tagging can be used in all libraries by adding the option to the OPAC. This will allow library patrons to organise material by their own criteria.

References

About Diigo. (2013). Retrieved from https://www.diigo.com/about

Del Moral, Esther., Estelles, Enrique., & Gonzalez, Fernando. (2010). Social bookmarking tools as facilitators of learning and research collaborative processes: The Diigo case. Interdisciplinary Journal of E-Learning and Learning Objects, 6, 175.

Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?action=interpret&id=GALE%7CA247740282&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&authCount=1

Kroski, Ellyssa. (2008). Web 2.0 for librarians and information professionals. New York: Neal-Schuman Publishers, Inc.