Evaluative Report – Final INF506 OLJ post (12)

Part a) – Evaluative Statement

The OLJ posts I will discuss in this evaluative statement are:

  1. Arizona State University’s use of web 2.0 tools to achieve the 4Cs (OLJ7)
  2. My Personal Learning Network (OLJ9)
  3. What’s yours is mine and what’s mine is mine (OLJ11)

Through my study of INF506 I have developed a good understanding of a variety of social networking (SN) technologies and the features and functionality of various SN tools, and particularly of how these tools can meet user’s information needs. As I have described in My Personal Learning Network post, I was already using some SN tools to meet my own learning needs prior to my study for INF506, however I was not really utilising their full social networking (SN) capacity so as to enable me to collaborate with other users. Instead, my use of RSS feeds, blogs and Delicious was mostly as a Spectator or a Collector, to use the ‘social technographic’ terms, and my use of Facebook was purely for social contact and was the only area in which I was behaving as a Conversationalist (Bernoff, 2010).

Completing the readings and activities in the modules for INF506, in addition to my own research, spurred on by my rapidly developing PLN, has led me to a much deeper understanding of the features and functions of these tools as well as of Twitter, Yammer, and Second Life and to an appreciation for them as professional tools which can allow my active participation in the 4Cs of web 2.0. My personal experience of the collaborative value of these SN technologies and tools has in turn developed my understanding of how they might be used, in conjunction with traditional library services, to support the informational and collaborative needs of groups, communities and organisations. I have particularly developed and understanding of how these tools could allow me to effectively serve the target audience of the communities I know best; namely the students, teachers, administrators and parents whose social, cultural, learning and information needs are served by school libraries.

Before beginning INF506, I had never even heard the term Library 2.0 and had no understanding of what it referred to. Although it is clear from my reading in this topic that many experienced librarians still struggle with the concept of Library 2.0 (Farkas, 2008), I have begun developing an understanding of what it means for me. In my post about Arizona State University’s use of web 2.0 tools to achieve the 4Cs, I noted repeated use of the 4Cs of collaboration, conversation, community and content creation. I believe ASU’s use of videos, live chat, user-centred content creation such as personalised playlists and research citation lists, as well as their use of SN tools such as Facebook, Twitter, Flickr and Vimeo all contribute to their practice of Library 2.0. Examining ASU’s practice has further developed my understanding of how these tools might be used in a primary school library setting. I was also particularly impressed with Scotch College school library’s use of SN tools such as their blog “The Portal” to meet the learning of its students and to take advantage of the students’ interest in technology to engage them with books (School Library Association of Victoria, 2009).

I believe that I demonstrated through my post What’s yours is mine and what’s mine is mine, my understanding of some of the social, cultural educational, ethical, and technical management issues inherent in a socially networked society and how information policy can be developed and implemented to support these issues. Issues such as copyright, intellectual property and the growing Creative Commons movement are particularly important in a socially networked world where collaboration and content creation are highly valued SN skills. Although I didn’t have the space to elaborate on issues of privacy, security and other aspects of digital citizenship, these understandings are also implicit in my blog post. These technical and cultural management issues form a part of the challenge of teaching children in a large public education system – a system that currently blocks access to websites that could assist to meet it’s communities informational and learning needs if it’s internet access policies were more flexible. These are also fundamental library issues and educating students to be responsible digital citizens is an important part of a teacher librarian’s mission. As Marcinek says “The fact that some schools simply block these [social networking] tools and never teach responsible use is like placing locks on a fence surrounding a pool but neglecting to teach kids how to swim” (Marcinek, 2010).


My Twitter feed



Part b) – Reflective Statement of my Development as a Social Networker and an Information Professional

In reflecting on my development as a social networker as a result of studying INF506, I reread my original definition of social networking.

It reads “Social networking = a linking of like-minded people through the use of interactive technologies that allow members to respond to others in their ‘social network’.”

I would now add  ‘social and/or professional network’ to that definition.

I believe that my most important development as a social networker over the past couple of months of this subject has been in my development of a Personal Learning Network (PLN) of educators.

The greatest contribution to my PLN has come in the form of my introduction to and adoption of Twitter as an integral part of my PLN . Previously I had avoided Twitter, believing it was a waste of time and only for those people who wanted to know every detail of the lives of celebrities like Brittany Spears and Lady Gaga. I had not thought of Twitter (or Facebook for that matter) as capable of providing me with a professional network that I could tap into at any time, day or night. How that perception has changed! I now follow 88 people (mainly educators), have 41 followers of my own (again, mainly educators) and have sent 231 tweets (mainly retweets of education related tweets).  The value of Twitter to me as a social networker and as a developing information professional is not in the number of tweets or followers I have, but in the links I now have to educators around the world who are interested in the same topics as I am and who regularly post information  that is extremely useful for me in furthering my understanding both of web 2.0 in education and of the work of information professionals working in schools.

Through my Twitter ‘follows’ I attended my first live, international online webinar “Creating a Community of Technology Learners in your school or district”, through which I met a Saudi Arabian educator running a distance education school that almost exclusively uses Second Life with it’s secondary students. This is turn opened my mind to the possibilities of using Second Life or other virtual environments for teaching. So when I came across Bathurst TAFE using Second Life to teach virtual tourism (Kay, 2010) while exploring Second Life, I was very excited. Although my main teaching experience is in primary schools, for the past 3 terms I’ve been teaching at TAFE and struggling to find ways to help my mostly at-risk students become reengaged with learning. Following on from these discoveries, I’ve discussed these exciting possibilities with my supervisor at TAFE and we have begun investigating using some form of virtual environment with our students. I have now been asked to teach a new Year 10 equivalent elective in digital and online communication this semester with these at-risk students and plan to use some of the tools and understandings I have learned in INF506 when teaching this subject. Although I cannot use Second Life because the NSW Department of Education and Training (DET) block it, I have been investigating using Quest Atlantis for this purpose.  Again, my PLN has been of assistance here. Knowing that I couldn’t use Second Life through NSWDET and having seen a group on the DET’s Yammer network discussing Quest Atlantis, I asked the group if it would be suitable for my students. The quick and positive response of the Yammer group has only reinforced the value of this PLN for me in further developing my education and information professional skills and understandings.

My studies in INF506 have pointed out to me several areas that I need to work on to develop further as an information professional. I have never been employed as a teacher librarian, although that is my ultimate goal, and I realise that when I find such a position I will be on a steep learning curve. However, I am now convinced that my PLN will be adaptable and responsive enough to help me significantly along that journey. In addition, my readings in Library 2.0 and the development of library social media policy have highlighted my paucity of knowledge in these areas. My use of Delicious and Diigo and tentative explorations of folksonomies have shown me that my cataloguing skills also need a great deal of work. I generally lack practical experience in working as an information professional, so I am particularly looking forward to developing some library skills through my professional experience subject, which I have yet to complete.

I cannot yet add much value to some of the conversations that take place in the school library online world of my PLN, but I can certainly learn from those conversations and collaboration with my colleagues. In the meantime, I believe I can bring great enthusiasm and a much greater understanding of the value of social networking tools and technologies to my current work as a casual teacher in TAFE and my conversations and collaboration with my colleagues.


Bernoff, J. (2010, 31 January 2011). Social Technographics: Conversationalist get onto the ladder. http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.html.

Farkas, M. (2008, 29 January 2011). The essence of Library 2.0? http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/.

Kay, J. (2010, 26 January 2011). Virtual Tourism @ jokaydiaGRID! http://jokaydia.com/2010/12/08/virtual-tourism/.

Marcinek, A. (2010, 26 January 2011). A Web 2.0 Class: Students Learn 21st Century Skills, Collaboration , and Digital Citizenship. http://www.edutopia.org/blog/web-20-21st-century-skills-collaboration-digital-citizenship.

School Library Association of Victoria. (2009, 29 January 2011). The Portal – Blogging at Scotch College Library. http://slav.global2.vic.edu.au/2009/03/23/the-portal-blogging-at-scotch-college-library/.

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What’s yours is mine and what’s mine is mine – OLJ11

The joke about marriage, “What’s yours is mine and what’s mine is mine” seems appropriate when discussing the tension between the concepts of intellectual property, copyright, Creative Commons and “information access for all”, especially when looked at in the context of school libraries.

Joyce Valenza’s blog post highlights a frustration that many teachers feel, myself included, that so many potentially educationally valuable websites (such as YouTube) are blocked in schools due to social networking policies. Valenza’s blog is almost a microcosm of the debate about the provision of information to all and copyright and intellectual property. She describes some ways to get around the block of YouTube, which seems to put her in the “information access for all” camp. In one of the comments on the post, Valenza is upbraided for setting a bad example to students for bypassing school internet policies and reminds us that downloading videos violates copyright and intellectual property rights. The commenter goes on to assert the importance of promoting digital citizenship amongst our students. As a future teacher librarian, I also plan to teach students about these values, but I haven’t had a good solution for this tension.

Jenkins et al.’s paper can be seen as complimenting Valenza’s vision. The digital divide is viewed in terms of “participatory cultures rather than … interactive technologies” (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006, p.8) and describes young people producing new creative forms through “digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups”. Many of these mashups would incorporate YouTube and other intellectual property of other people. I was struck by the revelation in the Pew study (quote by Jenkins et al) that “young people who create and circulate their own media are more likely to respect the intellectual property rights of others because they feel a greater stake in the cultural economy” (Jenkins, et al., 2006, p. 10). I myself have noticed stronger personal feelings about intellectual property since I began writing my own fiction. Perhaps this is one solution to this issue?

I must confess that I’m still grappling with these ideas.


Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. 68. Retrieved from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Valenza, J. (2008, 28 January 2011). When YouTube is blocked (way more than eight ways around). http://blog.schoollibraryjournal.com/neverendingsearch/2008/12/19/when-youtube-is-blocked-way-more-than-eight-ways-around/

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Developing a draft marketing strategy – OLJ10

I am not currently working in a school library but am teaching casually at TAFE. My most recent experience prior to now, however, is teaching primary classes for 13 years, so the library I will focus on will be an hypothetical Australian public school.

An organisation wanting to develop a social networking (SN) marketing strategy should begin by looking at it’s target audience and working out what kind of relationship it wants to build with it’s audience,  “based on what they are ready for” (Li, 2007). This also applies to libraries, including school libraries.

The target audience of a school library consists of:

  • Students
  • Teachers
  • School administration
  • Parents

Each of these may require a different SN approach according to its needs. A useful model for all the groups, however, is to work through these steps:

  1. Prepare a written SN plan, including short and long term goals and what you plan to accomplish through your SN (Brown, 2009).
  2. Collect information about the target audience’s SN experience through a survey or poll and use this to inform decisions.
  3. Consider the type of SN tools that will best connect with the different sections of the target audience (Brown, 2009). Building different strategies for different sections may be more effective than trying a “one size fits all” approach (Bernoff, 2010). For example, for parents, many of whom may already use SN to connect with friends, a Facebook fan page might be most effective way of connecting with the library. For students, on the other hand, a blog in which comments and postings can be moderated and work can be published may be the best SN tool. A separate blog or twitter feed directed at providing information to teachers and administrators most be the most effective way to serve their needs.
  4. Remember that traditional communication tools should also be used to complement SN when connecting with users.

Decisions about a school library’s SN strategy should always be made with the final goal of helping the library to improve its service delivery to its users (Harvey, 2009).




Bernoff, J. (2010, 31 January 2011). Social Technographics: Conversationalist get onto the ladder. http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.html.

Brown, A. (2009). Developing and Effective Social Media Marketing Strategy. Salt Lake City Social Media Examiner, (30 July 2009). Retrieved from http://www.examiner.com/social-media-in-salt-lake-city/developing-an-effective-social-media-marketing-strategy

Harvey, M. (2009). What Does It Mean to Be a Science Librarian 2.0? Retrieved from http://www.istl.org/09-summer/article2.html

Li, C. (2007, 31 January 2011). Forrester’s new Social Technographics report. http://forrester.typepad.com/groundswell/2007/04/forresters_new_.html.

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My Personal Learning Network – OLJ9

I believe I am at Stage 1 (Immersion) of Utecht’s 5 stages of PLN adoption (Utecht, 2008) – I feel driven to find out more and particularly to check my Twitter and Yammer feeds at least daily. But I am beginning to drop some Twitter “follows” that aren’t specific enough for my interests and to narrow my focus, so think I am moving into Stage 2 (Evaluation). I’m also having Stage 4 (Perspective) moments, particularly when family demands are high.

My PLN consists of:

  • teaching colleagues in my school and professional development providers. These are the people I go to day-to-day for professional advice and in some cases, for personal friendship.
  • professional blogs, which I manage through the use of RSS feeds.
  • MEd(TL) students and lecturers
  • membership of the OZTL-NET list-server
  • educators on Twitter (only joined since beginning INF506) who I ‘follow’ and educators who tweet using hash tags such as #tlchat and #austl
  • NSW Department of Education colleagues on Yammer (joined in late 2010) – I now belong to several Yammer interest groups

The impact of this rapid expansion of my PLN in the past few months, since joining Yammer and Twitter, has had both positive and negative effects on me professionally and personally. These are:

Positive effects:

  • connection with like-minded colleagues local, nationally and globally
  • exposure to national and global trends in education (expanding my universe)
  • opportunities to attend professional development activities I wasn’t even aware of before (e.g. online conferences)
  • sense of community – these people are interested in the same things as me, have the same questions as me and struggle with the same issues as me
  • inspiration – every time I check my Twitter or Yammer feeds on my mobile phone (which I do at least every couple of days) I have a “wow” moment

Negative effects:

  • Lack of time to explore more deeply – as my network has expanded, I don’t have time to follow up every lead
  • Frustration with moving from inspiration into practice – opportunities to explore web 2.0 tools with students are limited by filters and my current status as a casual TAFE teacher
  • There is never enough time to follow up during working hours, so tension develops when my professional demands conflict with my family commitments

Gaps in my PLN


  • how to develop e-learning programs and related tools (e.g. Moodle)
  • how to engage ‘at risk’ learners using web 2.0 tools


  • Practicalities of day-to-day TL work in primary schools



Utecht, J. (2008, 7 January 2011). Stages of PLN Adoption. http://www.thethinkingstick.com/stages-of-pln-adoption.

Here is my meme map of my Personal Learning Network.

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A to Z of Social Networking for Libraries – OLJ8

Coffs Harbour City Library & Information Service is my local library. Through the library’s website, its clients can access the online catalogue and reserve titles as well as access databases. As far as I am aware, however, the library has yet to develop a social networking presence. For this reason, I would suggest the following ideas from A to Z of Social Networking for Libraries (Brown, 2010) would be the most useful beginning points for this library to begin developing it’s social networking presence.

D = Direction – The library needs to decide upon its social networking direction. Why is it engaging in social networking? What is it planning to accomplish? This will help the library to determine it’s next social networking steps.

B = Blog – According to Brown, it has become standard for a library to have a blog (Brown, 2010). It is also one of the easiest social networking tools to use and to set up. Interaction with users may be managed simply by moderating comments, thus making it relatively easy to control.

F = Facebook – Again, Brown suggests that a Facebook fan page or group is almost expected from any organisation involved in social networking due to the widespread popularity of Facebook. One advantage of Facebook is the wide age range of its users. According to latest statistics, Facebook now has 500 million users, 50% of whom log in every day; the 18-24 year old demographic is growing at 74% per year and 48% of this group check Facebook when they wake up; the 35+ demographic now stands at 30%; and significantly, 48% of young people say they now get their news through Facebook (Hepburn, 2011). Although these are global figures, it could be assumed that Australian figures are similar.

Y = Youth – based on the above Facebook statistics, it is easy to see why Brown asserts that using social networking allows a library to connect with young people. According to statistics from the 2006 Census, greater than 1/3 of residents in the local area are under the age of 29 (Council, 2009, p. 12).

R = Reference – with so many library clients using Facebook, and other social networking tools, it makes sense to offer some reference services through these means.



Brown, A. L. (2010, 29 January 2011). A to Z of Social Networking for Libraries. http://socialnetworkinglibrarian.com/2010/01/22/a-to-z-of-social-networking-for-libraries/.

Council, C. H. C. (2009). Coffs Harbour City Population Profile 2009. Retrieved 2 January 2011. from http://www.coffsharbour.nsw.gov.au/www/html/2221-statistics-and-reports.asp.

Hepburn, A. (2011, 2 February 2011). Facebook Statistics, Stats & Facts for 2011. http://www.digitalbuzzblog.com/facebook-statistics-stats-facts-2011/.


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Arizona State University’s use of web 2.0 tools to achieve the 4Cs – OLJ7

Davis’s assertion (cited by Miller) that web 2.0 is “an attitude not a technology” (Miller, 2005) reinforces the four underlying principles (also known as the 4Cs) of web 2.0. Collaboration, conversation, community and content creation are products of the attitude of the web 2.0 participant, whether that user is an individual or an organisation such as a library.

The Library Minute series of videos produced by ASU Libraries are all available on YouTube, which is a strong and recognisable community in the web 2.0 world. The library encourages active conversation between the library and the user through the comments facility, as well as the “like” and “dislike” buttons, which are familiar features of other web 2.0 tools such as Facebook and blogs.

The Library Minute: Welcome Back Students video (ASU Libraries, 2009d) features an ASU librarian talking directly to students (conversation) in a clever mashup of talking-head against a background of movie and video games that would be very familiar to university students. The use of popular youth culture in this way (content creation) shows the library is clearly attempting to be up-to-date and highly relevant to its clients.

In The Library Minute: Ask a Librarian video (ASU Libraries, 2009a) and The Library Minute: Meet Your Subject Librarian (ASU Libraries, 2010), the talking-head librarian focuses on the web 2.0 principle of conversation in her mention of ways to contact a librarian for help: in person, via email, through an email form on the library website and via live chat.

Content creation tools are the focus of both In The Library Minute: RefWorks (ASU Libraries, 2009b), – which allows users to draw together citations from research databases, libraries catalogue and Google Scholar – and The Library Minute: Tunes for Finals (ASU Libraries, 2009c) – which explains about creating playlists from the musical databases that can be streamed to the users’ computer.

ASU Libraries’ The Library Channel page also encourages community with the opportunity to link to the library using social networking tools such as Facebook, Twitter, YouTube, Flickr and Vimeo. In addition, the library’s Twitter feed is streamed directly to The Library Channel page.

ASU Library's Twitter feed


ASU Libraries (2009a). The Library Minute: Ask a Librarian. On The Library Minute: Arizone State University.

ASU Libraries (2009b). The Library Minute: RefWorks. On The Library Minute: Arizona State University.

ASU Libraries (2009c). The Library Minute: Tunes for Finals. On The Library Minute: Arizone State Library.

ASU Libraries (2009d). The Library Minute: Welcome Back. On The Library Minute : Arizona Board of Regents.

ASU Libraries (2010). The Library Minue: Meet Your Subject Librarian. On The Library Minute [Youtube video]: Arizona State University.

Miller, P. (2005). Web 2.0: Building the New Library. Ariadne(45).

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Evaluation of Second Life – OLJ6

I was keen to explore the potential of Second Life (SL) and was intrigued about the possibilities of using a virtual world in an educational setting, particularly after reading that “immersion in a digital environment can enhance education in at least three ways: by enabling multiple perspectives, situated learning, and transfer” (Dede, 2009, p. 66) and that it “may have the potential to release trapped intelligence and engagement in many learners” (Dede, 2009, p. 67).

I have had a little experience moving in a virtual environment (VE) through playing World of Warcraft (WOW), so expected to feel more comfortable in SL initially than I was. I was quite confused by the navigation and would have appreciated a more explicit tutorial. I found it easy to move but became quite confused trying to negotiate the maps and teleport. In fact, I gave up in frustration when I could not work out how to teleport to CSU’s School of Information Studies during that visit. My confusion confirms the suggestion that one negative aspect of SL is the length of time it takes to acclimatise to the VE (Helmer, 2007, p. 24). In contrast, I found it much more satisfying to be part of the tour run by “LenaLotus Latte” (Lyn Hay) of the CSU SIS. Having an experienced user introduce certain features (such as ‘touching’ and ‘picking up’ objects as well as teleporting) helped a great deal to feel more settled within the VE.

CSU School of Information - experimenting with sunrise

One way to counter this feeling of ‘noob’ confusion could be to set a specific quest or task to be completed as part of the initial experience of SL, much like the beginning quests of WOW and other online games, which serve to both introduce the user to the ‘world’ as well as teaching special features.

A major benefit of my limited experience of SL was the opportunity to ‘meet’ some of the other INF506 students and talk with them ‘face-to-face’. Other students studying by distance education could also benefit from this more personal contact. The chance to voice chat and interacting virtually was of particular benefit and could similarly be used during transactions between librarians and remote clients.

I currently teach TAFE students, many of who are at risk of completely disengaging from learning and education. I now believe that these students could become more engaged with their learning through immersion in a VE such as SL. Unfortunately the web filters of the NSW DET make this difficult. My introduction to SL has piqued my interest in facilitating learning and information provisions teaching using a VE and as a result I am now investigating the feasibility of using ‘Quest Atlantis’ and other VEs to stimulate interest and engagement in my students.

Quest Atlantis


Dede, C. (2009). Immersive Interfaces for Engagement and Learning. Science, 323(2 January 2009), 66-69.

John Helmer, & Light, L. (2007). Second Life and Virtual Worlds: Learning Light.


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RSS in action – OLJ5

RSS User

I have used RSS feeds for a couple of years for my own information needs. I subscribe to blogs by some of my favourite authors and to online publications providing advice to writers and last year I added TL and other education blogs to my RSS feeds. My RSS subscription list has grown to 187 subscriptions through Google Reader so I find it invaluable to help me manage my access to these resources.

Information organisations using RSS

I examined the RSS use of two information-centred organisations:

SLNSW’s clients cover a broad section of the NSW community (including information professionals), whereas AWM Online’s clients are a niche group of Australian authors and aspiring writers. Both organisations, however, provide an information service to their clients and use RSS feeds to inform clients of these services. (Commendably, neither organisation relies soley on RSS to connect with their clients. Both also use blogs, Facebook and Twitter and in addition, SLNSW uses Flickr and Vimeo.)

Library Using RSS


SLNSW's blog about their Dixson map collection digitisation project

SLNSW uses RSS feeds to inform clients of new acquisitions as well as to access new online catalogue records for their e-records project. There are individual RSS feeds for new catalogue records across several subjects including Australian art and history, climate change, family history, law, management, and NSW State Government publications and to the Manuscripts, Oral History and Pictures catalogues. Subscribing to one of these catalogue RSS feeds gives direct access to the catalogue, thus allowing clients to obtain enough detail to request an interlibrary loan through their local library. Clients can also subscribe to one of the SLNSW’s specialised blogs (such as the Dixson map collection digitisation blog or to categories within those blogs (such as “preservation”).


Information Service Using RSS

“Speakeasy” is the blog of The Australian Writer’s Marketplace (AWM Online). AWM Online uses RSS feeds from this blog to provide its clients with information about Australian writing and publishing related news, events, products and writing markets.

Using RSS to enhance the meeting of information users’ needs

Some ways RSS can be used by libraries and information services are:

  • Draw attention to new acquisitions
  • Inform users of events
  • Inform users of general trends
  • Educate users about specific services provided by their organisation
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Social bookmarking – Evaluation of Delicious and Diigo – OLJ4

When I first began using Delicious 6 months ago to bookmark resources for my assignments, I merely saw it as a means of accessing my bookmarks from any computer with internet access. Now that I am developing a better understanding of it’s social networking capabilities, however, I find it an extremely useful tool for searching, recording, annotating and in particular for sharing information resources.


Delicious: a social bookmarking website



Useful features
‘Tags’ (describe your bookmark in one word):
• quick and easy;
• create tags that make sense to you, the user.
• benefit from other people’s research by searching tags. This is an incredibly powerful feature because it allows the user to benefit from shared knowledge.
Public or private:
• choose to make your bookmark ‘public’, (able to be shared with other Delicious users) or ‘private’. (For example, I record and catalogue my research for this subject and mark it ‘public’ so it can be shared with other INF506 students. I mark my personal research for my next holiday ‘private’.)
Tag description (annotation):
• quickly evaluate the usefulness of a site for your needs
Search for users/ groups:
• connect to other users and groups to collaborate with others and benefit from their knowledge and research.

I explored Diigo after hearing Delicious might be disbanded. I was concerned all my hard work of bookmarking and annotating resources could be lost.
Advantages of Diigo:
• look feels ‘cleaner’ than Delicious
• found it initially easier to navigate
• option to have an avatar helps me to recognise contacts and groups
• ease of importing Delicious bookmarks – migration process was straightforward and effective.
• backing up – after migration, bookmarks saved to your Diigo account are automatically added to your Delicious account and vice versa.

Ideas for using Delicious & Diigo to support information services, learning and collaboration in schools
• bookmarks are accessible from any computer in the school as well as from home – can be used by staff, students and even parents
• group bookmarks using ‘tag bundles’ – curriculum areas, units of work, parent information, year levels/ stages etc.
• use TL search skills to cut down ‘information overload’ and assist with finding age/reading level appropriate resources
• collaborate – ‘quick and dirty’ searches (by students/ teachers/ TLs) for evaluating later
• crowd-sourcing – benefit from previous searches by subject specialists/ TLs outside the school


Some of my bookmarks in Diigo



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Testing, testing: 1, 2, 3 … er … poll! – OLJ3

This blog gives me a good chance to test out some of the social networking (SN) tools I’ve been exploring for my first assignment for INF506. Although I’ve examined their use in class blogs and evaluated how effectively they can be used to enhance the curriculum (which is the focus of my case study report), I haven’t tried all of them out before. So, time for a try out.

This is an application I’ve examined that’s used for creating polls or surveys. It’s called Pollmo. I can see all sorts of potential for such a tool in a class blog – everything from surveys for maths lessons on statistics and graphing, to ratings for books or movies, to stating preferences and opinions.

It’s also one of the easiest SN tools I’ve found! 3 steps and you’re there. So easy, I think a Stage 1 student could do it (with some help for the final step).

  1. Type your question
  2. Type your answer choices
  3. Choose a skin

You can then either link your blog to the URL created for your unique, or copy and paste the HTML code into your blog (which is what I’ve tried).

How easy is that!

<!–BEGIN POLLMO POLL–>View Qualtrics Poll
Qualtrics Survey Software
Enterprise Feedback Management

Update: So much for “how easy is that”! I’ve obviously got a bit to learn about embedding HTML text in my blog. I guess it’s time to read the manual.

On a more positive note, the poll really DID display in it’s own URL. And if you click “view Qualtrics Poll”, you can get to it. It doesn’t look as pretty though 😦

Maybe I should have just linked to it. I’ll have to keep trying. You know the saying – if at first you don’t succeed …

Here is a screenshot of what my poll should look like.


Create your own poll with Pollmo



Posted in INF506 Social Networking for InfoProf, MEdTL studies | Tagged | Leave a comment