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.
‘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