References
Abram, S. (2007). Web 2.0, library 2.0 and librarian 2.0: preparing for the 2.0 world. Paper presented at the Online Information 2007 Proceedings.
ALIA. (2010). ALIAnet newsfeeds (RSS). Retrieved 28.5.10, from http://http//www.alia.org.au/rss/
Ash, D. (2009). Social media is NOT private. Retrieved 14.5.10, from http://www.examiner.com/x-45696-Portland-Workplace-Issues-Examiner~y2010m5d4-Social-media-is-NOT-private?cid=exrss-Portland-Workplace-Issues-Examiner
Brown, A. (2009). Developing an effective social media marketing strategy. Retrieved 15.5.10, from http://www.examiner.com/x-/x-13398-salt-lake-city-social-media-examiner~y2009m7d30-developing-an-effective-social-media-marketing-strategy/
Brown, A. (December 19, 2009). Top 10 Social Networking Tools and Trends for Libraries from 2009. Retrieved 6.4.10, from http://socialnetworkinglibrarian.com/2009/12/19/top-10-social-networking-tools-and-trends-for-libraries-from-2009/
Brown, A. (December 26, 2009). Top 10 Social Networking in Libraries Trends for 2010. Retrieved 6.4.10, from http://socialnetworkinglibrarian.com/2009/12/26/top-10-social-networking-in-libraries-trends-for-2010/
Carscaddon, L., & Harris, C. S. (2009). Working the social: Twitter and Friendfeed. Retrieved 14.5.10, from http://www.libraryjournal.com/article/CA6663770.html?nid=3302
Casey, M., & Stephens, M. (2009). You can’t afford not to do these things [Electronic Version]. Library Journal, from http://www.libraryjournal.com/article/CA6639942.html?industryid=47356
Casey, M. E., & Savastinuk, L. C. (9.1.2006). Service for the next-generation library [Electronic Version]. Library Journal.com. Retrieved 5.4.10, from http://www.libraryjournal.com/article/CA6365200.html
Chad, K., & Miller, P. (2005). Do libraries matter? The rise of library 2.0. Retrieved 1.6.10, from www.talis.com/applications/downloads/white_papers/DoLibrariesMatter.pdf
Cohen, L. (2006). A librarian's 2.0 manifesto. Retrieved 12.4.10, from http://www.youtube.com/watch?v=ZblrRs3fkSU
Dempsey, L. (2009). Always on: libraries in a world of permanent connectivity. First Monday, 14(1).
Farkas, M. (2008). The essence of Library 2.0 [Electronic Version]. Information wants to be free. Retrieved 8.4.10, from http://meredith.wolfwater.com/wordpress/2008/01/24/the-essence-of-library-20/
Frank, I. (2008). Librarians in virtual worlds: why get a Second Life. First Monday, 13(8).
Harvey, M. (2009). What does it mean to be a Science Librarian 2.0? Issues in Science and Technology Librarianship [Electronic Version]. Retrieved 6.4.10, from http://www.istl.org/09-summer/article2.html
Holmberg, K., Huvila, I., Kronqvist-Berg, M., & Widen-Wulff, G. (2009). What is Library 2.0. Journal of Documentation, 65(4), pp. 668-681.
McBurnie, J. (2007). Your online identity: key to marketing and being found. [Electronic Version]. FUMSI, from http://web.fumsi.com/go/article/share/2510
Nosko, A., Wood, E., & Molema, S. (2010). All about me: disclosure in online social networking profiles: the case of Facebook. Computers in Human Behavior, 26, 406-418.
Stephens, M. (2006). Library 2.0 = MyLibrary? Retrieved 2.6.10, from http://0-lib1point5.wordpress.com.library.newcastle.edu.au/2006/04/12/library-20-mylibrary/
Stephens, M., Sayers, R., & Cheetham, W. (2010). The impact and benefits of Learning 2.0 programs in Australian libraries. Paper presented at the VALA 2010 Conference.
Universities Australia. (2009). Enhancing the student experience & student safety : a position paper [Electronic Version]. Retrieved 6.4.10, from http://www.universitiesaustralia.edu.au/documents/publications/Student-Safety-Position-Paper-July-2009.pdf
Utecht, J. (2008). Stages of PLN adoption. Retrieved 15.5.10, from http://www.thethinkingstick.com/stages-of-pln-adoption
Saturday, June 5, 2010
PART B - Assessment item 4: Assignment 2: OLJ/Evaluative statement
(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).
Throughout the course of this subject, the readings and tasks have led from a basic knowledge of some social networking technologies and their uses to a fuller range of knowledge and an understanding of their wider implications. When this semester began, my knowledge was limited to social networking sites such as Facebook which had been used in a limited way, wikis with which I was more familiar, photo sharing sites such as Flickr, an understanding of avatars and similar concepts within virtual worlds and an acquaintance with such technology as Twitter and Delicious social bookmarking. By completing the requisite readings and online journal tasks, this basic knowledge was developed and honed into a better understanding of what was available and how it could be better utilised within an academic library environment.
As with all new and emergent technologies, the Web 2.0 and Library 2.0 technologies are user interactive and user driven (Brown, 2009). Library policy has to change or staff need a motivated, energetic team to drive the project as well. To ensure success of the project, staff will be required to monitor, update and fix it when it crashes while continuing to investigate better ways of doing it. Users are more able to interact directly with the library and the library staff through instant messaging and blogs and eventually through virtual worlds and social networking sites such as Facebook. Despite this, there are many obstacles to overcome including issues of privacy, training, promotion and choosing which social media technologies to utilise to maximise user interface without spreading the library/staff resources too thinly(Nosko et al, 2010).
As these changes take place, it is essential that staff are up to date and familiar with the emerging technologies. Prior to this semester, the limitations of my skills and knowledge were much larger. Now I have a better awareness of the skills that I need to develop to both remain up to date and to excel as the library needs change and users make more use of Web 2.0 social networking technologies. From the grounding that I have obtained with a range of social networking sites, it is essential that the potential use of these sites not be overlooked in my work environment. I will be able to contribute to the policies that are to be put in place, ensuring that all options are fully researched and the best options for the library are utilised and strategies developed for the best advantages of both staff and users. Establishing this project will require work such as applying for funding to commence the project, the formation of a team and strides taken to make sure it is successful.
Establishing the best social networking technologies to implement, ensuring training for all staff, promotion of their use within the user community and what identification of a target audience is essential. Issues of privacy and access, budgeting and then establishing which services to offer through the social networking technologies also must be considered from the beginning. Privacy issues relate not only to the information that is added or can be accessed by users but also what information can be accessed by supervisors or colleagues (Brown, 2009). Options to ensure privacy such as passwords and authentication may restrict the social networking as an open and sharing space. By making users identifiable they may choose to opt out of the technologies completely.
Social networking sites such as Twitter, for example, allows for quick, short updates which appeals to a user group that has a short attention span and an aversion to reading; Flickr allows for the sharing of photos; and Delicious caters to those who use bookmarking to find and store information sites and sources. The mobility that is now inherent in these technologies allows for use for a wider range of users at greater distances (Carscaddon & Harris, 2009; Dempsey, 2009, p. 5, 8). These different social networking sites allow for increased public use and can be customised to suit each user.
Library 2.0 needs to cater to the social networking trend by maintaining a service that has been restructured to communicate across time and space constraints in a mobile ready environment to support the informational and collaborative needs of communities and organisations worldwide. As such, social networking technologies respond to users wants and needs, reflect users’ preferences and expectations and as such they go where the users are providing a constantly evolving service that will require staff involvement and continual training.
As social networking technologies continue to develop and society evolves to become more mobile, the role of the library and the librarian will be to cater more easily to these needs quickly to provide information when it is wanted 24/7 and worldwide. Training is essential at all levels. I feel that continued development of my own skills will be essential.
Within the workplace, focus groups should be convened to research and implement social networking technologies not currently in use such as Facebook or virtual worlds. It is necessary to properly discuss and investigate the needs of the users to ensure that the correct technologies are utilised. It is much better to implement one or two well used technologies than try to create a presence in a large number of technologies that are not used by the University population. For example, The University of Newcastle Libraries Information Desk staff implemented the use of Google chat to remain informed and up to date with each other. When this technology was rolled out to include users, it failed to be successful.
Social networking is one way for libraries to respond to the needs of users. Much research and work will be needed by a team of committed staff to ensure that the process is not haphazard and half hearted to ensure that the best possible use for the relevant technologies is found.
Throughout the course of this subject, the readings and tasks have led from a basic knowledge of some social networking technologies and their uses to a fuller range of knowledge and an understanding of their wider implications. When this semester began, my knowledge was limited to social networking sites such as Facebook which had been used in a limited way, wikis with which I was more familiar, photo sharing sites such as Flickr, an understanding of avatars and similar concepts within virtual worlds and an acquaintance with such technology as Twitter and Delicious social bookmarking. By completing the requisite readings and online journal tasks, this basic knowledge was developed and honed into a better understanding of what was available and how it could be better utilised within an academic library environment.
As with all new and emergent technologies, the Web 2.0 and Library 2.0 technologies are user interactive and user driven (Brown, 2009). Library policy has to change or staff need a motivated, energetic team to drive the project as well. To ensure success of the project, staff will be required to monitor, update and fix it when it crashes while continuing to investigate better ways of doing it. Users are more able to interact directly with the library and the library staff through instant messaging and blogs and eventually through virtual worlds and social networking sites such as Facebook. Despite this, there are many obstacles to overcome including issues of privacy, training, promotion and choosing which social media technologies to utilise to maximise user interface without spreading the library/staff resources too thinly(Nosko et al, 2010).
As these changes take place, it is essential that staff are up to date and familiar with the emerging technologies. Prior to this semester, the limitations of my skills and knowledge were much larger. Now I have a better awareness of the skills that I need to develop to both remain up to date and to excel as the library needs change and users make more use of Web 2.0 social networking technologies. From the grounding that I have obtained with a range of social networking sites, it is essential that the potential use of these sites not be overlooked in my work environment. I will be able to contribute to the policies that are to be put in place, ensuring that all options are fully researched and the best options for the library are utilised and strategies developed for the best advantages of both staff and users. Establishing this project will require work such as applying for funding to commence the project, the formation of a team and strides taken to make sure it is successful.
Establishing the best social networking technologies to implement, ensuring training for all staff, promotion of their use within the user community and what identification of a target audience is essential. Issues of privacy and access, budgeting and then establishing which services to offer through the social networking technologies also must be considered from the beginning. Privacy issues relate not only to the information that is added or can be accessed by users but also what information can be accessed by supervisors or colleagues (Brown, 2009). Options to ensure privacy such as passwords and authentication may restrict the social networking as an open and sharing space. By making users identifiable they may choose to opt out of the technologies completely.
Social networking sites such as Twitter, for example, allows for quick, short updates which appeals to a user group that has a short attention span and an aversion to reading; Flickr allows for the sharing of photos; and Delicious caters to those who use bookmarking to find and store information sites and sources. The mobility that is now inherent in these technologies allows for use for a wider range of users at greater distances (Carscaddon & Harris, 2009; Dempsey, 2009, p. 5, 8). These different social networking sites allow for increased public use and can be customised to suit each user.
Library 2.0 needs to cater to the social networking trend by maintaining a service that has been restructured to communicate across time and space constraints in a mobile ready environment to support the informational and collaborative needs of communities and organisations worldwide. As such, social networking technologies respond to users wants and needs, reflect users’ preferences and expectations and as such they go where the users are providing a constantly evolving service that will require staff involvement and continual training.
As social networking technologies continue to develop and society evolves to become more mobile, the role of the library and the librarian will be to cater more easily to these needs quickly to provide information when it is wanted 24/7 and worldwide. Training is essential at all levels. I feel that continued development of my own skills will be essential.
Within the workplace, focus groups should be convened to research and implement social networking technologies not currently in use such as Facebook or virtual worlds. It is necessary to properly discuss and investigate the needs of the users to ensure that the correct technologies are utilised. It is much better to implement one or two well used technologies than try to create a presence in a large number of technologies that are not used by the University population. For example, The University of Newcastle Libraries Information Desk staff implemented the use of Google chat to remain informed and up to date with each other. When this technology was rolled out to include users, it failed to be successful.
Social networking is one way for libraries to respond to the needs of users. Much research and work will be needed by a team of committed staff to ensure that the process is not haphazard and half hearted to ensure that the best possible use for the relevant technologies is found.
PART A - Assessment item 4: Assignment 2: 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);
Social networking technologies are becoming more prevalent within all areas of the community and Library 2.0 and Web 2.0 technologies have revolutionised the services that are being offered. Due to this heightened interaction between the user, technology and the library, the user becomes a partner in the process. Libraries are able to make information available whenever and wherever the user requires it through a range of mobile communications, which has been the ‘fastest diffusing technology ever’ (Chad & Miller, 2005; Dempsey, 2009, p. 2). Libraries are evolving to become socially directed and configurable to enhance the user experience interactively through a wide range of communication vehicles such as chat, instant messaging, sms texting, email and virtual spaces such as Second Life, e-books and online journal subscriptions. (Dempsey, 2009, p. 11; Holmberg et al, 2009, p. 668; Stephens, 2006). This increases the convenience of the library by providing a better service, supplying information to meet changing and competing demands and the workflow of the user and attracts younger people. (Dempsey, 2009, p. 13; Stephens et al, 2010, p. 2). One of the issues raised by this, however, becomes the imposition of the Library into the social realm of the user which may alienate some further.
In order to provide this changing service -
Essential skills, knowledge and attributes of an Information professional
http://http//inf506shaunparsons.blogspot.com/2010/06/essential-knowledge-skills-and.html
Information providers within Library 2.0 need to be aware of the new technologies, provide training and support and not be afraid to challenge the way things have always been done. Despite the challenges that this presents, by making the best use possible of the traditional and the new social networking trends, library staff can provide a vibrant collection that caters to the needs of all users in a way that supports the way they wish to make use of the Library.
Collections too, are also changing to meet the demands of users. Spacing constraints of physical collections are becoming less of an issue as online databases with full text access and e-books can be accessed through a variety of mobile measures including mobile and I-phones and laptops. Funding for this change in collection remains a concern. Alerting services such as RSS feeds allow users to remain up to date in a range of issues from research to news broadcasts. Information management is still a vital component of the role of the librarian.
RSS feeds
http://inf506shaunparsons.blogspot.com/2010/05/rss-in-action.html
One of the social networking technologies that is being utilised by organisations and institutions is RSS feeds. Meaning ‘Rich Site Summary’, ‘RDF Site Summary’ or ‘Really Simple Syndication’, RSS feeds allow users to cater sites to their own needs and to stay up to date with news and information from organisations and institutions (ALIA, 2010). The University of Newcastle keeps users up to date informed regarding Campus life and the Library through RSS feeds of the Library blog. Coverage includes database access, security measures and other library news is reported in a timely fashion, if users are subscribed.
By subscribing to the RSS feeds, this information downloads regularly to users. Library staff are able to better monitor their time and service the users of the library. The system is a voluntary one, however, and this may mean that pertinent information may still be missed by the users that require it the most. By becoming active partners with library users and making use of the new social networking technologies to allow for integration and interoperability, libraries are striving to enhance user experience (Abram, 2007, p. 7; Holmberg et al, 2009, p. 668). RSS feeds allow The University of Newcastle libraries to provide a better service.
Virtual worlds such as Second Life offer a wide range of opportunities to involve staff and users in both traditional and emerging literacy skills programmes.
Second Life
http://inf506shaunparsons.blogspot.com/2010/06/second-life.html
Second Life is a 3D virtual environment which allows users to create environments that mimic real life. These avatars can also create an imaginary vision. These online worlds can allow for increased communication at a distance, increase use for users with a physical disability who may have difficulty accessing a library in person. Second Life is free to join and allows users to communicate via text, chat or voice communication. The virtual world can allow users to interact with others, learning new social skills as well as being provided with traditional library services. These services can include reference questions and library collections and can allow for such interaction as book talks, art exhibitions, meetings and networking (Frank, 2008, p. 4; 12). Unlike the real world, this virtual world can cater to those users who have disabilities or have distance issues. Within this world, Library staff are required to have their own avatars to provide teaching and guidance in how to research, provide lessons on information literacy or show users how to choose an efficient search strategy. While programming skills are unnecessary, a high degree of skills for working within the virtual world and interacting with users is required.
Users now connect and share on a scale that has never occurred before. The benefits of this are enormous. Socially, culturally and educationally, contact can be made between users of all ages, ethnicity, experiences and abilities. The educational advantages have barely been measured or utilised. Simulation, role playing, creation, collaboration and self directed learning are all possible within the social networking sphere. Virtual worlds encourage contact between users and creators and the possibilities are endless. Using established social networking sites allow library staff to access servers, software and technical support without the need for specific programming skills. There are a number of ethical issues that inform the decision to use these technologies. Privacy has become all but non-existent and the temptation for employers or colleagues to monitor social networking sites exist.
Careful marketing of the Library’s social networking technologies will allow for a viable online identity which will cater to a wide audience ensuring that it remains purposeful and timely and ensure that it is found by those seeking it (Ash, 2009; McBurnie, 2007; Utecht, 2008, p.1).
As users continue to rely on social networking technologies, Library 2.0 will continue to evolve and develop to incorporate these into everyday contact and support.
Social networking technologies are becoming more prevalent within all areas of the community and Library 2.0 and Web 2.0 technologies have revolutionised the services that are being offered. Due to this heightened interaction between the user, technology and the library, the user becomes a partner in the process. Libraries are able to make information available whenever and wherever the user requires it through a range of mobile communications, which has been the ‘fastest diffusing technology ever’ (Chad & Miller, 2005; Dempsey, 2009, p. 2). Libraries are evolving to become socially directed and configurable to enhance the user experience interactively through a wide range of communication vehicles such as chat, instant messaging, sms texting, email and virtual spaces such as Second Life, e-books and online journal subscriptions. (Dempsey, 2009, p. 11; Holmberg et al, 2009, p. 668; Stephens, 2006). This increases the convenience of the library by providing a better service, supplying information to meet changing and competing demands and the workflow of the user and attracts younger people. (Dempsey, 2009, p. 13; Stephens et al, 2010, p. 2). One of the issues raised by this, however, becomes the imposition of the Library into the social realm of the user which may alienate some further.
In order to provide this changing service -
Essential skills, knowledge and attributes of an Information professional
http://http//inf506shaunparsons.blogspot.com/2010/06/essential-knowledge-skills-and.html
Information providers within Library 2.0 need to be aware of the new technologies, provide training and support and not be afraid to challenge the way things have always been done. Despite the challenges that this presents, by making the best use possible of the traditional and the new social networking trends, library staff can provide a vibrant collection that caters to the needs of all users in a way that supports the way they wish to make use of the Library.
Collections too, are also changing to meet the demands of users. Spacing constraints of physical collections are becoming less of an issue as online databases with full text access and e-books can be accessed through a variety of mobile measures including mobile and I-phones and laptops. Funding for this change in collection remains a concern. Alerting services such as RSS feeds allow users to remain up to date in a range of issues from research to news broadcasts. Information management is still a vital component of the role of the librarian.
RSS feeds
http://inf506shaunparsons.blogspot.com/2010/05/rss-in-action.html
One of the social networking technologies that is being utilised by organisations and institutions is RSS feeds. Meaning ‘Rich Site Summary’, ‘RDF Site Summary’ or ‘Really Simple Syndication’, RSS feeds allow users to cater sites to their own needs and to stay up to date with news and information from organisations and institutions (ALIA, 2010). The University of Newcastle keeps users up to date informed regarding Campus life and the Library through RSS feeds of the Library blog. Coverage includes database access, security measures and other library news is reported in a timely fashion, if users are subscribed.
By subscribing to the RSS feeds, this information downloads regularly to users. Library staff are able to better monitor their time and service the users of the library. The system is a voluntary one, however, and this may mean that pertinent information may still be missed by the users that require it the most. By becoming active partners with library users and making use of the new social networking technologies to allow for integration and interoperability, libraries are striving to enhance user experience (Abram, 2007, p. 7; Holmberg et al, 2009, p. 668). RSS feeds allow The University of Newcastle libraries to provide a better service.
Virtual worlds such as Second Life offer a wide range of opportunities to involve staff and users in both traditional and emerging literacy skills programmes.
Second Life
http://inf506shaunparsons.blogspot.com/2010/06/second-life.html
Second Life is a 3D virtual environment which allows users to create environments that mimic real life. These avatars can also create an imaginary vision. These online worlds can allow for increased communication at a distance, increase use for users with a physical disability who may have difficulty accessing a library in person. Second Life is free to join and allows users to communicate via text, chat or voice communication. The virtual world can allow users to interact with others, learning new social skills as well as being provided with traditional library services. These services can include reference questions and library collections and can allow for such interaction as book talks, art exhibitions, meetings and networking (Frank, 2008, p. 4; 12). Unlike the real world, this virtual world can cater to those users who have disabilities or have distance issues. Within this world, Library staff are required to have their own avatars to provide teaching and guidance in how to research, provide lessons on information literacy or show users how to choose an efficient search strategy. While programming skills are unnecessary, a high degree of skills for working within the virtual world and interacting with users is required.
Users now connect and share on a scale that has never occurred before. The benefits of this are enormous. Socially, culturally and educationally, contact can be made between users of all ages, ethnicity, experiences and abilities. The educational advantages have barely been measured or utilised. Simulation, role playing, creation, collaboration and self directed learning are all possible within the social networking sphere. Virtual worlds encourage contact between users and creators and the possibilities are endless. Using established social networking sites allow library staff to access servers, software and technical support without the need for specific programming skills. There are a number of ethical issues that inform the decision to use these technologies. Privacy has become all but non-existent and the temptation for employers or colleagues to monitor social networking sites exist.
Careful marketing of the Library’s social networking technologies will allow for a viable online identity which will cater to a wide audience ensuring that it remains purposeful and timely and ensure that it is found by those seeking it (Ash, 2009; McBurnie, 2007; Utecht, 2008, p.1).
As users continue to rely on social networking technologies, Library 2.0 will continue to evolve and develop to incorporate these into everyday contact and support.
Thursday, June 3, 2010
Essential knowledge, skills and attributes of an information professional in a web 2.0 world
Information professionals require a wide range of skills to remain competitive in the information literacy world. Both Library 2.0 and Web 2.0, with its highly interactive options allows library staff to remain committed to providing up to date information services that reflect the needs and desires of the users and almost instant feedback when service delivery fails to reflect the needs of the users. By making use of this feedback and interaction between staff and users, library staff need to:
- Provide up to date social networking technologies – blogs, wikis, instant messaging, sms, podcasts and maintain a presence on the major social networking sites such as Youtube and Facebook.
- Combine old technologies with the new – physical collections with online collections
- Provide information regardless of format
- Connect users to a range of technologies and the information that they require
- Use both traditional cataloguing methods and newer Library 2.0 methods such as cloud tags, tagging, RSS feeds etc
- Enhance the user experience by encouraging feedback, integration of services and interoperability
- Training is required into the new technologies so that staff are able to provide access for users in all manner of social networking technologies including Facebook, virtual worlds such as Second life, making videos for Youtube and podcasts – all to encourage and expand the user experience
- Provide information and resources in a timely fashion and allow quick turn around of the technology, information etc as user needs develop and/or change. Updating all information as required.
- Ability to think on their feet, change with new ideas and reflect back to the user what is presented to them
- Awareness that change is not a bad thing and encourage others to grow and develop
- Make sure that the old technologies and ways of doing things are utilised properly not simply discarded if nothing better has come along
- Research the best means of getting the information across to the users – which social networking technologies work best, which are accessed by the users
- Provide up to date social networking technologies – blogs, wikis, instant messaging, sms, podcasts and maintain a presence on the major social networking sites such as Youtube and Facebook.
- Combine old technologies with the new – physical collections with online collections
- Provide information regardless of format
- Connect users to a range of technologies and the information that they require
- Use both traditional cataloguing methods and newer Library 2.0 methods such as cloud tags, tagging, RSS feeds etc
- Enhance the user experience by encouraging feedback, integration of services and interoperability
- Training is required into the new technologies so that staff are able to provide access for users in all manner of social networking technologies including Facebook, virtual worlds such as Second life, making videos for Youtube and podcasts – all to encourage and expand the user experience
- Provide information and resources in a timely fashion and allow quick turn around of the technology, information etc as user needs develop and/or change. Updating all information as required.
- Ability to think on their feet, change with new ideas and reflect back to the user what is presented to them
- Awareness that change is not a bad thing and encourage others to grow and develop
- Make sure that the old technologies and ways of doing things are utilised properly not simply discarded if nothing better has come along
- Research the best means of getting the information across to the users – which social networking technologies work best, which are accessed by the users
Wednesday, June 2, 2010
Second life
As a non user of 3D gaming or virtual worlds in general, the Second life interface is wholly daunting and difficult to negotiate. While it is possible to establish many useful library settings within this world, such as library tours, informational guides and help including how to skills and other information literacy goals, such a goal is epic. Users would need to be familiar with the world and its set up beyond basic measures such as joining the Second life world and moving around in the world. As a first time user, many of the instructions are unclear and even reading the how to guide which is quite extensive did not allow for adding friends as easily as imagined.
Avatars are becoming an important element in 3D and online gaming, allowing users to learn, grow and develop skills, friends and communities. However, users need to have advanced online skills, world creators such as the library staff who would be setting up the worlds and the relevant learning tasks skills and links, need to be advanced in computer usage. As such, this form of learning world would require new levels of skills and training which may benefit users as 3D worlds become the norm for communication. At this stage, despite the growing numbers of users - according to Boulos et al, 2007 this figure was 6 million users in 2007, library users would need to be fluent in the use of online virtual worlds to be able to gain any benefit from the library establishing a presence in the Second life world.
As users become more familiar with virtual worlds and avatars, there is much that libraries can do to make use of the technology. Virtual worlds can make learning more fun, creative and interesting and this may lead to extending the library’s sphere of influence and teaching of information literacy skills to a much wider audience. Avatars allow freedom through anonymity which may encourage users to be more open in claiming what information they require and asking for help in a range of ways that interpersonal contact may hinder. Physically entering libraries and asking for help may be off putting to some library users and the virtual world can overcome those fears or negative feelings.
Real time interaction and chat through virtual worlds such as Second life offer a range of Web 2.0 and Library 2.0 options that libraries can utilise to ensure that users receive ongoing support and lifelong learning skills. More creative ways of teaching are assured through the online virtual worlds however, until users are confident and competent in the uses of Second life, the aims of libraries may be limited.
Avatars are becoming an important element in 3D and online gaming, allowing users to learn, grow and develop skills, friends and communities. However, users need to have advanced online skills, world creators such as the library staff who would be setting up the worlds and the relevant learning tasks skills and links, need to be advanced in computer usage. As such, this form of learning world would require new levels of skills and training which may benefit users as 3D worlds become the norm for communication. At this stage, despite the growing numbers of users - according to Boulos et al, 2007 this figure was 6 million users in 2007, library users would need to be fluent in the use of online virtual worlds to be able to gain any benefit from the library establishing a presence in the Second life world.
As users become more familiar with virtual worlds and avatars, there is much that libraries can do to make use of the technology. Virtual worlds can make learning more fun, creative and interesting and this may lead to extending the library’s sphere of influence and teaching of information literacy skills to a much wider audience. Avatars allow freedom through anonymity which may encourage users to be more open in claiming what information they require and asking for help in a range of ways that interpersonal contact may hinder. Physically entering libraries and asking for help may be off putting to some library users and the virtual world can overcome those fears or negative feelings.
Real time interaction and chat through virtual worlds such as Second life offer a range of Web 2.0 and Library 2.0 options that libraries can utilise to ensure that users receive ongoing support and lifelong learning skills. More creative ways of teaching are assured through the online virtual worlds however, until users are confident and competent in the uses of Second life, the aims of libraries may be limited.
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