LIS 9763

 
Has your view of social software changed since starting this course? If so, how?
 
Before taking this course, I had a vague understanding of how libraries could adopt social software. After viewing and discussing various examples, I have realized that these tools are merely a mold that can (must) be creatively fashioned by librarians to produce viable tools. It was also noted throughout the term that users are our focus. Thus, assessing their needs and evaluating their response to social software ventures is not only valuable but a necessity.  Overall, social software in libraries has a lot of potential, but librarians must avoid the “trend rollercoaster” and continuously evaluate the response to social software endeavours.
 
Of all the social tools we’ve review this term, what are your “favourite” tools for libraries and why? What would you consider to be the low-hanging fruit, i.e. the tools that could be implemented easily and with the greatest impact?
 
Honestly, I do not really have a “favourite” social tool, because everyone one of them has a potential use in libraries. Specifically though, I think that social software tools could especially be integrated into information fluency (literacy) classes. The projected skill set needed by 21st century students requires fluency in various mediums (media).  Would it be interesting to have a mock peer-review activity that requires students to comment on particular papers using a blog or wiki? I also think that these tools could be used for internal needs as well. McMaster has a number of blogs (i.e. Blended Service) that provide access to schedules, training materials and so on. Finally, I don’t think any of the social software tools discussed this term are “low-hanging fruit” because they all require a learning curve of some sort, creative use, continual updating and ongoing assessment.
 
What social software tools (if any) do you consider to have the least potential for library service and why?
 
One of my favourite topics was social bookmarking, tagging and folksonomies. I personally think that tagging options in library catalogues has some potential. However, it seems that tagging within catalogues requires backend work and that, based on the examples reviewed, use is rather minimal by patrons.  Moreover, I have a hard time conceptualizing the use of gaming and virtual worlds to deliver particular library services. So far, these kinds of ventures seem rudimentary and minimal. Again, I think there is potential in their use, but the overall adoption of these fantasy tools seems limited at this time.
 
 Tell us about your personal experience with the social software tools we’ve used and looked at this term. Which tools have worked for you, which haven’t?
 
I am still rather hesitant to use RSS Feeds and to access Online Social Networks. I have not compiled a large list of RSS feeds, but I still feel overwhelmed by the 10 or so that I monitor. I sometimes feel guilty (the perfectionist within me) for not reading every single thing. I think the concept is cool (delivery of information to the appropriate place in a neat package) but right now it seems like a necessary evil. In regards to Online Social Networks, I really enjoyed working on my group project (using Ning to create a 2.0 community of LIS members) but I am not interested in joining the masses on FaceBook (for example). I will (very soon) crack under the pressure (like I did when I finally bought a cell phone) and I am sure that once I am exposed I will be a fan. Until then, I am happily hidden from the masses.
 
How has the distance ed. experience been for you?
 
I am certainly a fan of technology (Drupal, blogs, RSS feeds, tagging and Meebo) when it comes to delivering distance education courses. I do not miss the days of listening, via cassette tape, to  professor drone on, and the solitary nature of contemplating the lecture delivered. This distance ed. course has certainly been a social venture, and positive experience.
 
Do you have any suggestions for improving the learning experience of this course?

• I enjoyed the chat sessions but I was not able to attend quite a few due to my work schedule
• I felt it was difficult to do the readings, review various tools, compose a blog post, to read my peers postings, and to comment. Perhaps, it would more reasonable to require less blog postings so that commenting could occur more regularly. For example, I could write 7 blog postings and comment on the other 7 topics assigned.
• I found it difficult to stay on top of the tagging and commenting feeds. However, what I was able to read I thoroughly enjoyed and felt that the tagging provided a more rounded selection of examples and readings
• The midterm feedback and the feedback on our final project proposals were a positive. I think however, that the  group project marks should be delivered before the final project
• Overall, a positive learning experience and the best distance ed. course I have ever taken (answer to question#7 as well)