OLJ 3: Delicious and saving your bookmarks.

ActivitySet up an account on the social bookmarking service Delicious – http://delicious.com/

 

We will be using Delicious through the duration of the subject. It will provide you with a platform on which you will be able to store and share relevant online materials throughout the subject and beyond into other subjects, or professional and personal activities.

Use the Help feature to learn about how to set up a network linking your account to others. Add the usernames, ‘SISsocialmedia’ and ‘lyn_hay’ to your account, and if you find any great resources which you think others in INF506 will like, please share these using the ‘for:sissocialmedia’ tag.

Get started – go out and tag a few resources!

If you wish to use this task as one of your three (3) OLJ tasks for Assignment 2, you will need to write a short evaluation (no more than 350 words) of your use of Delicious as a social bookmarking tool – include a critical evaluation of the effectiveness of different features and/or functions, as well as a brief statement on the different ways an information organisation may be able to utilise Delicious to support information services, learning and/or collaboration of users and/or employees.

 

I have been using delicious for a 3 years now to save bookmarks in the cloud. I found this useful as I was often working on several different computers and needed to be able to access links from any of them. To add and access links is simple, and you are able to write over 1000 characters in description, so I can add details such as why I chose to save this site, a brief overview of it so I can be reminded of its content or to type in the information about the website in APA bibliographical form. I also appreciate the statistic of seeing how many other people have bookmarked a certain page. This statistic can infer how well respected or used a site is.

For this degree I have kept links in two places, on my OLJ and in Delicious. It is far easier to find the links in Delicious. This is both to do with the layout of the links page and its use of tagging. The tagging on delicious is simple to do. Certain sites have suggested tags, as well as letting you make up your own, so you can use the tagging as a Folksonomy (Vanderwal 2007). The use of tags makes searching also very easy, similar to using a Keyword search on a library catalogue. This allows you to search for similar websites, in this way you can use Delicious to “Filter Up” (Harris 2009) information, finding the best examples, this can be done by looking at the number count, or by following peoples whose judgement you trust.

The Following and stacks features of delicious I had not used before INF506. It is very useful for links which need to be shared by a whole group or for following a specific person or group. Links could be shared in a manner similar to a libguide, or within a class as a list of resources. This is given an extra dimension in that within a group people can add more links, or comment on the usefulness of already shared links, allowing for critical evaluation of information, and the adding of new information, making the group links a living document. The Stacks feature seems quite similar to other social networking news sights, such as Buzzfeed or Tumblr, in that the links are presented in a similar manner, even if only on a certain topic. The Stacks feature is a new feature, only added since the creators of Youtube purchased Delicious from yahoo(Gilbertson 2011)

The searching, tagging and following features are what differentiates Delicious from just saving your bookmarks all in one place. They can be shared, transported and accessed from anywhere in an efficient manner, and comments may be left, creating conversation and collaboration.

References:

Vanderwal,T. 2007 Folksonomy, retrived 12/1/2012 from http://www.vanderwal.net/folksonomy.html

Gilbertson, S 2011. Delicious Bookmarking Relaunches Sans Yahoo Retrieved 12/2012 from http://www.webmonkey.com/2011/09/delicious-bookmarking-relaunches-sans-yahoo/

Carscaddn,L. & Harris,C. 2009 Working the Social: Twitter and Friendfeed, retrieved from 12/1/2012 http://www.libraryjournal.com/article/CA6663770.html?nid=3302

Module 5: Weeding/Deselection.

Only keep what is useufl to the needs. Obvious. But still, is hard to get rid of books ( Until I am completely sick of them and want them gone).

I am agreeing with everything Kennedy says, I just dislike that in NSW schools we HAVE to throw the things away. For example an underused or irrelevant  text for us, could be used elsewhere.

BIBLIOCLOTHANASIA>>> Death by overcrowding of books.

Dillon seems to have good info on weeding. Very specific. and relevent to TLs.

http://www.wmrls.org/services/colldev/weed_it.html Weed it. I like it. Easy to understand and the link worked. I also like the “What type of weeder are you?” in http://eduscapes.com/sms/access/weeding.html 

Selection and deselction are almost the same thing. Not buying a book can be compared to culling it.

My school has a policy, Seems to support the readings. YAY MY HEAD TL.

Module 4:Funding.

For funding we need a budget. We need to plan what to collect, To manage the process of what actually happens during budgeting and collection and a control to measure our success of goals in monetary terms.. Not sure how to do this in terms other than saying we bought all we need and still have money.

(Lamb and Jonshon) The Key issue in my school is a) getting more money from Executive who IGNORE any stats or information they are given. b) Getting the Front office to pay our bills and remit money owed to us and not the whole school. … ALl else is pretty obvious and already done.

Debowski makes a good point. If we are accountable ( i.e. less airy fairy) we stand a better chance of keeping budgets. We do ned to publish the outcomes we want (pg309) and say yes we have done it.

Also believe librarians should try to advocate for their budget ( even when being ignored by executive and even though most teachers are not trained for that sort of thing). I would really like to know how the budget is allocated for Library. Thank goodness we get on well with the P & C.

I am liking this idea of number of resources per user in specific ares of need. COuld be useful thing to do when I get my own library to myself in a new school.

ASLA GUIDELINES>

I agree with the objects addressesd, but think we do that anyway.

Module 1: The School Library.

Read the section titled ‘What is collection management?’ on page 1 in your Kennedy text. The thoughtfully stated overview given in the second paragraph clearly delineates what the phrase ‘collection management’ is widely perceived to mean within the librarianship profession. This specialised meaning of the phrase ‘collection management’ as a ‘set of interrelated library activities focusing on the selection, acquisition, evaluation, preservation and deselection (or weeding) of library materials’ reflects the approach taken to collection management in this subject.

But not cataloging and classifictation. I msut admit it does sound a vague term to people not in the biblio.

Collection management and Collection Development. (Chap 1. Kennedy pg 1).

Infornmation explosion in the 70′s With more budgets! Wish I was there!

Task of adding to collection goes from academics to librarians, so principals of collection developed and the Phrase Collection Development popularised.

After oil crisis, when money tight, COLLECTION MANAGEMENT coined. Because we are managing with small resources, not growing a big library.

I see Atkinson’s Point. Development for choosing/buying, Management for once you have it. This seems to Mesh with the NSW Dept view as well.

Aquisition:Obtaining books selected for the collection.

Selection: Deciding which items to aquire.

 collection Evaluation: determining how useful a collection is as it relates to meeting the needs of library users.

De-selection: Removal of collected items no longer relevent to the aim of the collection.

COLLECTION POLICY! is an alive thing, constantly changing… well naturally, syllabus change all the time, just look at the new national curriculum. 

Collection Development Policy: Collection philosophy and goals setting out what type of items will be selected. makes me wonder about my schools policy. We choose books relating to each subject ares curriculum. And often specific assignments, e.g. year 7 science does work on Natural disasters, we get extra books on that. English is studying this book this year, we get a few extra copies. SO WE NEED TO COLLABORATE AND FIND OUT WHAT THE SUBJECTS NEED.

Comparing Kennedy to handbook for school libraries NSW. They could be identical. Developing and maintaining the resources. It is systematic and continuing, and has to take in wider issues, e.g. censorship, copyright etc.

MUST KEEP THE COLLECTION RELEVANT OR WE ALL LOOSE!

A major challenge, and a significant oportunity, for us in this regard is change.

• We live in a period of rapid technological change
• student learning styles are changing
• teaching approaches are changing
• the curriculum is changing
• resources are changing

 Mal Lee’s article A library without books?, Doug Johnson’s article Libraries for a post-literate society.

HHmm, Should I change the name of my LIbrary to an information services unit? Will this stop people asking DO WE NEED A LIBRARY? Does this address literature and the quiet study side?

Should I chuck in the CSU course and do more computer classes?

I disagree that we are POST -LITERATE in the Wiki sense. because you need to be able to read to access the PL technologies.

Most TLs have become more technologically up to date. It is needed. I wonder if I changed my title to Information services manager, who would know what I meant?

Hughes-Hassell and Mancall’s ‘Changing expectations and models for practice’ (e-book, pp. 3-10) which examines the importance of the teaching and learning context to the development of the school library collection.

I agree, changing knowledge and changing teaching theroy affect the way libraries collect and function.

New information stoarage and delivery techniques, constructionist theory both affect the physical space of the library, and thus what we collect and we do.

THE COLLECTION CENTRED MODEL: Traditional model.

TL as info Expert. Some input from faculties but TL is controls purse. Best quality books from each curriculum chosen ( on just in case basis). Collection is the central concern. good for direct instruction.

LEARNER CENTRED MODEL:

Influenced by constructionist view of education. Learner is Central. We need info describing,  Characteristics of use. The Knowledge base, Info storages and information dissemination.  TL as guide rather than expert.

COLLABORATIVE ACCESS ENVIRONMENT:

More access beyond school and tightened finances. Focus on collecting and MAKING AVAILABLE the relevent materials, just in time. constantly changing and non-linear. Emphasis on partnerships.

IN SHORT… we have to worry about a lot of things. learners, teachers, budget, new info, selection policy ( curriculum) snf frredom of speech/copyright etc.

Bishop, K. (2007). Community analysis and needs assessment. In collection program in schools : concepts, practices and information sources

The(4th ed.) (pp. 19-24). Westport, Conn. : Libraries Unlimited.

figure out what is locally relevant, I think we do anyway! Same for school. We should know the curriculums and who does waht topics for assesments etc.

Interesting idea on letting local library know about assignments. But these days would we just make a google specific search?

THE sample questions look useful. pg 23… not just for us but for whole school. I feelk the need to do more study of all curriculum.

but honestly, a lot of use were doing all this anyway.