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OLJ Task 5

Read Brown, AL. (2009). Developing an Effective Social Media Marketing Strategy, in Salt Lake City Social Media Examiner (30 July), then

Examine

Josh Bernoff & Charlene Li’s post Social Technographics: Conversationalists get onto the ladder (19 January, 2010). In particular explore the different behaviours of social networkers articulated in their ladder.

Consider applying market analysis to analyse your market’s (client base) social technology behaviour.

Also view Bernoff’s recent update on the statistics for their ladder ‘The Global Social Takeover’ (4 January, 2012)

Based on your understanding of your library or information agency’s, and your exposure to concepts and stategies presented in this section of Module 4, outline (in 400 words) how you can apply these ideas to develop a draft marketing strategy for your organisation.

Making Web 2.0 work for your organisation

Developing a social networking marketing strategy

The school library has a captive audience in the form of the school community. The school Intranet provides a link to the library catalogue and online learning tools to assist with finding resources quickly and easily. There is scope for the library to utilise social media to interact with the school community.

To support the curriculum within the school Moodle is the ‘learning platform’ used. Staff are responsible for building a ‘personalised learning environment’ to suit the needs of their students, adding and changing content as required (Moodle, 2014). Students and staff are familiar with utilising digital technology as Moodle is used across all curriculum areas.

The choice of social media will be dependant on a number of factors. Students are not able to access some social media platforms such as Facebook through the school Intranet reducing its suitability for this purpose. Before selecting any social media platform, involvement of staff and their support would ensure a smoother implementation and hopefully increased collaboration to assist with building an interactive social media community.

Some ideas for developing a marketing strategy include:

  • Create a written social media marketing plan that is clear and specific (Brown, 2009). Seek support of staff.
  • Select social media platforms most suitable for use (Brown, 2009) to market the school library with consideration given to student access. Examples to consider – Wiki’s to promote materials available for topic areas allowing collaborative content adding; Blog’s created for genre areas with new acquisitions promoted, links to book reviews or movie clips, inviting content adding; Pinterest; Flickr or Delicious to create shared content.
  • Set goals (Brown, 2009). This provides focus for building an online presence.
  • Select content of interest to the school community to be included. Items could include photos to ‘capture attention’ (Drell, 2012), information about new acquisitions, ‘polls’ (Drell, 2012) on book or movie preferences, interaction from visitors to review library resources (Bernoff, 2012), ‘questions’ (Drell, 2012), promotion of events, or to provide guidance and instruction for students.
  • Schedule regular time for updating and responding (Hutchinson, 2014) on social media platforms. Consistently adding content (Street, 2013) prioritises the activity and ensures regular updates and communication with the community. According to ‘Buddy Media research’ higher response to Facebook posts are recorded for ‘Thursday and Fridays’ (Drell, 2012).
  • As the creator of content (Bernoff, 2012) write in a tone and voice to personalise content (Drell, 2012). ‘Be real, genuine’, (Hutchinson, 2014) and tailor content to the interests of students and staff. Keep content focused on reaching goals (Street, 2013).
  • Invite school community to participate in creating content (Bernoff, 2012). A collective responsibility will help build community belonging (Hutchinson, 2014).
  • Engage (Street, 2013) the interest of the school community by posting new content and varying type of interaction.
  • Limit number of social media platforms utilised and spread marketing through integration of the  social media platforms (Street, 2013).

References:

Bernoff, J. (2012). The global social takeover. Empowered. Retrieved from http://forrester.typepad.com/groundswell/2012/01/the-global-social-takeover.html

Bernoff, J. & Li, C. (2010). Social technographics: Conversationalists get onto the ladder. Empowered. Retrieved from http://forrester.typepad.com/groundswell/2010/01/conversationalists-get-onto-the-ladder.html

Brown, A. L. (2009). Developing an effective social media marketing strategy, in Salt Lake City Examiner (30 July). Retrieved from http://www.examiner.com/article/developing-an-effective-social-media-marketing-strategy

Drell, L. (2012). 10 Facebook marketing mistakes to avoid. Mashable. Retrieved from http://mashable.com/2012/06/07/facebook-marketing-mistakes/

Hutchinson, A. (2014). Why is social media engagement so important anyway? Social media today. (3 February) Retrieved from http://socialmediatoday.com/adhutchinson/2137386/why-social-media-engagement-so-important-anyway

Hutchinson, A. (2014). The importance of creating human connections with your brand in social media. Social media today. (7 February) Retrieved from http://socialmediatoday.com/adhutchinson/2152961/importance-creating-human-connections-your-brand-social-media

Moodle. (2014). About Moodle. Retrieved from http://docs.moodle.org/26/en/About_Moodle

Street, C. (2013) Top 6 social media marketing tips. Social media today. (8 July) Retrieved from http://socialmediatoday.com/chrisstreet/1577921/top-six-social-media-marketing-tips

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OLJ Task 4

Identify a website of a library or information agency you are familiar with (as either an employee or user) that is utilising one or more Web 2.0 technologies to provide information services and/or learning support.

Based on your reading of Mathews (2009), Lazaris (2009), McBurnie (2007) and Governor et al (2009):

  1. develop your own set of criteria (up to 10 criterion) with regard to effective library website design; and
  2. evaluate the effectiveness of the selected library website based on your set of criteria, and identify aspects of this website that could be improved using Web 2.0 technologies.

Write up your findings as a post (of no more than 400 words in your OLJ).

Library 2.0 and participatory library services

Criteria for effective library website design

  1. Vocabularly is suitable for expected audience. (Fichte & Wisniewski, 2010)(Jasek, 2007). Website provides access to customized sections for different groups of patrons (Mathews, 2009).
  2. Visual clues to site navigation is obvious making is easy to locate resources (Mathews, 2009).
  3. A variety of options are provided for navigating through the site to assist users who have a range of technology aptitude (Jasek, 2007) (Mathews, 2009).
  4. Library location and contact information for library staff is easy to locate. Help is available on site (Jasek, 2007) (Mathews, 2009).
  5. A search box on every page assists in locating information reducing number of clicks required (Mathews, 2009) (Crowley et al., as cited in Jasek, 2007).
  6. Resources available are organised in categories for patrons to easily locate (Jasek, 2007).
  7.  Accessibility for visually impaired or a user with a disability is provided (Jasek, 2007).
  8. Site regularly updates events, new materials acquired, technology and services available (Mathews, 2009).
  9. Users are given opportunities to provide feedback to improve site functionality (Lazaris, 2009) (Mathews, 2009).
  10. Website presents a professional image suited to main client base. No scrolling or flashing text, bright colours, or crowded pages, unless aimed at children (Jasek, 2007) (Lazaris, 2009).

Screen Shot 2014-02-08 at 6.03.01 PM

Public library website evaluation

The home page provides a navigation bar with each tab half obscured until clicked to expand. At the bottom of the screen a collection of tabs rotate in a circular motion some of which are replications of the ones at the top. It is difficult to know where to click on first with the many options on the page. This initial introduction to the site is not welcoming or easy to follow. The home page has too many moveable items and the layout does not use the space effectively. The site is trying to be groovy with all the moving graphics however it lacks functionality and is frustrating to navigate.

Numerous clicks are required to find simple items such as the catalogue or contact and location information of the library. This would alienate potential customers and reduce the number of people who may utilize the site. The ‘myLibrary’ tab creates another page with small number tabs. It takes time to move through the screens and the limited information provided could have been placed on one screen in a block pattern and viewed all at the same time. There are links to blogs created by a television website with subjects ranging from sport to news. The site would benefit from creating blogs customised to their demographic.

The library Facebook page is regularly updated. Photos and posters accompany information about community and library events, new acquisitions, and activities in the library. The Facebook page is vibrant and provides evidence of interaction with visitors. The library also has a Twitter account that is regularly added to. Both of these Web 2.0 platforms are being used effectively to communicate and share information and to create content in collaboration with the community.

See this funny Youtube clip from The One Ronnie for some farce on adapting to new technology. This is an example of some of the content that Libraries could share with their patrons over social media:

References:

Fichter, D. & Wisniewski, J. (2010). Practical website improvement face-off. Online, 34(2), 55-57.

Jasek, C. (2007). How to design library websites to maximize usability. Library Connect. Elsevier. San Diego, USA. Retrieved from http://libraryconnectarchive.elsevier.com/lcp/0502/lcp0502.pdf

Lazaris, L. (2009). Designing websites for kids: Trends and best practices, Smashing Magazine, (27 November). Retrieved from

http://www.smashingmagazine.com/2009/11/27/designing-websites-for-kids-trends-and-best-practices/

Public Library Website

Mathews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal. 134(3), 24-25.

McBurnie, J. (2007). Your online identity: Key to marketing and being found. FUMSI, (October). Retrieved from http://web.fumsi.com/go/article/share/2510

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OLJ Task 3

Visit ASU’s collection of The Library Minute videos and view five (5) of these one minute videos, then visit two (2) of the other Web 2.0 tools used as part of the ASU Library Channel suite at http://lib.asu.edu/librarychannel/.

Write a critical evaluation on ASU Libraries’ use of these platforms to achieve the 4Cs of social media (in no more than 350 words).

Library 2.0 and participatory library services

What is Library 2.0?

Arizona State University (ASU) Library uses a variety of web 2.0 platforms to interact with their patrons. They effectively make use of these platforms to provide services catering to the information needs of their patrons. They invite interaction and try to build a sense of community through the types of content posted. Links to Facebook, Twitter, Google+, RSS feeds, Vimeo, YouTube, Flickr, Instagram and iTunes are available from the ASU Library website.

The library uses YouTube to host their minute channel videos that are fast paced, highly edited clips that use text and graphics to reinforce information provided. Collaborating with their patrons improves the library profile and the interaction people have with the library as well as informing patrons of the availability of resources, including ‘digital resources which can be underutilised if patrons are unaware of their existence’ (Schrier, 2011). The presenter is personable, entertaining, (Casey & Savastinuk, 2005) using a conversational style to communicate with the audience. To cater to the student demographic short movie clips, music videos or references are made to comic character in the videos. Each video ends with the web address of the library channel as well as inviting viewers to visit the Facebook and Twitter accounts.

The Facebook page provides the opportunity for library staff and patrons to interact and share information (Miller, 2005). Content posted on Facebook includes community events, photos and podcasts from the archived collection, and study tips. Content creation is not limited to library staff as user participation is invited (Casey & Savastinuk, 2005). Students are able to communicate and collaborate with each other, and library staff, to gain assistance. A community feeling (Miller, 2005) is fostered as Facebook provides a link for information to be transferred between library staff and patrons. Sharing information such as favourite authors or book titles is possible through the Facebook site (Casey & Savastinuk, 2005). Every time someone posts on Facebook they are creating content that can be shared with others. Facebook is also linked to other Web 2.0. Photos on the Facebook page also appear on Instagram.

The ASU Library website provides a RSS feed that informs followers of local community exhibitions, contests hosted by the library and interesting items that may have appeared somewhere else in their social media sites. ASU Library is seizing opportunities (Miller, 2005) to meet their patrons where they are through their saturation of social media platforms.

References:

ASU Libraries. Retrieved from https://lib.asu.edu/librarychannel/

ASU Library. The Library Minute. Retrieved from http://www.youtube.com/user/librarychannel

ASU Libraries Facebook. Retrieved from

https://www.facebook.com/ASULibraries

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved from http://lj.libraryjournal.com/2010/05/technology/library-2-0/

Miller, P. (2005). Web 2.0: Building the new library, Ariadne, 45, 30 October. Retrieved from http://www.ariadne.ac.uk/issue45/miller

Schrier, R. A. (2011). Digital librarianship and social media: the digital library as conversation facilitator, D-Lib Magazine, 17(7/8) July/August 2011. Retrieved from http://dlib.org/dlib/july11/schrier/07schrier.html

 

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OLJ Task 2

Now that you have explored some examples of how libraries and the media make use of RSS to deliver updated information and the applications that can tailor and aggregate feeds for specific users, find two (2) additional examples of ‘RSS in action’, and develop a 350 word post to your OLJ on how RSS can enhance a library or information service’s ability to meet the information needs of its users.

RSS (Really Simple Syndication) feeds

RSS (Really Simple Syndication) feeds enable the collection of new content from websites in one place and provide a summary of new content automatically (State Library of New South Wales, 2009). To begin to use RSS feeds requires a feed-reader (State Library of New South Wales, 2009).

Feedly is an example of a web-based feed-reader that allows users to compile a collection of websites or blogs that have RSS feeds. These can then be organised into cateogories for easy retrieval and identification. The act of transferring the website URL to Feedly involves subscribing to the website. Once the website is added to Feedly any new content will show up in Feedly for the user to read (LeFever, 2007). Feedly provides the service of saving items to be read later (Lawlor, 2013). and to ‘share content’ across different ‘social media sites’ such as ‘Twitter and Facebook’ (Singer, 2013).

To provide information to their patrons libraries can create their own RSS feed (The moxie librarian, 2008). The State Library of NSW makes use of RSS feeds to disseminate information about new items added to the catalogue as well as upcoming events and news. (State Library of New South Wales, 2009). Other uses for a library RSS feed can include ‘new programs’, ‘electronic newsletter’, or ‘library closings’ (The moxie librarian, 2008).

There is scope for libraries to ‘subscribe to a few RSS feeds’ (The moxie librarian, 2008) for collecting information on new items available for the library catalogue, accessing ‘professional feeds for sharing with staff on the library intranet’ (The moxie librarian, 2008) to improve services and procedures and finding news items for inclusion on the library website (The moxie libarian, 2008).

‘Using RSS feed technology’ (Kern & Cuiying, 2011, p. 92) allows users to ‘manage information’ (Kern & Cuiying, 2011, p. 92) and ‘saves their time and energy’ (Kern & Cuiying, 2011, p. 92) as they are alerted to new information as it is made available. The role of librarians is not only to assist with finding information but also in educating others in how to use these tools (Kern & Cuiying, 2011, p. 92). The advantage of providing the service of teaching others how to use the technology available is an improvement in the perception of librarians as ‘innovative educators in their communities’ (Kern & Cuiying, 2011, p. 93).

References:

Kern, M. K., & Cuiying, M. (2011). The impact of new technologies on current awareness tools in academic libraries. Reference and user services quarterly, 51(2), 92-97.

Lawlor, J. (2013). Google reader alternative: how to use feedly to keep up with blogs. Jessica Lawlor: life begins at the end of your comfort zone. Retrieved from http://jessicalawlor.com/2013/03/google-reader-alternative-how-to-use-feedly-to-read-blogs/

LeFever, L. (2007). Video: RSS in plain English. YouTube. Common Craft. Retrieved from http://www.youtube.com/watch?v=0klgLsSxGsU

The Moxie librarian, (2008). 10 ways libraries can use RSS. Retrieved from http://moxielibrarian.wordpress.com/2008/02/27/10-ways-libraries-can-use-rss/

Singer, A. (2013). Bloglovin’ vs feedly: Which RSS reader reigns supreme? Nosh on it. Retrieved from http://noshon.it/blog/2013/03/google-reader-alternatives-feedly-vs-bloglovin/

State Library of New South Wales. (2009). About RSS feeds. Retrieved from http://www.sl.nsw.gov.au/rss/about_RSS.html

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OLJ Task 1

Explore the functionality for storing, tagging and sharing your bookmarked resources.

Write a short evaluation (no more than 350 words) of your use of social bookmarking – 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 such a tool to support information services, learning and/or collaboration of users and/or employees.

Social Bookmarking Service – Delicious

A Delicious account is easy to set up and linking to Facebook or Twitter allows networking opportunities as well as transferal of links. Searching within the site through tagname, username, keyword or website address the ‘add link’ command adds the link quickly building a list. Importing from the Internet using a ‘Bookmarklet’ tool allows transferal instantaneously, reducing switching between web pages. Links saved on the Delicious site can also exported. Links can be edited at any time to customize their tags and description and organised into ‘tag bundles’ allowing similar items to be stored for easy access when required. This is particularly useful for storing resources suitable for a curriculum topic for use later by teachers and students.

The ‘discover’ command intuitively conducts searches based on the type of links previously added reducing time spent searching. Clicking on the number of times a link has been saved provides a list of users. Finding users who have saved similar links the site provides the ability to ‘follow’ other users thus keeping up-to-date with links being added. This service may be useful for members of a group to collaborate where they are able to see each other’s links and share them.

Uncluttered pages reduce confusion using the site and novice users are assisted by a ‘help’ page and a ‘blog’. Feedback from customers is valued and has lead to improvements in how the site works (Delicious Blog, 2014). For access to the site from portable devices ‘apps’ are available from Delicious that support a variety of mobile devices. This is beneficial to users as it enables them to add links to their account whenever and wherever they are.

Ongoing monitoring of web links added to the site is required to ensure they are still active and relevant, as websites change and evolve over time. Some of the links that have been added lack information and time can be wasted on looking at unsuitable links where a description would have reduced this. Organisational decisions need to be made early when collecting links to ensure they have consistent tags.  The site does allow for bulk editing of links that is helpful when having to correct many links at the same time. Default setting is public in line with the social aspect of the site. Privacy settings are available and can be used discriminately when required.

References:

Delicious – https://delicious.com/

Delicious Blog. (2014). Retrieved from http://blog.delicious.com/

Frequently Asked Questions. (2014). Retrieved from https://delicious.com/help