Monday, December 24, 2007

Library 2.0 Initiatives in Academic Libraries Now Available

Library 2.0 Initiatives in Academic Libraries

Edited by Laura B. Cohen

Published by ACRL / Price: $35.00 ($31.50 (ALA Member) / 179 pages / 8.25 x 11 / Softcover / ISBN-13: 978-0-8389-8452-9 / ISBN-10: 0-8389-8452-5



Library 2.0 Initiatives in Academic Libraries is a hybrid book and wiki presenting twelve case studies of significant Library 2.0 initiatives in academic libraries.

The case studies describe several emerging practices of Library 2.0. These include varied uses of networked social software and open data formats to add value to and distribute library resources and services. Other cases describe 2.0 ways of pedagogy, the provision of services in physical and online spaces where students congregate, online catalog enhancements, and the creation of feature-rich interfaces for accessing digital research collections. The authors describe the use of such tools as blogs, wikis, podcasts, IM, RSS, XML, Web services, mashups, and social computing to illustrate their efforts to forge new models of scholarly communication in academic environments .

Table of Contents

Acknowledgements

Introduction
Laura B. Cohen

Chapter 1
Discovering Places to Serve Patrons in the Long Tail


Patrick Griffis
Kristin Costello
Darcy Del Bosque
Cory Lampert
Eva Stowers

Chapter 2
Chat, Commons, and Collaboration: Inadvertently Library 2.0 in Western Australia

Kathryn Greenhill
Margaret Jones
Jean McKay

Chapter 3
Yale: Taking the Library to Users in the Online University Environment

Kalee Sprague
Roy Lechich

Chapter 4
Delivering Targeted Library Resources into a Blackboard Framework

Richard Cox

Chapter 5
Adapting an Open Source, Scholarly Web 2.0 System for Findability in Library Collections

Bethany Nowviskie
Elizabeth Sadler
Erik Hatcher

Chapter 6
Push and Pull of the OPAC

Daniel Forsman

Chapter 7
UThink: Library Hosted Blogs for a University-Wide Community

Shane Nakerud

Chapter 8
Discussing Student Engagement: An Information Literacy Course Blog

Gregory Bobish

Chapter 9
Building Library 2.0 into Information Literacy: A Case Study.

Susan Sharpless Smith
Erik Mitchell
Caroline Numbers

Chapter 10
IMplementing IM @ Reference: The GW Experience

Deborah B. Gaspar
Sarah Palacios Wilhelm

Chapter 11
Taking the Library to Users: Experimenting with Facebook as an Outreach Tool

Dawn Lawson

Chapter 12
YouTube University: Using XML, Web Services, and Online Video Services to Serve University and Library Video Content

Jason A. Clark

[http://tinyurl.com/28khdh]With its publication, the contributing authors will write regularly updated reports about their initiatives for at least two years on a ACRL-hosted wiki [http://acrl.ala.org/L2Initiatives].


Wednesday, December 19, 2007

"Facebook" - SecondPlaceWordOfTheYear [w00t!]

Merriam-Webster's [Second] Word of the Year 2007

1. w00t (interjection)
expressing joy (it could be after a triumph, or for no reason at all); similar in use to the word "yay"

2. facebook
[http://www.m-w.com/info/07words.htm]

facebook

(verb) : To upload a photograph to Facebook so that it may be viewed by others.
Have you facebooked those photos from the party last weekend?
Submitted by: Don Brady from Louisiana on Dec. 12, 2007 11:34

(verb) : To create an event entry on facebook
I am going to facebook the party on Friday so everyone knows about it.
Submitted by: Anonymous on Dec. 12, 2007 10:13

(verb) : To get on a facebook website.
Did you facebook today?
Submitted by: Anonymous on Dec. 04, 2007 14:04

(verb) : to look up someone's profile on the popular Internet social network Facebook.
I facebooked Sarah the other day and posted a comment on her wall, but she has yet to reply to my comment.
Submitted by: Anonymous on Dec. 14, 2006 17:09

(verb) : 1.to search for another person through the online directory know as facebook
2. to send a message through the online directory know as facebook
I facebooked Lauren yesterday to see where she goes to college.
Submitted by: Anonymous on Dec. 11, 2005 23:24

(verb) : To add someone to your list of friends on the "facebook.com" website.
Hey, I saw you facebooked me. (also a noun, as in "Look him up on facebook.")
Submitted by: Selena from North Carolina on Dec. 11, 2005 12:03

Facebooking

(verb) : To communicate with others through facebook.com, like "chatting" is to instant messaging.
Submitted by: Melissa Lester from Canada on Oct. 08, 2007 13:03

(verb) : It means checking out your Facebook.com profile or your friends' Facebook.com profile.
I was facebooking my friends profiles.
Submitted by: Joshua Wilson from Florida on Jan. 29, 2006 20:21

[http://www3.merriam-webster.com/opendictionary06/newword_search.php?word=facebook]

Friday, December 14, 2007

Horizon Report 2007: Social Networking

The New Media Consortium's [NMC] Emerging Technologies Initiative focuses on expanding the boundaries of teaching, learning and creative expression by creatively applying new tools in new contexts. The Horizon Project, the centerpiece of this initiative, charts the landscape of emerging technologies and produces the NMC’s annual Horizon Report

Social Networking

The expectation that a website will remember the user is well established. Social networking takes this several steps further; the website knows who the user’s friends are, and may also know people that the user would like to meet or things the user would like to do. Even beyond that, social networking sites facilitate introduction and communication by providing a space for people to connect around a topic of common interest. These sites are fundamentally about community—communities of practice as well as social communities.

Overview
Undoubtedly the most pervasive aspect of Web 2.0, social networking is all about making connections and bringing people together. Conversations that take place in social networking contexts are inherently social, and often revolve around shared activities and interests. The heart of social networking is fostering the kinds of deep connections that occur when common pursuits are shared and discussed.

Students are tremendously interested in social networking sites because of the community, the content, and the activities they can do there. They can share information about themselves, find out what their peers think about topics of interest to them, share music and playlists, and exchange messages with their friends. [snip]

Researchers note that online spaces like Myspace and Facebook give students a safe place to gather, [snip]. Not all social networking sites are aimed at students, of course. LinkedIn is designed for professionals ... . Sites like these, though popular, are not the driving force behind the adoption of social networking in education, however. It is the intense interest shown by students that is bringing social networking into academia.

Social networking is already second nature to many students; our challenge is to apply it to education. Social networking sites not only attract people but also hold their attention, impel them to contribute, and bring them back time and again—all desirable qualities for educational materials.

Relevance for Teaching, Learning, and Creative Expression
Because of students’ tremendous interest in social networking, colleges and universities are increasingly going to be seeking ways to employ the same strategies that make social networking sites so effective. Although there are not yet many institutional examples of social networking, there are easily dozens of examples that are familiar to students and used by them on a daily basis; institutional uses will emerge very quickly because these approaches clearly appeal to students.

Indications are clear that universities are turning their attention to this phenomenon. Centers like the Social Computing Lab at the Rochester Institute of Technology are beginning to examine the effects of social networking in education (see social.it.rit.edu). [snip] Research and use of these systems are occurring in tandem, and both will contribute to the integration of social networking and education.

... [T]ools like Elgg (www.elgg.org), an open-source system ... lets each user set up a blog, a web profile, an RSS reader, and a file repository with podcasting capabilities. Systems like Elgg offer an easy way to provide social networking options without a huge amount of work by providing hosted accounts or even entire private hosted communities. Such open-source systems can also be downloaded and installed on campus, providing a secure internal community site.

Social networking sites are among the fastest- growing, most-used sites on the Internet, and the features that make them so compelling are features that we need to understand and incorporate into higher education websites. The fact that so many students want these interactions and seek them out is a strong indication that we need to be very interested in them as well. The way these sites bring people together makes them powerful and exciting. This is the next step after portals: to harness the power of social networking to build rich, interactive, robust learning communities.

Sampling of social networking applications across disciplines
Encourage community and self-expression.
Campus-based social networking sites offer a safe, convenient space for students to build ties with community members and experiment with developing a public self. The University of Pennsylvania offers membership in Pennster, its social networking site, to incoming freshmen so that they can begin to get to know their classmates before arriving on campus.

Offer immersion in a foreign language environment. Students learning another language can join a community in that language, where they will be exposed to conversational and colloquial reading and writing, learn about daily life, and establish friendships with native speakers. The Mixxer is a site devoted to helping language students find conversational partners and connecting them using voice-over- IP software.

Extend the impact and life span of conferences and workshops. Topical social networking sites can be used before, during, and long after an in-person conference. Attendees can begin to network before they even get to the hallways, and the group’s wisdom can be collected and preserved, increasing the effect of the conference and prolonging its usefulness.

Examples of Social Networking
Allegheny College on MySpace - At Allegheny College, it’s not just the students who do social networking—the college itself has a MySpace page.

Big Blue Brainstorm - IBM hosted an online Innovation Jam in September2006 that used social networking tools as a way to connect participants worldwide.

RateMyProfessors & Pick-A-Prof - These two services give students an idea of what to expect of a class based on information provided by other students. Students share and seek opinions about 770,000 professors from 6,000 schools at RateMyProfessors. Pick-A-Prof connects with Facebook to integrate students’ friends lists with professor ratings.

Many2Many - A group-authored blog discusses social software, social networking, and their implications for education (Clay Shirky, Liz Lawley, Ross Mayfield, S├ębastien Paquet, David Weinberger, and danah boyd)

stu.dicio.us - Stu.dicio.us is a notetaking tool that lets students take and share notes, quickly link to Wikipedia and Google entries for keywords, keep track of assignments, and manage students' studies.

Further Reading
How university administrators should approach the Facebook: Ten rules (Fred Stutzman, Unit Structures, January 23, 2006) Describes current trends around Facebook and recommends measures for university administrators.

Mashable! (Pete Cashmore, retrieved November 15, 2006) A blog focused exclusively on social networks - a meta-collection of social networking sites, with commentary.

The MySpace Effect (Christopher Heun, SchoolCIO, retrieved December 19, 2006) Discusses how to balance the benefits of social networking spaces with concerns for student privacy and safety.

Social Networking: Five Sites You Need to Know (Fred Stutzman, Unit Structures, June 14, 2006) Overview of five lesser known social networking sites and describes three emerging trends related to the use of such sites.

Social Network Sites: My Definition (danah boyd, Many2Many, November 12, 2006) Describes social networking and offers examples.

Social Software in Academia (Todd Bryant, EDUCAUSE Quarterly, Vol. 29, No. 2, 2006) Describes a variety of types of social software and lists examples of educational use.

HTML [http://www.nmc.org/horizon/2007/social-networking]

Wiki [http://horizon.nmc.org/wiki/Horizon2007:Shortlist_1c]

PDF (Entire Report) [http://www.nmc.org/pdf/2007_Horizon_Report.pdf]

Thursday, December 6, 2007

OCLC NextSpace: Libraries and Social Networking

NextSpace (The OCLC Newsletter) asked nine experts to explore and comment on the trends and behaviors of users of the social Web.

{Lori Bell (Alliance Library Systems, Second Life Librarian and Director of Innovation), Edward Castronova (Indiana University, Associate Professor of Telecommunications),
Paul Jones (ibiblio.org, Director), Hemanshu Nigam (MySpace, Chief Security Offfice), Kitty Pope (Alliance Library System, Second Life Librarian and Executive Director), Fred Stutzman, University of North Carolina at Chapel Hill, Ph. D. Student), Stuart L. Weibel, Ph. D. (OCLC, Consulting Research Scientist)}


The challenge is how to apply social networking in a digital age to enhance and extend the public service mission of libraries, museums and archives.

How do you define online social networking? Examples of how it’s working well and not so well?

Fred Stutzman: For research purposes, we define social networking sites as those that explicitly enable transversable, persistent social connections in a public sphere. However, as the Web inevitably gets more social, the boundaries between “social networking” and everything else out there becomes less tangible.

Other people are the killer app on the Web, and designers realize this. As a result, I believe we’re going to see everything go social. In fact, I believe that sites where explicit social connections are the primary vector sort of represent version 1 off “social networking”—in the future there’s tremendous opportunity for social connections oriented around objects. Del.icio.us for example—people build social connections around something as simple as a hyperlink.

There are so many diverse communities and interests out there, I believe that there’s really limitless opportunity in the “social object” area—I think its an area that leverages “social networking” very well.

What are the impacts, overall, do you think on industry, education and cultural institutions?

Hemanshu Nigam: The Internet is an integral part of people’s lives today, and it offers unprecedented opportunities for knowledge and entertainment. [snip] The line between the online and offline world is fading as social networking sites, e-mail and instant messenger become the new communication tools.

Paul Jones: As with the advent of writing, telegraph, TV and radio, we are seeing reconfigurations of power and of structures for social capital exchange. [snip] Additionally there will be strong reactions, including moral panic, to this change. As the tensions resolve, we may have a new period of enlightenment or a new dark ages. We can count on change, reorder and reconfigurations of institutions and of the powers that they represent.

Fred Stutzman: On one hand, I think these technologies can have tremendous impact, particularly in the breaking down of communication barriers created by cost or distance. At the same time, I wonder if the changes aren’t all that tremendous after all, but rather a natural inclination of social beings to continue to express and communicate with each other in increasingly robust/present/active modes.

However, as natural as these changes may be, we will still need to evolve our institutions toward them, and be reflexive to these changes. I believe the major change will be that individuals will expect the ability to communicate at any time .... .

Edward Castronova Avatar: Furthermore, with the multiple forms and states through which we can communicate, we’re going to find ourselves increasingly aware of each other at times we may not expect. This ubiquitous presence will generate a different understanding of our social interaction. We’re going to immerse ourselves in others—that’s the lasting change—and we’re going to do it in many ways. Virtual sociality is/will be quite real, and that will be an interesting lasting impact.

Castronova: On industry, the impact of online social networks is that they cost much less sustain than offline physical networks do. [snip] In education, online social networks providing a new model of learning that is away from the classroom. Culture, online social networks mean that there is no role for talent promoters. These are all dramatic changes.

Kitty Pope/Lori Bell: The impacts are huge. Every day it seems a new virtual world, or social networking tool is introduced. [snip]. Librarians need to collaborate to explore these tools and share knowledge about what works and does not to help others choose what they want to invest money and time in.

Stuart L. Weibel: In industry, social networking applications will take their place among other tools for connecting people with job and consulting opportunities and sharing business intelligence about best practices, new technologies and projects. Traditional boundaries between organizations will likely be somewhat more porous. [snip]
In education, our first sources have always been our social network… only when that fails us are we willing to go to a library or professor. Social networking applications will sit next to our search engines. [snip]

Specifically, how do you see it affecting libraries/museums? Right now, and in the future?

Hemanshu Nigam: Online social networking has really broken down boundaries and brought together people from all over the world with similar interests. Social networking is an opportunity for libraries and museums to do the same—bring together their patrons, raise funds, and even have their core audience have a say in what exhibits they’d like to see, or what improvements need to be made.

Paul Jones: The question might be rephrased as how will the online affect the offline and vice versa. We’ve seen vividly how the frictionless movement of information and goods is affecting world economies. [snip] How publishing and reading has been changed in what seems for the near term to be irreversible ways. Ask the encyclopedia folks. [snip]

If libraries and museum act on their heritage as places for intellectual improvement and social interaction and cultural cohesion, there is a great future for them. If they act as warehouses for cultural treasures as interpreted by the dominant culture, their days are numbered.

Academic libraries lead public libraries in the transition since more and more academic knowledge is shared digitally more quickly than popular knowledge. But this is only for the moment.

[snip]

Online, whether social or no, distributes access to the treasures widely and without much friction. The online social networks can, if wisely participated in, increase the value of the institution ... [snip]

Fred Stutzman: I see it affecting institutions in two ways. First, I see institutions deploying social networking functionality in their Web presence; this will provide customers a richer experience, while driving better analytics and more interesting ways of sorting/ranking/filtering content for users.

Second, I see tremendous amounts of opportunities for the objects these institutions posses to become “social objects.” A book, or a piece of art—clearly people would like to share their opinions/experiences of these objects. Look at Amazon—they have tremendous “social object” data around their books (reviews, etc.). Well, what if this data could be freed, or placed into a transportable directory? If we could overlay a meta-architecture that enabled conversation around social objects in any places (i.e. the conversation about a book would be at a multi-library level, not a single library level), I could see this benefiting patrons substantially.

Edward Castronova: Elite cultural institutions no longer have a monopoly on the power to broadcast judgments of quality. There are three roles in online social culture: the creator, the consumer and the critic. The consumers will turn to critics in their hunt for cultural items that interest them. Today, consumers will turn to libraries and museums, since these institutions have reputations of expertise. However, those reputations have largely been self confirming. Great art is at the Met because great artists wanted their art to be known, and the Met is where you went to get your art known. That was in the past. Today, great art can become known through any of millions of channels. It will spread virally. Rather, notice will accrue to individual works of art as they persuade individual consumers of their merits.

Lori Bell Avatar: Critics will play an important role in this, by assessing the flood of artistic work that will come. Simply by rank ordering and commenting on the items in this flood, the critics will give clues to art lovers where to begin their searches. While that is an important role, it is not the dominant role that museums have had in the past. ... [T]he leaped cultural institutions must focus on their talents in assessing art and expressing those judgments to the public.

Kitty Pope/Lori Bell: Public library use is up. Bricks and mortar libraries in communities are a place where people still gather to get books, attend programs, and take kids to story hour. Academic library use is down. Students do not go to the physical library unless they absolutely have to. One academic librarian told me that their book circulation is down so much that they could go totally virtual and serve students just as well with electronic books and journals and interactive services and training. Libraries of all types need to be evaluating and trying these tools as more and more people participate in virtual worlds and other social networking tools. [snip] Libraries need to be where their users are and reinvent some of what they do to meet the information needs people have.

How can libraries best work to shape the next wave? Should they?
[snip]
Hemanshu Nigam:[snip] Librarians are in a unique position to educate young people about the role the Internet and MySpace should play in their lives, teach them what is and isn’t appropriate online behavior, and give them the tools they need to responsibly handle situations, involving a parent or adult when necessary.
[snip]

Paul Jones: First “Yes” to part two of the question, then:

Let’s start with online social network systems (SNSes) instead of starting with libraries. SNSes are not so much about building networks as about managing existing social relationships as numerous studies point out. Not a life on the Internet or a life in Second Life so much as, as Wellman puts it, Internet in Everyday Life.

SNSes and other technologies are good for libraries, if libraries can use them to increase and strengthen social ties between the institution and to those using and supporting the institution, to provide services seamlessly or at least more conveniently. In short to become more of a part of our Everyday Lives. SNSes are very good at this or so much better than what we’ve had before that their use and potentials are immediately visible.

[snip]

[snip] But realistically, folks ask their friends first—every study shows that. Libraries need to be part of the Everyday Lives and of the friend relationships managed by SNSes. The nature of those SNSes may be 3D virtual, text, image, IM, Facebook, MySpace or something still in the garage or coffee shop just down the road. Libraries need to use technology to help shape the information seeking, interpreting and usages of the future. These technologies can help libraries be our better friends—and dare I say it, our better angels.

[snip]

Fred Stutzman: I believe we need to develop schemas to enable meta-conversation around objects. This conversation must be social and transportable, so that institutions anywhere can leverage its value. Decentralization and breaking down walled gardens is a very important part of enabling conversation, and we can start by building the technical architecture of such contexts. There’s so much that humans can contribute to make the experience around a curated object more rich—we need to break down some boundaries and start enabling that potential.

Kitty Pope/Lori Bell: Libraries need to shape the next wave. They need to be in on the beginning of these technologies to remain viable. Even in Second Life, we are promoting the local library and books and information resources. We have a number of monthly book discussion groups, talks by authors, and exhibits based around literature and the printed word. Libraries should collaborate to work on these because no one has the staff to do and keep up with everything. The more collaboration and partnerships libraries have in shaping the wave, the more successful we will be.

[snip]

Stuart L. Weibel: This is a hard question to answer. As a community, we are seldom competitive with the flexibility and speed of the entrepreneurial milieu of the Web. Further, we’re undercapitalized, risk averse, and lacking in the incentives that motivate rapid technological revolution. Our ability to lead the way in these developments is doubtful. Without question, however, we can (we must!) deliver content and applications into these emerging platforms, for it is there we will find our patrons.

In the longer run, our steady commitment to fixity will benefit us and our users. We’re trusted and we have a public business model based on adding long-term value to the community. [snip]

Do you see social networking as a serious, long-term cultural and business phenomenon?

Hemanshu Nigam: Absolutely. Social networking sites have become part of the fabric of communication and are overwhelmingly positive channels for people to meet, talk, learn and share ideas. We’re only seeing the beginning of the possibilities this new medium will open up.

[snip]

Paul Jones: We are in a time not of no tribes but of multiple tribes, not of a single family but of multiple families, not in a time of a single social network but of multiple networks—each of the highly and loosely connected social structures more easy to manage in terms of time shifting, commitment, and in selection. How to make the support of these networks sustainable and flexible is the challenge be it in the form of a business, a government or a group of volunteers.

Fred Stutzman: I see it as a core fabric of the net. The net is social—it has always been, since the first e-mail. Social networking ala Myspace and Facebook are just a new way of looking at how we connect. While I’m quite certain will look at these technologies as dated in a few years, we will always be “social networking” with each other. In five or ten years, it may be more elegant or more refined. We will likely look back on the “friending” process as archaic, we’ll likely think the technology is clunky, and I bet that MySpace’s aesthetic will be an exemplar for what not to do.

Regardless, our course has been set. There’s no turning back from this phenomenon—it has created expectations for mediated social maintenance, and that will continue going forward. I’d wager that “social networking” will be a defining cultural phenomenon of a generation. [snip]

Kitty Pope/Lori Bell: Social networking is a serious, long-term cultural and business phenomenon, but it is not new. People talk about library 2.0, Web 2.0, etc. but I think this is actually just a name for the technology tools used to create local and international communities in the 21st century. As I mentioned before, social networking has been with humans since the beginning of time and as technology is developed, the tools change. Social networks affect everyone because they shape the communities people participate in and how they participate.

Edward Castronova: Yes. Humans are networking animals. They are built to communicate. They have destroyed the tribe, and now the family, in their zealous pursuit of broader social networks. I do not see this trend stopping anytime soon.

Nicole Caruth/Shelley Bernstein: Listening to our visitors is a big part of our mission and central to what we’ve been doing for many years. Web 2.0 and social networking is an extension of that and gives visitors a platform to easily communicate with us. As Ed Dilworth from Wired Magazine said, “The era of control is over: You can either stay in the bunker, or you can try to participate. [snip]

Stuart L. Weibel: Are social networking applications a long-term phenomenon? Returning to an earlier point, they already ARE a long-term phenomenon. Connecting to others, at many levels, is what most people want, privately and professionally. It is a happy irony that we are witnessing the steady transition of computing technology from an alienating presence in our lives towards an enabling technology for better communication and connection.

[http://www.oclc.org/nextspace/007/1.htm]

Friending Can Be Fraughtful




For Professors, 'Friending' Can Be Fraught
By SARA LIPKA

The old guy in the corner at a college party can come off as creepy. The same goes for a faculty member on Facebook, the online hangout first populated by students.

"Facebook was created as a place for students, not for professors," says Steve Moskowitz, a sophomore at the State University of New York College at Oneonta. Students should be able to express themselves freely there, he says, without worrying what some professor will think.

One way to do that is by joining groups. Their names, often clever, mark identities like bumper stickers. Mr. Moskowitz formed the group "Gee, I don't think I want my professors on Facebook anymore." Its icon is a lecturer crossed out with a big red X.

[snip]

But like it or not, professors are logging on. The number of Facebook users is doubling every six months, and adults, including professors, are the fastest-growing group among them. Some want to track down students who no longer respond to e-mail. Many are curious to see for themselves the addictive gabfest. As they sign on, they are negotiating the famously fraught teacher-student relationship in new ways.

[snip]

Ian Bogost, an assistant professor at the Georgia Institute of Technology, sent "friend" requests to several of his students, but then second-guessed himself. Would they feel obligated to accept? Would they think he expected something from them, maybe more participation in class? It seemed unfair, says Mr. Bogost, who teaches in the School of Literature, Communication, and Culture. "I've definitely kind of backed off the undergrads," he says, "certainly in their earlier years.

[snip]

Most faculty members on Facebook keep their profiles professional — nothing racier than would be posted, say, on an office door. The consensus on friending seems to be: Accept students' requests but don't initiate any.

That's one of the guidelines for "Faculty Ethics on Facebook," a [Facebook] group started by Mark A. Clague, an assistant professor of musicology at the University of Michigan at Ann Arbor. "Since there's an uneven power dynamic, giving the power to the students to control the relationship" is good policy, he says.

Several dozen professors have joined the group, which also urges members not to troll students' profiles, friends or not. Even though students have become savvier about what they post — and how they adjust their privacy settings — faculty members still might discover things they wish they hadn't.

[snip]

For all its pitfalls, Facebook can prompt meaningful exchanges. Some professors look up students who e-mail them with questions or are scheduled to come to office hours. What the professors learn, they say, makes them better advisers. Comments that students have posted — concern over a bad class presentation, for example — can provoke a thoughtful conversation.

[snip]

Cindy Lee, a senior at Simmons College, once "poked" a professor — Facebook-speak for a friendly nudge. He poked back. That virtual informality, she says, gave her a mentor she wouldn't have felt comfortable approaching otherwise.

Modern times have dealt the teacher-student relationship many challenges: sexual harassment, political correctness. "It's harder to have an earnest, and still professional, but personalized relationship with students," says Mr. Bogost.

A modern tool may complicate that relationship further. Or, with its quirky brand of humanity, help recover it.

Section: Short SubjectsVolume 54, Issue 15, Page A1

Subscribers

[http://tinyurl.com/2z2gd2]

Monday, December 3, 2007

The Facebook Project: Sociology of SNS

The Facebook Project
The Facebook Project is an ongoing research study conducted by Jeff Ginger, a graduate student in the department of Sociology at the University of Illinois Urbana-Champaign. The focus of the project, in short, is to study and understand Facebook.com and its many impacts and implications. At this time the scope of the endeavor is broad, encompassing studies of many of the intricacies and facets of Facebook using a multi-method and multi-disciplinary approach.
[http://jag85.com/facebook]

Table of Contents for Original Proposal


[http://jag85.com/facebook/publications/proposal.html]

Sunday, December 2, 2007

LibGuides Library: A New Facebook Application

New Facebook Pages Application - LibGuides Library As many are aware, Facebook recently announced Facebook Pages that allows libraries and other organizations to create a corporate Facebook profile

[http://www.facebook.com/business/?pages]

Springshare, the makers of LibGuides, recently announced the development of a new Facebook App for Facebook Pages called LibGuides Library.

Once added to a library's Facebook Page, the LibGuides Library App provides a link to the library's LibGuides system and also invites users to Add The App to their individual profiles. As an added bonus, visitors to a library's FB Page are able to search the local library OPAC.


Lisa Wallis, a librarian at Northeastern Illinois University (NELU) , suggested The Big Idea and Beta-tested The App.

Thanks, Lisa!!!

[http://support.springshare.com/?p=41]

The LibGuides Library App is available at