Sunday, 5 July 2015

Sixth rung - INF506 - OLJ Evaluative Statement

Evaluative Statement
The OLJ posts I will discuss in this evaluative statement are:

3.   ASU -

In fulfilling my study of the INF506 subject I have developed a respectable grasp on a diversity of social networking venues. I cannot state that I have become in any way an expert in manipulating these technologies, but by embarking on the journey that is INF506, I have developed a working awareness of social media and social networks and how I can use the characteristics these tools in assisting others to meet their information needs.

The development of a Professional Learning Network (PLN) has been a significant step in my progress through the web 2.0 environments involved in studying INF506. In order to be aware of, and reflect on the communal expertise of my peers and other global education experts within the many ‘communities of practice’ available, I must persist in developing and expanding my personal learning networks (Utrecht, 2008).   

The exploitation of peer-to-peer knowledge through network-based inquiry was not new to me, through my involvement in motorcycle technology gathering via Facebook. But I gained a greater comprehension of the influence PLN’s can play in the development of collaborative learning, both within and outside of the traditional educational networks.     

My immersion in a variety of social media environments has involved a gradual assimilation of social networking tools into my personal and professional practices. The consequential benefits of this integration have included a broadening of my understanding of the needs of my clients/contacts and a global view of developing and applying effective implementation strategies and theories, to include those clients willing and unwilling to embrace to assist them to become adaptive digital citizens (Maher & Lee, 2010).    

Information acquisitions for a genuine purpose is progressing from individual acquisition, to utilizing the knowledge of groups and communities in order to produce and distribute knowledge (Farkas, 2010; Savolainen, 2007). In the urgency to acquire information, the use of networks has eclipsed traditional methods of information retrieval, these PLN are established and information gained, through inhabitants of the online world, such as those using Facebook, Blogs, Twitter and Wikis (Ranieri, Manca & Fini, 2012).

My introduction to Second Life (SN) opened up a new aspect to the manifestations that social networking could contain. In entering the 3D virtual world of avatars, flying and teleporting I immediately gained an appreciation of their potential as a professional tool that would allow total immersion and participation in web 2.0. My initial attempts to navigate this strange new world were disappointing, with many mistakes being made, however with our first class and with the instruction given by ‘Cas Georgie’ I was able to experience what educational platforms can be achieved by web 2.0 developers such as CSU, Stanford University and others in providing opportunities for global collaboration and learning development (Grassian & Trueman, 2007).

The use of SN provides its users with the opportunities to become engaged in virtual libraries, classes within remote universities and interact with peers from around the world. However as in any social media use by students, I would insist on policies of use, safeguards and guidelines being in place prior to developing an educational concept with SN as the platform (Hay & Pymm, 2001; Warburton, 2009).
With its separation from the real world, SN provides an immersive 3D platform that offers an exceptional method for interacting and sharing information.

Arizona State University’s (ASU) library channel clearly established the standard of ‘participatory library services’ by delivering services to both online and physical clients equably. By integrating social networking throughout their library services they have provided the 4Cs (collaboration, conversation, community and content creation) that is the basis of web 2.0 (Hay, 2010).

Through dispensing 24/7 support and access to information in cooperation with other university faculties, the ASU library has become the pivot of the campus ‘community’ through providing approachability and access to online materials and general information. I admired the format that allowed students to access this data through the structure of the informational ‘Library Minute’, this structure provided students with their basic educational requirements as well as offering the capacity to have a ‘conversation’ with a librarian 24/7 via ‘chat’, phone or email.
By repetitively using the 4Cs, the ASU Library expresses what a web 2.0 library ought be. ASU exploits Web 2.0 tools such as Facebook, Twitter, Flickr, Vimeo and YouTube, across multiple formats and through a variety of access points, with the primary object of providing user centered ‘guidelines’ responding to the needs of all its clients, within and without the physical boundaries of the University (Farkus, 2008; Miller, 2005).

My evaluation of ASU’s processes has broadened and developed my understanding of how to use these tools in a primary school library setting, in order to effectively make a difference to how my clients; the students, teachers, administrators and parents access their learning and information needs.

No comments:

Post a Comment