- objectives of the SM training program - This is what is hoped to be achieved as a result of the program

- Why did we choose Academic libraries over other types of libraries to implement a SM training plan?

- this graph represents the % of scientists who regularly use ssocial media applications for a particular task. - notice that only just over 30% use SM tools to share information, and there is no mention of connecting with students (possible part of the other category?)

- notice researchers believe social applications will be a major influence for professional collaboration, so the researchers do see the value in these tools also interesting there is about a 45 to 75 % of researchers who believe social applications may enable peer review, this could be influenced by the open access movement.

- 8 week immersion in social media- one module per week will be covered. It is hope that even employees with a moderate level of understanding of some SM tools will still attend, as they can provide guiance for other learners, and may learn something more. - Training will be offered virtually, learn at your own pace modules - A training manual will also be available to staff at all times, which will be posted to the library website and accessible by the whole university community.

- Your blog will also be used to keep track of your progress throughout the training program - So each modules has a list of  objectives to be accomplished by the end of the training module, there are a list of articles related to each module (not required reading, but participants will be encouraged to read them), and screencast sand demonstration videos will be available for modt modules.

Rethlefsen, M., Engard, N., Chang, D., & Haytko, C. (2006). Social Software for Libraries and Librarians. Journal of Hospital Librarianship. 6 (4), 29-45. News travels down the blogging pipeline far before print, therefore it is a good way to stay current Web sites are static, blogs are not (constant updates, multiple contributors)

Beneficial as incorporate many of the popular IMs into one application Serves as focal point for library users to ask questions online in a virtual environment Although individuals think of Instant Messaging as only text-based communication, most services offer the ability to transmit videos or pictures.   

Examples from (Rethlefsen, Engard, Chang, & Haytko, 2006) Colorado College’s Tutt Library uses Flickr to document library events and materials; the flickr images are incorporated in and linked from the library’s public blog

- many SNS available, Facebook one of most popular, and don't forget the increasing numbers of online dating sites such as PlentyOfFish and LavaLife.

- avoids the hassle of never-ending email chains - allows for the management  of content, knowledge, collaboration, research, and distributed learning 

Promote collaboration Manage files and provide navigation Social documents similar to wikis (real-time editing options on widely owned document, such as Google docs

- a great example of what is currently being done at other institutions, this will be one example we will follow as to how to create and implement our training plan

As technology develops further and the semantic web becomes more 3 dimensional, staff will have to accommodate for changes in social media by changing tools they are teaching, and increasing the number of modules Possible certificates for completing the training program Program opened up for whole university community Liaison librarians bringing what they have learned, finding subject specific social media tools and sites, and introducing these to their departments Creation of department specific tools (such as wikis, blogs, etc)

Social Media Training Plan for the Prototypical Academic Library (PAL) Presented by: Bryan Carnes Roen Janyk Erin Rickbeil Social media training committee LIBR559M Student Librarians, December 2009

Introduction – what is social media? “Social media is a rapidly evolving field of interest for information professionals. As the world wide web grows and progresses from Web 2.0 onwards, it is likely social media will grow exponentially…” - PAL Social media training committee, 2009

The goal of a social media program "To have a plan in place to train library staff members requiring higher levels of social media literacy and knowledge, and to provide them with a social media guide to turn to as a continuing resource." - PAL Social media training committee, 2009

Objectives of project Conduct needs assessment of library staff Provide social media training plan and manual  Introduce staff to basic concepts and tools Develop learning goals for library staff to achieve Provide opportunities to implement tools

Why academic libraries? To acquaint library staff with social media trends and tools used by Net generation students To help library staff learn new skills to meet the emerging needs of University community To explore potential of social media at PAL To implement digital innovation using social media

Social media usage by researchers (Corsa, Van Der Heyden, Kersten, 2009)

Opinions of researchers ‘In the next five years, how influential will social applications be in research?’ (Csora, Van der Heyden, & Kersten, 2009).

Environmental survey of “skill levels” of PAL librarians Program based on needs assessment Examine levels of social media knowledge: External uses: Connecting with users Example: Using Twitter to send event updates Internal uses: Organizational enhancement Efficiency in terms of time and money Example: Using a virtual conference platform PAL Needs Assessment

A proposed 8 week immersion One social media module or topic per week   Social tools used in academic libraries   Provide hands-on, guided learning paths   Allow for content creation & ideas sharing   Social media training plan

Introduction to social media Review introduction Read articles (2) provided Watch YouTube video provided Keep notes & keep track of questions Present questions on your blog Week 1, Module 1

Blogs Create a blog Use Blogger, Tumblr or WordPress Post 2x week during program Use real information & post picture Compare blogging platforms Track progress & questions Use RSS to subscribe to blogs Week 2, Module 2

Educational & promotional use “on average, a new blog is created every second of every day – and 13.7 million bloggers are still posting 3 months after their blogs are created” (p. 40) Dynamic information environments Duke University Library Digital Collection Blog Levy Library Mount Sinai School of Medicine Example applications WordPress, Blogspot Blogs or “Web-logs”

Instant messaging (IM) Explore IM aggregators & establish account Digsby, Meebo  Start chat with others  Take screenshot of chat, add to blog Discuss +/- of an IM aggregator Track training progress on blog Week 3, Module 3

Instant messaging (IM) Provide real-time reference services ‘now’ Integrate many IMs into one application Examples in academic libraries Digsby University of Pittsburgh, University Library System Meebo University of Chicago Library List of IMs and SMS sites

Media sharing in academic libraries Focus on most popular Flickr Pod/Screencasts Audacity Jing YouTube Screenr  Break into categories: Photo sharing, voice & video Week 4, Module 4

Module 4: Media sharing Objectives: Create Flickr account Screencast site & YouTube Upload 10 photos to Flickr Create screencast Post to blog & upload to YouTube Subscribe to several YouTube sites or channels Track training progress

Flickr Storing and managing images Tagging and RSS capable Documenting events Colorado College’s Tutt Library Creating technical service manuals YouTube Video Sharing Documenting Events Advertising Programs Media sharing

Microblogging Create Twitter account, upload a picture, change layout Follow organizations, friends, libraries and librarians Explore common URL shorteners  Bit.ly, tinyURL  Explore compatible Photo & Video sites TwiPic,TwitVid Send at least 2 tweets daily Track progress on blog  Inset Twitter widget on blog if possible Week 5, Module 5

Microblogging Quickly disseminate information to users Provide short, direct updates Two-way communication Follow other libraries & innovative leaders Examples in academic libraries Twitter University of Illinois Undergraduate Library Santa Barbara City College Luria Library

Social bookmarking Capture & store web links Apply tags for findability Delicious.com Social cataloguing Create catalogue of books, tags, comments, search your own & other catalogues LibraryThing.com Week 6, Module 6

Establish Delicious.com & LibraryThing accounts Tag web 2.0 news & articles Add 30 books to Your LibraryThing catalogue Track training progress on blog Insert widget into blog if possible Social bookmarking & cataloguing

Feedback and social connections User communities, folksonomies and thinking New classification schemes & processes Examples Delicious.com Penn Tags, University of Pennsylvania LibraryThing Museum of Anthropology at UBC Social bookmarking & cataloguing

Social networking  Create new profile Facebook, MySpace,LinkedIn ‘Friend’ at least five people Upload 10 photos Create an event, invite friends to join Upload a video to SNS profile page Track progress in blog Week 7, Module 7

Social networking sites Facebook Harvard Law School Library UNC Eshelman School of Pharmacy LinkedIn Academic Libraries Advancement and Development Network MySpace Ball State University

Hendrix, Hiarella, Hasman, Murphy, & Zafron. (2009) Social networking sites (cont…)

Wikis For online collaboration with people & organizations Web-based or server-based PBWorks, WikiSpot, Wet Paint, Wikipedia Experiment with PBWorks & WikiSpot Compare the 2 sites & note differences Note how Wikis can be used, discuss +/- Track training progress and discuss on your blog Week 8, Module 8

Wikis As an Intranet University of Minnesota Library As training tool USC Aiken Gregg-Graniteville Library As subject guide Ohio University Library For in-house use (daily staff updates) Emily Carr University of Art + Design

UBC TOTS (Tools for Outreach and Teaching Series) offers training for librarians Wikis, Virtual Worlds, Social Networking Tools, RSS, Social Bookmarking, Google, Real-Time Communication and Mobile Devices. Courses offered in 2-hour sessions Speakers, ‘sandbox’ & discussion Tools for evaluation and assessment Google Docs, PBworks and Survey Monkey UBC TOTS & Social Media

Evaluation of modules, updating modules Completion certificates Program offered to university community Liaison librarians as facilitators Introduce SM tools to department(s) Future directions

References Connell, R. (2009). Academic Libraries, Facebook and MySpace, and Student Outreach: A Survey of Student Opinion. portal: Libraries & the Academy, 9(1), 25-36. Retrieved from Academic Search Premier database. Csora, C., Van der Heyden, M., & Kersten, F. (2009). Practising what we preach: Working together to further scientific collaboration. Learned Publishing, 22(4), 304-311. Retrieved from ArticleFirst database. Hendrix D, Chiarella D, Hasman L, Murphy S, & Zafron ML. (2009). Use of Facebook in academic health sciences libraries. Journal of the Medical Library Association : JMLA. 97 (1), 44-7. DOI: 10.3163/1536-5050.97.1.008 Rethlefsen, M., Engard, N., Chang, D., & Haytko, C. (2006). Social Software for Libraries and Librarians. Journal of Hospital Librarianship. 6 (4), 29-45. DOI : 10.1300/J186v06n04_03 Ure, L., Atkey, K., & Miller, K. (2009). Exploring Social Software at UBC Library: The TOTS Series. Partnership: The Canadian Journal of Library and Information Practice and Research, 4(1), 1-5. Retrieved from http://journal.lib.uoguelph.ca/index.php/perj/article/view/932/1471 Weaver, A. (2009). Attending conferences virtually. Access – Caulfield East Then Alice Springs, 23(3), 26-27. Retrieved from http://search.informit.com.au/documentSummary;dn=098780048443873;res=IELHSS