What is Social Networking?
For me, social networking is a way for people to connect. Much like professional networking allows you to make connections to people for professional purposes (e.g. "it's not what you know but who you know"), social networking is staying connected for social purposes. I suppose social networking has always been around, as we connect with our friends and family. However, I think it has become more formalized with web 2.0 tools for social networking because you document who your "friends" are, and you define your relationship to those people with lists, groups, etc.

What Social Networks Have I Used?
I currently use Facebook for my social networking purposes as most of my friends are there. This has become a very big part of my life since I moved to China. In the past I used MySpace, but my effort there has dwindled quite a bit. The culture of MySpace was very different, I found, than Facebook. I have also used Plurk, Twitter, Flickr, Youtube, Viddler, Ping.fm, Google+, and LinkedIn. I have kept a personal website since 2002, primarily as a way to stay connected family and friends when I first moved overseas, and to share pictures and travel experiences. It was privately hosted and became such a chore! This evolved into a blog in 2006 (privately hosted, and later moved to Wordpress). Not all of these sites are social networks per se, but there is a social element to them through the comments features. I also worked with students on blogs since about 2005 when I started using blogmeister.com with third graders. In my most recent teaching job, we had professional and student blogs that lived on our local server.

What do I Expect to Learn?
I stepped into INF506 without many expectations other than to get more familiar with the web 2.0 technologies out there and learn more about how to use these tools to support learning in the library. To my surprise, I think I've learned a lot from this course in just a week or so by just bringing back to life my presence on these social networks. As I stated before, I've used things like Facebook, Twitter, and other social networks for some time. However, I never really felt that I got much from them (except for Facebook) as very few people in my social circles were accustomed to the culture of commenting and interacting online. My goals however, have changed in the last few weeks. As of today, I'm hoping that I will become a better user of these technologies, but in particular, I'd like to dig deeper into using social networking tools to guide professional development and personal learning. I amazed at all the learning potential that can come from social networks and other free educational sources, and I would love to become a leader to help guide others down their personal learning paths.

I know this blog was intended to document my formal learning with CSU, but I'm finding it to be a useful place to write down my reflections. I'm noticing lately that a lot of my reflections are about topics of my own interest that I've encountered through my own reading. I'm getting a little addicted to this, as I am finding the idea of learning through my own network to be pretty inspiring!

So today I was reading MindShift, and Audrey Watters addressed the topic of alternatives to formal education. This relates to the topic I wrote about a few days ago, when I was "sidetracked." She states, "Add to that the wealth of educational resources now available online, the possibility for people to learn new skills and to gain new knowledge outside of the traditional college classroom seems to be a compelling argument not to head right back to school."

In this blog posting she mentioned several resources, but I checked out the Edupunk's Guide by Anya Kamanetz. "An edupunk is someone who doesn't want to play by the old college rules." This website is filled with tutorials, resources and a free ebook guide for people who want to get an education, but want to do it on their own. She has also created a book called DIY U, and facilitates a self-learning community on P2P U (among other things). 

The idea of directing your own learning has really become a fascinating topic to me. I'm quite interested in learning more about this idea of self-education because I'm not done. I'm nearing the end of my Masters degree, and I feel like I've just begun. I want to learn more about this topic, as I imagine I can be a valuable resource to colleagues at my school (as the librarian) in guiding them to pursue their own interests. Hmmm, maybe there could even be a job somewhere one day for me in this? I know Anya is going on maternity leave shortly and is looking for someone to take on the community manager work in DIY U. I like the idea, but I'm also strapped with two children and a Masters degree in progress.

Anyway, yes, back to self-education. My mind has drifted a little (as you can see) but the exciting thing is that I'm getting a glimpse of yet another job of the future (or maybe a job of today that not many know about) that doesn't yet have any formal training. Professional Development Coordinator? Professional Learning Facilitator? Would this be an alternative for many from formal university education? Would this fulfill requirements to become a teacher, or librarian in the future (probably not if governments have to issue credentials for working in that capacity, like they do in California). 

Watters made a very good point at the end of her article though. "Despite the financial burden and the time commitment, college does offer an infrastructure - ideally at least - to make this learning happen." This is true for now. However, as organizations like P2PU, Khan Academy, and University of the People continue to appear, surely it's just a matter of time before we have cheaper, more self-directed options that do have an infrastructure (UoP does), and maybe even will have formal recognition. Paul states, "We’re entering an era in which elite education is cheap, but elite credentials are increasingly — for most, prohibitively — expensive."

So now that my interest  is that I need time to explore these exciting new topics. Where does that come from? OK, back to finishing my paper... (ugh)

Kamanetz, A. (2011). The Edupunks's Guide. Available from http://edupunksguide.org/

P2PU: http://p2pu.org/en/

Paul, A. (2011). Salman Khan: The New Andrew Carnegie? Available from http://ideas.time.com/2011/11/16/salman-kahn-the-new-andrew-carnegie/

University of the People: http://www.uopeople.org/

Watters, A. (2011). Considering College During a Recession? Think Again. Available from http://mindshift.kqed.org/2011/11/considering-college-during-a-recession-think-again/

I just found a nice simple way to describe today's library. "...libraries are no longer "grocery stores" where students can go to pick up ingredients, but "kitchens," where they have the resources necessary to create a finished product" (Valenza in Ash, 2010).

Ash, K. (2010). School Libraries Seek Relevance Through Virtual Access. Education Week, 29(21),
10-11.

This is an imitation of the Common Craft "in Plain English" videos. Very clever!

So today was meant to be spent working on my paper for my professional placement. I have done so much professional reading recently and have learned so much--the challenge is remembering where the heck I got my information. So, as I write, I'm jumping back into the university library's website searching databases for articles that support the point I want to make. I know, it's a bit backwards, and is not meant to be done that way. Ssshhhh, don't tell anyone. I need the reference for my paper.

Anyway, as I'm searching, I encounter an article by Michael Stephens, called the Transparent Library School. He was a keynote speaker at the Learning 2.011 Worldwide Virtual Conference I participated in a month ago, so I read it (one of the many ways I get sidetracked when studying!). In it, he mentions a blog by an MLIS student named Ben Lainhart, who is frustrated about the instructional pedagogy used for his MLIS program. The quote made me laugh. "I do not want to take any more online classes that are exactly the same: sign into BB (BlackBoard), read the 'lecture,' read the articles, make my obligatory posts on the discussion board and occasionally write a paper. How uninspiring!" I could not agree more.

Sorry CSU, but many of the courses I've taken so far have been delivered this way. This element of my studies has been disappointing. However, this is not to say that I haven't learned anything. I do the necessary assignments and follow instructions carefully (and frankly, I think I've doing a pretty good job so far too). However, I learn most when I'm off track. The learning that sticks with me most, the stuff that gets me excited about jumping into this job as teacher-librarian has more to do with the professionals in the industry that I have encountered along the way. I enjoy learning from those in the job now, who are doing things that guide rest of us. When I see that, I want to learn too. No, I don't get particularly jazzed about reading about philosophies and practices from a text and making those posts to the discussion forums because I have to.

That being said, what is the answer? I am with Ben Lainhart who said: "... I don’t have too many answers yet. All I have is a feeling that things can and should be done differently. The problem is: differently may be something so open-source that it really begins to mean the end of “institutional” education. And I do not think that I have a problem with that."

Just to add to that further, I encountered a youtube video of a presentation by Jeff Utecht, who I remember used to be an IT teacher here in China. In this speech, "Community Trumps Content" he talked about the power of communities. "The Revolution will be here when the students figure out they can learn more in their own communities than they can sitting in a seat in the school." I can relate. He then mentions a university called The University of the People which offers degrees for $25 around the world. Maybe this University of the People is what Ben Lainhart is talking about.

But then again, I suppose these resources not necessarily academic. I need to get back to that paper, and find that reference. Ugh.

Lainhart, B. (2011). Is Online Education Still Stuck in 2001: Some still unformed thoughts. Available from http://benjaminlainhart.com/2011/02/17/is-online-education-still-stuck-in-2001-some-still-unformed-thoughts/
Stephens, M. (2011). The Transparent Library School. Library Journal, 136(9), 46
Utecht, J. (2010). Community Trumps Content. Available from http://www.youtube.com/watch?v=S8djV8slDN0

For my second to final class, I'm taking INF506 which is Social Networking for Information Professionals.  I feel like I've already jumped in headfirst to this topic last week when I participated in the Library 2.0 conference. That conference really gave me a sense of how important social networking tools are to our professional development. The fact that some of my most meaningful learning actually came from a conference of other professionals rather than from formal university instruction (sorry CSU... no offense) confirmed for me that we learn best when the content is relevant and well-timed. Plus, in this industry that is changing so rapidly, we must learn from those that are the most innovative and passionate about these topics. It's so important to share!

Anyway, my point in this blog post was to just mention how we are using Facebook as the main communication platform for this subject rather than CSU's Interact. I have to say, I love it already. I'm already in Facebook. I know it fairly well. It's nice that my coursework is actually a group within Facebook. Plus, I get quick updates when new people post into the user group. However, one of the things I've found most compelling about this temporary switch is that in only a couple of days in this subject (on Facebook) I feel like I already got to know some of my classmates. This is so much more than I ever experienced in taking six subjects at CSU using the Interact system. Using Facebook is so much more personal, even with just the use of profile pictures. I can not only "see" who I am talking to, but I can see the whole thread of the conversations are laid out in a more useful way than the Interact forums (I'm not a big fan of Interact). I finally feel (after six subject) that I am part of a group.

I was reading a blog, the NeverEnding Search, and found an article about how students are searching online. This blog post gave an overview of an article, "Why Kids Can't Search" (by Clive Thompson) from Wired magazine. It covered a study that revealed students rely heavily on the top search results when using a search engine. In the study, students were asked to find the answers to some questions. For some of the students, there were false ranking orders on the results page. 

The significance of this article is that the topic of search skills (or lack thereof) has made it into a mainstream technology magazine. It addresses the lack of critical thinking students are using when seeking information. They often do not consider the source, investigate the credentials of the author, or evaluate for purpose or opinion. 

I think the most important statement made on the article, however, is that "a good education is the true key to effective research" as researchers need to have some background knowledge on the subject if they are going to evaluate the information in it. Could this make a difference to help people understand the need for deliberate instruction in information literacy, and the changing role of the librarian? It helps. 

I just attended this seminar with Lisa Guernsey at the Library 2.011 World Virtual Conference. Just a quick note that it was nice to be part of a conference session where I felt I had a good understanding of what she was talking about. Interestingly, I felt familiar with a lot of the research she presented as well as the background of eBooks because I wrote a proposal of a study on this exact topic for my EER500 (Research Methods) class/subject. Having done that subject online, I've never really been sure of how thorough my work was, aside from the feedback I got from my instructor. It was nice to have someone working in that industry reaffirm that I really did know something!  :) In addition, I learned of a few other good sources for eBooks to consider when I eventually step up to the plate, if I choose to expand an ebook collection. 

eBook collections/sources mentioned were:
Oxford Owl (free)
Scholastic's BookFlix
Tumblebooks
One More Story
Sesame Street
Big Universe
Disney Digital Books
MeeGenius
Storyline Online
International Children's Digital Library (free)
Starfall (free website, has some books)
TrueFlix (for older elementary and middle school students)
Overdrive (?)

There isn't enough research to conclusively indicate whether or not ebooks are having an impact on student reading skills. More research needs to be done (like my proposal!). Also, Lisa wondered if there was any research done on the effectiveness of Starfall.com since so many teachers in the group claimed to use it a lot. 

There was a new term that I hadn't heard before, called the Catwalk syndrome. This is where kids go off track and explore because of too many bells and whistles in the ebook. :)

Do we need to clear the way for eBooks? Are print books going away? We don't know yet. Most librarians at this seminar tended to feel that there needed to be a balance. There's something to be said for story time with children gathered around to hear a story, or the table covered with books, or children drawing, writing, and folding paper to make their own books (examples that came up in this session). 

Here is the link to the recording of that session.

I've been immersing myself in some professional development for the last 24 hours or so by taking part in the Library 2.011 conference. It is a global digital conference held completely online in multiple timezones using Blackboard's Collaborate. I have SO enjoyed the experience thus far.

This entry is just to comment about how I'm enjoying the delivery experience. I've learned so much in just one dedicated day. What's great is that this is self guided, so I attend what I want to attend. Many of the presentations are inspirational which leave me with a vision of where librarianship is headed, but as always, the steps in between are still unclear. Other sessions have been more hands on, learning how to use a particular app, for example.

I will try to at the very least list the sessions I have attended so far and hope to write something up about them each in a separate entry. The challenge is time, as my kids are asleep, and soon I will inevitably be interrupted. Such is the story of my life as a stay-at-home student/mom.

Sandra Hirsch was the opening keynote speaker on New Career Pathways for Information Professionals in a Library 2.0 world. While not so relevant to someone like me who is near the end of my M.Ed. program and specifically going into teacher librarianship, she addressed many of the work areas where people with information management skills can go into. Here is the link to the recorded session.

Michael Stephens presented the Hyperlinked Library. Overall he was just so well spoken and well presented. He showcased various "techno" terms to highlight how we are responding to technology. He showcased how some libraries are responding to innovative technology, such as the outright NO, versus those that embrace the technology. He emphasized that we as information professionals and institutions need to modernize, and make the library a center for encouraging conversation. He encouraged social networks as a means of accessing information and library professionals, and keeping the interaction "human." However, he is a fan of their opportunities as personal learning networks, more than anything. I loved how his presentation was so well done, filled with wonderful complimentary and thought provoking images, despite the fact that the technology slowed things down just a bit. Here is the link to his recorded session.

I then decided to view a presentation that I missed last night, because it was on so late (in the USA). It was given by Tasha Bergson-Michelson, and so far I think her session was the most practical, useful, and hands-on friendly for me. She basically highlighted different ways we can improve our online searching using major search engines. While there were many specific strategies she used, her main message, in my view, was that we need to think before searching, and search for our answers, not the question. In other words, we need to first decide what we think the perfect result might show us (keywords, table, infographic, etc.?). Again, very very well done. Here's the recorded session.

I also attended a workshop on location based gaming using SCVNGR app for creating scavenger hunts in libraries. This was put on by Linda Barron, and while it is just one specific activity, it is an easy and non-threatening way to put your library into an app, and create more innovative practice. Our local school does not use iPhones or iPods as educational tools, but it is an interesting idea. Her recorded session is here.

Finally, Helen Partridge spoke about Becoming a Librarian 2.0. She showcased her findings from research, which highlight the key skills and attributes required for librarians today. This very much addressed the philosophical understandings of librarianship. It Emphasized the need for library preservice programs to combine both the knowledge and skills in librarianship programs with awareness of what the role and identity of a librarian is today--a good combination of epistemology and ontology. Her recorded session is here.