Week 7, Thing #17: Wikis, The Online Bulletin Board...and more!

I logged onto the California Curriculum Connections wiki and played around in the Sandbox. It was thrilling to add my two cents to the wiki. One person commented how "creepy" it was when they edited what another person had written in the Sandbox and how they feared this "lack of control." In contrast, I was really excited to see how much freedom we have to edit and add as we wish to the wiki. It was also reassuring to know, as someone else commented, that you are notified if someone edits the information you've posted and that there is also a page that chronicles the changes the wiki page has gone through.

I put up these changes in the Sandbox:

I'm just testing out to see how this post comes up on the Wiki Sandbox! Also, last week I listened to the radio program "To The Best of Our Knowledge" on August 10, 2008. Its theme for the day was "Collaboration" and it featured an interview with Ward Cunningham, the inventor of the wiki. You can view that programs audio archives here: http://www.wpr.org/book/realaud.html Look for the August 2008 calendar and look for the episode titled "Collaboration." It was very interesting to hear the inventor's perspective on this web 2.0 tool.

After I posted this, I realized that a wiki can be like an online bulletin board. A place where people can post and share important information.

I am glad that a wiki was created to provide a space where we could all share our ideas. I know that many people who participated in this online workshop posted up ideas in their blogs, but it is so much faster and easier to see all our ideas posted in one place! I tagged this page and intend to refer to it often for ideas on how to apply web 2.0 tools in the library and classroom.

After reading through some ideas, someone suggested that a wiki be created for the California Young Reader Medal nominees, and it would be a place where students could post their thoughts on the nominees and any information related to the themes brought up in these books. I really like this idea and hope to find some examples of these types of wikis and connect with their creators to see how they worked for them.

Week 7, Thing #16: Aloha Wiki!

When I think of wikis, the first one that immediately comes to mind is Wikipedia. Although I understoond that wikis were a compendium of information created by consensus, it was exciting to see how wikis were applied in the library world. My favorite wiki from CSLA's library wiki list was Library Success. I liked the idea of having librarians from all over share their secrets of success with other librarians. I especially liked the section on Services for Teens and the book lists on it. The Library Success wiki had all these resources compiled by other librarians, all in one place. I like how I can just save Library Success on my Del.icio.us and know that all these important and relevant links are there waiting for me to discover them. Also, to protect the wiki's credibility, Library Success required that people log in, in order to edit the content. Although I trust most of the links on Library Success, it was nice to know that this extra security measure is taken.

As a person with a B.A. in History, I was really excited to find the Sample AP World History Wiki. The purpose of the wiki was so that students created a study guide that they would use to study for the AP World History exam. Building the wiki as a class gave them an opportunity to learn how to work in a group, create content using technology, and study for the AP test. I wonder if the class enjoyed creating the wiki as much as I enjoyed reading it.

Meredith Farkas' article helped me see how wikis could be applied in libraries. I especially liked her idea about how wikis could be connected to library catalogs, so that patrons could read recommendations written by other patrons. I think that this would be extremely helpful at the middle school library where I work at, because students will check out a book that has been enjoyed by other students like them. And having the recommendations written online will allow all types of students (the ones who chatter away when I ask them how they liked a book to the ones who are too shy to talk to me) to write about how they felt about a book. For our school, our staff could create a wiki that contains the reading lists of all the English and Social Studies teachers. This way, these reading lists were located in one place and it would be easy to edit this list too. Students and parents could easily consult this list when they're in the school library, public library, or bookstore.

This exploration really made me a believer of wikis. I excited to discover other ways they can help our school and library the next school year.

Week 6, Thing #15: Our Future Libraries and Selves

I read these three perspectives on Library 2.0: Rick Anderson's Away from the "icebergs", Michael Stephens' Into a new world of librarianship and Dr. Wendy Schultz's To a temporary place in time...

These three perspectives illustrate important stances in the Library 2.0 conversation. All three wrestled with the old and the new, and proposed a resolution. Anderson believes in abandoning traditional library practices (i.e. possessing a vast print collection) for the sake of successfully functioning in the user-centric world of Web 2.0. Stephens is a big believer in the role of the new librarian--the "Librarian 2.0"--to deliver quality service in Library 2.0. Schultz envisions a "Library 4.0" where traditional libraries as well as the libraries 2.0 converge, a place where print and digital collections co-exist in harmony.

I was most interested in what these people had to say about the relationship between librarians and patrons and how it is transforming. I agreed with Schultz's comment that "tagclouds offer diverse connections, not focussed expertise" in my previous post about the disadvantages of tagging. She asserts that with Library 2.0, patrons will continue to require "experienced tour guides" to steer them in the right direction. I agree that with the current information density of the Internet, media, and print, patrons will require another human being to help them. Even though library patrons today are intelligent information finders in their own right, their information needs will call for a professional. Schultz is correct in stating that future librarians “will put a premium on service, on tailoring information to needs, and on developing participatory relationships with customers." I appreciated Stephens’ definition of quality library 2.0 service and how librarians can cultivate a collaborative relationship with patrons.

I was also awed by Schultz’s futuristic, yet nostalgic, vision of libraries. She detailed the evolution of libraries from commodity, product, service and finally to experience. It appears that coffee is an analogue for information; for coffee that once merely served a function is now an experience. Why not say the same for information? I could even argue that reading within our present libraries is a fulfilling experience—at least for me. It is interesting to dream of libraries as “knowledge spas.” And if the libraries of the future will be luxuries, I want to be the type of librarian who helps people see that they are luxuries that *should* be indulged in and are affordable to all. I believe that libraries are not merely a place to “experience” information but are instruments of social mobility and self-realization.

Library 2.0 for me is to fulfill the roles of a teacher-librarian utilizing new technologies. It is to harness new web technologies to inspire a time-honored skill: a love of reading and learning. This goal, to inspire a love of reading and learning, can only be attained when librarians and students have a reciprocal and collaborative relationship. It just so happens that the success of Library 2.0 is contingent upon it.

I see School Library 2.0 as a place where teachers and librarians help students recognize their digital information finding skills, and develop them via teaching web 2.0 tools and experimenting with them. As we are experimenting with web 2.0 tools here. School Library 2.0 is a place where students can find the information they seek, the information that helps them define who they are as a person and discover who they want to become. It is a place where they can express themselves creatively, asserting themselves in self-created images that can be re-written and re-fashioned as they see fit.

School Library 2.0 is not just a place where technology and education merge, but it is a place where minds young and old converse and discover themselves.

Week 6, Thing #14: Technorati and Tags or Which Prince Did You Mean?

When I keyword searched for school library learning 2.0 I got more than 406 hits that displayed posts that were about schools, library and learning. When I clicked on the blogs tab, I found 21 blogs about "School Library Learning 2.0" that were blogs similar to mine (a place where people completed web 2.0 things) or devoted to exploring the relationship among school libraries, web 2.0, and education via new web 2.0 technologies that crop up frequently. Most of the 406 posts and 21 blogs were relevant to our study of web 2.0 and school libraries, whereas all the posts tagged "School Library Learning 2.0" (yet there were just three) were relevant. Overall, the advanced keyword search feature of Technorati produced a good deal of relevant results.

I checked out the top 5 blogs of Technorati and was immediately attracted to Lifehacker, tips and downloads for getting things done. It's a blog about how to utilize web "apps" applications to help you simplify your life and "get things done." I liked this post about Google web apps because it reminded me of when I discovered Google reader (see Week 4, Thing #8: It's as simple as RSS!).

An obvious advantage to tagging is that it organizes all types of information. Tagging enables authors and readers to organize their websites, blogs, online newspaper articles, and pictures with any label they desire. These self/user-imposed labels allows readers to organize information in a manner that is convenient for them, in a taxonomy written in their own language. With tagging, my Prince (the musician or The Artist Formally Known as The Artist) links will not mix with Machiavelli's The Prince links nor with my Prince William of Wales links--unless I want them to. Herein lies the disadvantage of tagging, because I am free to tag any piece of information with any label I want even if there is no clear relationship between the tag and tagged item.

Even though tags are a double-edged sword, sifting through it all is an exercise that sharpens my information finding skills.

Week 6, Thing #13: Remedying Information Indigestion

"Thank you for the site, I can now put it on my del.icio.us!" a colleague of mine once enthused. To my yet-to-be-trained in web 2.0 ears I wondered, "Her delicious what?!"

Now I see why everyone, librarians especially, are so excited. When I browsed through SJLibraryLearning2's Del.icio.us account, I noted the various tags that were alphabetically organized to the right. After clicking on one, another window of related tags popped up. This simplifies my search for websites on related topics. I envision Del.icio.us as an easy way for librarians and teachers to set up a public index (that can be accessed anywhere) for students written in a language they understand. Since the tags are user-generated, teachers can create an account and direct students to their lists of websites grouped by topic. So if I wanted to create a list of the blogs of my favorite teen romance novels I could tag them "teen_romance" or "young_love" and not confuse my students with traditional subject headings like "Interpersonal relations--Fiction." Del.icio.us is also useful for organizing the myriad of bookmarks you already possess and the ones you continue to add daily. I will have to peruse the Del.icio.us accounts of libraries to witness how it is used in libraries and schools.

*Edit July 14, 2008*

So I explored a the Del.icio.us accounts of libraries that were posted on the CSLA School Library Learning 2.0 page for thing #13. The San Mateo Public Library's Del.icio.us page was the most useful because it organized websites according to the Dewey Decimal System. By organizing websites using the Dewey Decimal System, it was easier to imagine the ways in which information on the Internet intersects with the information found on library shelves. The Alameda County Library Del.icio.us page categorized their websites was according to topics of interest. I noticed, however, that when I visited the websites of these libraries it was not very easy to find a link of their Del.icio.us pages. I am curious to know how patrons are discovering their libraries' Del.icio.us pages and if they are being utilized.

Week 5, Thing #12: Roll(yo) Call!

Rollyo is the wish fulfillment of internet users who always wanted to search for items consulting only their trusted websites. After creating an account with Rollyo, and understanding what it has to offer, I was thrilled to discover all these specialized search engines. By restricting searches to specific websites, searchrolls filter out unnecessary or irrelevant websites that hinder your search. I tried SJLibrary's searchroll, typed in "ostrich" and I got all these articles from authoritative encyclopedias.

Searchrolls are interesting because they are crafted from websites that are deemed relevant by its creator. For example, I tried The Big Answer Deck searchroll, and put in "ostrich" and I automatically got articles from wikipedia. But this is why Rollyo can be so useful when doing internet research, you can choose to include or exclude any website you want! I see great potential for Rollyo when teaching students about internet research. The majority of the librarians I know discourage students from using wikipedia or solely relying on Google for their research projects. Rollyo is one way to ensure that students are utilizing the correct internet sources. Teachers can use Rollyo to are expose their students to authoritative internet websites. They could even cross-reference the results of different searchrolls to demonstrate bias in internet searches and the importance of scrutinizing the academic authority of websites.

Rollyo's potential uses are not only for research, but also for recreation. You could create Harry Potter searchrolls or graphic novel searchrolls for fun. A searchroll can be created for any interest.

Creating my own searchroll was difficult, because I wanted to make sure that I had chosen relevant and authoritative websites. I tried creating a movie searchroll, using my favorite movie websites, but I found that it only works when you enter the title of a movie. I plan on tinkering with it further so that I can enter a keyword and out pops a list of movies. I am sure that there must be a website like this already. I also created a searchroll with my favorite dictionary websites, which includes my favorite slang website as well! This way, you can browse through various definitions of one word--like a very sloppy, poor makeshift version of the Oxford Dictionary.

Rollyo is another internet tool I foresee using fondly and frequently.

Week 5, Thing #11: My Personal Music Library

As I write this blog, I can hear the strains from the mellow song that my new personal radio station hand-picked for me. When I clicked on the link to the Web 2.0 winners, I immediately clicked on the site for music. The number one site was Pandora, which boasted that it could create a music station attuned to your musical tastes. I was familiar with other sites with online radio stations, like music.yahoo.com which gave you stations based on genres. How pandora tickled my fancy was their initial question when I began to learn about their site. The first step in creating your personal radio station begins with your answer to this question: What is your favorite song/artist/band? Based on your response, a radio station is created that showcases artists and songs that share elements of your favorite song/artist/band. What's great about Pandora is that each of these songs have been analyzed in the Music Genome Project, so when they play on your radio station you can learn why that particular song came up. This analysis of songs distinguishes Pandora from other websites that feature personal music stations that merely categorize them in genres. I like Pandora's capability to identify songs that I may like, with pretty good accuracy and surprising results. They do this by allowing me to choose what songs I like and do not, thereby creating a musical profile that lets them know what type of music I would possibly enjoy. Listening to Pandora provides me with the songs that I know and love, but also opens up my musical knowledge by introducing me to artists that I haven't heard before.

The only downside to Pandora is that you are unable to skip a certain number of songs in an hour, which allows for the unfortunate situation of you stuck listening to a song you really don't like. When this happens, the site suggests that you create a new music station to listen to a new song, which isn't so bad.

Pandora would be great in libraries that provide music CDs for its patrons. Just how we recommend books based on what books our patrons have read in the past, Pandora could provide music recommendations. Another feature of Pandora is its artist search, which provides the artist's biography and selected discography (complete tracks!) for free. Pandora would be a great starting point for research projects on musicians, for its artist search contains the biographies and discographies of Beethoven and The Beatles.

This is truly my new favorite website!