HCE: Web 2.0 Technology Tools and Applications in Education

Wordle from project
text

Introduction
Debbie Faires’ course, Libr 246 Technology Tools and Applications Advanced–Web
2.0, has been most instrumental in bringing my Web 2.0 skills up to speed.
How I wish that I could have included this final project as part of my ePortfolio—my
newly acquired skills in applying social technologies to educational environments
have had the opportunity to blossom through further application. I have also realized
that I still have so much more to learn! However, I am not alone. While immersed
in school library fieldwork this semester, I have witnessed that many K-12 librarians
and educators have fallen behind in keeping up with and integrating Web 2.0 tools
into their personal and professional lives. Stringent district filtering policies,
stressed and apathetic staff members, as well as limited technological training
are major barriers to fostering technology-based social scholarship within schools.

In Donna Baumbach’s article, “Web 2.0 & You” (2009), she summarizes her 2008
survey of school library media specialists in Florida to establish baseline data
about their knowledge of Web 2.0 tools. She finds that a much higher percentage
of students use Web 2.0 content than library media specialists. The numbers
of library media teachers who have not had any experience using mapping tools,
RSS, podcasting, blogs, and wikis are rather shocking. In response to the survey
results and obvious need for professional development with regard to Web 2.0 tools,
Baumbach, Lee, and many other collaborators from the University
of Central Florida have developed the
WebTools4U2Use
wiki using Wikispaces.
The fabulously extensive resource provides a wealth of tools in many categories
with information about each type of tool as well as five suggested applications
to test drive and more to explore. Categories include Audio & Podcasting;
Blogs; Calendars, Task Management & To Do List Tools; Drawing, Charting &
Mapping Tools; Photo and Photo Sharing Tools; Portal & WebPage Starting Tools;
Presentation Tools; Quiz & Polling Tools; RSS, News Feeds & Aggregators;
Social Bookmarking Tools; Social Networks; Video Tools and Video Sharing; Wikis;
Word Processing & Productivity Tools; and Other Cool Tools 4 U 2 Use. Geared
toward library media specialists, the wiki provides category-based background,
suggested applications, and examples for using Web 2.0 tools within educational
settings.

Plan
of Action
In my final project proposal, I suggested giving the current Hillview
Crest Elementary Media Center website,
a fresh design and Web 2.0 facelift. My goals included incorporating some of the
resources that are already being used in the current site, as well as enlivening
the interface with dynamic content, social networking opportunities, and synchronous
communication. Additionally, I sought to create a toolbox and “how-to” guide to
assist teachers in making their own Web 2.0 classrooms step-by-step. In theory,
the virtual library media center for my final project would boast a new design
and Web 2.0 elements that include:

• Dynamic blogs and feeds via RSS
• Wiki Camp for school-wide wikis
• Google docs/calendar for scheduling classes
• Social Networking Nings for school staff, students, and parents
• Facebook group for Hillview Crest Media Center
• Flickr group and badge
• Skype conferencing capabilities
• IM chat window
• Screencast showing teachers how to request books
• Screencast intro to the website
• Review blog: vodcasts, podcasts, and written reviews of library resources
• Survey/poll: which 2008-2009 CYRM nominee do you think will win?
• Twitter feed for hvcmedia
• Delicious bookmarks feed
• Mashup map of Alameda County libraries and school libraries
• Mashup of other school blogs (if the other schools have blogs…)
• Amazon wish list

My
Process
Seeking to deepen my understanding of using Web 2.0 tools in school library media
programs, I proceeded to read the entire “Social Scholarship” themed March/April
2009 issue of Knowledge Quest, journal of the American
Association of School Librarians. Then,
applying what I learned, I constructed a new version of the current
website for the Hillview Crest Elementary
Library Media Center, with a Web 2.0 facelift. The new
site, created in Weebly,
pulls together many of the components I read about in Knowledge Quest.
Beginning with Anna Koval’s “The 2.0 Tech I Can’t Live Without” (2009), I made
a personal goal to try as many of the ten applications she suggested, that I had
not previously used. Namely, Weebly,
Poll
Daddy, Sprout
Builder, Jing,
Google
Analytics, and Google
Gadgets.

Weebly

Just as Rita’s Cool Tools for Library 2.0 podcast
and screencast
explain, Weebly
is an easy-to-use tool for creating a virtual space to collect the elements of
a virtual library or classroom. No matter what environment, subject, or level
taught, a virtual classroom can help foster interactive learning through the most
commonly used Web 2.0 technologies. With Weebly, creating a Web 2.0 site is as
easy as building with Legos—piece by piece, the drag-and-drop interface allows
the user to combine any number of components to construct a website that suits
specific needs. The sample
website I created for the Hillview
Crest Elementary Library Media Center merely provides one of many possibilities
for organization, as well as the wide variety of elements that may be included.

Account
Set-Up
First, I set up a free account and selected the option to register my URL as a
subdomain of Weebly (i.e. http://hvcmedia.weebly.com).
Upon notification that my URL was available, I published my website right away
to ensure that I would get my chosen URL, and then proceeded to create pages by
clicking Pages > New Page or New Blog. I quickly discovered that in order for
any of my changes to go live, I needed to click the orange Publish button in the
upper right corner to see the changes I had made.

Pages

Then, on paper, I made a list of categories to include in the navigation bar,
complete with subcategories as well as format (such as regular content pages or
blogs). Blog pages work well for content that will be continually updated as well
as content from which the author wants to enable comments. After clicking on the
Pages tab and creating and naming all of my new pages and blogs, I rearranged
the list of pages to reflect the order I wanted them to appear in the navigation
bar.

Designs

I then selected an appropriate design for the number of links I had settled on
by clicking on the Designs tab and rolling over each one to preview with my content.
Once I was satisfied, I double-clicked to select the design I wanted. Being rather
indecisive, it was nice to be able to “try on” so many options and change my mind
countless numbers of times.

Editing
Pages
Once a link to each page appeared in my navigation bar, I simply clicked on each
one to access the new page and then edited them individually. I often found myself
referring to the Help button in the upper right corner to find answers to my specific
questions or to simply scan the FAQs in search of basic tips for using Weebly.

Elements

Within the Elements tab, the basic Paragraph with Title, Paragraph with Picture,
Picture, Title, and Paragraph elements are pretty self-explanatory. I also experimented
with the two-column layout and was even successful nesting two columns within
a two-column layout. To add each element, I would simply drag and drop to the
page where the red dashed lines indicated its placement. Then, I would click upon
it to edit the attributes such as the text formatting options, location of image
upload, or linking characteristics.

Linking
When linking elements, I had the choice of setting the link to either a larger
image, another page within the website, a website URL, file, or e-mail address.
I found that when linking to a document, such as a PDF, I had two choices, to
add a document download icon to my page as a multimedia element, or to create
a new page for files, add them there as multimedia and then text- or image-link
to them as files from the file dropdown menu when setting the link.

Embedding Custom HTML
The Custom HTML element is one of the most powerful among Weebly’s offerings.
Into each Custom HTML box I added code for several different types of Web 2.0
apps—polls,
gadgets,
calendars,
translators,
maps,
flash
animations, IM
chat windows, and wish
lists. When it comes to embedding scripts
and code into the Custom HTML element, the sky is the limit—simply cut and paste!
I have learned that when I notice a useful application on a site I am visiting,
I make a point to register, customize, and add the widget to my own space. For
example, I added the ClustrMap
on my home
page after I noticed it on the WebTools4U2Use
wiki. I simply clicked on their map and completed a simple form to open an account
with my own website URL and e-mail address.

Contact

To add a Contact Form to my contact
page, I went to Elements > More,
and dropped the Contact Form element onto my page. Along with a form, I added
code to a Custom HTML element for a Meebo
IM chat window as well as a link to Skype,
phone number, and e-mail address.

Multimedia

Throughout the website, I used several types of multimedia. From Elements >
Multimedia, I selected from Paragraph with Picture, Picture, Photo Gallery, File,
YouTube
and Google
videos, Flickr
Slideshow, and Google
Maps. Unfortunately, at this time,
the Audio Player is only available with a for-cost Pro account; however, it would
not be difficult to add a link to an .mp3 file. My Toolbox
page has a collection of categorized
pictures that are linked to outside websites. As my audience is K-5 children,
their teachers, and parents, clickable graphics and minimal text are ideal. In
an effort to keep things relatively simple, I limited the items in each category
to between 3 and 5 choices.

Jing

Having previously used a 30-day trial version of Camtasia
Studio to create several screencasts,
I decided to use Jing,
a FREE TechSmith
product, to create a “how to” screencast for requesting
materials through the online catalog.
I did go ahead and purchase JingPro for $15 per year to enable easy conversion
and upload to YouTube,
as well as higher quality MPEG-4 video (instead of flash), and the elimination
of Jing advertising from the videos. Although the videos are limited to only 5
minutes and features are limited, Jing is both a free Web 2.0 tool and also compatible
with Mac and PC.

Compared to Camtasia Studio 6, with fewer options, Jing is definitely simpler
to learn to use than Camtasia Studio. However, Jing’s simple interface
and lack of extensive features results in non-existent post-processing and hence,
rather unpolished presentations and frustrating recording sessions. The drawbacks
include: videos are limited to five minutes, and unless the producer has access
to Camtasia Studio or another editing software, he or she cannot re-record the
audio separately or add intro slides/music to the presentation. That being said,
Jing is a free and essential tool for educators—it allows the creator to quickly
record, publish, and access videos for point-of-need instruction.

Google
Analytics
I
have also embedded a Google
Analytics script to track numbers,
locations, and time spent by visitors on the website. These numbers can be used
to present critical proof to administrators, parents, and board of education members
that the school library is an essential and useful component in information access
and student learning. To include the Google Analytics script, I registered for
an account with Google Analytics and then copied the code. In Weebly, I clicked,
Settings > Search Engine Optimization, and then pasted the script into the
Footer Code section before clicking Save.

Other Elements I
did use several Dividers (horizontal lines), found under the Elements > Layout
tab, to separate content that seemed cramped. I did not use Google AdSense due
to the audience of my website, but was able to see how easily it is to integrate
revenue into a website. There were several other elements such as online bookings,
games, and Nabble forums that I did not feel were appropriate for my site, so
I did not include them.

Blogs Successful
and effective blogs are truly user-centered—harnessing the energy, passion, and
attitude of individuals with a common cause. According to Web 2.0 guru, librarian,
and educator, Meredith
Farkas, blogs are “defined by
their content and community actions” (2007, p.14). Although a blog should advertise
a clear purpose, it should contain
a variety of post components—from lists of links to short blurbs, from paragraphs
to multi-part essays—variety is key in maintaining an interesting blog. I like
to vary my blog content with photos, instruction, creative compositions, video
tours, witty posts, slideshows, thoughtful essays, announcements, and thought-provoking
discussions to keeping visitors engaged and begging for more! Regular updates
with fresh content by multiple, credible authors can usually draw a large following.
Most importantly, a successful blog creates community by connecting people with
unique and common interests.

Weebly blogs are well-coordinated within the website—the streamlined appearance
and color scheme help to blend the two together. The blog sidebar allows the site
creator to add Author Info, Feed buttons, Categories, and Archives among other
things. When adding each post, there is a field for adding tags to categorize
the content. When published, each post has a link for visitors to make comments.
The site administrator can set the comments feature to display the comments upon
approval. Especially useful in educational settings, this feature prevents virtual
vandalism and abuse. To change the comment settings, from the Weebly blog page,
click Manage Blog > Settings > Allow Comments > Approve First > Save
Changes.

Twitter

Weebly makes it a breeze to add a Twitter Badge to the Blog Sidebar. First, I
created a Twitter
profile for the library media center. I selected a profile and password that are
easy to remember when logging in for daily tweet updates. In Twitter, it is also
nice to customize the account location, bio, and picture by clicking on Settings
and then updating the information. To integrate the Twitter Badge into the Weebly
Blog, once on the blog page, I clicked on Elements > Blog Sidebar > Twitter
Badge. After dragging and dropping the Twitter element to the sidebar, I set my
login information to the library media center account I had previously set up.

Delicious
Linkroll
I also added Delicious Linkrolls to both of the Blog Sidebars. I clicked on Elements
> Blog Sidebar > Delicious Linkroll, and then customized the account information
to pull content from the appropriate account. I placed a different linkroll on
each blog. The web2studio
linkroll in the sidebar of the Learning
News Blog is for staff and school library
colleagues to access links to Web 2.0 resources. The hvcmedia
linkroll in the sidebar of the Reviews
Blog provides students and staff with
lists of recommended and award-winning books.

Feed
Reader
Essentially, the Weebly Feed Reader, located in the Elements > More tab, allows
the website creator to publish RSS feeds from any number of sources. For a simple
description of RSS is in less than four minutes, I like to refer to a video from
CommonCraft called RSS
in Plain English (2007). It
is here that we learn how RSS is simply a useful tool for harnessing the Web—it
funnels (or syndicates) desired content to the reader, instead of having the reader
wasting valuable time visiting blogs and news sites individually to check for
updated content. Essentially, RSS is a faster way to read the web. Meredith Farkas,
author of Social
Software in Libraries, states, “RSS is the key to staying
informed and preventing information overload” (2007, p.49). We can use RSS to
make information highly portable, “so that it can be read in different places
and used in multiple ways” (p.50).

RSS allows the website or blog visitor to customize their experience. They can
subscribe to feeds and receive content when and where they want. To reap the benefits
of RSS, one must sign up for an aggregator such as Google
Reader, Bloglines,
Pageflakes,
MyYahoo!,
FeedRaider,
DailyMe,
etc., and connect the aggregator to favorite websites by adding subscriptions.
Keeping a lookout out for RSS feeds, when I find one I want to subscribe to, I
simply click on the RSS icons within the page or the orange RSS auto-detect button
in my browser toolbar.

As a librarian and educator, RSS feeds are a big deal because I can now become
the RSS middleman, “syndicat[ing] and remix[ing] existing feeds from a variety
of sources to provide useful information for [my] patrons” (Farkas, 2007, p.60).
The Weebly RSS Feed Reader simplifies the information dispersal process. I have
taken advantage of dynamic updates to put the same content on multiple pages at
the same time and broadcast updates from my Learning
News and Reviews
blogs as well as the New
Haven Unified School District News
and Alameda
County Library Blogs to the home
page of my website. By simply pasting
the feed URL and designating formatting attributes for the feed output, the content
appears to be seamlessly integrated into the page.

Mashing-Up
Feeds in Yahoo! Pipes
I did use another process to combine feeds from both my blogs into one feed as
well as individual feeds from all of the Alameda County Library blogs into another.
Through the Yahoo!
Pipes no-code mashup process, I was
able to combine multiple feeds into one and add titles to show which blog each
entry is coming from. For more information on the details of the process, refer
to my earlier posting, Mix
and Match with Mashups. The combination
of feed mashups with Weebly’s Feed Reader, allows me to condense and dynamically
update content from multiple internal and external sources.

Poll
Daddy
On the home page of the website, I added a Poll
Daddy widget to determine which of
the 2008-09 California Young Reader Medal book nominees is a favorite. In Polly
Daddy, I added media (book cover images) to each of the answer options responses
and customized the look and feel of the widget. I set the poll to only allow one
response per cookie to prevent multiple responses from one computer, but did not
select cookie and IP address to continue to allow multiple respondents from the
same network, such as a school computer lab.

Google Calendar After
looking at several websites using both GoogleDocs
spreadsheets and Google
Calendar for scheduling, I decided
to go the calendar route. I have seen spreadsheets used effectively to organize
volunteers as well as in secondary library media centers where several classes
were scheduled during any given class period and a calendar format would have
seemed cluttered. I simply created my Google Calendar, clicked > Calendar Settings
> Calendar Details and then copied the code in the Embed This Calendar section.
After viewing the calendar on the designated page, I went back and clicked the
Customize the color, size, and other options link to make some minor adjustments.

Google Gadgets Because
the New Haven Unified School District is so diverse, I added a Google
Translator to each page to allow parents
and extended family to convert the page text into their native language. In addition,
I added a Google
Clock to the About
page, adjacent to the library media
center hours.

Flash
Animations
For fun, I decided to give SproutBuilder
a try for creating my own promotional Flash animation to display on the home
page. After selecting and editing a
template animation and then adding my own content, I embedded the generated code
into a Custom HTML element, and voila—an attractive and FREE Flash animation!

Wiki Camp On the Wikis
page, I have set up a library media center Wiki Camp for gathering and sharing
student- and teacher-created wikis with the learning community. Not only can students
and teachers visit the wiki camp to access their own wikis, but they can also
take a peek at what other classes have been up to. My objective with the Wiki
Camp is to help publicize technology-assisted collaborative learning throughout
the school site, district, and beyond!

What is a wiki? As Meredith Farkas explains in Social
Software in Libraries (2007), wiki means “quick” in Hawaiian—and quick
they are when it comes to creating and accessing information. She states, wikis
level the playing field, “democratizing the process of Web content creation” by
“giv[ing] everyone the ability to take part in creating and editing Web content”
(p.67). Wikis are great tools for creating information sources collaboratively.
Wikispaces and PBWorks
(previously know as PBWiki) are top choices
for educators. For more on wikis, read my recent post, The
Wonderful World of Wikis.

Network

No library media center would be complete without serving as a hub for schoolwide
collaboration through social networks. In “Collaboration in the School Social
Network” (2009), Barbara Schultz-Jones shares the results of a recent pilot study
of collaboration networks of five school library media specialists in north Texas.
Librarian-staff collaboration interactions usually range from no interaction,
exchanging information informally, providing books/resources when requested, consulting
on course content, providing course materials, to designing a unit of study and
presenting it with a teacher or administrator. From her research, Schultz-Jones
maintains that social networks are key elements for “building relationships that
enable the delivery of information literacy skills to students, teachers, and
administrators within the school’s learning environment” (2009, p. 25).

School library media specialists have a duty to reach out to staff, students,
and parents to determine how they can better meet the information needs of their
school community members. The American
Association of School Librarians has
stated that “the school library media specialist’s opportunities for cultivating
authentic, information-based learning have never been greater, and the responsibilities
are also more crucial than ever before” (1998, p. 47). Taking a central role in
the creation and management of the social networks at a school site can better
enable the library media teacher in maintaining a higher level of awareness, trust,
and collaboration, resulting in the advancement of information literacy within
the school.

On my Network
page, I set up three Nings—one
for staff, one for students, and one for parents. As a facilitator for each of
the private Nings, I would be responsible for verifying e-mail addresses and sending
out invitations. After gathering members for several weeks, I would designate
interested individuals to be assistant moderators for each social network. In
a Ning members can blog, provide status updates, send group and private messages,
upload videos, create interest groups, and participate in discussion forums. Nings
are a fantastic free social networking environment for keeping content safe within
designated boundaries. Unlike Facebook,
Nings created for a work environment, private group, or club don’t have to include
explicit details from each member’s social life—they can be maintained solely
for serving social networking needs within a specific collaborative environment,
such as a school.

Challenges

After over twenty exciting hours of planning, building, and fine-tuning the new
website interface and accompanying
resources, I still feel as though it is not yet finished; however, I have come
to learn that a great website is always a work-in-progress! Of course nothing
ever works as smoothly as it should—the learning process can be quite frustrating
at times—perhaps my stubborn personality helps me continue through the struggles!
Working with so many different applications, I had to take the time to set up
many accounts and experiment with each application.

For the most part, Weebly is relatively to use. However, I spent a tremendous
amount of time waiting for elements to load on the page before I could edit them.
As the speed of my Internet connection is twice as slow as it was before I moved
locations, I am sure a faster connection would have helped. Often, I would catch
myself in awe, sitting at my computer wondering how it is possible that creating
a website is so easy these days! Working online gave me the advantage
of not having to continually save my work as well as not having to store the webpages
on my own computer.

However, the greatest challenge facing this project is the environment in which
it must take root. The current New
Haven Unified School District Library Improvement Plan
outlines the importance of the library’s role in encouraging lifelong learning.
Overall, the district takes pride in being technology-savvy; however, there is
a stringent protocol for petitioning to unblock specific accounts for teacher-
and librarian-created wikis, blogs, websites, YouTube videos, Flickr accounts,
etc. My site supervisor expressed frustration that
her Hillview Crest Media blog
could not be accessed by students on school computers without her having to submit
a “tech help” request to designate the specific URL as “appropriate.” Due to this
hurdle, her blog has remained inactive since last summer. The district technology
staff claim that web 2.0 tools and content hosting sites are blocked for security
reasons to prevent students from accessing inappropriate content. However, I feel
as though stringent filtering policies do more harm than good. Access to
Web 2.0 tools, assists with helping students learn how to use them. To educate
information and technology-savvy students, we must demand a supported core of
services focus on the outcome of helping our students reach their full potentials.

Future
Exploration
Due to my recent Web 2.0 addiction and continual new discoveries, I must continue
to explore further applications for using 2.0 tools in education. In particular,
prompted by another article from Knowledge Quest, I am curious to try
out my own experimental virtual literature circle using social networking applications.
Paulette Stewart’s article, “Facebook and Virtual Literature Circle Partnership
in Building a Community of Readers” (2009), shares the process and successes of
Jessie, a high school librarian, in incorporating social network technologies
with book discussion groups for high school, college, and university students.

Drawing from a group of library volunteers and avid readers, Jessie met with six
students and explained how they would use the Facebook interface (specifically
the discussion board, posted items, the wall, and chat) to manage virtual communication
during the literature circle experiment. Each member of the group held a role
as either Leader (manager and quality assurance), Literary Luminary (selection
of passages from book for discussion), Vocabulary Enricher (identifying and defining
important words in the selection), Connector (finding connections between book
and outside world), Recorder (type assignments or summaries in “Notes” feature
of Facebook), or Clarifier (giving examples or suggesting alternatives). Jessie,
the teacher, maintained a role as guide and facilitator, fostering literacy skills,
critical thinking, and collaborative learning. Overall, Jessie’s virtual literature
circle was a wild success and plants the seeds for further experimentation in
teaching content through popular social networking tools.

Podcasting, Screencasting & Vodcasting
With more time, I would have liked to have students and staff help with adding
podcasts, screencasts, and vodcasts to the site content. Multimedia is ideal for
sharing excerpts from special programming, making announcements for upcoming events,
providing descriptions of new and notable books, recording interviews with guest
speakers, broadcasting library news headlines, giving audio/video tours of the
library or other specific collections, highlighting new website features, providing
instructions (such as how to use a new database or request
materials from the online catalog),
record read-alouds of public domain books for children, strengthen services for
the visually impaired, and even adding community-created content such as read
alouds, book reviews, or booktalks. No matter the subject, podcasts, screencasts,
and vodcasts can help spread the word to a wider audience.

Conclusion

I am proud to be a 21^st Century teacher, librarian, and information
specialist. As part of a group of innovative and influential educators, we are
responsible for supporting engaging and relevant learning among students and teachers.
In order to attain credibility among our colleagues, we must collectively and
aggressively seek to connect, teach, and collaborate within our learning communities
and beyond. We must begin by taking advantage of the many free new technologies
and supportive organizations that are encouraging our professional development.
We must be leaders in progressing forward along the Web 2.0 continuum in a positive
direction to assist with the evolution of information literacy education. Our
collective objectives should include not only becoming familiar with, but also
becoming expert enough in using Web 2.0 technologies, that we can serve as trainers
of teachers. Together we will help bring to pass the glory of social scholarship
among our students.

References

American Association for School Librarians. (1998). Information power: Building
partnerships for learning. Chicago: ALA.

Baumbach, D. (2009, March/April). Web 2.0 and you. Knowledge Quest, 37(40),
12-19.

Koval, A. (2009, March/April). The 2.0 tech I can’t live without.
Knowledge Quest, 37(40), 34-35.

Farkas, M. (2007). What
is social software? Medford, NJ:
Information Today, Inc.

Schultz-Jones, B. (2009, March/April). Collaboration in the school social network.
Knowledge Quest, 37(40), 20-25.

Stewart, P. (2009, March/April). Facebook and virtual literature circle partnership
in building a community of readers. Knowledge Quest, 37(40), 28-33.

This project specifically fulfills Teacher Librarian Credential competencies
within the following categories:

• Information
  Specialist (A3, A4)
• Instructional
  Leader (B3, B4)
• Teacher
  (C4)
• Administrative
  Leadership (D4, D6, D7)
• Management
  and Organization (E2)
• Communication
  (F1, F2, F3, F4, F5)
• Diversity
  (G1, G2)
• Literature
  and Literacy (I2, I4)
• Access
  (J5, J6)
• Professionalism
  (K1, K2, K3, K5)

School Library Field Work Hours–Spring 2009

.	Date	Location	Time	Hours	Observations/Guided Practice

. Note: All of the following recorded hours report face-to-face field work. They do NOT include additional hours spent creating lesson plans and other projects.         . Friday, October 10, 2008 WHS 8am-12:45pm 4.75 orientation, library tour, READ program, reader’s advisory, funding, observations, research unit . Friday, October 17, 2008 WHS 8:15am-1:15pm 5 collection analysis, book purchasing, DEMCO, edit MARC records, AV resources, . Friday, October 24, 2008 WHS 10:30am-2pm 3.5 book purchasing, class scheduling, weeding . Friday, November 7, 2008 WHS 8:20am-1pm 4.67 weeding, collaboration: altered book art . Tuesday, November 18, 2008 WHS 8:20am-1:20pm 5 teaching, donated books, gate counts, weeding, collaboration, . Tuesday, January 13, 2009 WHS 8:15am-1:15pm 5 resources, biographies research, budget cuts, post-weed statistics, scheduling field work projects . Thursday, January 15,2009 HCE 8:15am-1:15pm 5 library orientation, demographics, library policies, funding, classroom management, school library evaluation, observed 3rd grade lesson on Thesauri, Kinder lesson on MLK Jr., and 1/2 combo on 500s and 600s section, overdue notices, teaching resource catalogs . Tuesday, January 20, 2009 WHS 8:15am-1:15pm 5 Freshman library orientation, booktalking, reader’s advisory, CDE library evaluation tool, collaboration . Thursday, January 22, 2009 HCE 8:25am-1:25pm 5 observed 3rd grade lesson on picking a book, encyclopedia, online thesauri, Dr. Seuss display, Kinder lesson on Winnie the Pooh birthday, overdue notices, received technology curriculum plan from district, presented potential projects meeting objectives . Tuesday, January 27, 2009 WHS 8:15am-1:15pm 5 photographed library and tasks for TA training, teacher collaboration meeting, presentation for Board of Education, Dewey label discrepancies, incorporating IL skills, new lost and found box, assisted students in computer lab . Wednesday, January 28, 2009 WHS 6pm-9pm 3 school libraries matter presentation for Board of Education and superintentdents at FUSD’s budget meeting . Thursday, January 29, 2009 HCE 8:25am-1:25pm 5 photographed board and LMC, shelving, searched for books for MLK display and Kinder topics, observed Chinese New Year lesson, planned materials for Kinders on plants, collaboration with preschool and Kinder teachers, assisted after school program w/ equipment, attended LMT meeting at district office, noted current magazine subscriptions . Tuesday, February 3, 2009 WHS 8:25am-1:25pm 5 career unit, submitted IL skills PPT, Choices software, reader’s advisory, teacher collaboration, READ posters collaboration, Big6/Super3 . Thursday, February 5, 2009 HCE 8:15am-1:15pm 5 meeting w/ Carmen Jorgensen to discuss program improvement for HCE, preschool storytime, prep for e-mail access and privacy for 5th graders, check-in/out, evaluation of Kinder materials for lesson on plants . Tuesday, February 10, 2009 WHS 8:15am-1:15pm 5 survey assessment article, work environments lesson plans . Thursday, February 12, 2009 HCE 8:15am-1:15pm 5 preschool storytime/orientation, discussion of potential projects, re-design of e-mail account access procedures, observed lessons on black history month, Lincoln’s/Washington’s birthday, and Valentine’s day, practiced songs with Kinders, completed evaluation of LMC . Tuesday, February 17, 2009 WHS 8:15am-1:15pm 5 computer lab senior English term papers Opposing Viewpoints, Choices software, baby book projects for family living class, spring semester student schedules, lesson plans for work environments unit, READ poster collaboration . Thursday, February 19, 2009 HCE 8:15am-1:15pm 5 made book display for spring and St. Patrick’s Day books, taught Kinder plants A lesson, overdue notices, compiled reader’s theatre for CYRM nominee books, media center rules . Tuesday, February 24, 2009 WHS 8:15am-1:15pm 5 assisting individual students with research projects, copying short stories, overdue lists, 10-minute cleanup time, computer lab full at lunch, check-out/in teacher materials, access to YouTube and TeacherTube failed, senior econ class budget project,

. Thursday, February 26, 2009 HCE 8:15am-1:15pm 5 taught Kinder lesson plants B, observed Beth’s 3rd grade lesson on Hippos and encyclopedias, introduced finished students to Worldbook Encyclopedia software, gathered collection of farm books/videos/study prints for Kinders, discussed frustration of not having easy access to Web 2.0 tools through district servers . Tuesday, March 3, 2009 WHS 8:15am-1:15pm 5 senior econ class, taught work environments class, one-on-one with Choices software special needs student, letter of reference, MARC records, collection analysis . Thurday, March 5, 2009 HCE 8:20am-1:20pm 5 books to district for cataloging, started list of plays, CYRM plays, prepared documents for piracy lesson, pulled farm books for Kinder teacher, pulled idiom books for teacher, observed 1/2 lesson on almanacs, Kinders Hilda Must Be Dancing and Dr. Seuss, 3rd graders Dr. Seuss/Arctic/Antarctic, plan Kinder lesson on farms . Tuesday, March 10, 2009 HCE 8:20am-1:20pm 5 LMC visits: Easton and Pioneer . Thursday, March 12, 2009 HCE 8:20am-1:20pm 5 shelving, check-in/out, helped students find books, typed up the Little Red Hen play, set up e-mail accounts, LMC visit at Kitiyama Elementary with Carolyn Vranjes, a SJSU student in the SLIS MLIS program, discussion of April as National Poetry Month and pocket poems on bookmarks to hand out, optional Young Author’s Fair . Thursday, March 19, 2009 HCE 8:20am-1:20pm 5 Bibliotherapy books for counselor, helped with lesson prep, E-mail forms for 5th graders, CYRM reader’s theatre plays, inventory not done in 5 years, 3rd graders finished encyclopedias and used almanacs w/ new worksheet—loved almanacs . Thursday, March 26, 2009 HCE 8:20am-1:20pm 5 K farms lesson using eBook on farm animals–students loved listening to the animal sounds, used the puppet theater to perform the Little Red Hen, grades ½ played animal game and watched a video on baby animals, 3rd graders did almanac and encyclopedia, gathered books on Easter, bunnies, chicks for seasonal display, put together resources on wheels—video on bicycles, Duck on a bike, and others found in the catalog, made a list of Reader’s theatre plays for the website . Tuesday, April 7, 2009 HCE 8:20am-1:20pm 5 Assisted 4th graders with using the CATS electronic catalog: how to use the catalog to search for books suing keyword, title, and author, Beth’s lesson included copyright date, title, author, and publisher, students discussed trademarks and copyright, students create their own passwords for their e-mail accounts, discussed viruses from e-mail, played animal game w/ second graders, 3rd graders watched librarian-made video, Uncle Peter’s amazing Chinese Wedding and voted on the CYRM books for this year, second graders voted on CYRM books and then worked in almanacs, taught Easter lesson for Kinders and read Renchenka’s Eggs, then watched Easter Egg Artists video, finished with “Going on an Egg Hunt” song . Thursday, April 9, 2009 HCE 8:20am-1:20pm 5 Prepped Kinder library cards, made seating charts for tables, activity related to caring for books, made nametags to go in Kinder books, assisted with 3rd grade lesson on almanacs and worksheets using the contents to locate info, then watched Uncle Peter’s Wedding and voted, noted resource kids with special needs are mainstreamed into regular classes, Kinder Easter lesson: Max’s Chocolate Egg, Night Before Easter, Rechenka’s Eggs, Video: The Easter Egg Artists Beth introduced 3rd graders to poetry month and read some poems, delivered books on wheels to Kinder . Wednesday, April 22, 2009 HCE 5:30pm-7:30pm 2 Attended Scholastic book sale to support Hillview Crest Elementary, science fair, and school open house, tour of LMC w/ kids. Received and updated CYRM votes for publishing along with instructions for teachers to request catalog materials. .       137.92

Mix and Match with Mashups

Until this week, I was still unclear as to what the term “mashup” really meant. After diving into Darlene Fichter’s SirsiDynix Institute presentation, Mashups: A Little Bit of This, A Little Bit of That, I did connect with the Jelly Belly example of combining several flavors to create an entirely new flavor in one’s mouth. With mashup creation approaching a simplicity similar to that of building with legos, web programming is now self-service–in the hands of everyone! Conveniently, ProgrammableWeb is tracking the progress of its own recipe matrix so that members of the less-technical population, such as myself, can contribute to new, flavorful program combinations. For instance, Virgil Griffith created Wikiscanner, a mashup that matches up Wikipedia edits with IP address owners to reveal who has made edits to sensitive information about a given individual or organization.

A YouTube video my father-in-law recently shared with me provides an excellent example of a digital media mashup. Combining archival video footage of Russian soldiers dancing to the beat of modern hip hop, Sbuitenhuis, from the Netherlands, presents the Roots of Breakdance set to Run DMC’s hit It’s Like That—and with almost 2 million hits, his mashup is a wild success!

 

In Brian Lamb’s article, Dr. Mashup (2007), he explains that “mashups involve the reuse, or remixing, or works of art, of content, and/or of data for purposes that usually were not intended or even imagined by the original creators” (p.14). Originally used to refer to music forms, the term mashup is also used to describe the combination of two or more sets of functional data and their web applications. Capitalizing on previously created artistic, scholarly, and programmable works, the 21^st Century “do-it-yourselfer” can create new content with minimal technical skills. According to Lamb, educators can harness the power of mashups by eliminating course management systems and encouraging the use of open and discoverable resources, open and transparent licensing, and open and remixable formats (p.17-18). Specifically, Educause’s Mapping Mashups (2006) gives examples for how maps can be used to spatially communicate historic events through geotagging and integrating Flickr photos into interactive teaching resources.

 

Richard Akerman’s article, Library Web Services (2007), shares how in libraries, we can utilize the many APIs (application programming interfaces) or interfaces and rules for extracting data from a websites, to create customizable mashups that will “break apart the monolithic library system, permitting its reassembly from best-of-breed components drawn from across the industry” (Tell a record by its cover, para. 3). We can open up the library to patron innovation from outside library walls and tap into a larger “reservoir of enthusiasm” for creating library web services. We can combine library event photos with maps, Amazon book reviews with catalog holdings, integrate county-wide library branch blogs, and much more! In fact, at Programmable Web, there are currently 1259 APIs and 3862 mashups which are currently being added at the rate of 3 per day! Almost half of the mashups revolve around mapping and social applications. Among the most popular mashups are:

• Wii Seeker which helps consumers locate a Nintendo Wii console and uses the GoogleMaps, eBay, and Amazon APIs
• Birds of the World categorizes birds by continent and country using APIs from Wikipedia and Flickr.
• Flittr builds a tweet key-word based mosaic of images based on APIs from Flickr and Twitter.
• HousingMaps takes classified ads for housing vacancies and maps them using APIs from Craigslist and GoogleMaps.    

In David Berlind’s video on “What Is a Mashup?” (2006) he raves about the ease of combining web applications with Yahoo! Pipes and states that mashups are the “fastest growing eco-system on the Internet.” Despite feelings of discovering merely the tip of a mashup iceburg, the greatest lesson learned with regard to library web services is that we must rely on our patron and library networks to bring the best of the web into our libraries. In fact, challenging local library patrons to create mashups to improve library web services will be the key to successful user-centeredness.   

 

Making Mashups

As a novice mashup-builder, I decided to try a few simple tools. My own conglomerate of mashups is located at: http://senna.sjsu.edu/dfaires/jweston/mashups/index.html. Inspired by Derek Christiansen’s map of SLIS student locations for Spring 2009, I started with MapBuilder to create a map of all of the Alameda County Library branches. I first tried to create an Excel spreadsheet .csv file to import into the program, but after several failed attempts to import the data, I decided to enter each location individually into the new map. Under the description of each location, I included a link to the webpage for that particular branch. After saving my map and adjusting preferences, I clicked on the implementation tab to get the code for my website. For testing purposes, I inserted the MapBuilder JavaScript injection into a blank page on my personal website:  http://www.janineweston.com/mlis/mashups/ac_library_map.html 

After some difficulty getting the map to work with an API key, I did some troubleshooting to produce the following functional code that includes JavaScript sources and type. Of the two sources listed, the first is the Google Maps source, second is MapBuilder. I entered in my domain http://www.janineweston.com to apply for an API key from Google. When I read more about getting the API key, Google indicated that “sensor” for indicating where the person is located, be set to either true or false and that seemed to do the trick to get the map working.

….

  <script src=”http://maps.google.com/maps?file=api&amp;v=2&amp;sensor=false
    &amp;key=ABQIAAAAZyBnFZBHYyuhOzTaTH9JBhRhBd0wTUKjobuYZUYbGS1UQPaGZhQmL5Yb_yAKBpYhUMEZ0ykHib5SUQ“
    type=”text/javascript”>
  </script>
 
 <script src=”http://www.mapbuilder.net/js/api/google/v2.02/jslive.php?UserName=jweston&Map=73398” type=”text/javascript”></script>
    <script type=”text/javascript” src=”http://www.mapbuilder.net/libs/pdmarker/pdmarker1.99e_custom.js”></script>

    <script type=”text/javascript”>

…

Next, in preparation for posting my mashup to the Senna server, I thought it would be a great idea to apply for a common API key for our collaborative class http://senna.sjsu.edu/dfaires/ domain. Upon receipt of a Key from Google, I inserted it into my code and voila, it worked! http://senna.sjsu.edu/dfaires/jweston/mashups/ac_library_map.html

 

With guidance from Bill Dyszel’s article, Create No-Code Mashups with Yahoo! Pipes, I learned that the program is a “totally graphical, integrated development environment that is surprisingly intuitive, and really easy enough for ordinary, everyday Web users.” Using my previously established Yahoo! account, I delighted in the ease of using Yahoo! Pipes, to create a feed of multiple blog feeds. I followed the detailed instructions for creating an RSS feed mashup in Yahoo! Pipes, by adding the feed links from the following blogs of Alameda County Libraries:

• Albany: http://albanylibrary.wordpress.com/
• Castro Valley: http://csvlib.wordpress.com/
• Dublin Library: http://dublinlibrary.wordpress.com/
• Fremont Libraries: http://fremontlibraries.wordpress.com/
• Newark Library: http://newarklibrary.wordpress.com/
• San Lorenzo Library: http://sanlorenzolibrary.wordpress.com/
• Union City Library: http://unioncitylibrary.wordpress.com/

Before creating a badge to add to my website, I used Megan Berru’s Helper Pipe to add names to each entry so that the contributing library’s name will appear in brackets after the post title.

 

Lastly, I used Google AJAX Book Bar wizard to create a simple horizontal display with favorite author and title search terms such as Harry Potter, Kevin Henkes, Chris Van Allsburg, Mo Willems, etc. to create a revolving book bar to reveal popular children’s books.

 

To present my mashups, I used Dreamweaver to quickly create a simple frameset with 3 compartments. I adjusted the feed mashup dimensions and frameset column and row widths as well as made some minor adjustments to the CSS to present uniform font colors within each frame, and published the pages to the Senna server.

 

Looking forward to viewing the work of my more technical classmates, I know that I will be back at the drawing board to create more mashups of my own in the future!

Janine Weston’s Mashups

http://senna.sjsu.edu/dfaires/jweston/mashups/index.html

References

Akerman, R. (2007, July 15). Library web services. Library Journal.com. Retrieved April 9, 2009, from http://www.libraryjournal.com/article/CA6453422.html

 

Berlind, D. (2006). What is a mashup? [ZDNet News video]. Retrieved April 9, 2009, from http://news.zdnet.com/2422-13569_22-152729.html 

 

Dyszel, B. (2007, Nov. 6). Create no-code mashups with Yahoo! Pipes. PC Magazine, 26(21/22). 103-105.

 

Educause (2006). 7 things you should know about mapping mashups. Retrieved April 9, 2009 from http://www.educause.edu/ir/library/pdf/ELI7016.pdf

 

Fichter, D. (2007). Mashups: A little bit of this, a little bit of that. [SirsiDynix Institute presentation and PowerPoint slides PDF]. Retrieved April 9, 2009, from
http://www.sirsidynixinstitute.com/seminar_page.php?sid=77

 

Lamb, B. (2007, July/August). Dr. Mashup; or, why educators should learn to stop worrying and love the remix. Educause Review. Retrieved April 9, 2009 from
http://connect.educause.edu/Library/EDUCAUSE+Review/DrMashuporWhyEducatorsSho/44592

 

Verkaik, R. (2007, August 18). Wikipedia and the art of censorship. The Independent. Retrieved April 9, 2009, from http://www.independent.co.uk/news/science/wikipedia-and-the-art-of-censorship-462070.html

 

 

LOL with Synchronous Online Communication

Synchronous Online Communication extends the power of reference into the virtual realm. In a powerful presentation by Sarah Houghton-Jan and Aaron Schmidt (2006), Engaging Youth on their Own Terms: Instant Messaging and Gaming in Libraries, we are reminded that the essence of our services should target our customers on their own terms, providing them with the information they want whenever and wherever they need it. Through virtual reference, we can use IM, SMS, and VoIP to tap into the full power of cell phones, laptops, desktops, webcams, and other electronic devices to reach our patrons no matter their age or stage. We need to be aware of the provision of services or lack thereof and usage policies that may serve as roadblocks to library access and usage for teens and other patrons. By reaching out to where our customers are through not only physical spaces, but virtual wikis, websites, IM and SMS portals, and social networks, we provide assistance, education, and answers to questions at times when they are most needed.

Aaron Schmidt and Michael Stephens explain the logistics of IM interactions in their article, IM Me from the April 2005 issue of Library Journal. They liken instant messaging to a “sped-up e-mail transaction” that successfully fulfills inquiries classified as just-in-time reference and spur of the moment information needs. IM is not only ideal for informal reference interactions between librarians and patrons, it can also serve as handy communication tool for messages between staff members. When just beginning with IM, I recommend learning some basic Instant Messaging Etiquette (Boyd, 2007). In response to Anne Zelenka’s IM manners guide, Stowe Boyd offers additional tips and basic understandings for setting IM status, avoiding hurt feelings during long pauses, the perks of using shortened spellings, and more.

In My Fall 2008 Libr 210 Reference course, I used the California State Library chat reference service, AskNow to submit a query later in the evening after my local library was no longer opened. I completed a brief form requesting my zip code, name, e-mail address, nearest library, city, question, type of Internet connection, and software firewall usage. I was enthusiastic to connect with a librarian who could help me. “Abby” began establishing rapport by introducing herself, letting me know that she was willing to help, and explained what she was doing. She negotiated the question by asking if I wanted websites and books, giving me the opportunity to respond and request articles as well. While she was searching she would type, “one moment please,” to let me know that she was actively searching for information. For each website she recommended, she displayed the page on the right hand side of the screen, which I could navigate, while she looked for the next resource.

After providing me with three reputable websites (.gov, .org, and .com) specifically related to my topic, Abby asked if I use the Fremont Main Library so that she could provide me with links to access books and articles. When I questioned her about a proper search strategy, she suggested that I search with the subject or keyword option. Abby’s follow up was well done as she ensured that I had sufficient resources to answer my question. She asked, “Do you have enough information to continue on your own?” When I answered affirmatively, she informed me, “You can always log in again if you have more questions.” Then she asked, “Can I help you with anything else? If you need further assistance, please feel free to contact us again. Thank you for using AskNow, California’s Virtual Reference Desk. Goodbye!”

Overall, the chat reference experience with AskNow was quite positive, as the librarian was informative and professional, taking care to implement essential elements of the reference interview. Cassell and Hiremath (2006) recommend, “the librarian will want to strive to make the user comfortable with the process so that the user will return to the library…a well-written response not only answers a question eloquently, but it also tells the user about the importance that the library places on the question” (p.25). Throughout the virtual interaction, I appreciated the librarian’s clear and concise responses that placed emphasis on the value of my information need. To top it all off, I received a transcript of the entire interaction in my e-mail inbox to refer back to. I was highly satisfied with the chat reference interaction. It was thrilling to be able to find a friendly after-hours librarian who patiently assisted me with my information need.

Just this week, I tested out the Alameda County Library’s IM service that is offered from 3 to 5pm Monday through Thursday. They provide screen names for AIM and Yahoo! and do not advertise other methods for digital reference service. I asked the IM librarian if they staff the IM chat from the reference desk and she indicated that yes, they do double duty and provide face-to-face as well as IM. The branch libraries take turns staffing IM and usually provide service for at least one hour of time per week. When I asked about typical questions that come through IM, she indicated that they receive mostly simple questions. I also inquired as to whether or not the libraries had discussed offering VoIP or SMS reference services and she replied that they do not currently, but may offer them in the future. During our interaction, there were frequent pauses as she was busy assisting face-to-face patrons concurrently. She indicated that she was busy, by typing “just a moment” during our chat conversation. Although the pauses might be frustrating for an IM patron, she consistently indicated her willingness to help.

Many libraries are already using technology-based synchronous communication. Meredith Farkas’ Library Success: A Best Practices Wiki has an excellent page on Online Reference. It is here that librarians can witness how libraries using various communication methods for online reference, read related articles, subscribe to blogs, and even get trained on using the technologies. There are long lists of libraries using SMS text reference, MeeboMe for embedded chat, and others who are employing or designing chat management services.

Reading through Teaching Librarian Stephen Francoeur’s February 2009 blog article, Trends in Digital Reference, I was able to quickly explore some of the latest products used for digital reference such as:

• Library H3lp a collaborative IM reference service designed specifically for libraries
• Embeddable widgets for IM (QuestionPoint’s Qwidget, Meebo, Chatango, etc.)
• Mosio’s Text A Librarian service

Examples

Locally, in the Bay Area, Santa Clara University offers several virtual synchronous communication services. Through a national consortium of the Association of Jesuit Colleges and Universities, SCU provides Ask a Librarian 24/7 online reference librarians 7 days a week. This service offers students, faculty, and staff the opportunity to chat and co-browse with participating librarians. SCU also uses Mosio’s Text a Librarian program to manage their text message reference questions from 10 am to 8pm on weekdays and 12 pm to 5pm on weekends. Through the service, patrons can send a question via text message to 66746, using the keyword “bronco” in the body of the text before typing their query. Mosio’s program insures that patron phone numbers are kept confidential. SCU also indicates that questions received after hours will be answered the following morning. Additionally, SCU provides private Instant Messaging chat through Meebo, AIM, Yahoo, ICQ, MSN, and Google screen names.

Curtin University Library in Australia also provides chat and SMS query service. The chat and SMS services are available Monday through Friday from 9am to 5pm. For chat, the patron simply needs to login with their Curtin ID and password. To send an SMS message to the Library, the patron must dial the designated number, expecting a response within an hour. They also indicate that they can only receive text-based messages of up to 160 characters.

 

The University Libraries at University of North Greesboro actually uses Skype VoIP to take calls, chat, and videochat with their patrons. On their website, they provide information on what Skype is, how it can be used, and indicate that their Skype services are available Monday through Friday from 8am to 5pm or by appointment.

University Library at University of Illinois has actually developed their own chat management Open Source tool called the IM Collaborator. The collaborator allows IM messages sent to a single IM account to be queued, answered, and transferred by multiple operators from a web-based interface.

Google SMS

Curious about Google’s SMS service, Google Mobile SMS, I entered 466453, which is “Google” in digits, and then in my message I typed “help.” I received a text back that gave more details how to formulate queries for the service. Next, I used the service and entered “AC library 94536” into the text message. Immediately, I received 2 text messages with the addresses and phone numbers for the Fremont Main and Newark branches. The second message also indicated I could reply to Google with “NEXT” to get more listings. I can see this service as a great alternative to calling 411 to get local info such as the phone number or address for a business. The introductory video also indicated the search features include flight information, weather, stock info, airlines, translations, calculations, currency conversions, area codes, maps, directions, sports scores, postal codes, and much more.  The following is a great video that introduces the new user to the Google SMS service.

ChaCha

On an informal note, ChaCha offers a global SMS reference service that allows customers to use their computers or mobile devices to ask questions of guides that are willing to quickly locate the answers. I first learned about ChaCha from the Stay-At-Home-Mom-Librarians Yahoo! group—several of the members indicated that they had done work for ChaCha—however, at only $3-9 hourly compensation, I’m not sure how worthwhile it would be as a part-time job. It is interesting to see how ChaCha and About.com tap into the knowledge base of the long-tail of Internet users to provide immediate answers for information-hungry customers.

Conclusion

Cassell and Hiremath (2006), mention that the changing nature of reference toward digital interactions has benefits such as “users can ask questions 24/7 through virtual reference and expect an immediate response” it is “convenient and less threatening than coming to the library” and there are “more points of service” (p.12). From my experience using IM, I have gained insight into the implications that reference interaction environments have on user satisfaction. I am convinced that virtual reference, by nature, urges the librarian to stay true to recommended behavioral reference guidelines through increased accountability and sense of duty—the transcript serves as a record of each interaction. As part of today’s core library services, virtual reference has the potential to raise the standards of service and user satisfaction through further development, training, and evaluation.

As librarians, we need to get on board the mobile revolution and become more proactive in providing “to go” versions of our resources, services, and programs. Despite technological hiccups and the challenge of selling our colleagues and managers on employing versatile communication technologies, we should provide synchronous online communication to meet and exceed our patrons’ expectations. In her book, Social Software in Libraries, Meredith Farkas states, “Whatever libraries can provide—from IM reference three hours per day to 24/7 virtual reference as part of a cooperative—will be welcomed by their patrons” (2007, p.166). We need to make the effort to start online synchronous communication in even the slightest capacity, with the goal of offering 24/7 service through multiple technologies in the future.  

References

Boyd, Stowe (2007, January 15). /Message: Instant Messaging Etiquette. Retrieved April 3, 2009, from http://www.stoweboyd.com/message/2007/01/instant_messagi.html

Cassell, K. & Hiremath, U. (2006). Reference and information services in the 21^st century: An introduction. New York: Neal-Schuman Publishers, Inc.

Farkas, M. (2007). Social software in libraries. Medford, NJ: Information Today, Inc.

Farkas, M. (2009). Online reference. [Library Success: A Best Practices Wiki]. Retrieved April 3, 2009 from http://www.libsuccess.org/index.php?title=Online_Reference

Francoeur, S. (2009, February). Trends in digital reference. [Teaching Librarian blog]. Retrieved April 5, 2009, from http://www.teachinglibrarian.org/weblog/2009/02/trends-in-digital-reference.html

Houghton-Jan, S. & Schmidt, A. (2006, October). Engaging Youth on their Own Terms: Instant Messaging and Gaming in Libraries. [Sirsi Dynix Institute presentation and PowerPoint pdf slides]. Retrieved April 3, 2009, from http://www.sirsidynixinstitute.com/seminar_page.php?sid=73

Schmidt, A. & Stephens, M. (2005, April 1). IM me. Library Journal. Retrieved April 5, 2009, from http://www.libraryjournal.com/article/CA512192.html?display=searchResults&stt=001&text=im+me

Applying Strategic Plans, Budgets, & Collection Development Policies

 

Although I did not create new strategic plans, budgets, or collection development policies during my fieldwork, I spent time applying them at both the high school and elementary level. I have had the opportunity to draft and reflect upon the meaning and usefulness of  the aformentioned documents in courswork as well as the ePortfolio for my MLIS. 

 

 

In my ePortfolio, several of my Statements of Competency discuss the impact of these documents and policies in school libraries.

 

 

Statement of Competency A

• Elementary LMC Collection Development Policy

Statement of Competency C

• Elementary LMC Budget & Justification

Statement of Competency D

• Elementary LMC Strategic Plan

This project specifically fulfills Teacher Librarian Credential competencies within the following categories:

Information Specialist (A1)

Administrative Leadership (D1, D2, D3, D4, D5, D6, D7)

Management and Organization (E1, E4)

Access (J1, J2, J3, J5)

Professionalism (K5)

Get Your Game On: Gaming In Libraries

Gaming naturally suits an adolescent developmental need to indulge in interactive technologies. However, in the last ten years, computer and video games have become increasingly popular for among adults. Beth Gallaway’s “Gaming By the Numbers” (2007), is a great SLIS-sponsored webcast in which we discover that the average age of the gamer is higher that we think—33 years old—and in 2008 is now up to 35! In 2006, the video game industry raked in $7.6 billion and is currently about $10 billion. These days, 65% of American households play computer and video games (Entertainment Software Association (2008).

With only 13% of public libraries hosting video game programs, Gallaway (2007) encourages libraries to discover the benefits of gaming in relation to entertainment, culture, learning, literacy, and child/adolescent development:

• Collaborative learning environment—teaching and learning with others of all ages
• Tactic for stress-relief—gaming provides a temporary escape from real life
• Fun and enjoyment
• Critical thinking—through strategy design
• Information literacy—research, reading, and writing documents about characters, strategies, and playing tips
• Simulation—video games can create simulations that can be quite educational—take Second Life for example!
• Computer programming—some games allow programming creativity, encouraging players to design their own components of the game
• Hand-eye coordination—“doctors who spent at least three hours a week playing video games made about 37 percent fewer mistakes in laparoscopic surgery and performed the task 27 percent faster than their counterparts who did not play video games” (Levine, 2006, p.15)
• Safe communal experience—community of gamers at the library provides safe connections and learning experiences (Levine, 2007, slide 31)

Unfortunately, video games are not all positive. Libraries can serve as a venue to support teen development through appropriate collection development and gaming programs that encourage healthy competition and collaborative learning. The cons of video games include:

• Violent or sexual themes—there are a percentage of games that are not appropriate for all ages
• Physical inactivity—for the most part, video games involve many hours of sitting. Some arcade games, and now the Nintendo Wii, engage the players in physical movements that can be a great source of exercise
• Obsessive video-gaming behavior—cult followings and obsessive gaming can serve as distracters from other responsibilities, roles, and real-life relationships

From the “Teen Spirit in the Library—Best Practices in Teen Library Services Webcast” (2008), I appreciate the concept of teen environment (physical and virtual) and positive staff attitudes. Placing radical trust in teens and providing them with a “third space”—a safe and resourceful lounge where teens can be themselves—empowers them to make important decisions and accept greater responsibility. Teens live and breathe technology and can easily assist with coordinating gaming events, contributing to web content, and many other technology-based projects. Exposure to successful teen spaces and gaming programs across the nation makes me wonder why many of our California public libraries are lacking the proper staff support and funding for YA departments. We desperately need more strong-willed youth advocates to bring about these changes within libraries!

Also from the “Teen Spirit Webcast” (2008), the most interesting statistic that Scott Nicholson presented from one of the research studies was that 76% of users who attended a gaming program then later returned to a library to attend a non-gaming event. This is some critical evidence proving that gaming can be beneficial towards strengthening traditional library programming. It frequently takes special programming to make that preliminary connection with teens—gaming, book clubs, movie nights, chess clubs, homework centers, and summer reading programs draw young adults into the library. Once teens develop relationships with library-loving peers and librarians, the ease with which they attend future programs, consult librarians and staff members, and access other library resources, is highly dependent on that initial contact.  It is ultimately these relationships that keep them coming back for more!

In her book, Social Software in Libraries (2007), Meredith Farkas echoes a warning to libraries, urging them to reclaim the adolescent population through attractive services and programs. She states, “Libraries are losing this population at a rapid rate, raising the question of whether these teens will ever come back to the library when they are adults” (p. 211). Farkas goes on to provide a description of many types of games that appeal to a diverse population of patrons, including teens, adults, males, females, and children. She suggests that libraries can use gaming parties, tournaments, and designated gaming areas to provide a physical third space that will not only lure teens back into the library, but will ultimately turn gamers into readers through a well-developed collection of games and books on game strategies, design, development, and storyline series.  

On Saturday, April 11^th, 2009 both the San Lorenzo and Union City branches will be holding free six and seven hour Super Mario Brother’s Smash Quest tournaments. Hoping to learn more about gaming programs in my own county library system, I e-mailed the two librarians listed as the contact people for upcoming gaming events.  After several days of no response from either librarian, I called both branches and spoke with each. They both told me they hadn’t had time to respond to my e-mail but would contact me after the events. The following is the e-mail I sent to my local county library in regard to their current programming. I am looking forward to hearing back from them within the next few weeks!

My name is Janine Weston and I am a graduate student (MLIS) in my last semester at SJSU. In my Web 2.0 class we are discussing immersive environments and gaming this week. I live in Fremont and have not been aware of any teen gaming events at the Fremont Main branch. I noticed on the AC Library events calendar that you are both coordinating a video gaming tournament on Saturday, April 11th. I wonder if you wouldn’t mind answering some questions for me… 

• How long have you been offering gaming programs for your teens?
• How often do you have gaming tournaments?
• How well have they been received in your community?
• What age range are allowed to participate?
• Has your branch purchased console(s) or do you use your own or those of your patrons?
• At alternate events, do you offer other games or just Super Mario Smash Brothers?
• How many kids can play at a time?
• Can you network consoles together?
• Please describe your set up (numbers of screens/consoles/etc.).
• Do you set up in a separate room?
• How do you publicize your gaming events?
• Do you find that gaming works to get your teens into the library and checking out books/DVDs?
• About how many attendees will you have for one tournament?
• Any other additional info you would like to share?

Thanks for your help,
Janine Weston

In the meantime, I have watched video footage of gaming events at the

Hoover Public Library in Hoover, Alabama and explored the teen gaming programs and related resources at Orange County Library System in Orlando, Florida. Last Spring, my family purchased a Nintendo Wii—together, we enjoy playing the more aerobic games such as the Wii Sports boxing, bowling, tennis, baseball and Dance Dance Revolution. Even my two-year-old daughter is coordinated enough to get a strike when bowling! In addition, in September of 2008, I attended the grand opening at the Redwood City Public Library Redwood Shores branch and noted that they included a separate teen room with a door that had a large screen and a Nintendo Wii gaming console. In the future, I hope to be influential in creating more teen spaces in school and public libraries.

Years ago, I considered myself to be quite good at playing games such as Zelda and Super Mario Brothers on the original Nintendo. Compared to the graphical interfaces of today’s games, they seem so simple. Although life is busy, I have still managed to challenge my family members to an occasional tennis match in Nintendo Wii or fly through Second Life. When I have completed my degree and have more free time, I plan on trying several of the social computer-based games through Yahoo! Games, Pogo.com, MSN Games, and EA Nation. As my own children grow up, I am sure they will provide plenty of encouragement for reading the latest teen books and playing new computer and video games.

In “Using Video Games to Teach Game Design” (2009) Kristen Mastel, an academic librarian, and Dave Huston, a game-design-school graduate, team up to share their top recommendations for building a game-design lab and library collection. They state, “With a forecast value of $10.3 billion by 2011, video gaming has moved from the perspective of a pastime toy to a driving economic force” (p.41). Although there are already over 24,000 video-game employees in the United States, academic game-design programs are rapidly being developed at colleges and universities to accommodate the increasing demand. In the article, Mastel and Huston make recommendations for adding games to the collection that can be used to teach specific elements of game design such as the anatomy of human and animal forms, the physics of interactions within virtual worlds, physical space, architecture, interior design, landscapes and multi-level design, storytelling, graphic design and game marketing. They include a list of games with accompanying descriptions from each category to assist academic institutions in collecting quality resources for their game-design programs. The list includes Spore Creature Creator, The Sims 2, Half-Life 2, Gears of War, Warcraft III, Halo 3 and the Halo series in general, Final Fantasy X, World of Warcraft, Guild Wars, and Rock Band.

In conclusion, gaming is a fantastic way to draw more teens into the library. They come to play, watch others, create their own games, talk about video games, checkout games to play at home, and read books about gaming. It is a shame that a large percentage of libraries have let teens down by not providing more attractive programming. As librarians we can heed the advice of Jenny Levine in “Gaming and Libraries: Intersection of Services” (2006) to become as “technologically adept as our users are so that we can deliver services to them when and where they wish to use them and in their preferred medium and platform” (About the Author). By playing computer and video games ourselves, we can better motivate teens to come in to the library by better understanding the process of hosting gaming events and developing collections of appealing resources.

References

Entertainment Software Association. (2008). Essential facts about the computer and video game industry: 2008 sales, demographic and usage data. [PDF brochure]. Retrieved March 30, 2009, from http://www.theesa.com/facts/pdfs/ESA_EF_2008.pdf

Farkas, M. (2007). Social software in libraries. Medford, NJ: Information Today, Inc.

Gallaway, B. (2007). Gaming by the numbers. SLIS Colloquium. 

Levine, J. (2006). Gaming and libraries: Intersection of services. Library Technology Reports, 42(5).

Levine, J. (2007). Gaming in the library. SirsiDynix Institute.

Library Journal and Polaris Library Systems. (2008, June 10). Teen Spirit in the Library: Best Practices in YA and Teen Services. [Webcast (available until June 10, 2009) and accompanying slides PDF]. Retrieved March 30, 2009, from http://www.libraryjournal.com/article/CA6570886.html

Mastel, K. & Huston, D. (2009, March). Using video games to teach game design: A gaming collection for libraries. Computers in Libraries, 29(3), 41-44. Retrieved March 24, 2009, from Library, Information Science & Technology (EBSCO) at persistant link.

Second Life–Trash or Treasure?

Taking a Second Look at Second Life

I have had a Second Life avatar for about a year now, yet as a full-time student, I was busy enough in my Real Life to not have a tremendous amount of extra time to spend bumbling around in Second Life. In my conversations with friends about Second Life, they tend to agree with me that Second Life may have applications on the job or in education, but that it also has the potential serve as more of a distraction than anything else. In fact, when people neglect their Real Life relationships by spending too much time in front of the Second Life screen, we hear about stories such as the one about the real life divorce that happened between a British couple (who met online and interacted in Second Life) when the husband had an “affair” with another avatar.

Over winter break in 2008, I logged in to SL to show some friends my avatar. I searched through the events that were scheduled and teleported to a place that seemed harmless. Shortly after my avatar arrived, I came across some rather risqué avatars that made me wonder how extensively the porn industry has penetrated second life. Embarrassed, I apologized to my friends and closed the program. It wasn’t until a homework assignment for my Web 2.0 class with Debbie Faires coaxed me back into Second Life that I discovered the rewarding experience of visiting several of the Second Life libraries—now I am convinced that Second Life has much more to offer.

Getting a SL Education—A Fresh Start

Although I had already created an avatar, I watched Jeremy Kemp’s machinima videos on Entering Second Life in 4 Easy Steps (2008) and Second Life Overview (2008) which conveniently provided me with key information that would help me avoid pitfalls and blunders as a new SL resident. After I read through the sections on avatars and snapshot tools in Brian White’s book, Second Life: A Guide to Your Virtual World (2007), I knew I needed a new look so I wouldn’t appear to be a newbie. In fact, now my avatar looks a lot like the real me! Then, I watched Kemp’s You Tube video on Second Life Reference (2007) where I learned more about Alliance Virtual Library and its role in SL, as well as others created by Linden Lab on how to use use camera controls (2008) and send a postcard (2008). I most enjoyed the KQED Quest presentation, Second Life: Big Avatar on Campus (2007) about SJSU’s SLIS in Second Life where I recognized spokes-avatars, Robin Williams and Dr. Lili Luo, both of whom I have had classes with. Their enthusiasm for and demonstration of the SL library reference potential fired up my own eagerness to learn more.

SL Travel—Where Flying Is FREE!

Using the SJSU SLIS MUVE wiki resource, I located a list of Second Life libraries to visit and began my safe journey, teleporting from place to place. 

The first location I visited was SJSU SLIS where I was able to learn more about Second Life and get my very own “SJSU Student” t-shirt (courtesy of Robin Williams) and backpack full of handy items. I walked around, admired the campus buildings and also read some about the individuals involved in building the SJSU SLIS property. I also noticed that the rich SL graphics took as long as 30 seconds to load on my computer. As I am not a hard-core gamer, I’m sure my system could use some updating with more memory and a higher quality graphics card; however, I don’t feel as though the average user should struggle with the graphical display so much.

Next, I visited the Alliance Second Life Library at Info Island International to discover a nice atmosphere with cozy nooks, café, fireplaces, comfortable seating, and posters for upcoming events. At the reference area I spoke with Gray Pennell, who, in Real Life, is a 2003 graduate of LSU, who works full time as a Reference Librarian supervisor in a public library and is working on his second master’s degree. Gray has served in SL for about a year and a half and learned how to provide SL reference services from several orientation classes and shadowing others. He indicated that in SL he helps more people one-on-one whereas in RL he does more supervisory work and paperwork. Gray told me that he regretted not having more sources or access to them—currently the demo versions of the databases have expired, so they are left to use Internet resources.

He showed me around to point out a wall of calendars and announcements, along with a map of all of the Info Islands where I could click to get a list of all the places I might want to visit. He then showed me the Internet-based reference area where patrons could use self-service information tools. Just outside, he showed me a list of the main departments of the library and explained that the Alliance Virtual Library is more like a series of campus libraries then one big library.

When I asked him if he thought the SL libraries do much real assisting, he indicated that there is some great reference work that happens there from time to time but that there are many SJSU students coming through to fulfill course assignments or to merely satisfy their curiosity. Gray suggested that the SL libraries need more outreach to serve a more diverse group of patrons. When I asked him about marketing their services, he told me about plans for roaming librarians and connections with other libraries as well as plans for a librarian magazine. Before we finished our interaction, he gave me some landmark notecards including a couple of gaming sims to try in my free time.

Next, I wandered out to the open-air Foster Building to find several exhibits on popular topics such as human sexuality, sports, and photography; a reader’s advisory booth; a stand for free magazine subscriptions, and other informational kiosks.

 

 

 

Then, I strolled over to the Genealogy Research Center where I started to get a feel for how collections are organized within a virtual library. Instead of looking at a traditional webpage on a library’s website, access to the SL libraries’ URL-based resources would involve that the visitor click on an object such as a book, poster, or platform, to open the appropriate webpage. For instance, the Genealogy Research Center contains stations that offer beginning genealogy basic sites, modern research methods, ethnic resources, government sites, and research tools. In addition, resources include links to online books, geneaology libraries, information about family crests, DNA, genetic testing, family medical information, Native American resources, coats of arms, heraldry, and the Alliance Virtual Libraries catalog. Overall, the information is presented in an attractive, clutter free, and orderly manner.

In Peace Park, I found a beautiful area designated for religious exploration, complete with fountains, singing birds, trees and flowers. Not all world religions were represented, but I thought that the park would be a great resource for answering basic questions.

On Imagination Island’s Rachelville I visited the Book Nook in the Castle of Dreams to find a sizeable collection of front-facing children’s literature represented in the Alliance Library catalog. Many of the texts were from Gutenberg.org.

 

 

 

 

 

 

 

 

 

At Healthinfo Island in the Consumer Health Library I love how resources are displayed as kiosks, news stands, books, computer screens, and posters, in a user-friendly way. Just as with the other buildings, the design and décor are tasteful, professional, and attractive. Information can be found inside and outside the library amidst the fountains and gardens.

 

 

Just for fun, I also popped in to the ICT (Information & Communications Technology Library) where I noted I can find free educational tools and Second Life support. 

 

 

 

 

Finally, at the Library of Illumination Island where I found a lovely interior with books that had turning pages where I flipped through several of Beatrix Potter’s books.

 

 

 

 

 

Overall, I did have difficulty accessing some of the services when my computer would overload and SL would lock-up. However, I am impressed with the Second Life libraries. To me, Second Life is a 3-D version of the Web that allows even greater personalization. It is unique in that it not only provides virtual property for sale, its open-source software allows participants to build beautiful places, interact and collaborate with one another, access information, and gather together synchronously. Now, as I think back to that earlier disturbing incident in Second Life, I realize that those who are using the traditional Web for the first time may have similar experiences. Without knowing where to go, how to search, and which places to stay away from, Second Live has the same pitfalls as the Web—there is a balance of good and evil! I agree with Esther Grassian and Rhonda Trueman in their article, “Stumbling, Bumbling, Teleporting and Flying…Librarian Avatars in Second Life,” that “Second Life is an example of the next virtual step beyond the Web. It offers community and connectedness, but also virtual sleaze and virtual violence” (2007, p.84).

Despite challenges and drawbacks such as high bandwidth requirements, low software dependability, absence of an integrated web, and costs in real-world dollars and time, as detailed in the SWOT analysis in Eisenberg’s “Parallel Information Universe,” if we focus on the positive, Second Life has the potential to contain a fully-functioning 24-7 universal library. In their article “The Universal Library in a Virtual Universe” (2008), Bell, Pope, and Peters indicate that without geographic, time zone, or language barriers, Second Life provides a learning environment that allows librarians to serve patrons in real and virtual worlds.

Libraries should be prepared to assist virtual residents in finding and evaluating online information, giving them independence and confidence in using the Internet, and to provide access to high-quality information resources. As in the real world, it is important that the library reach out to these communities and provide a location, even if that “location” is digital, where residents can visit, learn, experience, and communicate (Bell, Pope, & Peters, 2008).

In an ideal world, the universal library would provide roving information service points at enough locations to conveniently meet the information needs of any individual—in the virtual world of Second Life, this arrangement is not so far-fetched! It is exciting to see how far libraries have come and dream about where virtual worlds like Second Life will take them in the future!

References

Bell, L., Pope, K., & Peters, T. (2008). The universal library in a virtual universe: Second life and a second chance for librarians? Searcher, 16(5), 26-9, 60-1.

Eisenberg, M. (2008). The parallel information universe. Library Journal, 133(8), 22-25.

Grassian, E. & Trueman, R. (2006, November). Stumbling, bumbling, teleporting and flying… a librarian avatar in Second Life. Reference Services Review, (35)1, 84-89.

White, B. (2007). Second life: A guide to your virtual world. Que.

Cool Tools Library 2.0: Picasa

For my Cool Tools project this semester in LIBR 246, I have created both a podcast and screencast for Google’s Picasa, complete with transcripts. On March 31, 2009, I will be adding them both to the official Cool Tools Library 2.0 blog.

Picasa Podcast:

The following podcast will introduce you to a software program called Picasa. The presentation highlights the available features in the current version and illustrates how you can use it to organize, edit and share your photos. Picasa is a free, PC and Mac-compatible, Google-tool available for download at http://picasa.google.com.

Picasa Podcast (4:58)

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 Podcast series from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to introduce you to a favorite software program of mine called Picasa. That’s Picasa: P-I-C-A-S-A available at http://picasa.google.com. Picasa is a free, PC and Mac-compatible, Google-tool for organizing, editing, and sharing your photos.

What do you do when your photos aren’t what you’d like them to be? Before they are ready for the public eye, they need editing. Is a heavy-duty program like Photoshop your only option? Definitely not! Picasa is a fast and flexible software that can help with crooked horizons, poor contrast, glowing red eyes, faulty cropping, and more!

Not only that, but do you find yourself wondering where in the world you saved those pictures that Bob e-mailed you from your last library event? Or wishing you had a quick way to create and share promotional images from your library? Picasa is a simple, one-stop-shop for organizing, editing, and sharing your photos with the world. The current version, Picasa 3, allows even more options than ever before.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new pictures and videos by designating certain drives and folders. Picasa then organizes your folders chronologically.

Picasa can support up to a million photos on your computer, allowing you to quickly import, view, star, rotate, caption and even tag your images. You can also rename folders, and move or copy images from folder to folder. Organization is very important—if you can’t find your images, how are you going to edit or share them?

Now, let’s move on to—editing! This is definitely an area that you will want to explore at your leisure, so I will provide a brief overview. Essentially, Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options and integrates easily with Flickr, YouTube, Facebook, and WordPress. Try uploading images to web albums at a resolution that meets your needs, syncing your desktop edits with your online albums, e-mailing pictures to colleagues, printing anything from wallets to 8x10s on your own printer, purchasing prints through an outside vendor, blogging your photos, creating a photo-collage, burning a gift CD, making a slideshow movie presentation, and geo-tagging your pictures to place them on the Google Earth globe.

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss.

Thanks for listening to this Cool Tools Podcast episode on Picasa. Please join us again for other episodes of Cool Tools Library 2.0 at http://cooltoolslibrary2.blogspot.com

Thanks again!

Picasa Screencast (4:02):

This screencast shows the basics for how to use Picasa to organize, edit, and share your photos. We will take a look at the folder management system; how to star, rotate, caption, tag, and filter photos; editing using the basic fixes, tuning, and effects tabs; and methods for sharing images such as web album uploads, e-mailing, printing, collages, slideshows, geo-tagging, and more!

 

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to show the basics for how to use Picasa. You can use Picasa for organizing, editing, and sharing your photos.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new images by designating certain drives and folders. Picasa then organizes your folders chronologically.

Currently, Picasa supports up to a million photos on your computer and allows you to quickly import or capture photos or video from a webcam or other device. You can then view, star, rotate, caption and even tag your images. In fact, your tags will carry over to other programs such as Flickr. You can also filter your photos by star, uploaded images, photos with faces, movies, and date range as well as search by tag.

Next let’s take a look at editing! Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine-tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make the adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options.

You can:

• upload images to web albums at a resolution that meets your needs
• e-mail pictures to colleagues, friends, and family
• print anything from wallets to 8x10s on your own printer
• export your images to alternate folders or hard drives on your computer
• easily resize images for print or web quality
• add a watermark to your images
• purchase prints through an outside vendor–there are lots of choices here
• blog your photos using Blogger
• create one of six different types of photo-collages
• make a slideshow movie presentation with audio tracks and captions
• and geo-tag your pictures to place them on the Google Earth globe

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss, available at http://picasa.google.com.

This concludes today’s Cool Tools Screencast on Picasa. Thanks for listening. To learn about other cool tools, visit the Cool Tools Library 2.0 blog at http://cooltoolslibrary2.blogspot.com

Thanks again!

Cool Tools Library 2.0: Picasa

For my Cool Tools project this semester in LIBR 246, I have created both a podcast and screencast for Google’s Picasa, complete with transcripts. On March 31, 2009, I will be adding them both to the official Cool Tools Library 2.0 blog.

Picasa Podcast:

The following podcast will introduce you to a software program called Picasa. The presentation highlights the available features in the current version and illustrates how you can use it to organize, edit and share your photos. Picasa is a free, PC and Mac-compatible, Google-tool available for download at http://picasa.google.com.

Picasa Podcast (4:58)

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 Podcast series from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to introduce you to a favorite software program of mine called Picasa. That’s Picasa: P-I-C-A-S-A available at http://picasa.google.com. Picasa is a free, PC and Mac-compatible, Google-tool for organizing, editing, and sharing your photos.

What do you do when your photos aren’t what you’d like them to be? Before they are ready for the public eye, they need editing. Is a heavy-duty program like Photoshop your only option? Definitely not! Picasa is a fast and flexible software that can help with crooked horizons, poor contrast, glowing red eyes, faulty cropping, and more!

Not only that, but do you find yourself wondering where in the world you saved those pictures that Bob e-mailed you from your last library event? Or wishing you had a quick way to create and share promotional images from your library? Picasa is a simple, one-stop-shop for organizing, editing, and sharing your photos with the world. The current version, Picasa 3, allows even more options than ever before.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new pictures and videos by designating certain drives and folders. Picasa then organizes your folders chronologically.

Picasa can support up to a million photos on your computer, allowing you to quickly import, view, star, rotate, caption and even tag your images. You can also rename folders, and move or copy images from folder to folder. Organization is very important—if you can’t find your images, how are you going to edit or share them?

Now, let’s move on to—editing! This is definitely an area that you will want to explore at your leisure, so I will provide a brief overview. Essentially, Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options and integrates easily with Flickr, YouTube, Facebook, and WordPress. Try uploading images to web albums at a resolution that meets your needs, syncing your desktop edits with your online albums, e-mailing pictures to colleagues, printing anything from wallets to 8x10s on your own printer, purchasing prints through an outside vendor, blogging your photos, creating a photo-collage, burning a gift CD, making a slideshow movie presentation, and geo-tagging your pictures to place them on the Google Earth globe.

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss.

Thanks for listening to this Cool Tools Podcast episode on Picasa. Please join us again for other episodes of Cool Tools Library 2.0 at http://cooltoolslibrary2.blogspot.com

Thanks again!

Picasa Screencast (4:02):

This screencast shows the basics for how to use Picasa to organize, edit, and share your photos. We will take a look at the folder management system; how to star, rotate, caption, tag, and filter photos; editing using the basic fixes, tuning, and effects tabs; and methods for sharing images such as web album uploads, e-mailing, printing, collages, slideshows, geo-tagging, and more!

 

Transcript

Welcome to another episode of the Cool Tools for Library 2.0 from San Jose State University’s School of Library and Information Science. My name is Janine, and today I am going to show the basics for how to use Picasa. You can use Picasa for organizing, editing, and sharing your photos.

Let’s start with organization: Picasa’s Folder Manager, allows you to customize a list of watched folders. This means that you can have full control over where Picasa scans for new images by designating certain drives and folders. Picasa then organizes your folders chronologically.

Currently, Picasa supports up to a million photos on your computer and allows you to quickly import or capture photos or video from a webcam or other device. You can then view, star, rotate, caption and even tag your images. In fact, your tags will carry over to other programs such as Flickr. You can also filter your photos by star, uploaded images, photos with faces, movies, and date range as well as search by tag.

Next let’s take a look at editing! Picasa puts your editing options in 3 categories: Basic Fixes, Tuning, and Effects.

Basic Fixes are simply that—your basic crop, straighten, red-eye, contrast, color adjustment, and fill light tools. New to Picasa 3 is the fabulous retouch tool—great for eliminating those annoying blemishes—and the text tool, that allows you to add text in various colors, sizes, and fonts, to any image.

Tuning allows more fine-tuning of fill light, highlights, shadows, and color temperature. Not quite sure you trust yourself with so much control? Try the “one-click fix” button and let Picasa make the adjustments for you.

Effects are great for giving a photo an old-fashioned look in sepia tones, converting to black & white, blurring the edges of your photo with a soft focus, and much more. Give yourself some time to play with each effect or even combine multiple effects for a new look!

Lastly, Picasa offers many versatile sharing options.

You can:

• upload images to web albums at a resolution that meets your needs
• e-mail pictures to colleagues, friends, and family
• print anything from wallets to 8x10s on your own printer
• export your images to alternate folders or hard drives on your computer
• easily resize images for print or web quality
• add a watermark to your images
• purchase prints through an outside vendor–there are lots of choices here
• blog your photos using Blogger
• create one of six different types of photo-collages
• make a slideshow movie presentation with audio tracks and captions
• and geo-tag your pictures to place them on the Google Earth globe

Remember, Picasa is a powerful, free photo management, editing, and sharing tool that you won’t want to miss, available at http://picasa.google.com.

This concludes today’s Cool Tools Screencast on Picasa. Thanks for listening. To learn about other cool tools, visit the Cool Tools Library 2.0 blog at http://cooltoolslibrary2.blogspot.com

Thanks again!

Screencasting and Vodcasting: The Glorified Show-and-Tell

Screencasting is a blessing of the highest sort. As Meredith Farkas states in her book Social Software in Libraries (2007), multimedia such as screencasts and vodcasts (video broadcasts) accommodate a wider variety of learning styles—the more senses we engage in learning, the more we retain. Being a strong visual learner, I find the verbal and visual channels of screencasts to be particularly helpful in understanding a process that may require many small steps such as learning how to use a new program or information retrieval system. In fact, the second time I watch a screencast, I like to follow right along with the video on my own computer so that I don’t miss anything. I can pause or rewind the video to catch up or repeat a challenging segment.

In a screencast, soundtracks, recorded actions, and text-based callouts allow viewers to listen to the narration, observe the actions and read along. As an alternative to a written list of step-by-step instructions, screencasts can be used for many purposes. In the library world, screencasts are often used as instructional tutorials for online catalogs and database searches such as used at the University of Maine at Fort Kent Blake Library, as well as educational tools for establishing baseline familiarity with software applications as discussed in Educause’s 7 Things You Should Know About Screencasting. Screencasts are used in public libraries like the Franklin Park Public Library, for further instruction on how to place a hold, sign up for e-mail notices, review an account, change a pin number, and renew materials. Other great uses for screencasts are videos on how to apply for a library card, how to set up an EBSCO account, and how to use tools like Novelist. Screencasting is not only valuable to library users—the versatile tutorials can serve in staff training capacities as well. Overall, screencasts more effectively reach their viewers. 

Steve Garfield provides an excellent example of how vodcasting can be used to share new technologies, market products or services, share opinions, and broadcast live happenings at his Video Blog. Pima County Public Library’s That’s My Take program helps teens participate in the filmmaking process while creating trailers for their favorite books. My kids and I especially love the storytime vodcasts from the Hoover Public Library Children’s Department—we spent over 30 minutes watching episode after episode.

Vodcasts or vlogs are also popular within the deaf community—vodcasts are a great way for the deaf and hard of hearing to communicate with one another as well as receive translated content translated through American Sign Language (ASL). Deaf Read has several vlogs that demonstrate how the deaf voice their opinions and comments through vodcasting. The Nashville Library Services for the Deaf & Hard of Hearing provides video signing to explain services, application process, borrowing rules, etc. Perhaps libraries could offer selected screen and podcasts as vodcasts in English, ASL, Spanish, and other languages to meet the needs of their users.

The possibilities for using screencasts and vodcasts in libraries are endless. Each setting has different opportunities for offering instruction and promotional content asynchronously. In her article, “That’s Infotainment” (2009), Ellyssa Kroski shares how, at the beginning of each semester, she provides a set of screencasts for her students, showing how to embed video, upload photos, subscribe to RSS feeds, and post to a blog. These pre-recorded tutorials allows students to access the information at their leisure or when needed to complete course assignments. Similarly, UCLA LITE (Library Instruction to Everyone) Bites created by students, provide entertaining videos for finding course reserve materials, resources for research, night time services, the locations of valuable library holdings, and much more. Instead of fielding the same reference desk question over and over again, librarians can help build collections of instructional videos for sharing purposes, such as those detailed through the ANTS (ANimated Tutorial Sharing) Project wiki. The instructional screencasts can teach basic computer and Internet skills, information literacy skills, research processes, and more. The tutorials are made available through both the LION (Library Information Literacy Online Network) TV site and the ANTS’s Library at TechSmith’s Screencast.com.   

In her book Social Software in Libraries (2007), Meredith Farkas discusses both the benefits and drawbacks of using screencasting and vodcasting in libraries. Benefits include 24/7 instruction from any location with broadband Internet access, point-of-need flexibility, accurate viewing and demonstrations of specific interfaces, relatively low cost software (see Heidi Schroder’s Screencast Software Cost Comparison PDF), and tremendous time savings when reusing presentations with many users over time. Despite the many benefits, there are a few drawbacks to using screencast and vodcast formats. Large file sizes creating access barriers for certain patrons, a need for more server space to store large files, efforts in keeping tutorials updated to match current versions of software and web applications, as well as the many hours required to plan, create, edit, produce, and share screen and video productions, present challenges to overcome. However, Paul Pival’s presentation, “Show and Tell the Easy Way: An Introduction to Screencasting” (2006), will convince even the most hesitant librarian that screencasting brings a richness to the demonstration and learning process. With audio, interactivity, menus, and captions, screencasts of a reasonable length (between 2 to 5 minutes), can reach their audiences via websites, blogs, iTunes, and YouTube.

In my particular experience making a screencast, I used Camtasia Studio 6, and after downloading the 30-day free trial, I began by watching all of Camtasia’s tutorials that provide an overview of the software as well as how to record, edit, produce, and share screencasts. I was so enthusiastic and ready to begin my screencast education through a learn-by-doing approach!

First, I carefully planned my process with an outline and script. I began by using Camtasia to record my actions; yet, I quickly discovered that I had over planned. For me, talking and doing, at the same time, are difficult. So after about my third attempt, I decided I would re-record the Audio 1 track with my rehearsed narration to accompany the video component. Right in the middle of capturing my screencast for the fourth time, I started getting error messages from Furl. Apparently, mid-screencast, Furl was being absorbed by another social bookmarking company called Diigo and was alerting their customers they will soon be phased out. This just demonstrates why it is so important that bookmarking applications include bookmark exporting as a component to their software. So, instead of making a screencast for an obsolete tool, I decided to select a different Web 2.0 application.  

For my second screencast, I resolved to make a presentation on Survey Gizmo. I spent hours familiarizing myself with the program, capturing the screen, and then editing out segments that took up extra time. Finally, I recorded my new narrative over the Audio 1 file. However, I had unlinked the video from the Audio 1 track and also attempted to speed up certain segments of the video, and that created more problems with the timing. When I produced my movie, the video and audio were off. I tried recording the entire thing over again to resolve the problem and was successful.

In conclusion, screencasting can be much more difficult than it looks. In ended up taking me over an hour of editing time for every minute I recorded. After two-days and about 16 hours, I am overwhelmed with the vertical learning curve and the tremendously time-consuming process. Although I am exhausted, I am also excited. I’m definitely not giving up on screencasting—I just need to take a break and revisit it when I have recovered. I will continue to use Camtasia Studio 6 for the full trial period to become better acquainted with its features before attempting to learn how to use other screencasting freeware programs such as Wink, Jing, and CamStudio. I have created a screencast and survived!

References

Educause Learning Initiative (2006, March). 7 things you should know about screencasting. [PDF resource]. Retrieved March 13, 2009, from http://net.educause.edu/ir/library/pdf/ELI7012.pdf

Farkas, M. (2007). Social software in libraries. Medford, NJ: Information Today, Inc.

Kroski, E. (2009, February) That’s infotainment! How to create your own screencasts. School Library Journal. Retrieved March 13, 2009 from http://www.schoollibraryjournal.com/article/CA6632973.html

Pival, P. (2006). Show and tell the easy way – An introduction to screencasting. Sirsi Dynix Institute. [Presentation and PowerPoint slides in PDF format].
http://www.sirsidynixinstitute.com/seminar_page.php?sid=71

Schroeder, H. (2008, October). Current comparison of screencasting tools. [PDF]. Retrieved March 13, 2009, from http://www.lib.msu.edu/hschroed/screenrecordingsw.pdf