505 Cataloguing

Information organisation is achieved through systematic labeling, arranging and indexing of the library collection.  The amount of information available is increasing every day, and exists in a growing number of formats (Howarth, 2005, p205).  Organisation is necessary to facilitate information retrieval (Hider, 2012, p11).  Resources can be physically labeled and arranged, but to increase the efficiency of locating particular items, indexing is crucial.  Compiling an index allows individual items to have more than one point of access, meaning they have a better chance of being found by a user.   Resource description standards ensure metadata is consistent between creators, and can be shared across institutions (Hider, 2012, p104).

The physical aspects of this organisation are labeling and arrangement (Chan, 2007;  Hider, 2012, p11).  The intention of organisation is to make a resource easier to find.  Whatever system is selected for a library, it must be used consistently throughout.  One library cannot use both the Dewey Decimal Classification (DDC) and the Library of Congress system.  Labels should be applied as uniformly as possible to individual items (for example on the spine of a book at the bottom).  These labels are also metadata, as they describe the resource (Hider, 2012, p12).  DDC allows resources to be arranged so that books with similar subject matter are located near one another, and individual sections are alphabetized to further facilitate retrieval.

The intention of organisation is to make a resource easier to find.  Whatever system is selected for a library, it must be used consistently throughout.  One library cannot use both the Dewey Decimal Classification (DDC) and the Library of Congress system.   

The primary objective of the library catalogue, is that the user is able to locate what they need (Hider, p109).  

 

Chan, L. M. (2007). Classification and categorization. In Cataloguing and classification : an introduction (3^rd ed.) Lanham, Md.: Scarecrow Press.

Hider, P. (2012).  Information Resource Description.  Creating and managing metadata.  Facet Publishing, Great Britain.

Howarth, L.C. 2005. Enabling Metadate:  Creating Core Records for Resource Discovery.  International Cataloguing and Bibliographic Control 34 (1) (January 2005): 14-17. 

ETL 503 Thoughts on module 2

MODULE 2

Who guides selection?  This is a collaborative effort by the librarian and other staff. 

I was interested to read (Patron Driven Acquisition Article) of schools who allowed their collection to be driven by the students to a point, by selecting books that are able to be purchased IF someone needs and requests them to be downloaded.   How does this work in a primary school I wonder?  Not working in a school library yet, I am unsure.  I am envisioning the collection of a university library in this instance

This last sentence of the article is a great summary, and cautions the need for collection management to be a balance of PDA and librarian controlled:

Mixing Patron Driven Acquisition ebook programs with other forms of collection
management offers librarians the opportunity to meet the long term
goal of a well-rounded collection and the short-term goal
of providing access to electronic content just in time.

At the moment, the main thrust of change, or perhaps the most lauded benefit is that of cost cutting.  We should do it this way because it costs less. Which of course is a significant consideration.  Developing a collection driven by consumer need is bound to make it more relevant.  Is it more work for the user to discover the information they need than to simply choose from what is available?  Will it increase the divide between the technologically challenged, and those with the skills to search? 

This article focused on the experience of one library and the way they implemented PDA (California State Fullerton’s Pollack Library).  Their conclusion was they would continue to select material in this way, but in no way is there a suggestion that it make the librarians role obsolete.

 Developing collections to support teaching and learning
What is a balanced collection?

It will not look the same for every library, it will very much depend on the library’s purpose.

Collection Management Book

Developing a learner centred collection requires a plan, one in which the community to be served is involved in making decisions and is described in sufficient detail to clarify what, where and how a broad range of resources will be made available to them.  Policy becomes the written plan.  Clear, written policy creates stability and continuity in collection activities and indicates that the library media center is a business like operation willing to be accountable for its actions.  Policy is impersonal and safeguards the clientele from individual collector biases.  p19.


The librarians role is not inconsequential.  We must:
1.  Provide materials to support the curriculum, considering the characteristics of the schools student body.
2.  Provide material that encourages literary appreciation and factual knowledge
3.  Consider the different formats available to cater for differences in learning styles
4.  Support teachers by providing access to resources for professional development.

Although many members of the school community may contribute to the selection of the library materials, the responsibility for coordinating selection and making recommendations for purchase rests with the Teacher Librarian.

Owned and Accessed

This seems to be the major change in collection issues.  Previously, libraries owned their resources outright, there was a physical copy.  Or, when inter library loan was available, there was still a physical hold in your hands copy.  Now, although digital artefacts can be owned, they are often licensed for access for a period of time, and if the library wants to continue using the resource after that period, the license must be reissued.


I want it all and I want it now:  the changing face of school libraries.  Lesley Boon

I disagree with the proposed time frame for Millenials.  1982 - 2002 is a huge time span, and I know people at the ends of those who are less computer literate than I am, by choice.  To say that the rest of us are “outsiders to the ways of being and thinking that identify the Millenials” seems to be aggrandizing them as something other and better. 

This article is irritating.  So smug.  And I don’t think the author is correct anyway with a lot of the stuff she says.

Except the quote from someone else that says our fiction section should be growing, while the information section (physically) will shrink, as so much of it is now accessed digitally.  And that is simply common sense.

What should children read?  Mosle

This was an interesting look at non fiction vs fiction.  I think the problem with the way children write is a result of too many movies and video games and not enough Enid Blyton, Robin Klein or Veronica Roth.  Or any reading actually.  As a child I was immersed in books, constantly.  We had fairly dodgy television reception, and books were the option for rainy days.  Sunny days were about playing in the creek, and climbing trees.  To write well, it is necessary to read what others have written before you.

I don’t think writing is taught well in schools. My eldest son did the HSC last year.  We looked at some apparently high scoring HSC English responses to various texts, and as far as I could see, they were poorly expressed, pretentious efforts, that apparently ticked all the right boxes for getting the good marks.  Like there is some magic formula, a group of key words and ideas that if you include, you score well, no matter how terrible your grammar, spelling or expression is.  Tragic.

ENSURING QUALITY IN THE COLLECTION OF FREE INTERNET BASED RESOURCES FOR AUSTRALIAN SCHOOLS (ISOBEL WILLIAMS)

Same old argument, using internet resources requires work to ensure they are authoritative.

The “scope statement” is a statement of the extent of the collection, the audience of the the collection and the subject coverage of the collection.  For a collection of free internet resources it must cover issues such as content, accessibility, advertising, type, source, tech requirements, need for rego, language, geographical origin, level of cataloguing.  Can include what won’t be selected as well as what will. 

Just because a resource is free doesn’t mean that we don’t have to be rigorous is our assessment of it (that is probably too many negatives to be comfortable).  We should take more care, as they don’t have the authority of a large publishing house behind them.

Social Content Creation - Educause

 What is it?  Things like pinterest, tumblr, scoopit etc
How does it work?  Mostly it’s as simple as adding a button with options to your task bar.
Who’s doing it?  It is being used in higher education settings as well as by the general public
Why is it significant? They become visual scrapbooks, easy to browse
What are the downsides?  the rapidity with which they can be used mean there is a high chance of copyright infringements.  Also, context can be separated from visual content.  Often no privacy controls.
Where is it going?  there are now tools that allow you to move pins around, putting them close together if that is meaningful, separating them if not, writing sticky notes etc
What are the implications for teaching and learning?   Brainstorming in a visual format.

What to look for when selecting a curation tool:
*  tags
*  ability to post to multiple channels
*  adequate space to provide comments, evaluations or reviews
*  ease of dealing with images
*  ability to label license information
*  available as an app for curation on the go on a mobile device
*  compatibility with devices and browser used by students and staff
*  visual appeal.



MODULE 2.3 FORUM

I chose Brisbane Grammar School on Pinterest


They have 5 boards and 117 pins

Year 8 literature circle - gives students a place to go for reviews of books they are expected to choose for some project or other
Book sculptures - interesting stuff, for book nerds like me
Books to Movies - I have wondered about using this kind of draw card to get kids reading (read it in Barbara Braxton at one point and thought it was a great idea)
Augmented Reality examples - I assume this is related to some aspect of their curriculum.  Endlessly fascinating, and it was after watching one of the pinned videos that I pressed the follow button.



So there are some of my thoughts from reading through module 2.  A little scattered perhaps, but there was an enormous amount of reading, once again I feel like I am drowning in words.  And you would think that that would be ok with me, but the thing is, all these academic words take me away from my beloved fiction, and my own writing.  Plod on.

ETL 503 - Module one thoughts

Here I am at the beginning of another semester of uni work, starting a new subject.  I have decided (with the encouragement of my friend Nel), to just buckle down and do Resourcing the Curriculum.  It hasn't gone away, and it isn't going to, so I just have to do it and get it done.  So here I am. 

Module one has been less scary than I anticipated, and it is entirely possible that I over reacted by pulling out of this subject last year.  Twice. 

Here are my thoughts on module one:

MODULE ONE

Questions are being asked about whether we will still be resourcing with print media in the future.  If it is possible that technology will replace picture books.  Personally, I don’t think so, and at this stage I hope not.  There is something wonderful about sharing picture books with children, and while I have used storyline online for crunch and sip break, it is to complement my other methods rather than replace them.

I think the hope is that ebooks will be cheaper and take less space.  That seems to be the big draw for leadership, more bang for your buck.  Less impact on the environment too as we don’t need the paper.  Available all the time.  Books are automatically returned - so no fines, but also no lost stock.  Portable and light weight.

The Shatzkin Files

What to watch for in 2013.

Overall migration of sales from print to digital will continue to slow down.

Heavy readers were early adopters of devices, the people who didn’t switch are those who are resistant to the idea and unlikely to swap anyway.

 “Other than immersive” books will continue to lag in digital transition

This means books like reference books, or books with content that isn’t just text.  It costs more to create ebooks in these kinds of formats, and the possibility is that unlike plain text, the content will be diminished.

 Mergers and consolidation among publishers are likely to become more common after a long period when they haven’t been.

Penguin and Random house will merge.  There will probably be others

 Platforms for children’s books will become increasingly powerful gatekeepers.

Because Amazon sells the kindle, they own the customers and can set the prices.

 Marketing for publishers will be a constant exercise in learning and reinvention, and increasingly difficult to separate from editorial.



            *    *    *    *    *    *    *    *

The focus of the subject is the library’s role in resourcing the curriculum.

The library is key to equipping students to find the information they need and know how to use it.



Johnson - Libraries for a post literate society


Post literate society - those who can read but choose to meet their primary info  and recreational needs through audio, video, graphics and gaming.  Print is limited to bried personal messages, and highly pragmatic bytes of info.  Often supplemented by graphics.

mangas of presidential campaign informed the electorate in the US.
Introduction to Google Chrome was in the form of a comic.

Considerations for PL library:

 need to look at non print materials
graphic novels, audio books
gaming for instruction and recreation
high value online resources
resources for creation of audio and visual materials including space
personal communication  devices and wifi
teach critical evaluation of non print materials
teach skills necessary to produce effective communication in all formats
accept and promote non print resources as sources for research

Plato - “The fact is that this invention will produce forgetfulness in the souls of those who have learned it.  They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves”  He was talking about writing.

            *    *    *    *    *    *    *



The collection cannot afford to be an eclectic gathering of interesting resources that may be useful.  It had to be developed specifically for the school curriculum.

Pru Mitchell - Resourcing 21st century online Australian Curriculum:  the role of school libraries

The Australian curriculum has been published online rather than printed and distributed.  Some have taken this to mean it should be solely resourced with online/digital content, which is not the intention.

The Australian curriculum requires curriculum resources that are fit for purpose, the purpose is to support all young Australians to become successful learners, confident, creative individuals and active and informed citizens.

Know your learning community.  Need a locally available and relevant collection.

Facilitate access to all curriculum resources.

Make the most of existing resources
Provoke engagement and conversation.

            *    *    *    *    *    *    *


Collection Management and Collection Development

Used interchangeably to mean activities relating to:

identification (potential and available resources)
selection (what will we pick)
acquisition
evaluation (of existing collection)
deselection (weeding)

It is a continuing and systematic process, involving collaboration between the teacher librarian and the school community.  The starting point is analysis of needs.

Collection policy must be devised to clearly identify the needs of the school community and ho the collection management process will create and maintain a collection which will meet those needs.

Collaboration with school community is essential.

Johnson - Print and Electronic Library resources

Bottom line in this article is that it is a combination of print and digital media that creates meaningful learning experiences, it doesn’t have to be a choice between one or the other.

It isn’t necessary to replace print with “e” anything, they can coexist, just as radio and television and motion pictures do.  Still photographs exist alongside video.  Each have something different to offer.

Again, the push is probably about saving money again.

Loertscher - Digital and Elastic Collections in School Libraries:  A Challenge for school library media centres

This is the article that talks about how to stock for example the latest Harry Potter in digital format, starting with 500 copies in the first month, dropping to 30, then eventually just keeping one in the collection.  What a fantastic idea.  No-one would need to wait for a book again.

Evaluative and Reflective Statements on INF506

EVALUATIVE STATEMENT

This last post in Social Networking and The Library will evaluate and reflect on my learning over the summer session.  Engaged in the module readings and responding to those readings has allowed me to achieve the learning objectives of INF506.

The following three posts are those I will be using demonstrate my understandings:

1.       Blue Mountains City Library

2.   The Participation Gap and Online Privacy

3.   Social Media and the Library

Learning Objectives

1.    Social networking technologies

Social networking technologies are about participation and creation.  In my post Social Media and the Library, I examined three school libraries, and the social networking tools they have employed to engage their library community.  These range from social bookmarking tools, blogs, RSS and Facebook, to  specialized applications such as GoodReads and Bookcrossing. 

It is not enough to simply set up a Facebook page, or a blog or link to GoodReads, it is essential to have an understanding of the culture of whichever social networking tool is being used (Hafaele, 2008).   It is this grasp of how users are accustomed to using an application like Facebook that is a deal breaker for success. The library webpage can’t expect to operate outside the conventions of an application, if the point of using web 2.0 tools is to meet people where they are familiar and comfortable, we need to be consistent with the accepted format (Brookover, 2007).   

                                                                             

2.          Concepts theory and practice of library 2.0

If Web 2.0 is about participation and creation, Library 2.0 is customer driven – responsive to and informed by the use of social networking tools.  (Casey and Savastinuk, 2006).   Library 2.0 occurs in the context of user needs.  Additionally, Miller (2005) points out that libraries themselves are participants also, not just the end user, an interesting perspective. 

I explored this new style of responsive library by looking at the Blue Mountains City Library website on the 4/12/12.

Creating a list of 8 criteria for effective library websites by selecting those that seemed most relevant from Matthews (2009), I applied them to BMCC library.  My number one criteria at that stage, was looking for up to date information and regular postings. Under this criteria, I included response from the library.  A facebook page or blog which is not regularly updated or unresponsive will not engage the community (Crawford, 2008).

By the end of the semester, I would include in the list one further criteria – understanding the culture of the tool being used (Hafaele, 2008).

3.     Examine features and functionality of SN tools to meet user needs

Social networking tools are not static applications.  To keep users interested, they must be busy, there should be change, it is not “finished” once it is set up, setting up is only the beginning.

Facebook for example should include the things that people expect to see there, yet be blended with library business.   The average Facebook wall is a patchwork of updates, photos, videos, stories and humour.  How does this translate to a library Facebook page?

There are libraries harnessing Facebook, and the key to their success seems to be their grasp of the concept of culture that Hafaele (2009) describes.  I identified Goldenview Middle School Facebook page as an example (27/1/13).

Facebook is a medium (at this stage) for people over 13, so is unlikely to be utilized in a primary school library.  That said, the Facebook “rules” could easily be applied to a school library blog – a safe place for students, that could serve a similar function.  This is how I would approach a primary school library blog. 

4.          Evaluate SN technologies to support informational and collaborative needs of communities.

Unless we are able to determine what our user communities want from their online library experience, we will not be able to effectively meet their information needs.

In the Social Media and the Library post, I observed that Brisbane Grammar School use 11 SN tools.  Some of these tools double up in function, and there is little to be gained from using for example 3 different social bookmarking applications.  Evaluating which is the right tool for the situation is essential (Harvey, 2009).  

5.          Understanding of social, cultural, educational, ethical and technical management issues in a socially networked world, and its implications for policy development.

Developing policy around use of social media must be purposeful, the guidelines must be clear.  I considered this in some depth in my post on the 26/12/12, in particular, what is called The Participation Gap (Jenkins et al, 2006), and online privacy. 

We cannot expect students to intuitively know what is right, so teaching must be explicitly informed by well developed policy.  Online etiquette is a developing subject, as it is a relatively new medium.  Students need more than the device and the connection they need comprehensive instruction and guidance about online culture, ethical expectations and technical issues. 

REFLECTIVE STATEMENT

At the beginning of the course, when I listed my use of social networking for the first assignment, I realized that I was already well connected online – a user of Facebook, forums, games, twitter, photobucket, youtube, pinterest, delicious, rss, blog reader and writer.  However.  My use was not always well informed, and I didn’t feel that I was exploiting at least some of the applications to their full potential.  INF 506 has guided me through an extensive reading list, which has informed my use of various social networking tools far beyond my knowledge prior to the course.

Facebook

Initially, I found the Facebook platform for our class discussions difficult to navigate, and felt that our contributions lacked some of the depth of the discussion on the university forums.  As the course draws to a close, my opinion has changed, we have met on Facebook as colleagues, sharing in ways that I have not seen on the forums - sharing articles, ideas and pictures.   I am glad I continued to post, I described it as feeling “exposed”, but was encouraged by the contributions of others. 

Delicious

I had already tried out Delicious before this semester, but didn’t persist, I was determined to make a bigger effort this time around, and while I still find it difficult to use, I have persisted, and found that tagging became easier as I forced myself to consider it logically.  I used it when researching my assignment, and found it was far more helpful as an organizational tool than I had anticipated – mostly because of the tagging feature which I had been resistant to initially.  I even searched for similar tags, which produced some useful resources.

I still feel that I am not using it to potential, but I am beginning to see how social bookmarking is a useful tool.  I have discussed my use of Delicious in this blog on the 27/1/13.

I would like to try a different social bookmarking application, such as diigo, to explore whether it would suit me better.

RSS

I have used RSS to set up the beginnings of a personal learning network.  Google Reader is embedded in my iGoogle homepage, and feeds from various journals and blogs are delivered there.  I am still not reading everything that appears there, and think I need to be even more selective about the things I subscribe to.   I look forward to refining this, and now have the skills to do it.

Second Life

I participated in two guided tours of Second Life with Carol Gerts over the course of the semester.  It wasn’t until I watched the youtube videos shared by Northern Beaches Christian School that I really started to understand how exciting virtual worlds could be in education.  It is something I would like to explore further.

Blogs

I have had a blog since 2004, that I work on sporadically.  I am not a super blogger, and my posting history is most remarkable for its lack of regularity. 

Looking back over the course, it is interesting to see my understanding of social media grow.   I appreciate the discipline needed to write regularly in response to my reading.  I have also enjoyed following the posts of my colleagues as they wrestle with the same issues, highlighting the social aspect of blogging.  Although I acknowledge that I am part of the 90% who do not respond (Dillingham, 2009), other than in their own heads.

Flickr

I confess to being perplexed by flickr.  I set up an account, I’ve used it to source creative commons images.  I’ve looked at the photostreams of various schools, and for the most part, I think it is underutilized.  Comments are sporadic at best, but often non existent. 

I will persist with Flickr for creative commons image, and I would like to try a photo challenge, uploading a photo of something specific every day for a month,

perhaps using the list from this website.

 Twitter

I have started to develop a twitter network, following 20, with 5 followers of my own (although this number ebbs and flows).  I am still not a regular tweet-er, though I have come to understand the value of these short bursts of information.  Having a more thorough understanding of the function of tagging has been useful.

Project

The research involved in my project gave me renewed confidence in my development as a social networker.  My hypothesis was that it wasn’t necessary to utilize every tool available when designing a library website and that judicious selection was more useful.  I would extend this to my own use of social media.  It is acceptable to not use every social networking tool.  At the moment, I am comfortable with Google reader to collect my RSS feeds, Facebook groups to keep me in touch with colleagues, and a blog to articulate my thoughts about what I read and learn.  I anticipate that gaining employment in a library will push me to extend that to twitter, and to reaching out to my library community.

I have travelled from using social media for primarily social reasons, to understanding how valuable it is to me as an information professional.  Both to engage and enrich student learning, but also to keep up to date and in touch with new developments of interest professionally.  I have set up my presence as a librarian online, using a consistent user name across accounts on twitter, delicious and flickr.  My PLN is developing, and I use Google Reader to catch my RSS feeds, this is set up to appear on my homepage. I don’t want to be representative of this:

  Screenshot from: Lost in Mobile 2002 – 2012.

REFERENCES

Brookover, 2/ (2007).  Why we blog.  Library Journal 11/5/2007.  Retrieved January 12, 2013 from http://www.libraryjournal.com/article/CA6497263.html

Crawford, W (2008), Libraries and the Social Web.  Cites & Insights: Crawford at Large, Volume 8, Number 11.  Retrieved January 15, 2013 from http://citesandinsights.info/v8i11b.htm.

Casey, M. & Savastinuk, L. (2006). Library 2.0: Service for the next-generation library, Library Journal, 1 September. Retrieved  January 20, 2013 from http://www.libraryjournal.com/article/CA6365200.html

Haefele, C.  (2008).  Culture and social networking sites, Hidden Peanuts.   Retrieved January 15, 2013 from http://www.hiddenpeanuts.com/archives/2008/01/17/culture-and-social-networking-sites/

Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century.  Retrieved January 21, 2013 from  http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Lost in Mobile (2002 – 2012). Retrieved on February 2, 2013 from http://www.lostinmobile.com/home/if-someone-from-the-1950s-suddenly-appeared-today.html

Miller, P. (2005). Web 2.0: Building the new library, Ariadne, 45, 30 October. Retrieved from http://www.ariadne.ac.uk/issue45/miller

INF 506 - Social Media and the Library

Use of Social Media at 3 different secondary schools across the world.  

	Castilleja	Brisbane Grammar School	Goldenview
Pinterest		✔
Facebook	✔		✔
Twitter		✔
Flickr	✔
Goodreads		✔
LibraryThing		✔
Blog	✔	✔	✔
Delicious		✔	✔  *
Diigo	✔	✔	✔
RSS	✔	✔	✔
Spineout		✔
Goodreading		✔
Vimeo
Bookcrossing		✔
TOTAL	5	11	5

* Link marked Delicious but leads to Diigo.

Web 2.0 is about participation, it is dynamic rather than static in nature. Users are contributors.   Johnson and Valenza (2009) insist that we maintain an online presence, as our future relevance depends upon it.   I’d we don’t keep up, we will be left behind and our users will find other ways to fill their information needs.  As a user, when I want to know something, I do go to google and look for it, and increasingly, Facebook pops up in the search results.  Some pages are well done and worth having, others hugely frustrating, and better off not being there with the lack of helpful information given.  As an example of a truly useless page that had me gnashing my teeth in frustration here is the Penrith Panthers Fireworks for New year page).  It could have been great.  New Years Eve, it had even less information than is on there now, almost a month later.  A Facebook page that is not updated, or a blog with infrequent posts are not going to engage patrons (Crawford, 2008), and become a tool that frustrates users rather than being useful. 

Facebook is primarily seen as a tool for connecting socially, so where does the library Facebook page fit into that culture?  And education in general?  With 1.01 billion users in September 2012 (figure from Yahoo Finance, 2012), it is clear that Facebook is an important social media tool that has potential to impact education for students over 13.

Goldenview Middle School have created a lively page, and in 2012, made 112 posts. There are a significantly higher number of comments and likes, and the library staff are responsive to their community.  Questions do not remain unanswered for long.  Goldenview understand the culture of Facebook.  Their posts are relevant, yet interesting and varied.  It is not just a list of announcements –there are pictures and videos linked, some humorous, interspersed with announcements.  The librarian also uses it to have conversations about online safety issues.

Used well, social media can make the library feel more personalized, and the connection is in a form that is already very familiar to most patrons.  Blogs fall into this category also, and increasingly, schools are using blogs as a way of connecting.

BGS have used a lot of tools to engage their community, and perhaps have taken on too many things, as there is little participation evident in the form of comments on blogs.  When only 10% of a community are active participants, while the other 90% watch, using more than one or two social media tools will be unsuccessful at engaging patrons in discussion. 

Using multiple applications that have the same purpose is not a good use of time, and the effort of keeping each one up to date is unlikely to be worthwhile as far as community benefit (Harvey, 2009).  The same can be said of using more than one social bookmarking application, which allow users to save articles and websites to one place (DesRoches, 2007).  If two are used, it is no longer simple.

When considering how patrons will contact the library, it is unnecessary and potentially damaging to provide more than a couple of options, as it increases the likelihood that messages will be overlooked (Harvey, 2009).  The patron who feels ignored, is not happy, and an unhappy community member has a wide scope for expressing their dissatisfaction.  Customer response must be fast, positive and consistent

Crawford, W (2008), Libraries and the Social Web.  Cites & Insights: Crawford at Large, Volume 8, Number 11.  Retrieved on January 15, 2013 from http://citesandinsights.info/v8i11b.htm.

DesRoches, D. (2007). All Together Now: Social Bookmarking Offers a New Way to Store and Share Web Sites. School Library Journal, 53(1), 33.  Retrieved on January 18, 2013 from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ755104&si

Harvey, M.  (2009).  What does it mean to be a science librarian 2.0?  Retrieved on January 1, 2013 from http://www.istl.org/09-summer/article2.html

Valenza, J and Johnson, D (2009).  Things that keep us up at night.  School library Journal, v 55, no 10 pp28 -32.  Retrieved on January 14, 2013 from http://www.schoollibraryjournal.com/article/CA6699357.html

Yahoo Finance (2012) Number of active Facebook users over the years.   Retrieved on January 17, 2013 from http://finance.yahoo.com/news/number-active-users-facebook-over-years-214600186--finance.html

 Castilleja Girls School (USA)   http://library.castilleja.org/category/recent

Brisbane Grammar School (Australia)  http://libguides.brisbanegrammar.com/libraryhome

Goldenview Middle School Library Anchorage (USA) http://goldenviewlibrary.blogspot.com.au/