Outline for presentation:

Introduction (5-7 minutes)

• video
  • Just as an aside, the biblioblogosphere (a social network we won't really be covering here) had a lot to say about this
• Wikipedia's definition (with note of the history of that definition?)
  • http://en.wikipedia.org/wiki/Social_software

•  Show our Wiki

In What social networks can the library be effective?  (What makes library participation effective?) (25 minutes)

• Facebook: (Aaron and Dave)
• • What are these sites.  Name Myspace, Friendster, Facebook. (AA)
  • Facebook.  Who uses it?  Change from .edu addresses to open to all. (AA)
  • Log in.  Newsfeeds.  Segue into privacy.  (AA)
  • Privacy thoughts (DC)
  • Profiles (AA)
    • Browse/ Search
    • Communication via
  • Groups (AA)
    • My Groups
      • Access to Research Now! (What is this group?  How is it functioning?)
    • Search groups (example: Macalester Economics)
    • Mention MNObe group
    • Hand off to LS to discuss her group.
•  
• Flickr (LeAnn)
• Social Bookmarking (Heather and Iris)

   

  • Effective uses (personal, professional, curricular)
    • Heather's Furl
    • Iris' Del.icio.us
  • Sending links to people
  • Saving all kinds of info
    • http://seneca.sunyconnect.suny.edu:4600/F/?func=item-global&doc_library=MOR01&doc_number=000066927&year=&volume=&sub_library=

What is the library's role in the various social networks? (45 minutes)

• Social tools as a library collection
  • Collection Development
  •  What do we select/collect?
  • Creating curricular bookmarks as link collections
  • relationship between free web sources and our traditional collections
    • what we're collecting in libraries is changing (licensing rather than buying)
    • the free web is related to this in that it's part of the overall shift
    • how do we think about these tools in relationship to what we have in our stacks and on our servers.
    • the free web is becoming the social web, it's not a subset of the web
  • Working with Students (Teaching)
    • Teaching social tools for organization

• examples:
• furl: htompkin tools
• del.icio.us: http://del.icio.us/ijastram/tools
• Teaching/Initiating students into new modes of communication
  • RSS feeds (librarian to librarian, librarian to community)
    • Examples:
      • Iris' Image Collections (http://del.icio.us/ijastram/image_collections%2Bcurricular http://apps.carleton.edu/campus/library/help/help/liaisons/ijastram/imageRSS/ )
  • Choosing appropriate tools (and demonstrating how and why choices are made)
    • Writely for HIST class
    • Bookmarking
    • note-taking, organizational, photo-editing, etc.

• Social tools and scholarly communication

• Changes in models/assumptions about "information seeking"
  • novice/expert
  • push/pull

• Using social network tools and social web concepts to teach students about research and scholarly communication
  •  (When you friend someone, it creates a network between you and that person that can be traced back, like citation searching)

• Libraries create content on the web

• Personal/Professional Development
  • Tools for the sake of workflow, not for the sake of tools (Preparing for classes and presentations, maintaining current awareness)
    • Wikis (Such as this one)
    • To Do lists to coordinate projects
    • Google Docs and Spreadsheets
    • Google Reader and Bloglines
    • Bridging Reference Blog
    • IM (on web pages such as Iris' liaison page)
    • 5 Weeks to a Social Library
  • Managing your tools
    • identities
    • privacy

• Library as collaborator (Dave)
  • Crosses departmental boundaries

Discussion (45 minutes)

• Do we lead? or do we follow?  Are we responsible for learning tools before the students or are they only important once students are there? (LS)

• Who is responsible for teaching and learning this stuff?
  • Connect to IL
  • Connection to IT
  • Privacy
  • Ethical Use

• Strategies for learning/keeping up
  • Making decisions

Collect questions for small-group work