Are Libraries Stretching Themselves Too Far?

A thought ran through my head as I examined the case studies for this week plus other examples linked from them and the examples referred to by Farkas in her post: do libraries need to develop a presence on an online social network?? The reason this thought stayed so prominently in my mind is that a lot of the examples of libraries’ efforts on MySpace and Facebook seem awkward, out of place, overly busy with detail (not well laid out) or too unused to be of interest. In the MySpace environment, the advertising strip at the top of the screen, plus all the MySpace tabs distract from the library’s presentation; having library information on a commercial site doesn’t fit. Orange County Library System had to state a disclaimer: “the views and opinions expressed in the ads and banners of MySpace are not those of the [library]”.
I also found the set MySpace profiles very odd—libraries were given a "gender", an "age" (e.g., 86 years old), a "sign of the zodiac", a "level of education". What teen would want to converse with someone 86 years old on MySpace?! In other words, I don't think the commercial online social network environment fits the library context at all well.

I noticed that many of the “friends” on the MySpace library environments were musicians, composers, narrators, puppeteers, theatre groups, authors—people interested in advertising themselves, and people thanking the library for its having advertising them. The ordinary teen patron might be interested in linking to these “friends” and finding out more about them. In a way, there is a networking going on—perhaps this would be a good purpose for a library presence on MySpace.

A site that set itself apart from all of the commercial online social network presences is MyOwnCafe, set up by the Southeastern Massachusetts Regional Library System. Because it was not on a commercial site, it would be more difficult ot find. But the site states its purpose clearly: “a site where teens…find out what other teens in their own and nearby communities are talking about, reading, listening to, watching, pl.aying, and doing…a place to find information and post information..a pladce to do research and get help with research." It pays to design a professional looking site. Downloadable music, a chat reference service, a portal to the catalogue, advice on careers and scholarhships—there are information of interest to students gathered in one place.

The Hennepin Country Library had a clean, bright design, with a catalogue portal, and links to many other parts of the library's website, also gathering information in one place. But isn’t that what websites--and some blogs and wikis for libraries--were doing already? Yes, but perhaps a choice of information gathered to cater to the young audience makes this environment more useful for them.

The UWO Live Journal is a idea for a networking opportunity that libraries could use. I was impressed that there were 399 members. A teen chat equivalent could be sponsored by the library—to serve a question and answer purpose for information finding for students. The UIUC Undergraduate Library MySpace is also well used, with links to 520 “friends", but I am not sure the library has a role as a link to the often very personal conversations on the "friends" pages.

In conclusion, online social networks are just one of many options in social software available to libraries, and I think libraries should restrict themselves in which software they choose and make a really professional resource out of their choice.

Online Social Networks - A Role for Libraries?

“Information is no longer king of the Internet; social networking IS” (Blowers). Perhaps this is a reflection of the fact that there is now a much broader spectrum of Internet users.

It’s funny to discover that, in his musings about online social networks, Stephen Abram had quoted Joni Mitchell just as I did last week. Sure, people have been aware for a long time that change is constant (Abram quotes Heraclitus), but the pace of change is increasing at an ever faster rate and will continue to do so; we’re ever adapting to new developments. However, I like the French expression, “plus ça change, plus ça reste”, meaning "the more things change, the more they stay the same". Although new developments in technology allow us many new opportunities and new learning challenges, human beings are the same in their behaviours. Whether they socialize in person, on the telephone, on chat lines, or through online social networks, they still have the same wants and needs.

With the proliferation of social software types, libraries are exploring new ways of reaching potential and actual patrons online. Farkas feels that “the more links to the library the better”; this is probably inevitable as software types continue to proliferate. However, I think it is important that the appearance of the various link pages is made similar to be easily identifiable. Trouble is, it takes time to set up a really effective presentation, and it is hard for many libraries to drum up first the expertise and second the hours needed to develop and maintain their online presence. Farkas comments that among the few successes there are many failed attempts by libraries at using the two all-pervasive giants of online social networking, MySpace or Facebook.

As several authors commented this week, libraries are wasting their time if they are using these software just to be “cool”; there has to be a purpose. Abram assures us that online social networking is a trend; in other words, it is here to stay but will evolve. The problem is, the particular software being used is a fad—the migration from MySpace to Facebook by many in search of improved privacy in recent months illustrates this. If the library’s goal is to provide services to or to receive input from patrons where they are, the library must remain proactive in seeing changing patterns online and being ready to establish a presence on the next new software advance.

Schmidt suggests that library staff ask teens to manage the library’s MySpace account—this would need a group of very committed teens. Farkas discusses an important point—do the young patrons want the presence of the library among their friends, in their “space”? It is indeed important to poll the individual community before establishing a library account. I would like to see a study done about the reaction from youth with MySpace or Facebook accounts to their library’s presence.

Amongst all this is the library’s role as educator in wise use of online social networking. Parents would be interested in information sessions. Teens could be best reached as they use the networks, with discussions about privacy and about rules of behaviour.

Asynchronous Communication--do Online Social Networks replace email?

Such software as Facebook and MySpace are the asynchronous communication of a new era, becoming used more than email by teens.

However, for me, emails are far more satisfying--more in-depth. In my experience with my Facebook account, an advantage is the multi-person asynchronous private conversation. I believe in-depth conversations should be put online only within private access conversations. However even these are quite brief. I am hesitant about revealing too much detail in an online social network conversation. I have not filled in most of the identifying information on my Facebook profile. I have put up a picture, but am hesitating about keeping it there.

When I have time, I enjoy surfing on Facebook, to see who is connected to whom in the network, and taking a peek at other people’s lives. I can see the neat opportunities for making connections with people. I think the breadth is there for networking, but the depth (in conversations) is not, nor should it be.

Online Social Networking and Education: Issues

There is much debate about issues surrounding online social networking; many issues are related to how these networks fit or clash with educational settings since the largest growing number of users of these networks comes from teens. I gleaned from this week’s readings comments that I felt were significant to the discussion.

For example, Williams does state that students in class are rude by being distracted by the IM, Facebook, or whatever else they have open on their computer—an updated equivalent of sending messages on paper, doodling, or shooting peas through a straw. In other words, students have always been easily distracted. It is hard to capture and keep someone’s attention. I feel that a well taught class with a dynamic instructor who involves students in discussion will not have much problem from the distractions. The distractions are more the effect of a poor class than the cause of the disruptions. Williams argues that professors should reorganize courses to make students an integral part of the learning process. Does he imply that today’s students are more demanding and less respectful or attentive? More self-centred? Perhaps the fast pace of multi-tasking and partial attention resulting from the many media available to students has moved ahead much faster than teaching methods. But I’m not sure that in-depth learning can occur in a fast-paced environment.

Roush and Barrett discuss the dangers of online social networks—adult predators, harassment and bullying. Such activities are unpleasant and real, but not new. The problem is that they are spreading since social networks online are so visible and large. I agree with Barrett that there is a need to educate children to use online social networking tools wisely, to be aware of potential dangers and know how to react. The frequent mention in the articles of how unaware teens are of the digital footprint they are leaving online is a comment I have encountered many times in news articles. Teens are not looking at the larger picture of the longer term consequences of their placing very personal pictures and opinionated comments online (in terms of these being visible to future employers, police, harassers). But then, teens were never known to look beyond the here and now at the long term consequences of actions. It will be impossible to regulate access, and attempts such as banning online social networks from schools may well drive teens underground.

Hewitt and Forte’s study of Facebook use by faculty at a university found that one-third of the students who have faculty on Facebook feel that the faculty don’t belong there (an opinion expressed more often by female students than by male students). I can understand that the students want private conversations. I also think there is an advantage to getting to know faculty better--perhaps the lack of control on online social networks makes them less appropriate than get-togethers in person for such interactions.

It is exactly a lack of control that Hewitt and Forte discuss, and their conclusion about online social networks seems realistic: using the networks is a trade-off. The user needs to balance the potential social gain associated with new opportunities to establish ties against the social pain of relinquishing control over the presentation of oneself.

I enjoyed the discussion between Jenkins and Boyd about MySpace and the consequences of introducing the Deleting Online Predators Act: although both are convincing supporters of online social networking and present many advantages, they approach the topic from very different angles, reflective of their experience and research. They emphasize the importance of educating parents in how to communicate with their children about their experiences online and about how to deal with dangers. They point out that an effect of the legislation would be the banning or restricting use of computers in many schools, thereby increasing the digital divide.

Online social networks are here to stay--let the users beware.

Online Social Networks as a mirror of society

Humans are social beings. They need to interact. Online social networks are a new advance in methods of developing the social relationships so important to humans (as described in Wikipedia). However, I find Danah Boyd’s explanations for the popularity of online social networks a rather sad comment on today’s society. Teens do not have a place to hang out, a public place to mix and mingle: society is not as safe as it used to be; simpler pleasures such as roller rinks have been superseded by activities more dependent on technology (think, for example, paintball guns, video games). Youths of today have not been allowed to just go out and play all day. Their lives have been very organized for them, with activities filling their time. As society moves at a faster pace and changes at a faster pace, their demands of life increase at a faster pace. The new space for teens is cyberspace, accessed from the confines of their computer, but leading to the freedom and the social interactions the teens are seeking. It seems that our lives are leading ever farther from the real world, and our connection with the real world is being lost. “We won’t know what we’ve lost ‘til it’s gone” (adapted from Joni Mitchell). All this sounds very gloomy, but I think it opens the discussion surrounding weighing the tremendous opportunities offered by online social networks against the problems they create.