Introduction
This report
documents a Comparative analysis of social networking tools and technologies
for International School librarians in Asia. The case study research methodology
- defined as “examining contemporary phenomenon within its real-life context …
and it relies on multiple sources of evidence” (Yin, 2003, p.13, cited in
Shanks and Bekmamedova, 2013, p. 174) was employed in a critical paradigm (Shanks & Bekmamedova, 2013) in order to critique the status quo.
The first
part of this study investigated the academic school and teacher librarian
environment in Asia. This was followed
by cataloguing the various networks available to school librarians and the
social networking tools and technologies employed. A visual mapping of the relationships between
social and professional networks and libraries, schools, school libraries,
countries, regions and curricula was made.
Finally, school librarians were surveyed on their participation in
online social networks.
The report
concludes with a critical analysis of the social networking tools and
technologies and their participants with some recommendations for professional
network organisations and for individual librarians.
Social
media, networking, technologies and tools
According
to Kaplan and Haenlein (2010) Web 2.0 provides an “ideological and
technological foundation” (p.62) for social media to exist while it is user-generated
content (UGC), which defines it. Social
media tools allow users to create, add, revise and change content (wiki, blog,
forum, mashups, podcasts), tag and rate (social booking marking), curate
(aggregators, RSS), maintain or build relationships or networks (Facebook,
Google+, LinkedIn) and share content (text, video, photo etc.). When one adds
in collaboration with others in online communities, social networking arises. (Brouns et al., 2011; Kaplan &
Haenlein, 2010) “The main idea underlying
collaborative projects is that the joint effort of many actors leads to a
better outcome than any actor could achieve individually; this is similar to
the efficient-market hypothesis in behavioral finance” (Kaplan & Haenlein, 2010, p.62).
D’Andrea, Ferri, & Grifoni,
(2010, p. 7), identified four main motivational
categories that lead people to join Social Networks: Exchange Information,
Social aspect, Friendship and Recreation, as outlined in the table below.
 |
| Source: D’Andrea, Ferri, & Grifoni, (2010, p. 7), |
One type of
social networking is the Personal Learning Network (PLN), “a group of people
who are connected by shared passions or common interests, and who benefit from
shared learning.” (LaGarde and Whitehead, 2012, p. 9). Learning is non-formal and contributes to
professional development while the best sites make it easy to locate resources
and information including people and content (Brouns et al., 2011) and combine
the collective knowledge types as summarised by Hecker (2012, p.430).
 |
| Source: (Hecker, 2012, p. 430) |
Background
Study
Asian
International School Landscape
The Asian
region covers over 48 countries (Asia-Pacific
Center for Security Studies, n.d.) and over 3,200 languages from 28
linguistic families (United Nations Office for the
Coordination of Humanitarian Affairs (OCHA), 2011). While it is difficult to quantify the number
of International Schools in the area, an indication can be given by the fact
that the International Baccalaureate Organisation (IBO) covers 599 schools in
28 countries (IBO, n.d. a&b), while The
Federation of British International Schools in Asia (FOBISIA) has 40 schools in
12 countries (FOBISIA, n.d.), and the East Asia regional
council of schools (EARCOS) counts 134 schools in 21 countries (EARCOS, n.d.). For the purposes of this study, Australia and
the United States of America (USA) were excluded and only schools providing
education in the English Language were considered.
Asian
International School Librarian and professional social networks
According to
LaGarde and Whitehead “The school
library can be a lonely place. These days, tight budgets and fiscal shortfalls
have created a new breed of solo librarians—a group of educators who not only
have to do more with less, but who, increasingly, also have to do it all
alone.” (2012, p. 9). This is
particularly true for International school librarians in Asia, who may find
themselves isolated from their professional peers due to a number of reasons, including
limitations or cuts in library budget, limited social and cultural importance
given to school libraries, language barriers and geographic dispersion. As a result a number of physical and virtual professional
and social networks have sprung up in order to cater to their learning,
information exchange and social needs.
Most
networks rely on a combination of a wiki and a listserv. All wikis were current and had an update in
the last six months, although most of the recent updates were membership
updates with some conference or professional development information. Most had
quite a bit of non-current information such as newsletters from 2008 (IB Librarians Continuum, n.d.); adverts for a professional
development conference “coming soon” … in 2011 (Schools International Library
Cooperative ASIA (SILC-Asia), n.d.), “next set of Author and
Storytelling visits” … for 2006/2007 (Association of China and Mongolian
International Schools (ACIMIS), n.d. -a)
|
Membership
|
Knowledge Base
|
Listserv
|
Last update
|
ECIS
(European Council of International Schools) iskoodle
*
|
555
|
Moodle
|
iskoodle
|
Dec-13
|
IB
Librarians Continuum **
|
352
|
wiki
|
none
|
Nov-13
|
ALESS
(Association of Librarians in English Speaking Schools - Hong Kong)
|
61
|
wiki
|
Yahoo Groups
|
Nov-13
|
SilcAsia
(Schools International Library Cooperative Asia)
|
31
|
wiki
|
Yahoo Groups
|
Apr-11
|
ISLN
(International Schools of Singapore Library Network)
|
33
|
blog
|
Google Groups
|
Dec-13
|
SLN
(Shanghai Librarians Network)
|
85
|
wiki
|
Yahoo Groups
|
Dec-13
|
BJLN
(Beijing Librarians Network)
|
55
|
wiki
|
Yahoo Groups
|
Dec-13
|
ACIMIS
(Association of China and Mongolian International Schools Librarians Network)
|
32
|
wiki
|
Yahoo Groups
|
Apr-13
|
VIETLIB
(Librarians in Vietnam)
|
16
|
wiki
|
Yahoo Groups
|
Nov-13
|
|
|
|
|
|
* of which ECIS Members in Asia
|
102
|
|
|
|
** No
breakdown by country or region
|
|
|
|
|
An
exception to currency and activity was the ECIS Library iSkoodle, where the
Asian members were checked and it appeared that about 50% had been active in
the last six months, although 25% of members had never participated on the
forums.
ECIS Asia
|
Total
|
Active last 6 months
|
Never active
|
China
|
27
|
16
|
7
|
|
Singapore
|
21
|
12
|
5
|
|
Hong
Kong
|
16
|
4
|
3
|
|
Thailand
|
13
|
2
|
6
|
|
Korea
|
11
|
6
|
2
|
|
Vietnam
|
8
|
4
|
2
|
|
Japan
|
2
|
2
|
0
|
|
Malaysia
|
2
|
0
|
0
|
|
Indonesia
|
1
|
1
|
0
|
|
Philippines
|
1
|
0
|
0
|
|
|
102
|
47
|
25
|
|
|
|
|
|
|
|
After
reviewing available information on International Schools in Asia, School Networks,
Librarian Networks, School library networks, curriculum options as well as
national and regional networks, an attempt was made to create a schematic
diagram of how these fit together as depicted below.
Survey
Methodology
After
review of sites above, in order to gain an understanding of the availability,
strengths and weaknesses of existing social networks and to analyse these, asurvey (Appendix B) was set up in Survey Monkey (Bailey, 2013) and posted on the forums or
listservs of known international school librarian networks (Appendix A) with
the assistance of members or moderators.
Participants
were asked about the professional networks they had joined, their level of
participation, motivation for membership, and also asked to indicate which
other social networks they used privately and professionally. They were then requested to indicate which
network best met their needs and to speculate on what an ideal network would
consist of. To ensure respondents were
from the area under study, they were asked which country the resided in, and
their country of origin.
Results
76 people
responded to the survey. 17 respondents
were not residing or working in Asia, however one had worked in Shanghai
previously and another was moving to Beijing and therefore participating in
Asian networks so their surveys were therefore considered to be valid, leaving
61 useable responses. Related to the
professional networks where Asian membership was known, the response rate
varied between 11% (SLN) and 45% for SilcAsia, which is statistically
acceptable.
|
Responses
|
Asian
Members
|
Response rate
|
ECIS
|
26
|
102
|
25%
|
ALESS
|
15
|
61
|
25%
|
SilcAsia
|
14
|
31
|
45%
|
ISLN
|
13
|
33
|
39%
|
SLN
|
9
|
85
|
11%
|
BJLN
|
7
|
55
|
13%
|
ACIMIS
|
6
|
32
|
19%
|
VIETLIB
|
4
|
16
|
25%
|
|
|
|
|
Catalogue
based
|
23
|
unknown
|
|
IB
Librarians
|
22
|
unknown
|
|
Home
country
|
20
|
unknown
|
|
IASL
|
19
|
unknown
|
|
KLLN
|
8
|
unknown
|
|
Congruent
with most research on Virtual Social Networks (VSN), most of the respondents
primarily read questions and answers on the forums as can be seen by the graph
below. However, smaller networks that combined meetings with a VSN such as
ALESS, ISLN, KLLN, and VIETLIB tended to show more participation in posting and
answering questions. An exception to this trend is to be found in ECIS. This
could be because it has a tight-knit community or it could be a self-selecting
bias on the part of the people who decided to participate in the survey.
As far as
the motivating factors for joining is concerned, as was expected, the
professional networks were joined primarily out of a learning motivation. It seems the more distant geographically from
the respondent the network was, the more inclined they were to state “Education
/ Information Exchange” whereas local organisations which combined a physical /
meeting element to their online presence had respondents responding on the
social, friendship and recreational aspects.
In the case
of social media, Twitter followed by Google+ were the preferred tools
professionally, and Facebook privately. This
makes sense as research indicated that 2006 was the watershed year for
blogging, when new social networks such as Twitter and Facebook became more
important in the Library and Information sphere (Torres-Salinas,
Cabezas-Clavijo, Ruiz-Pérez, & López-Cózar, 2011).
The hashtag #TLChat created and promoted by Joyce Valenza possibly
assisted with this.
While almost
all respondents used some form of social media (as seen by Bosque, 2013 too),
many commented on the amount of time it took and the respondents living in
China added that they had limited access to most of the popular sites. Besides the sites indicated in the survey,
other sites commented on included LinkedIn, Edmodo, Reddit, Instagram, ScoopIT
and Yammer.
In response
to which social network best met their needs, there were a wide range of
answers with only ECIS iSkoodle (16 votes) and Twitter (8 votes) showing any
superiority. As one respondent commented
“Follett-Talk for Library Automation Software needs; KLLN for local info and
collaborative efforts; LM_Net, ALA and AASL for broader professional
support.... Different networks for different needs.” This view is supported by
an attempt to map the networks of two librarians living in Singapore.
Finally
respondents needed to consider what their ideal network would look like
assuming there were no technological or cost constraints. Responses were analysed using thematic
analysis and category coding, a methodology considered appropriate for
unstructured data (Williamson, Given, & Scifleet,
2013). In the search for common themes,
the research of Brouns et al. (2011) into “Learning Networks for professional development of university staff” was
consulted, looking to identify unmet needs of this group and their suggestions
of tools and platforms which could satisfy those needs.
The two
most important themes identified are related – namely the time consuming nature
of social networks and the need for a centralised networking possibility. In the first instance phrases such as
“simple”, “simple approach”, “don’t want to be online all the time”, “takes
time”, “too much technology is time consuming”, “isn’t enough time”, “run out
of time”, “finding the time to be part of something or setting something up”,
“anything that saves time”, “sucks up time”, “does not require much of my
time”, “with no TIME constraints” which were all stated in the negative sense –
i.e. any tool or platform needed to be time efficient. The latter included phrases such as
“combination”, “central”, centralisation”, “centralized”, “one site”, “simple”,
“simple approach”, “there is not one to do all”, “connect with each other”,
“consolidated feed”, “consolidate the ‘most liked’ posting exchanges”,
“one-stop shop”, “it would merge so not accessed individually”, “mix of”, “the
three or four things I use now, combined into one”, “an integration”, “complete
a variety of tasks”, “something multi-faceted”, “collaboratively tagging”,
“large enough to encompass everything”, emphasizing
the desire for aggregation of information.
Other
lesser themes included group based collaboration, including collaborative
tagging, expert and best practise identification, information and resource
sharing, discussion and organisation.
Critical
Evaluation
Already in
2008, Yeung, Liccardi, Lu, Seneviratne, & Berners-Lee, were suggesting that
despite their popularity and advantages, Online Social networking sites created
issues with privacy and information accountability and ownership. Their suggestion of decentralized social
networks has recently gained traction in the idea of aggregation of social
media (ScoopIT, Paper.li, Scruddle, Sgrouples, Flipboard, Hootsuite etc.). Few of the respondents mentioned these in the
survey. This could be because currently it is an ever-changing landscape of
small players trying to gain critical mass (Callari, 2011; Eisenberg, 2012;
Kojetin, 2013).
Brouns et
al. (2011) found that “boundary, sustainability, usability and privacy” affected
participation (p.305) while Chapman (2009) suggested the following 10 elements
are important in social network design: “Engage quickly, Let users express
themselves, Dynamic, group Friends, portable profile, easy to communicate, show
only relevant information, easy to take action, show avatar photos, include
ways for members to connect” (p.24). Katona,
Zubcsek, & Sarvary, (2011) found an individuals decision to adopt a social
network was affected by the number of relevant people connections (degree
effect), the density of connections (cluster effect) and their relationship to
them, and the characteristics and influence of these connections.
Based on
the (relative) success and popularity of ECIS iSkoodle it is suggested that
simplicity in access and use as well as critical mass of members – in
particular the ratio of active vs. lurker members is also important.
Social
network creators / moderators and users
Mêgnigbêto,
(2011) in researching the “Structure of
the social network of Beninese library and information professionals”
concluded “the moderator and members of
the board of the association are central to the network, and others who are in
relations with them benefit from their centrality and are also central.”
(p.191). There is a burden on the
proactive. As within every social of
professional grouping, some people take the lead in organizing and creating, possibly
with the assumption that once things are in place, others will rise to the
occasion. In online networks this is
evidenced by the wikis of the various groups, where it is obvious that a lot of
work has gone into creating the wikis, an open platform that can easily be
maintained and sustained by any member, but where many of the posts are dated. Given the time constraints on any individual
user, any tool or technology which does not have a high degree of automation /
“self-updating” to ensure currency probably does not have a part of the future.
As Leonard
Cohen wrote about his day “The day wasn’t exactly my own since I checked and
found it on a public calendar” so too, school librarians find bureaucratic,
policy, media tools or organizational barriers and constraints exist within
their school, country (China), region or curriculum so their professional,
social and learning networks are not necessarily their own to decide. For example, one librarian responded that Facebook
was banned at school, so that avenue was absent as a marketing tool. As can be
seen from the following screenshot, there is frustration combined with an
attempt to work around ineffective and out-dated systems.
Conclusion
By mapping
the landscape of the school library and individual librarians networks it
becomes clear that the needs of this group are both diverse and multi-faceted,
resulting in individuals joining a plethora of social networking sites in a
“buckshot” manner hoping to meet their various learning, informational,
developmental and practical needs locally, regionally and internationally. The burden of creating, maintaining and
updating online network information databases is unevenly shared between
creators/moderators and users.
Social networking
tools and technology, are moving towards the desired outcome of aggregation and
personalisation but have not reached the point where they are sufficiently
evolved or consolidated to result in the critical mass needed for adoption by
groups such as these.
ECIS
iSkoodle appears to fulfil the function of a gap filler where networks such as
those created for librarians in IBO schools do not function optimally. Future action
could include reviving SilcAsia in a new platform as a regional network hub
integrating information from country based networks, and the creation of a
better platform for IB-school librarians world-wide.
Future research
could take the form of identifying thought leaders, “go to” experts and highly
networked individuals for more in-depth interviews.
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Appendix
A: URLs of social networking sites
School
Associations
|
|
FOBISSEA Schools (The Federation of British International
Schools in Asia)
|
http://www.fobissea.org/
|
ACIMIS (Association of China and Mongolian International
Schools)
|
http://www.acamis.org/
|
ECIS (European Council of International Schools)
|
http://www.ecis.org/
|
EARCOS (East Asia regional council of schools)
|
http://www.earcos.org/
|
KISAC (Korean International Schools Activities
Conference)
|
http://kisac2013.weebly.com/
|
|
|
Local or regional
school librarian associations
|
|
ACIMIS (Association of China and Mongolian International
Schools) Librarians Network
|
http://slic.wikispaces.com/ACAMIS
|
ALESS (Association of Librarians in English Speaking
Schools - Hong Kong)
|
http://aless.wikispaces.com/
|
BJLN (Beijing Librarians Network)
|
http://groups.yahoo.com/neo/groups/bjln/info
|
Library Media-Net (LM-Net)
|
http://lmnet.wordpress.com/
|
BLISS (Bangkok Librarians International Schools)
|
|
IB OCC (Online Curriculum Centre) - librarian forum
|
https://sites.google.com/site/pypresources/home/occ
|
PASLI (Philippine Association of School Librarians)
|
http://paslinews.wordpress.com/
|
ECIS (European Council of International Schools) Library
Course
|
http://www.iskoodle.com/course/view.php?id=26
|
IBO OCC (Online Curriculum Centre)
|
https://ibo.epals.com/content/privacypolicy.aspx
|
IB Librarians Continuum
|
|
ISLN (International
Schools of Singapore Library Network)
|
|
KLLN (Kuala Lumpur Library Network)
|
https://groups.google.com/forum/#!forum/klln
|
SilcAsia (Schools International Library Cooperative Asia)
|
http://silcasia.wikispaces.com/home
|
SLN (Shanghai Librarians Network)
|
|
VIETLIB (Librarians in Vietnam)
|
|
|
|
National Library /
International School Library Associations
|
|
SLA (School Library Association) - UK
|
http://www.sla.org.uk/
|
OZTL (Australian Teacher Librarian Network)
|
|
ALIA (Australian Library and Information Association)
|
|
IASL (International Association of School Librarianship)
|
http://www.iasl-online.org/
|
Teacher Librarian Ning
|
http://teacherlibrarian.ning.com/
|
|
|
Catalogue Based
|
|
The CDS-ISIS user forum
|
http://library.wur.nl/isis/
|
Catalogue based Community (e.g. Follett or Oliver)
|
|
|
|
Social Networks
|
|
Twitter
|
https://twitter.com/
|
Google+
|
https://plus.google.com/up/search
|
Goodreads
|
http://www.goodreads.com/
|
Library Thing
|
http://www.librarything.com/home
|
Blog
|
http://www.blogger.com/
|
Social Bookmarking - diigo
|
https://www.diigo.com
|
Social Bookmarking - delicious
|
https://delicious.com
|
Pinterest
|
http://www.pinterest.com/
|
Facebook
|
https://www.facebook.com/
|
Shelfari
|
http://www.shelfari.com/
|
LinkedIn
|
http://www.linkedin.com/
|
Edmodo
|
https://www.edmodo.com/
|
Instagram
|
http://instagram.com/
|
wechat
|
http://www.wechat.com/en/
|
Only2clicks
|
http://www.only2clicks.com/
|
MightyBell
|
https://mightybell.com/about
|
Yammer
|
https://www.yammer.com/
|
|
|
Curating /
Aggregators
|
|
Reddit
|
http://www.reddit.com/
|
ScoopIT
|
http://www.scoop.it/
|
Paper.li
|
http://paper.li/
|
Scruddle
|
http://beta.scruddle.com/
|
Sgrouples
|
https://sgrouples.com/
|
Flipboard
|
https://flipboard.com/
|
Topsy
|
http://topsy.com/
|
Tweetdeck
|
https://about.twitter.com/products/tweetdeck
|
SocialOomph
|
https://www.socialoomph.com/
|
Storify
|
https://storify.com/
|
RebelMouse
|
https://www.rebelmouse.com/
|
Hootsuite
|
https://hootsuite.com/
|
REFERENCES
FOR URLS:
Association of China and Mongolian International Schools
(ACIMIS). (n.d.-b). SLIC Home [Wiki]. Retrieved December 6, 2013, from http://slic.wikispaces.com/ACAMIS
Association of Librarians in English Speaking Schools
(ALESS). (n.d.). Home [Wiki]. Retrieved December 6, 2013, from
http://aless.wikispaces.com/
Australian Library and Information Association (ALIA).
(n.d.). Home. Retrieved December 24, 2013, from http://www.alia.org.au/
Australian Teacher Librarian Network (OZTL). (n.d.-a).
OZTL_NET Info Page [Listserv]. Retrieved December 24, 2013, from
http://lists.oztlnet.com/cgi-bin/mailman/listinfo/oztl_net
Australian Teacher Librarian Network (OZTL). (n.d.-b).
OZTLNET – A community for information professionals in Australian schools.
Retrieved December 24, 2013, from http://oztlnet.com/
Beijing Librarians Network (BJLN). (n.d.). BJLN - Yahoo
Groups [Listserv]. Retrieved December 6, 2013, from
http://groups.yahoo.com/neo/groups/bjln/info
Edmodo. (n.d.). Sign up, Sign In. Retrieved December 24,
2013, from https://www.edmodo.com/
European Council of International Schools (ECIS). (n.d.-a).
Course: Library and Information Services [Moodle]. Retrieved December 29, 2013,
from http://www.iskoodle.com/course/view.php?id=26
European Council of International Schools (ECIS). (n.d.-b).
Home. Retrieved December 6, 2013, from http://www.ecis.org/
Federation of British International Schools in Asia (FOBISIA).
(n.d.). FOBISIA Member Schools. Retrieved December 29, 2013, from
http://www.fobissea.org/Members
Follett Community. (n.d.). Groups. Retrieved December 24,
2013, from https://www.follettcommunity.com/groups
IB Librarians Continuum. (n.d.). Home [Wiki]. Retrieved
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IBO OCC (Online Curriculum Centre). (n.d.). Resourcing the
PYP, MYP, & DP [Google Site]. Retrieved December 24, 2013, from
https://sites.google.com/site/pypresources/home/occ
International Association of School Librarianship (IASL).
(n.d.). Home. Retrieved December 24, 2013, from http://www.iasl-online.org/
International Schools of Singapore Library Network (ISLN).
(n.d.-a). Forum [Google Group]. Retrieved December 6, 2013, from
https://groups.google.com/forum/?hl=en-GB#!forum/issln
International Schools of Singapore Library Network (ISLN).
(n.d.-b). Home Page [Blogpost]. Retrieved December 6, 2013, from
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Korean International Schools Activities Conference (KISAC).
(n.d.). Home. Retrieved December 24, 2013, from http://kisac2013.weebly.com/
Kuala Lumpur Library Network (KLLN). (n.d.-a). KL Library
Network [Google Group]. Retrieved December 24, 2013, from
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Kuala Lumpur Library Network (KLLN). (n.d.-b). Librarian’s
Knowledge Sharing Workshop - Job Alike Weekend [LibGuide]. Retrieved December
6, 2013, from http://alice-smith.libguides.com/JAW
Moodle Trust. (n.d.). Open-source community-based tools for
learning. Retrieved December 29, 2013, from https://moodle.org/
Philippine Association of School Librarians (PASLI).
(n.d.-a). PASLI News [Blog]. Retrieved December 24, 2013, from
http://paslinews.wordpress.com/
Philippine Association of School Librarians (PASLI). (n.d.-b).
Philippine Assn. of School Librarians - Yahoo Groups [Listserv]. Retrieved
December 29, 2013, from
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School Library Association (SLA ). (n.d.). SLA - Welcome to
the SLA Website. Retrieved December 24, 2013, from http://www.sla.org.uk/
Schools International Library Cooperative ASIA (SILC-Asia).
(n.d.). Home [Wiki]. Retrieved December 6, 2013, from
http://silcasia.wikispaces.com/home
Shanghai Librarians Network. (n.d.-a). Home [Wiki]. Retrieved
December 6, 2013, from http://schoollibrarysymposium.wikispaces.com/
Shanghai Librarians Network. (n.d.-b). Shanghai Librarians
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Smith, C. (n.d.). Shambles in S.E.Asia (The Education
Project Asia) - The School Library. Retrieved December 6, 2013, from
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Teacher Librarian Ning. (n.d.-a). EARCOS Teacher Librarians
[Ning Group]. Retrieved December 24, 2013, from
http://teacherlibrarian.ning.com/group/earcos-teacher-librarians
Teacher Librarian Ning. (n.d.-b). TLNing - A community for
teacher-librarians and other educators [Ning]. Retrieved December 24, 2013,
from http://teacherlibrarian.ning.com/
