ENGAGING AND INVOLVING STAFF WITH SOCIAL MEDIA

Rachel Adams, Natasha Lucas, Jenny McNally

The Library

University of Salford

THE LIBRARY @ SALFORD UNIVERSITY

Based across 3 library sites 107 staff undertook programme

IMPACT OF SOCIAL MEDIA Students engaging for personal activity Academics beginning to engage for teaching Library always considering new methods of

providing help and support

LEARNING 2.0

Framework from LJMU programme, based upon the McMaster University original

Examines key areas around web 2.0 and social media

Opportunity for group work and collaboration

PROGRAMME TEAM AIMSEngage staff with new technologiesProvide opportunity for cross team working Encourage development of new communication and support processes using social media tools

LEARNING 2.0 @ SALFORD

Learners in groups with a team leader 12 week programme via Blackboard:

Weekly content & structured activities Opportunity for group discussions Individual reflective diaries

Final group projects presented to library service Individual contribution winners

Blackboard overviewIntroduction to Web 2.0Wikis Blogs and MicroblogsRSS feedsSocial bookmarking

Cloud computingSocial NetworkingMedia SharingMedia CreationReflection Final Task

COHORT 1 COHORT 2 January – April 2010 67% completed

programme Final projects included:

Netvibes page with links to subject support resources

Blog reviewing the team’s learning across the course

Wiki with twitter feed demonstrating team learning

Blog with video content Slideshare presentation

April - July 2010 53% completed

programme Final projects

included: Blog incorporating

slideshare, videos & flickr

Prezi presentation You Tube videos of

library service

• Wikis Blogs & Microblogs RSS feeds

Most popular topics:

• Media creation Cloud computingLeast popular topics:

FEEDBACK AND EVALUATION

Learner feedback from: Reflective diary entries Comments to team leaders / programme team Discussions during face-to-face sessions A team final project that surveyed other learners

Statistics from: Pre and post course survey results Use of reflective diaries / discussion boards

PRE AND POST COURSE SURVEY

17% had never used a blog.

30% had written blogs

Everyone had used a blog after the course

44% now write blogs

PRE AND POST COURSE SURVEY

59% had never used microblogging prior to the course.

19% had written microblogs

5% have still not used microblogging.

49% have written microblogs

PRE AND POST COURSE SURVEY

68% had never seen social bookmarking prior to the course

16% had used social bookmarking for work

5% had not used social bookmarking after the course

39% used social bookmarking for work

LONGER TERM IMPACT

Do you believe you have benefitted from completing the Learning 2.0 @ Salford training programme?

Series10

10

20

30

40

50

60

Yes No

Not attended

Donohue, N. (2011) An investigation into the use of web 2.0 in a higher education library environment. Unpublished thesis, Liverpool John Moores University.

LEARNER FEEDBACK

Liked certain content areas where application was obvious

Enjoyed ‘real world’ examples

Face to face contact Worth doing Would recommend it

Information overload Team leaders role

problematic Too long Password / account

creation and monitoring

Blackboard

Positive comments Issues raised

PROGRAMME TEAM REFLECTIONS

Some changes to content required less repetitive in structure Team leader role doesn't work Possibly reduce time to lower attrition Blackboard not a good vehicle for delivery

Learner awareness and use increased Examples appearing of application within the

service Overall learners felt they had ‘benefitted’

IMPACT OF LEARNING 2.0 @ SALFORD

Health Infoskills blog

Training team twitter

LOOKING FORWARD

Programme team have re-written course clearer structure, grouping technologies together around activity reduced programme length

Created a wiki to house new content

Examining opportunities for accreditation

RECOMMENDATIONS TO OTHERS

Valuable activity for library staff Many variations freely available online

Provide time off and structure to encourage staff to participate

Ensure content is relevant

Allow staff to use technologies where as appropriate

Keep the enthusiasm going

QUESTIONS…