This document summarizes a directed study exploring social media adoption, policy, and development in academic libraries. The student conducted literature reviews, environmental scans of academic library websites and blogs, and reviewed social media guidelines and strategic plans. The study found evidence of various social media uses in teaching and learning by academic librarians. Some successful projects were identified internationally, while Canadian examples were more scattered. The study aims to understand strategies and policies that support social media use in academic libraries.

1.
Social
media
adoption,
policy
and
development:
Exploring
the
way
forward
for
academic
libraries
Daniel
Hooker,
MLIS
Student
Supervised
by
Dean
Giustini,
UBC
Biomedical
Branch
Librarian
Submitted
to
Dr.
Mary
Sue
Stephenson
In
completion
of
the
requirements
for
LIBR
594:
Directed
Study
School
of
Library,
Archival
and
Information
Studies
(SLAIS)
University
of
British
Columbia
1
December
2009

2. Table of Contents
Introduction .....................................................................................3
Literature review..............................................................................7
Background...................................................................................................................7
Social media in higher learning .............................................................................9
Academic library 2.0 ...............................................................................................14
Strategic planning....................................................................................................19
Social media library policy............................................................ 22
Policy recommendations......................................................................................24
Conclusion and recommendations.............................................. 26
References..................................................................................... 28
Appendices.................................................................................... 33
Appendix A: Directed Study Schedule, Fall 2009 ......................................33
Appendix B: Selected Search Concepts and Sources ................................35
Appendix C: Works Consulted .........................................................................37
Appendix D: Selected CARL Strategic Plans ...............................................42
Appendix E: Example Social Media Policy....................................................44

3. Hooker
-­‐
3
Introduction
In
this
paper,
I
outline
activities
undertaken
during
my
2009
directed
study
project
with
Dean
Giustini,
a
SLAIS
adjunct
faculty
and
a
reference
librarian
at
the
UBC
Biomedical
Branch
Library.
The
purpose
of
this
investigation
into
social
media
was
to
examine
the
role
of
institutional
strategies,
policies
and
guidelines
that
support
social
media
and
lead
its
use
in
academic
libraries.
To
orient
myself
to
this
research
topic,
I
began
by
locating
freely
available
primary
materials
on
academic
library
websites
and
by
retrieving
presentation
slides
and
relevant
grey
literature
from
search
engines,
social
media
of
various
types
and
online
abstracting
and
indexing
services
and
databases.
In
an
effort
to
examine
as
many
papers
and
ideas
as
possible,
I
searched
for
topics
using
a
combination
of
keywords
and
thesaurus
descriptors
such
as
blogs,
wikis,
RSS
feeds,
Twitter,
social
software,
web
2.0,
library
2.0,
university
2.0,
post-­‐secondary
education,
strategic
planning,
policy
development,
and
social
media
in
higher
education.
Some
of
my
primary
search
concepts
are
detailed
in
Appendix
B.
During
the
fall
2009
term1,
I
completed
the
following
activities:
1)
literature
reviews
in
multiple
academic
databases
such
as
Academic
Search
Complete,
ERIC,
Google
Scholar,
LISA,
LISTA;
OAIster,
Web
of
Science,
to
name
a
few;
2)
environmental
scans
of
web
documents
on
academic
library
websites
and
blogs
in
Canada
(and
select
examples
in
the
United
States)
and
3)
reviews
of
social
media
guidelines,
‘appropriate
use’
policies
and
strategic
planning
documents
that
mention
web
2.0
or
social
media
specifically
(see
Appendix
B).
In
addition,
I
For
a
complete
fall
2009
schedule
of
activities
for
my
directed
study,
see
appendix
A.
1

4. Hooker
-­‐
4
enrolled
as
an
auditor
in
a
new
online
course
about
social
media
offered
through
SLAIS
entitled
LIBR559M
“Social
media
for
information
professionals”.
As
a
student
librarian
immersed
in
evaluating
social
media,
I
worked
closely
this
term
with
the
instructor
and
my
peers
in
exploring
and
interrogating
a
range
of
topics
and
modules
in
the
course.
Dean
demanded
high
quality
work
and
sustained
effort
from
all
of
us
in
the
course,
and
my
role
as
an
auditing
student
was
no
exception.
Additionally,
in
October,
I
was
also
able
to
co-­‐author
a
paper
on
social
cataloguing
with
Allan
Cho
and
Giustini
which
was
subsequently
accepted
for
publication
by
the
Journal
of
the
Canadian
Health
Libraries
Association2.
The
most
important
activity
this
term
was
accumulating
and
reading
the
literature
of
social
media
in
the
academic
environment,
and
taking
time
to
reflect
on
its
history
and
recent
developments.
Overall,
the
scholarly
literature
of
social
media
in
library
and
information
science
(LIS)
reveals
an
impressive
range
of
applications
that
are
regularly
used
in
the
teaching
and
learning
activities
of
academic
librarians.
Beyond
the
isolated
use
of
blogs,
wikis,
synchronous
chat
tools
and
social
bookmarking,
a
number
of
successful
social
media
projects
and
initiatives
in
the
United
States,
Australia
and
the
United
Kingdom
can
be
examined
where
they
are
adequately
publicized
(and,
to
a
lesser
extent,
projects
originating
in
Canadian
academic
libraries).
Individualized
reports
of
success
and
scattered
reports
originating
in
Canadian
academic
libraries
prompted
further
investigation
about
the
circumstances
that
led
to
those
programs
best
practices.
Some
evidence
was
found
to
support
the
assertion
that
‘library
2.0’
projects
in
Canadian
academic
libraries
are
undertaken
in
‘hot
spots’
of
innovation
and
in
environments
where
there
are
varying
levels
The
accepted
paper
is
entitled
“Social
cataloguing:
an
introduction
for
health
librarians”
and
will
be
published
in
early
2010.
2

5. Hooker
-­‐
5
of
interest
and
support.
Often,
it
seems
that
in
addition
to
an
academic
librarian’s
regular
duties,
social
media
experimentation
was
undertaken
due
to
personal
initiative
or
skills
set,
and
often
they
enjoy
little
in
the
way
of
institutional
support.
The
perceived
lack
of
administrative
resources
provided
to
academic
librarians
seems
to
be
exacerbated
by
common
barriers
such
as
the
inordinate
amount
of
time
needed
to
learn
social
media
or
the
inherent
cultural
resistance
to
social
media
(some
tools
are
blocked
at
OPACs
and
on
library
staff
computer
builds,
for
example)3.
In
addition,
due
to
my
experience
this
semester
with
Giustini
(personal
communication,
October
2009)
it
has
become
clearer
to
me
that
direct
conflicts
between
an
academic
librarian’s
desire
to
use
new
services
and
the
inevitable
clash
that
occurs
with
a
library’s
information
technology
(IT)
department
are
quite
common
and
that
this
invariably
results
in
initiatives
being
abandoned
–
or
shelved
for
a
period
of
time.
In
the
past
few
years,
social
media’s
rise
in
academic
communities
has
been
steady,
but
this
year
has
proven
to
be
unique
so
far
for
a
number
of
reasons
(Armstrong,
2008;
Weller,
2009).
For
example,
bloggers
are
beginning
to
consider
what
kinds
of
policies
are
needed
to
support
the
use
of
social
media
in
library
organizations
(Kroski,
2009).
Not
surprisingly,
academic
libraries
are
still
very
much
in
an
experimental
phase
in
their
use
of
social
tools
particularly
folksonomies,
social
cataloguing
sites
and
microblogging
tools
like
Twitter.
Universities,
too,
are
in
an
exploratory
period
in
applying
social
media
to
their
recruitment,
teaching
and
development
efforts.
Throughout
the
academic
world,
though,
3
The
social
media
drivers
and
barriers
that
exist
in
Canadian
academic
libraries
will
be
part
of
Giustini’s
CARL/ABRC
survey
research
that
he
plans
to
conduct
in
2010.

6. Hooker
-­‐
6
social
media
is
beginning
to
make
a
considerable
impact
on
higher
education
and,
as
a
result,
on
the
delivery
of
information
services
in
academic
libraries.
As
social
media
is
used
to
reach
out
to
academic
constituencies,
and
to
build
cross-­‐
disciplinary
collaborative
relationships,
the
lack
of
social
media
policies
and
usage
guidelines
is
set
to
emerge
as
a
critical
problem
(Armstrong,
2008).
Given
Dean’s
experience
within
a
large
institutional
academic
library,
it
became
clear
from
our
discussions
about
these
issues
(personal
communication,
October
2009)
that
there
are
driving
forces
in
the
external
environment
that
compete
with
the
seemingly
insurmountable
barriers
within
organizations
when
social
media
is
used
creatively.
Occasionally,
it
must
be
said,
the
rigid
administrative
hierarchies
and
conservative
library
cultures
do
little
but
compound
the
problem
of
using
social
media
innovatively.
While
individual
‘social’
librarians
are
forging
new
paths
in
their
deliver
of
library
services,
many
do
so
at
the
expense
of
their
own
personal
time
and
talent.
Whereas
some
academic
librarians
are
successfully
creating
programs
for
their
users,
others
have
to
wait
for
institutional
cultures
to
change
before
social
media’s
affordances
can
be
fully
identified.
As
new
social
media
emerge
as
potential
catalysts
for
innovation,
academic
librarians
face
a
number
of
pressures
about
how
to
respond
to
new
tools
in
new
ways.
In
this
directed
study,
I
had
the
increasing
sense
that
the
acceptance
of
social
media
in
academic
libraries
has
now
reached
a
critical
point
where
it
is
difficult
to
ignore.
Social
media
has
built
enough
popular
awareness
and
worked
its
way
into
academic
activities
such
that
it
cannot
be
ignored
as
a
passing
fad.
The
effective
evaluation
and
management
of
social
media
should
be
a
key
consideration
in
all
academic
libraries
given
the
prominence
and

7. Hooker
-­‐
7
potential
of
the
tools
in
managing
our
users’
information
behaviours,
and
our
own.
What
seems
clear
is
that
most
academic
librarians
are
increasingly
required
to
interpret
the
values
of
web
2.0
or
‘academic
library
2.0’
within
their
own
libraries’
cultural
context.
How
can
we
engage
users
in
a
dialogue?
How
can
we
meet
them
in
digital
spaces
such
as
Facebook,
Twitter
and
Google?
Many
academic
librarians
feel
that
they
should
be
responding
to
these
needs
but
find
it
hard
to
do
so
when
institutions
remain
unconvinced
of
social
media’s
place
in
the
academy
(Thomson,
2007)
and
in
key
documents
such
as
strategic
planning
and
library
policy.
Literature review
Background
In
2009,
the
LIS
literature
is
replete
with
discussions
of
web
2.0
and
library
2.0
(Weller,
2009).
Between
the
advocates
and
critics
of
social
media,
the
bibliography
is
characterized
by
the
emphasis
on
the
attributes
of
specific
social
tools
or
programs;
more
often
than
not,
their
accompanying
affordances
for
teaching
and
learning
are
typically
outlined.
However,
a
less
obvious
theme
is
how
academic
librarians
can
assess
these
tools
properly
within
their
own
libraries
and
how
they
might
meet
the
specific
needs
of
their
local
users.
Given
the
demands
of
assessment
on
any
innovative
library
program,
and
the
extent
to
which
faculty
and
students
drive
change
within
the
academic
library,
a
number
of
formidable
challenges
lie
ahead
for
academic
librarians.
Both
Giustini
and
I
believe
that,
because
of
the
rapid
expansion
of
the
social
media
sector,
academic
librarians
may
have
no
alternative
in
the
near
future
but
to
concede
the
value
of
some
specific
tools.
In
the
past
decade,
numerous

8. Hooker
-­‐
8
articles
have
shown
that
librarians,
while
inclined
to
try
out
new
technologies
to
deliver
library
services,
are
uncertain
or
even
anxious
about
what
they
might
need
to
know
or
how
to
use
new
technologies
within
the
existing
framework
of
legacy
library
systems
(if
they
can
at
all).
Therefore,
academic
librarians
are
often
expected
to
seek
evidence
or
proof
that
technologies
are
“useful”
before
implementing
social
media
in
their
programming.
However,
what
many
academic
librarians
discover
is
that
the
empirical
research
on
social
media
is
still
in
nascent
and
that
more
investigation
is
needed
before
direction
can
be
found
from
the
LIS
literature.
We
fear
that
academic
library
users
will
move
on
to
other
ways
of
interacting
while
at
the
university
or
begin
to
see
the
Library
as
‘out
of
touch’.
An
additional
challenge
faced
by
academic
librarians
is
measuring
the
impact
of
digital
tools
on
the
development
of
information
behaviours
(e.g.
Gordhamer,
2009).
Can
social
tools
actually
promote
desirable
behaviours
or
do
they
in
fact
set
back
librarians’
media
and
information
literacy
efforts?
Academic
research
is
not
simply
a
matter
of
searching
on
the
Internet
or
networking
with
scholars
on
Twitter
and
Facebook.
Some
researchers,
in
fact,
suggest
that
social
media
has
considerable
potential
to
impact
how
users
communicate
and
find
information
(e.g.
Zhao
&
Rosson,
2009)
not
to
mention
how
they
collaborate
and
solve
problems.
Likewise,
the
web
also
may
have
a
tendency
to
fragment
readers’
attention
and
willingness
to
engage
in
thorough
or
extended
reading
(Carr,
2008)
–
surely
this
point
alone
is
why
social
software
is
seen
to
be
disruptive
by
most
university
faculty.
Building
on
these
observations,
the
notion
of
using
social
media
in
higher
education
has
nonetheless
been
breached
and
a
variety
of
inroads
have
been
made
(Weller,
2009).
But
the
question
about

9. Hooker
-­‐
9
whether
social
media
can
be
deployed
to
promote
desirable
research
skills
is
a
salient
(and
likely
to
be
a
recurring)
one.
The
adoption
of
popular
search
engines
such
as
Google,
Google
scholar
and
Yahoo
is,
to
some
extent,
illustrative;
these
tools
followed
similar
trajectories
in
terms
of
their
use
by
and
eventual
acceptance
in
academic
libraries
(Ford
&
O’Hara,
2008;
Walters,
2009).
However,
finding
a
rightful
place
for
social
media
and
its
acceptance
in
academia
is
one
of
main
reasons
for
this
directed
study.
Given
a
continued
lack
of
usage
guidelines
or
strategies,
social
media
has
the
potential
to
disrupt
academic
libraries
and
their
services.
As
social
media
is
used
for
learning
more
generally,
academic
librarians
need
to
be
aware
of
the
challenges
that
they
introduce
and
work
to
meet
the
emerging
needs
of
post-­‐secondary
students
(many
of
whom
are
accustomed
to
social
tools).
At
the
very
least,
academic
librarians
should
be
devoting
some
of
their
time
each
week
to
explore
the
emerging
digital
landscape
to
see
what
students
themselves
are
doing.
Social media in higher learning
The
debate
about
Web
2.0
and
its
role
in
higher
education
(Grosseck,
2009)
has
been
around
since
Tim
O’Reilly
initially
defined
it
(O'Reilly,
2005).
Since
then,
of
course,
much
has
happened
on
the
web;
the
rise
of
“digital
natives”
(McHale,
2005),
“millennials”
(Raines,
2002)
and
even
the
“net
generation”
(Bullen,
2009;
Oblinger
&
Oblinger,
2005)
has
been
extensively
discussed.
These
students
were
born
in
the
post-­‐Web
era
and
are
increasingly
familiar
with
online
environments
that
involve
two-­‐way
interaction.
The
literature
that
discusses
these
learners
and
their
unique
expectations
has
also
emerged
as
a
topic
of

10. Hooker
-­‐
10
research
for
educators
and
librarians
alike;
and,
how
to
target
them
directly
in
the
delivery
of
programs
and
services
is
a
perennial
subject
in
the
literature.
Although
generalizing
too
broadly
about
these
learners
is
problematic
(Bennett
et
al.,
2008;
Wesch,
2008),
it
can
be
said
that
the
expectations
of
web-­‐based
learning
and
online
access
to
educational
resources
have
deeply
changed
what
students
want
from
their
university
experiences.
This
is
a
result
of
the
growing
relevance
of
the
Web
in
learners’
digital
lives
and
because
of
the
fact
that
many
learners
arrive
for
their
undergraduate
education
with
considerable
awareness
of
the
Internet
and
its
potential
for
social
collaboration
and
networking
(Tapscott,
2008).
Because
of
the
growing
awareness
of
digital
learners,
a
theoretical
discussion
has
developed
slowly
among
educational
technologists.
One
topic
that
is
debated
fiercely
by
educators
is
how
to
use
the
Web
as
a
supplementary
learning
space
and,
more
specifically,
how
to
use
it
to
promote
collaborative,
social
learning.
For
example,
Eijkman
(2008)
envisions
a
“non-­‐foundational
network-­‐centric
learning
space”
realized
through
social
media
tools.
Williams
and
Chinn
(2009)
discuss
an
active
learning
theory
model
for
increasing
engagement
of
“net
generation”
students
through
the
use
of
social
media,
and
Huang
&
Behara
(2007)
note
the
potential
for
experiential
learning
for
students
using
social
media
in
MBA
courses.
Additionally,
Beard
&
Dale
(2008)
describe
the
development
of
information
literacy
skills
through
the
academic
library
that
incorporate
social
media
and
web-­‐based
collaborative
appliances.
Practically
speaking,
Maloney
(2007)
writes
that
“what
we
can
see
in
the
Web's
evolution
is
a
renewed
focus
on
innovation,
creation,
and
collaboration,
and
an
emphasis
on
collective
knowledge
over
static
information
delivery,
knowledge
management
over
content
management,
and
social
interaction
over
isolated
surfing.”
Outlining
the

11. Hooker
-­‐
11
collaborative
and
social
benefits
of
these
technologies
for
academic
librarians
is
a
first
step
to
promote
the
untapped
potential
of
social
media
in
library
programs
and
services,
and
it
seems
as
though
there
is
a
leadership
opportunity
for
academic
librarians
to
make
the
connection
between
changes
in
pedagogies
and
the
use
of
social
media
to
promote
more
active
forms
of
learning.
Recently,
at
the
highest
levels
of
higher
education,
there
has
been
discussion
about
social
media
and
its
impact
on
research
practices
and
academic
collaboration
(Weller,
2009)
which
is
a
further
way
to
embed
social
media
into
to
the
mission
of
academic
libraries.
For
example,
Greenhow
et
al.
(2009)
state
“Web
2.0
has…
expanded
the
academic’s
ability
to
cultivate
social
and
professional
connections
and
to
potentially
build
and
maintain
larger
networks
for
catalyzing
interdisciplinary
collaborations,
multisite
research,
and
inter-­‐
institutional
partnerships.”
Academic
inquiry
is
grounded
in
a
culture
of
experimentation
and
collaboration
and
social
media
provides
unparalleled
opportunities
to
engage
with
other
scholars
and
researchers
worldwide.
Further,
the
authors
suggest
that
“academics
can
choose
to
ignore
the
current
culture
or
attempt
to
build
an
online
network
of
resources,
colleagues,
and
authorship.
Only
by
doing
the
latter
is
it
possible
to
distinguish
authoritatively
between
the
hype
and
the
potential
of
Web
2.0
technologies.”
Separating
out
the
facts
from
fiction
will
be
crucial
to
the
successful
application
of
social
media
to
scholarly
information
practices.
As
web
2.0
is
introduced
more
generally
into
academic
life,
social
media
will
become
increasingly
ubiquitous,
especially
with
the
recent
rise
of
web-­‐
enabled
mobile
devices.
At
the
very
least,
academics
who
seek
engagement
with
others
in

12. Hooker
-­‐
12
these
digital
spaces
will
appreciate
the
affordances
of
the
tools
and
be
able
to
discern
potential
applications
for
their
work.
The
introduction
of
information
technologies
introduces
many
challenges,
not
only
for
academic
librarians
but
for
faculty
and
students
university-­‐wide.
Freire
(2008),
for
example,
takes
a
practical
look
at
the
challenges
of
adoption
of
Web
2.0
in
university
settings.
He
advocates
for
the
adoption
of
new
technologies
at
the
university
and
notes
that
“applying
methods
for
collaborative
and
active
learning
are
essential
approaches
to
attain
these
objectives,
and
the
web
2.0
could
be
an
instrumental
and
strategic
tool
in
their
development”
(Anderson,
2007
cited
in
Freire,
2008).
Freire
states
that
adopting
these
social
technologies
presents
some
political
problems
in
addition
to
the
purely
technological,
notably
that
as
the
university
confronts
“important
technological,
managerial
and
human
barriers
…an
adaptive
strategy
is
needed
that
could
be
designed
from
previous
experiences
of
educational,
research
and
business
organizations.”
Though
the
affordances
of
social
media
can
be
shown
easily
in
theory,
bureaucratic
obstacles
and
poor
institutional
awareness
will
continue
to
be
constraints
for
academic
librarians.
To
date,
the
Joint
Information
Systems
Committee
(JISC)
has
produced
some
of
the
most
important
foundational
documents
about
social
media
in
academic
contexts.
An
important
and
perhaps
seminal
review
of
eleven
UK
universities
(Franklin
&
van
Harmelen,
2007)
illustrates
some
trends
that
should
be
of
interest
to
academic
communities
in
North
America.
For
example,
the
authors
found
that
only
one
academic
institution
in
the
UK
had
a
set
of
guidelines
in
place
to
guide
the
use
of
social
media
and
blogging
tools.
They
argue
that

13. Hooker
-­‐
13
institutions
should
respond
to
web
2.0
at
a
broader
strategic
level
as
well
as
through
the
use
of
specific
policies.
Another
JISC
study
published
in
2009
(Committee
of
Inquiry
into
the
Changing
Learner
Experience)
showed
a
close
integration
between
social
media
and
today's
learners
in
institutions
of
higher
learning.
Increasingly,
the
tools
that
form
part
of
web
2.0
are
used
in
conjunction
with
teaching
students
and
faculty.
They
argue
that
more
research
is
needed
to
support
changes
in
technology
and
to
promote
correct
behaviours
that
are
needed
to
use
social
media
responsibly.
The
authors
say
that
“higher
education
has
a
key
role
in
helping
students
refine,
extend
and
articulate
the
diverse
range
of
skills
they
have
developed
through
their
experience
of
Web
2.0
technologies.
It
not
only
can,
but
should,
fulfill
this
role,
and
it
should
do
so
through
a
partnership
with
students
to
develop
approaches
to
learning
and
teaching.”
This
statement
is
a
clear
call
to
seek
a
practical
way
forward
and
as
universities
worldwide
undertake
initiatives
to
meet
the
information
literacy
needs
of
learners,
it
will
be
increasingly
important
for
academic
libraries
to
devise
strategies
to
promote
social
media
and
to
ensure
its
effective
use
by
the
academy.
As
academic
libraries
continue
to
cultivate
scholarly
information
practices
and
the
values
inherent
in
web
2.0,
they
should
be
ready
to
apply
social
tools
to
their
service
delivery
models.
This
means
that
librarians
must
learn
how
to
educate
users
in
a
media-­‐saturated
age
and
how
to
assess
media
in
the
21st
century.
(This
is
one
of
the
reasons,
I
understand,
SLAIS
approached
Giustini
(2009)
about
creating
a
course
on
social
media
because
of
its
importance
for
information
professionals.)
In
the
following
section,
I
highlight
a
number
of
other
trends
that
are
germane
to
the
academic
library
and
those
in
higher
education
as
a

14. Hooker
-­‐
14
way
to
examine
newer
ways
to
access
information
in
the
digital
age
–
which,
of
course,
is
a
central
role
of
academic
libraries
around
the
world.
Academic library 2.0
Given
the
enthusiasm
for
Library
2.0
(Chad
&
Miller,
2005),
it
is
surprising
that
academic
libraries
fall
behind
their
public
library
counterparts
in
dealing
with
the
governance
of
social
media.
Governments
and
businesses
have
begun
their
planning
in
an
effort
to
establish
rules
of
social
media
usage
because
they
so
often
seem
to
blur
personal
and
professional
boundaries.
Conversely,
academic
libraries
are
somewhat
reluctant,
it
would
seem,
in
their
overall
approach
to
navigating
these
boundaries.
Despite
pockets
of
innovation
they
do
not
exhibit
any
where
near
the
same
level
of
interest
or
curiosity
in
dealing
with
issues
relating
to
digital
identity
or
online
reputation
management.
In
fact,
despite
some
very
well-­‐documented
surveys
of
academic
libraries’
use
of
social
media,
some
initiatives
are
undertaken
with
little
or
no
awareness
of
how
social
tools
are
implicated
in
public
relations
and
risk
management.
Social
media
usage
brings
risk
for
businesses
and
organizations
in
both
the
private
and
public
sectors.
Compounding
this
problem
is
the
lack
of
quantifiable
evaluation
and
assessment
methods
for
social
media
programs.
However,
the
issues
surrounding
information
behaviour
and
practice
in
the
university
have
now
reached
a
point
where
academic
libraries
must
take
a
more
proactive
role
to
ensure
the
ongoing
integrity
of
their
university’s
web
presence.
Though
the
concept
of
“Library
2.0”
has
been
well-­‐debated
in
the
blogosphere,
there
has
been
significantly
less
debate
around
its
academic
counterpart
-­‐
“Academic
Library
2.0”.

15. Hooker
-­‐
15
Academic
libraries
are
united
in
their
desire
to
use
technology
wisely
but
seem
less
inclined
to
mention
the
need
to
master
social
media
as
part
of
an
emerging
set
of
technical
competencies.
This
reflects
a
number
of
difficulties
such
as
the
integration
of
new
tools
into
library
information
technology
infrastructure;
a
general
lack
of
IT
support
for
tools
‘in
the
cloud’;
and,
despite
the
ubiquity
of
social
media
usage
in
society
as
a
whole,
the
lack
of
an
articulated
model
that
would
account
for
the
resources
academic
librarians
need
to
implement
to
be
effective
or
innovative.
Somehow,
the
academic
discourse
has
remained
muted
and
out
of
touch
by
comparison
with
what
is
happening
in
public
libraries,
business
and
government
–
but
it
must
be
said
that
this
is
slowly
changing
Back
in
2006,
for
example,
Michael
Habib
devised
a
conceptual
model
for
Web
2.0
in
the
academic
library
for
his
Master’s
thesis
in
library
and
information
science.
In
fact,
he
used
the
Library
2.0
framework
to
define
a
specific
niche
for
academic
libraries
that
would
see
the
blending
of
traditional
functions
with
a
renewed
emphasis
on
social
tools
(based
on
the
rise
of
digitally
literate
learners
and
faculty
in
the
21st
century).
Habib
stakes
out
a
position
for
the
academic
library
that
would
blend
together
physical
and
digital
spaces
as
well
as
merge
library
data
with
collective
intelligence,
cloud
computing
and
Web
2.0
tools.
Habib's
work
provides
the
basis
for
a
new
model
that
outlines
the
requirements
of
academic
libraries
but
is
now
several
years
out
of
date.
Indeed
many
of
Habib’s
arguments
cannot
account
for
technologies
that
have
emerged
since
their
writing.
For
example,
Twitter
(http://twitter.com/)
was
just
being
released
at
the
time
of
Habib’s
research
(Malik,
2006).
LibraryThing
(http://www.librarything.com/)
is
another
example
of
a
social
networking
tool

16. Hooker
-­‐
16
that
has
gained
considerable
momentum
and
academic
library
attention
since
2006
(LibraryThing,
n.d.).
Building
on
concepts
of
Academic
Library
2.0,
Liu
(2008)
more
recently
examined
many
Association
of
Research
Libraries
(ARL)
homepages
to
explore
integration
of
social
media.
She
found
that
most
information
on
“academic
library
homepages
still
focuses
on
library
functions,
requires
numerous
pathways
for
access…
[and]
few
current
academic
library
Web
sites
offer
opportunities
for
users
to
create
and
share
user-­‐generated
content.”
User
interaction
and
participation
should
be
a
core
value
of
social
media
for
academic
librarians.
Liu,
in
fact,
recommends
a
series
of
conceptual
designs
for
increasing
user-­‐inclusion
and
engagement
but
cautions
that
her
recommendations
are
merely
“what
users
might
want”.
Liu
successfully
incorporates
Library
2.0
concepts
into
an
academic
library
context
but
her
paper
is
limited
to
library
home
pages.
Xu
et
al.
(2009)
conducted
a
similar
review
of
New
York
state
universities’
use
of
social
media
but
do
not
use
their
findings
to
create
a
new
conceptual
model
for
academic
libraries
beyond
a
rearranging
of
familiar
concepts.
Social
networking
sites
(SNS)
were
among
the
first
social
media
to
be
recontextualized
for
academic
libraries.
For
example,
Charnigo
&
Barnett-­‐Ellis
(2007)
conducted
a
survey
to
gauge
academic
librarians'
awareness
of
Facebook
because
at
that
time
it
was
only
available
for
university
students.
Since
that
time,
Facebook
has
been
opened
to
the
public,
and
a
rapid
growth
of
older
users
has
become
noticeable
(Kirkpatrick,
2009).
A
repetition
of
this
study
would
be
useful
today
in
order
to
account
for
Facebook’s
increased
publicity
in
the
past
year
and
their
shifting
demographics.

17. Hooker
-­‐
17
Chu
&
Meulemans
(2008)
also
examine
SNS
and
describe
the
challenges
and
potential
benefits
of
establishing
a
library
presence
on
two
services,
MySpace
and
Facebook.
The
authors
examine
the
two
different
networks
but
repeatedly
conflate
the
two
services
as
a
kind
of
hybrid
entity
“MySpace/Facebook.”
This
method
does
not
account
for
research
that
reveals
two
very
distinct
networks
in
Myspace
and
Facebook
(e.g.
boyd,
2007),
and
makes
it
difficult
to
draw
usable
conclusions
from
their
results.
In
terms
of
raising
awareness
of
social
media
in
an
academic
library,
Gross
&
Leslie
(2008)
describe
the
process
of
familiarizing
academic
library
staff
with
social
media
following
their
implementation
of
a
“Learning
2.0”
program
based
on
Blowers
(2006).
Gross
&
Leslie
describe
their
program
and
report
that
staff
liked
the
concept;
however,
their
article
does
not
attempt
to
conceptualize
a
broader
model
or
argue
for
implementing
guidelines
for
the
use
of
social
media
in
libraries
more
generally.
It
must
be
said
that
raising
awareness
of
social
media
is
only
the
first
step
in
encouraging
its
implementation
and
assessment
in
the
academic
library.
The
difficulties
of
articulating
a
generic
Library
2.0
model
are
most
convincingly
demonstrated
by
a
study
conducted
at
Kent
State
University
undergraduates
and
their
familiarity
with
web
2.0
tools
(Burhanna,
Seeholzer
&
Salem
Jr.,
2009).
In
the
study,
students
shared
their
perceptions
about
how
the
university
library
could
use
social
media
to
meet
their
informational
needs.
Interestingly,
the
authors
started
with
the
erroneous
assumption
that
digital
natives
possess
heightened
awareness
of
social
media.
However,
they
found
surprising
differences
between
their
users
and
those
paragons
of
technology
discussed
in

18. Hooker
-­‐
18
the
literature.
Bullen
et
al.
(2009)
found
similar
results
about
college
students
at
the
British
Columbia
Institute
for
Technology.
It
may
in
fact
be
possible
that
these
two
studies
are
merely
exceptions
to
the
rule
but
it
serves
as
a
useful
reminder
that
technological
initiatives
should
always
be
undertaken
first
by
doing
a
proper
analysis
of
local
users.
In
a
general
sense,
measuring
technological
skills
in
users
is
a
big
challenge
in
developing
effective
library
programs.
Adapting
to
changes
in
the
delivery
of
content
is
another
challenge
with
respect
to
social
media
within
institutional
culture.
Joint
(2009)
describes
a
range
of
difficulties
of
successfully
implementing
web
2.0
initiatives
in
academic
libraries
in
terms
of
copyright
concerns
and
inadequate
computing
skills.
However,
moving
from
more
traditional
methods
of
user
engagement
to
participatory
web
2.0
models
has
measurable
benefits
for
information
professionals.
Kalfatovic
et
al.
(2009)
describes
the
Smithsonian
Institution’s
decision
to
provide
photographs
from
their
digital
collections
via
a
collaborative
Flickr
space
they
call
‘The
Commons’.
Initially,
they
thought
that
providing
photographs
on
Flickr
would
create
an
increase
of
use
of
the
Smithsonian’s
website
but
little
traffic
was
ultimately
seen
in
that
direction.
The
collaborative
space
on
Flickr,
however,
provided
the
Smithsonian
with
a
space
outside
its
homepage
in
which
to
connect
with
users
and
to
discover
that
“each
additional
consumer
of
the
products
of
the
Commons
adds
to
the
commensurable
experience
of
each
and
all
users.”
The
communal
interaction
and
collaboration
among
Flickr
users
and
the
institutions
in
the
Commons
project
increased
value
and
engagement
for
all
but
required
a
major
shift
in
the
Smithsonian’s
self-­‐concept
and
comfort
in
using
alternative
social
spaces.

19. Hooker
-­‐
19
The
continual
shifts
in
the
digital
landscape
in
the
past
few
years
have
created
disruptions
of
various
kinds
for
academic
libraries.
One
disruption
is
the
changing
sense
of
place
that
inevitably
occurs
when
academic
libraries
use
social
spaces
to
deliver
services
to
their
users.
Many
library
programs
using
social
media
are
reported
in
the
literature
but,
for
example,
it
is
not
always
clear
to
users
what
the
benefits
of
searching
a
catalogue
by
‘tag
cloud’
or
other
social
cataloguing
feature
could
be.
Due
to
the
deviations
in
how
information
is
presented
in
these
new
spaces,
which
also
typically
occur
outside
traditional
library
sites,
users
and
librarians
alike
may
feel
a
sense
of
dislocation
from
their
usual
library
experience.
Clearly,
this
is
where
institutional
branding
is
important;
services
need
to
be
provided
to
entice
users
in
social
media
spaces
but
balanced
against
the
need
to
make
users
aware
of
the
digital
assets
of
the
library.
Innovative
services
delivery
using
social
media
in
academic
libraries
should
still
mean
that
users
feel
connected
to
their
libraries
when
they
find
themselves
in
external
digital
locations.
To
bring
program
planning
and
institutional
guidance
closer
together,
I
examined
a
growing
body
of
strategic
planning
documents
to
understand
how
the
needs
of
users,
libraries
and
institutions
can
be
aligned
with
the
objectives
of
the
university
as
a
whole.
Strategic planning
The
use
of
social
media
in
higher
education
is
now
well-­‐established
in
the
professional
literature.
What
is
still
up
for
debate
is
whether
academic
librarians
and
their
institutions
will
accept
the
shifts
in
attitudes
brought
on
by
social
media
or
whether
the
associated
tools
will
be
viewed
as
inconsistent
with
institutional
goals.
Institutional
and
professional
cultures
are

20. Hooker
-­‐
20
difficult
to
change,
and
my
intention
with
this
directed
study
is
not
to
require
a
shift
in
institutional
approaches
towards
social
media.
McNichol
(2005),
however,
says
that
the
lack
of
a
culture
of
“outcomes
assessment”
in
UK
academic
libraries
is
creating
a
number
of
difficulties.
For
example,
academic
librarians
make
the
assumption
that
university
libraries
are
central
to
higher
education
but
do
not
work
to
justify
their
relevance
in
the
event
of
shifting
institutional
needs.
Without
a
more
concerted
effort
to
move
the
academic
library
model
toward
emerging
web
technologies
and
practices,
academic
librarians
risk
losing
their
central
place
within
the
modern
university.
Some
planning
literature
has
identified
additional
concerns
with
organizational
resistance
to
change.
O'Connor
and
Au
(2009)
argue
“for
the
future
library
to
survive
and
prosper,
the
continuous
alignment
of
its
strategic
direction
with
the
demands
of
the
environment
is
vital,
especially
when
the
speed
of
changes
is
rapid,
and
the
scope,
extensive.”
The
popularity
and
pervasiveness
of
social
media
qualifies
as
rapid
and
extensive
change.
Korte
and
Chermack
(2007)
state
that
“recognizing
the
power
of
underlying
assumptions
and
systematically
challenging
these
assumptions
is
critical
to
foster
an
adaptive,
vital
organization”
and,
moreover,
developing
detailed
plans
to
prove
or
disprove
the
effectiveness
traditional
institutional
views
is
one
effective
way
of
doing
so.
In
some
of
the
most
recent
literature,
the
emergence
of
social
media
on
the
web
is
indeed
driving
a
change
in
strategic
planning
efforts.
Allard
(2009)
drafts
a
model
of
“World
2.0”
that
advocates
for
library
managers
to
understand
the
implications
of
social
media
for
strategic
planning.
Close
to
home,
a
librarian
at
the
Vancouver
Public
Library,
Cahill
(2009)

21. Hooker
-­‐
21
discusses
the
development
of
a
digital
branch
at
VPL
and
explains
in
detail
how
strategic
plans
is
driving
their
support
for
web
2.0
activities.
Foundations
for
social
media
policies
have
been
written
into
the
job
descriptions
for
two
web
librarian
positions,
for
example,
which
were
created
as
a
result
of
their
strategic
initiatives.
In
the
United
States,
other
specific
strategic
planning
initiatives
in
libraries
include
the
creation
of
a
working
group
called
SPLAT
(Special
Projects
Library
Action
Team)
to
support
collaborative
online
initiatives
in
Idaho
libraries
(Cordova
et
al.,
2009).
This
model,
similar
to
the
approach
discussed
by
Gross
and
Leslie
(2008)
above,
encourages
staff
experimentation
which
is
then
followed
by
written
reflection.
Reed
and
Signorelli
(2008)
recognize
the
importance
of
staff
training
in
their
study
where
“library
staff
and
library
users
find
themselves
immersed
in
a
Web
2.0
world
and
need
assistance
in
learning,
using,
and
coping
with
new
technology”.
Unfortunately,
they
do
not
mention
the
importance
of
establishing
manuals
and
documentation
that
will
help
libraries
cope
with
how
to
use
these
technologies.
In
Canada,
one
of
the
more
successful
strategic
planning
efforts
regarding
social
media
and
technological
literacy
originated
at
McMaster
University
in
Hamilton,
Ontario4.
The
University
Librarian
at
McMaster,
Jeffrey
Trzeciak
(2008),
describes
the
“transformation”
of
McMaster
University
Library
from
“a
very
traditional
academic
library
to
innovative,
user-­‐
centred
partner
in
teaching,
learning
and
research.”
He
notes
that
“we
moved
from
a
model
based
on
transaction-­‐based
services
to
one
based
on
pedagogy
and
learning
services.”
The
re-­‐positioning
of
the
academic
library
within
the
learning
community
as
a
place
that
values
For
a
list
of
other
Canadian
Association
of
Research
Library
planning
documents,
see
Appendix
D.
4

22. Hooker
-­‐
22
the
educational
experience
embodies
the
collaborative
spirit
of
Web
2.0.
Its
focus
on
innovative
practice
and
technological
developments
has
made
McMaster
Library
a
leader
in
technologies
and
raised
its
profile
within
the
academic
library
community
in
Canada.
Unfortunately,
institutions
must
always
prioritize
and
evaluate
new
and
existing
programs.
In
the
face
of
shrinking
budgets,
librarians
do
not
always
have
the
support
necessary
to
balance
their
existing
job
duties
with
the
rapidly
proliferating
technologies
on
the
web.
However,
as
digital
information
spaces
and
behaviours
shift
as
a
result
of
online
interaction,
academic
library
strategies
must
also
shift
and
adapt.
Social media library policy
The
urgent
need
for
establishing
social
media
guidelines
and
policy
stems
from
stories
of
misuse
and
perceived
problems
associated
with
so-­‐called
illegal
and
even
nefarious
online
activities.
For
example,
in
late
2009,
a
Prince
Edward
Island
teen
threatened
on
Facebook
to
shoot
his
classmates
(Canadian
Press,
2009).
Also,
in
2008,
a
chemistry
student
at
Ryerson
University
was
expelled
for
establishing
a
Facebook
study
group
(Morrow,
2008).
This
caused
a
public
relations
problem
for
Ryerson
and
seemed
to
be
characterized
in
the
media
as
an
older
generation
being
in
direct
conflict
with
a
savvy
digital
and
younger
one.
In
a
broader
societal
sense,
there
have
been
a
series
of
public
relations
nightmares
for
organizations
both
public
and
private;
for
example,
what
happens
when
an
American
Domino's
Pizza
employee
posts
a
video
to
YouTube
of
himself
tainting
a
pizza
ready
for
delivery
(Kiley,
2009)?
Twitter
has
seen
its
own
backlash,
notably
from
a
FedEx
email
confronting
a
consultant
about
an
unflattering
tweet
(Shankman,
2009).
The
list
goes
on.

23. Hooker
-­‐
23
Despite
the
risks,
businesses
and
libraries
alike
are
beginning
to
see
the
benefits
of
promoting
their
brands
through
interactive
and
user-­‐focused
media.
However,
a
lack
of
awareness
and
even
confusion
persists
around
what
information
is
private
and
public
in
social
media
and
even
what
it
means
to
be
“social”
in
digital
spaces.
The
academic
library
is
one
of
the
few
institutions
that
can
teach
media
skills
at
reference
desks
and
in
information
workshops.
As
the
risks
to
our
users
and
their
online
identities
grow
in
the
social
media
age,
detailed
guidelines
and
practices
will
be
needed
to
steer
students
toward
trouble-­‐free
web
and
digital
interactions
during
their
education
and
into
their
professional
careers.
Moving
beyond
the
strategic
plan
and
into
a
discussion
of
local
policy
development
is
a
difficult
transition
for
most
organizations
to
make.
Policy
development
is
dependent
on
institutional
priorities
and
whether
a
culture
exists
that
promotes
certain
desirable
attitudes
and
behaviours.
Without
the
support
of
the
institution
at
large,
it
is
difficult
to
imagine
responsible
use
of
social
media
among
students,
let
alone
faculty
or
staff.
It
is
also
difficult
to
establish
the
appropriate
level
of
experimentation
online
versus
strict
rules-­‐based
guidance.
Given
the
potential
for
confusion,
misunderstanding
or
lack
of
awareness,
it
is
critical
that
academic
libraries
review
their
computer
policies
and
guidelines
accordingly
to
accommodate
social
media.
Although
not
specifically
geared
to
academic
libraries,
Kroski
(2009)
is
one
of
the
few
librarians
to
mention
the
necessity
of
writing
coherent
policies
to
support
social
media
usage
in
libraries.
The
article
she
published
in
School
Library
Journal
focuses
on
the
school
library
community,
which
seems
to
have
its
own
peculiar
challenges
that
relate
to
an
academic

24. Hooker
-­‐
24
model.
School
libraries
have
their
own
online
presence
to
create
but
young
learners
-­‐-­‐
their
primary
patrons
–
also
have
to
be
instructed
about
how
to
present
themselves
in
digital
spaces
if
they
wish
to
do
so.
Concern
for
learners
is
an
emerging
issue
for
academic
libraries
as
well
because
university
students
of
all
ages
engage
in
online
activities
which
may
have
an
impact
at
some
point
later
in
their
professional
lives
if
they
are
not
careful
(e.g.
Careerbuilder.com,
2009).
Despite
the
impact
that
social
media
participation
has
on
users
and
institutions,
Kroski
(2009)
was
unable
to
find
many
existing
policies
for
school,
college
or
public
libraries.
Many
existing
social
media
policies
focus
on
blogging
alone,
likely
because
it
is
the
most
common
tool
used
by
libraries,
and
surely
one
of
the
most
accepted.
Some
libraries
Kroski
identifies
establish
rules
for
patrons,
without
mentioning
any
guidelines
for
the
publication
of
content
by
staff.
Social
media
policies
in
the
corporate
realm,
however,
are
more
specific
and
detailed.
Corporate
policy
seems
to
stem
from
confusion
about
appropriate
use
(e.g.
van
Grove,
2009)
or
due
to
greater
adoption
rates
of
social
media
in
businesses
such
IBM,
Intel
or
HP.
Regardless,
their
institutional
guidelines
outline
social
media
practice
and
encourage
positive
and
constructive
social
media
use
as
much
as
possible.
Policy recommendations
One
seminal
example
for
social
media
policy
is
IBM's
Social
Computing
Guidelines,
which
was
originally
drafted
on
a
wiki
in
2005
(IBM,
n.d.
cited
in
Kroski,
2009).
IBM's
guidelines
include
a
general
outline
of
conduct
and
a
detailed
discussion
of
why
these

25. Hooker
-­‐
25
policies
are
in
place.
The
most
salient
point
comes
early:
IBM
encourages
its
users
to
participate
online
to
learn.
“As
an
innovation-­‐based
company,
we
believe
in
the
importance
of
open
exchange
and
learning―between
IBM
and
its
clients,
and
among
the
many
constituents
of
our
emerging
business
and
societal
ecosystem.
The
rapidly
growing
phenomenon
of
user-­‐generated
web
content―blogging,
social
web-­‐applications
and
networking―are
emerging
important
arenas
for
that
kind
of
engagement
and
learning”
(IBM,
n.d.).
Kroski
(2009)
takes
this
IBM
document
to
heart
in
her
proposal
for
library
policies.
She
says
that
“a
social
media
policy
doesn’t
have
to
be
long
or
read
like
a
tyrannical
list
of
rules.
But
a
few
guidelines
can
go
a
long
way
toward
helping
people
use
social
media
wisely.”
As
more
and
more
libraries
venture
into
social
media,
or
continue
with
their
existing
programming,
it
is
critical
that
they
consider
their
in-­‐house
practices
at
a
time
where
library
budgets
and
programs
are
under
increased
scrutiny.
The
British
Broadcasting
Corporation
(BBC)
has
a
detailed
social
media
policy
that
helps
to
highlight
the
concerns
about
presenting
unbiased
and
newsworthy
content
by
employees
while
encouraging
exploration.
While
academics
may
not
be
accountable
to
taxpayers
in
the
same
way,
many
of
the
concerns
at
the
Crown’s
broadcaster,
such
as
bias
and
organizational
identity,
are
similar
in
nature
to
a
public
university.
The
BBC
lists
guidelines
and
scenarios
of
responsible
usage
of
social
media
without
being
overly
restrictive
and
without
discouraging
innovation
and
experimentation.
They
also
provide
separate
guidelines
for
personal
use
(BBC,
2008b)
as
well
as
professional
(BBC,
2008a).
A
helpful,
detailed
approach
one
that
is
not
needlessly
restrictive
should
be
the
overall
approach
for
academic
libraries
writing
their
own
social
media
guidelines.
For
more
specific
examples
in

26. Hooker
-­‐
26
the
corporate
realm,
there
is
a
large
database
of
social
media
policies
publically
available
on
the
web
(Boudreaux,
n.d.).
Conclusion and recommendations
This
directed
study
has
given
me
an
opportunity
to
examine
social
media
usage
in
academic
libraries
and
within
the
larger
context
of
trends
in
information
technologies,
higher
education
and
lifelong
learning.
The
timely
aspect
of
this
study
is
what
mechanisms
can
be
developed
to
encourage
academic
librarians
to
develop
a
shared
understanding
of
a
way
forward
while
adapting
to
the
inevitable
cultural
changes
that
have
been
brought
about
by
social
media.
In
evaluating
the
literature
on
social
media
in
Canadian
and
American
academic
libraries
and
the
programs
developed
within
those
organizations,
it
seems
obvious
that
academic
librarians
are
at
a
critical
juncture.
Guidelines
for
using
and
integrating
social
media
need
to
written
before
the
tools
can
find
acceptance
in
academic
libraries.
By
taking
a
proactive
approach
to
justify
and
codify
social
media
practices
through
better
planning
and
policy
development,
the
academic
library
can
begin
the
process
of
bridging
a
gap
between
experimental
projects
taken
on
by
personally-­‐motivated
librarians
and
clearly
outlined
web
media
strategies.
Current
literature
does
not
fully
capture
the
strategic
potential
for
social
media
in
academic
libraries,
and
it
may
now
be
necessary
to
establish
best
practice
frameworks
and
model
planning
documents
in
order
to
provide
more
innovative
and
effective
supports
for
this
critical,
emerging
area.
As
a
result
of
undertaking
this
investigation,
I
have
been
able
to
identify
a
number
of
projects
or
logical
next
steps
(recommendations)
that
can
be
taken
in
conjunction
with
other

27. Hooker
-­‐
27
ideas
as
part
of
a
graduated
approach
to
responding
to
social
media.
Academic
libraries
should
consider
the
following
in
responding
to
the
advent
of
social
media
within
their
organizations,
namely:
1) Consider
an
in-­‐house
training
program
for
library
staff,
perhaps
in
partnership
with
academic
information
technology
(IT)
units,
about
social
media
and
how
to
recognize
the
impact
of
web
2.0
in
scholarly
communication;
2) Consider
hiring
an
emerging
technology
librarian,
or
seconding
an
available
academic
librarian
to
a
project,
whose
main
responsibility
would
be
to
monitor
social
media,
disseminate
its
benefits
and
keep
academic
librarians
apprised
of
key
developments;
3) Consider
a
committee
of
‘early
adopter’
academic
librarians
who
serve
as
leaders
in
their
institutions
and
share
best
practices
with
faculty
and
students
accordingly.
The
challenge
of
adopting
social
media
in
the
academic
library
is
not
new,
but
only
now
are
librarians
and
scholars
beginning
to
tackle
the
advanced
management
of
social
medial
programming
head
on.
Further
research
on
new
learners
and
information
literacy
will
bolster
the
evidence
needed
for
librarians
to
begin
shifting
institutional
culture.
Additionally,
the
sharing
of
professional
practice
is
always
recommended,
no
matter
the
channel.
However,
the
onus
is
now
on
the
librarians,
managers
and
institutions
to
prepare
the
way
forward
for
social
media
in
the
academic
library.
Our
users
are
changing
along
with
their
information
practices,
and
the
time
has
come
to
bridge
the
information
gap
between
library
experimentation
and
established
service.
We
can
either
meet
our
users
out
there
to
collaborate,
or
wait
endlessly
for
their
return.

28. Hooker
-­‐
28
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