Saturday, July 28, 2007
Thursday, July 19, 2007
I'm off to New York tomorrow to attend my OldestSister's Wedding on Saturday [It's About Time]:-)
HopeToDo a Broadway Show and SiteSeeing ... [Even Though I'm a Bronx Native, New York is Truly A Great Place to Visit]
BTW: Go Yankees !!! [:->
I Have a Ton Of Items to Post and Will Resume Later Next Week ...
Continue to Enjoy Your Summer!
Chad Haefele [http://www.hiddenpeanuts.com/] , Interim Department Head of Distance Learning at the University of Alabama in Huntsville, has developed a preliminary Facebook App for the UAH OPAC:
Thanks ! Chad!!!
Tuesday, July 17, 2007
Springshare, the makers of LibGuides, has announced the launch of a new "neat, super-cool" Facebook App named LibGuides Librarian.
Users of LibGuides, either at their institution or on the LibGuides demo site
can now display their respective published LibGuides directly within their Facebook profile.
The LibGuides Librarian application is another avenue for librarians and libraries to share their knowledge with "the community, connect with patrons on Facebook, and supply useful library content to social networks."
As An Added Bonus, and for an UnLimited Time Only, users can also Search a local (or designated) OPAC from within a Facebook profile.
While the LibGuide Librarian is not yet listed in the official Facebook App Directory, it is available at
Saturday, July 7, 2007
How to Make Facebook Your New Best Friend
Administrators Find Advantages to Online Networking
Student Affairs Leader 34(4): 1-2 (February 15, 2006)
Most student affairs administrators are now aware of the trouble Facebook can cause. What they might not know is that it is emerging as the newest and perhaps most efficient way to stay in touch with their students and what they are thinking.
But some administrators are using Facebook to connect with students openly and efficiently. “The reality is that this type of virtual community building is the way most of our students have come to get connected to and get associated with their new friends, so we started thinking, We don’t want to fight this,” said Roger Casey, dean of faculty at Rollins College in Florida. “We need to take this tool and use it in positive ways to create the type of community that we really want to see.”
Staying in Touch
Some campuses are turning to podcasting to overcome the problem, Casey noted. But because Rollins does not have a podcasting system, Facebook appears to be the best way to reach large numbers of students at once.
“Facebook creates buzz,” Casey said. “There’s a real ‘hiving’ type of mentality that happens on Facebook, and since we don’t have the ability to get on students’ cell phone hives, Facebook is probably the best system we have out there to get to distribution lists of students who might be interested in particular topics.” Mansfield University in Pennsylvania is working with the idea, too. Mansfield will invite students to add the university to their lists of “friends,” said Dennis Miller, the university’s public relations director. Mansfield will also create a Facebook page on which the university can make short, bulleted announcements ... .
[snip]If we keep the number of announcements [on Facebook] limited and short, I have a feeling this may be the most effective method of communications with our students that we’ve ever had.”
Rollins has already has a success of this type, said Doug Little, director of Rollins Explorations, which coordinates the college’s services for prospective and first-year students. At the opening of this semester, the student activities board advertised an orientation/welcome-back event—an evening show featuring a hypnotist and comedian—through Facebook. The result was a packed venue.
There wasn’t a seat open because the word went out on Facebook and people actually replied, ‘Yeah, I’ll be there,’” Little said. “By knowing that other people were going to be participating, it started to build steam and build community.”
When incoming Rollins students complete course registration this summer, the college will ask them to also create a list of activities and interests. The university will ask student orientation coordinators to create a Facebook group for each student organization and invite new students to join the Facebook groups that match their interests, Little said.
“We used to think about things like summer orientation or fall orientation as the moment in which these students are coming together for the very first time,” Casey said. “I think campuses are deluding themselves now if they think that the first-year students haven’t already formed significant connective relationships months before they arrive on campus. And if we’re not paying attention to that, we’re going to miss some really important opportunities.”
A Peek at Student Culture
In addition to disseminating information to students, administrators can also use Facebook to gather it. For example, the chair of Rollins’ psychology department has established a Facebook account that students can view and access. She visits Facebook to find out what films, TV shows, and CDs are popular with students and then watches or listens to them herself so she can use them to illustrate concepts she introduces in class.
“It does add a lot of credibility in the eyes of the students that you’re trying to work with them and get into their culture,” Little said.
And the same features that make Facebook a student safety risk also make it useful in facilitating administrators’ communications with students. For instance, Facebook profiles can provide students’ cell phone numbers or instant messaging addresses, Little said.
“Facebook is sort of a jumping off point for a lot of other virtual communications.”
Internet Review: Social Networking Software: Facebook and MySpace
by Stacey Greenwell and Beth Kraemer, University of Kentucky Libraries
Kentucky Libraries 70(4): 12-16 (Fall 2006).
[snip] The new trend for libraries looking for a web presence that appeals to the younger generation is Social Networking. Public and academic libraries around the country are experimenting with this new trend and the University of Kentucky has established profiles in both Facebook and MySpace, two of the most popular services. [snip]
MySpace and Facebook are particularly popular with “Net Generation” users. An estimated 85% of students in high school and college have at least one profile in at least one of these sites. The central feature of this particular kind of social networking site is the ability to identify a group of friends whose profiles become linked to yours. Your group of friends becomes a network with unique communication privileges. Your friends can post comments that will appear on your site. You are able to broadcast announcements that go to your entire group of friends or your network in one stroke. The personal connection encouraged by these sites is both the strength and potential vulnerability of this type of social networking.
With user education to reduce problems, we see exciting benefits in social networking sites, particularly MySpace and Facebook. The sites integrate web, email, chat, blog and media-sharing in one neat package. Institutional users – such as libraries - can use the sites to facilitate two-way communication with users rather than the traditional one-sided web presence. User comments can enhance the site, making it more personally appealing to this audience and more timely. Patrons can post questions to the site and your answers will be visible to all visitors. The “friends” feature also provides a focused group for advertising, such as promoting library classes and services of interest to younger patrons. Finally, MySpace and Facebook are wildly popular with this particular audience. Profiles are free and easy to create. The only investment is the time required to create and maintain content. This is a high-visibility arena and participation is cheap and easy; having a library presence there makes sense.
MySpace is the most trafficked internet site in the US. A MySpace profile can be created by anyone with an email address. The ability to customize the “look” of your profile makes it popular with high school students and anyone looking to advertise to this younger audience. [snip] Libraries – particularly public libraries – have also begun to create MySpace profiles as another way to reach this set of their user population.
A basic MySpace profile is created by completing a form. Some questions on the form are required (e.g., birth date) and others are optional. The optional sections will display on your profile if you have provided content, and won’t display if you have not. You can provide information ranging from your favorite movies, where and when you went to high school or college, your sexual orientation, and where you work.[snip]
After your basic profile is complete, you may add optional elements like blog entries, pictures, videos, etc. The basic look of the site (colors, font, some layout elements) can also be customized, and a variety of sites exist where you can download free MySpace layouts for your profile. [snip]
For the most part, Facebook is open only to registered users with a valid education-oriented email address. As a result, access is considerably more restricted than MySpace. A Facebook user has limited access to view profiles outside of one’s network (the network typically being the educational institution of which one is affiliated.) Like MySpace, individual users may choose to limit who can view their profile by adjusting privacy settings. [snip]
NOTE: Anyone with a valid e-mail can now join Facebook.
Facebook is particularly popular with college students. On a sprawling and unfamiliar campus, Facebook can serve as a lifeline to staying connected with old friends and can aid in meeting new people. [snip] Students can create groups based upon interests which can further help in connecting with others.
When creating one’s Facebook profile, the user will be prompted to enter basic information such as gender, birthday, email address, phone, etc. Sections are provided for personal information as well—political interests; activities; interests; and favorite music, movies, TV shows, books, and quotes. Like the basic contact information, a Facebook user can adjust the privacy settings to hide this information from others—across the board or for specified users only. Facebook users can also choose not to fill in these personal information categories at all.
The Courses portion of the profile gives faculty the opportunity to become more involved with Facebook, as students or faculty can indicate courses taught or taken by course number. Increasing faculty use of Facebook is not too surprising, especially considering that some of the newest faculty are of the social networking generation anyway. [snip]
Another important part of the Facebook profile is one’s photo. Photos vary widely from profile to profile—some users will post a current photo, others may post a childhood photo, dog, cat, friend, movie star ... [snip]. Facebook users who do not upload a photo will appear as a question mark. Facebook users can also create photo albums. [snip]
In addition to all of the user-supplied information (contact information, personal information, photos), profiles include several essential social parts: friends, the wall, and groups. Like MySpace, users can request a “friend” linking with another profile. Recipients of friend requests are notified and can accept or deny friend requests. Friends are grouped by networks—first within one’s own local network and then within other networks, typically by college or geographic area. [snip]
Facebook users can create groups which can be open to anyone or restricted. Groups are considerably wide-ranging, from groups affiliated with a campus club or activity, to more general groups ... . Groups can provide an easy way to share information with others and message all members; they can be particularly useful in planning an event or a regular meeting.[snip]
Should Libraries Get Involved?
Since an email address is all that is essentially required to create a profile, virtually anyone or anything can have a profile. [snip] As far as setting up the profile, it takes a matter of minutes. As with any online presence, what is most essential is, of course, the content.
Students are increasingly using these social networks, to the degree that some are choosing the messaging feature in these social networks over traditional email and other communication methods. [snip]
[At the University of Kentucky Libraries] [w]e try to reach students in a variety of ways—by hosting open houses, distributing flyers, setting up a table at campus or community events. Since social networks are where an overwhelming number of our students spend their time, it makes sense that we would want to be there as well. Setting up library profiles on social networking sites can serve as just one more way to put the library’s contact information out there. In addition to providing information about the library, the profile can serve as just one more way for students to provide feedback to the library. [snip] If even a handful of students find the library in a social network and use its services as a result, isn’t it worth it?
Initially most of our “friends” in both MySpace and Facebook were other libraries around the country. We’re all experimenting, and exploring the profiles of other libraries is one of the best ways to get ideas and learn what is possible.[snip] Students at the University of Kentucky are primarily Facebook users. We expect to see more MySpace usage as high school students with elaborate profiles established in that service go off to college, but for now we are seeing more activity in our Facebook account.
After our profile was established and had a certain amount of content, the next step was to attract friends.
We decided not to solicit directly to students. There is some question about whether students would see that as an invasion of “their space.” Our strategy was to send friend requests to students we knew (primarily library student workers) and faculty at UK who had Facebook profiles.
[snip]Once our profile became linked to those profiles, the friends of our friends were able to discover the library profile and several new students sent us friend requests as a result.
We combined this less aggressive form of direct advertising with other methods, such as promoting our Facebook profile during student orientation sessions.
We plan to continue updating our profiles regularly with new content. [snip] In addition to basic contact information and tips on using the library, we regularly add items that we hope will be of interest to students.
At the beginning of the fall semester, we included tips for new students as well as information about obtaining and activating the campus ID card.
We linked to some tips for using Facebook wisely and featured information about a campus safety seminar which discussed responsible use of Facebook.
We have created a series of photo albums to give the site some color, including an album of sketches of the future Information Commons, a collection of campus banners on display in Young Library, and a fun series of librarians on vacation and just generally having fun. In general, we strive to keep up with what’s new. [snip]
Social networking sites give libraries ... another option to reach our clientele in new ways. [snip]
Author's Note: Shortly after this article was submitted for publication, Facebook disabled the University of Kentucky] ... Libraries profile, citing a violation of their Terms of Agreement which they say specifies that organizational profiles are not allowed. Profiles must be created for individuals only. We are disputing this interpretation of the Facebook Terms. Facebook recommends that Libraries create individual profiles for librarians and establish a "Facebook Group" to represent the library itself.[snip]
NYTimes July 8, 2007
A Hipper Crowd of Shushers
By Kara Jesella
ON a Sunday night last month at Daddy’s, a bar in Williamsburg, Brooklyn, more than a dozen people in their 20s and 30s gathered at a professional soiree, drinking frozen margaritas and nibbling store-bought cookies. With their thrift-store inspired clothes and abundant tattoos, they looked as if they could be filmmakers, Web designers, coffee shop purveyors or artists.
When talk turned to a dance party the group had recently given at a nearby restaurant, their profession became clearer.
“Did you try the special drinks?” Sarah Gentile, 29, asked Jennifer Yao, 31, referring to the colorfully named cocktails.
“I got the Joy of Sex,” Ms. Yao replied. “I thought for sure it was French Women Don’t Get Fat.”
Ms. Yao could be forgiven for being confused: the drink was numbered and the guests had to guess the name. “613.96 C,” said Ms. Yao, cryptically, then apologized: “Sorry if I talk in Dewey.”
That would be the Dewey Decimal System. The groups’ members were librarians. Or, in some cases, guybrarians.
Librarians? Aren’t they supposed to be bespectacled women with a love of classic books and a perpetual annoyance with talkative patrons — the ultimate humorless shushers?
Not any more. With so much of the job involving technology and with a focus now on finding and sharing information beyond just what is available in books, a new type of librarian is emerging — the kind that, according to the Web site Librarian Avengers, is “looking to put the ‘hep cat’ in cataloguing.”
[snip] And, in real life, there are an increasing number of librarians who are notable not just for their pink-streaked hair but also for their passion for pop culture, activism and technology.
“We’re not the typical librarians anymore,” said Rick Block, an adjunct professor at the Long Island University Palmer School and at the Pratt Institute School of Information and Library Science, both graduate schools for librarians, in New York City.
“When I was in library school in the early ’80s, the students weren’t as interesting,” Mr. Block said.
Since then, however, library organizations have been trying to recruit a more diverse group of students and to mentor younger members of the profession.
“I think we’re getting more progressive and hipper,” said Carrie Ansell, a 28-year-old law librarian in Washington.
Still, these are high-tech times. Why are people getting into this profession when libraries seem as retro as the granny glasses so many of the members of the Desk Set wear?“Because it’s cool,” said Ms. Gentile, who works at the Brooklyn Museum.
“People I, going in, would never have expected were from the library field,” she said. “Smart, well-read, interesting, funny people, who seemed to be happy with their jobs.”
Since matriculating to Palmer, Ms. Falgoust has met plenty of other like-minded librarians at places such as Brooklyn Label, a restaurant, and at Punk Rope, an exercise class. “They’re everywhere you go,” she said.
How did such a nerdy profession become cool — aside from the fact that a certain amount of nerdiness is now cool? Many young librarians and library professors said that the work is no longer just about books but also about organizing and connecting people with information, including music and movies.
And though many librarians say that they, like nurses or priests, are called to the profession, they also say the job is stable, intellectually stimulating and can have reasonable hours ... . [snip]
Michelle Campbell, 26, a librarian in Washington, said that librarianship is a haven for left-wing social engagement, which is particularly appealing to the young librarians she knows. [snip]
Ms. Campbell added that she became a librarian because it “combined a geeky intellectualism” with information technology skills and social activism.
Jessamyn West, 38, an editor of “Revolting Librarians Redux: Radical Librarians Speak Out” ... [snip] agreed that many new librarians are attracted to what they call the “Library 2.0” phenomenon. “It’s become a techie profession,” she said.
In a typical day, Ms. West might send instant and e-mail messages to patrons, many of who do their research online rather than in the library. She might also check Twitter, MySpace and other social networking sites, post to her various blogs and keep current through MetaFilter and RSS feeds. Some librarians also create Wikis or podcasts.
At the American Librarian Association's annual conference last month in Washington, there were display tables of graphic novels, manga and comic books. In addition to a panel called “No Shushing Required,” there were sessions on social networking and zines and one called “Future Friends: Marketing Reference and User Services to Generation X.”
Tuesday, July 3, 2007
Brad Czerniak, a LIS Student @ Wayne State University has made available a Most-Impressive-Facebook-App named (Facebook) Librarian.
(Facebook) Librarian [provides] … users [with] a number of universal, moderated, user-influenced links for finding common [information] resources
This Magical-App includes Four Major Categories
***ASK A LIBRARIAN
Provides access to Open Worldcat, Google Book Search, the Library of Congress OPAC, Amazon, and the Internet Archive
Provides access to Open WorldCat, Google Scholar, ERIC, Directory of Open Access Journals (DOAJ), and the Citation Machine, a citation-generation Web site.
Provides access to Wikipedia, Google, SmartPages (YellowPages.com), USA.gov, and Bartleby, the source for “literature, reference, and verse.”
ASK A LIBRARIAN
Provides a link to a Facebook Message option as well as an App for the University of Michigan Library that offers access to a digital reference link [SomeTimes] as well as options for searching the Mirlyn, a ‘Find Databases’ function and ‘Find e-Journals’, and the Library’s Website.
NOTE: The Ask A Librarian Link Will Vary Depending On ... [?]
(Facebook) Librarian also provides links to three Step Up To The Desk options, including volunteer service for an ad hoc digital reference service for networkless Facebook folk ['Hey! I'm a Librarian! What can I do?']
Wow ! DOUBLE WOw !! and TRIPLE WOW !!!
Thanks TWO Angela Kille (Michigan State) Also for noting it on the Digital Reference in Facebook Group Wall !!!
BTW: If You Have Not Joined The Digital Reference in Facebook Group, Please Consider ...
BTW-2: And Don't Forget the FacebookAppsForLibraries Group as well ...
BTW-3: A Bit Flaky At-This-Time, Soooooo .... Be Patient
Monday, July 2, 2007
Perceptions Of Students' Communication In Virtual Communities: An Examination of Facebook.com At Ball State University
Joshua Sebastian Hill
M.A. | Educational Studies | 2006
As new methods of communication have been created by technological advances, it has become important to examine how students use these methods to interact with other students, the campus community, and the world. This study at Ball State University helped researchers understand how students communicated online in order to create policies regarding online communication.
Data were gathered using the qualitative methodology of responsive interviewing. Students and administrators were interviewed (during May and June of 2006). The data were analyzed by identifying important themes, trends, and concepts among the data according to Rubin & Rubin's (2005) model. The study found that institutions should create educational opportunities for faculty, staff, and studentsto learn about online communication technologies. These educational sessions should include how to use the technologies, the potential for their misuse, and the responsibilities attached to their use. The study concluded that existing policies should be used to address online policy violations.
Ball State University Library Catalog Record
Facebook on Campus: Understanding the Issues
Shawn M. McGuirk, Office of Student Conduct, Mediation and Education, Fitchburg State College in Massachusetts
June 14 2006 | 90-minute Webinar recording | DVD and/or transcript
- Gain a quick historical perspective of Facebook and why and how it’s become so popular in a short amount of time
- Gain a better understanding of Facebook's components
- Learn how students are using Facebook—in both positive and negative ways
- Learn how staff/faculty are responding to student use
- Learn specific skills related to the site: creating a profile, posting messages, searching for other students, tagging, and more
- Better understand some of the legal issues—specifically privacy and free speech concerns—associated with Facebook
- Identify what steps to take on your campus to help educate the community on this topic
Complete CD Price: $249.00
Transcript and Working Guide: $99.00
CD, Transcript and Working Guide: $299.00
Sunday, July 1, 2007
Facebook: Threats to Privacy
Harvey Jones, Jose Hiram Soltren
December 14, 2005
An exemplary paper by students who enrolled and completed
MIT 6.805/STS085: Ethics and Law on the Electronic Frontier
End-users share a wide variety of information on Facebook, but a discussion of the privacy implications of doing so has yet to emerge. We examined how Facebook affects privacy, and found serious flaws in the system. Privacy on Facebook is undermined by three principal factors: users disclose too much, Facebook does not take adequate steps to protect user privacy, and third parties are actively seeking out end-user information using Facebook. We based our end-user findings on a survey of MIT students and statistical analysis of Facebook data from MIT, Harvard, NYU, and the University of Oklahoma. We analyzed the Facebook system in terms of Fair Information Practices as recommended by the Federal Trade Commission.
In light of the information available and the system that protects it, we used a threat model to analyze special privacy risks. Specifically, university administrators are using Facebook for disciplinary purposes, firms are using it for marketing purposes, and intruders are exploiting security holes. For each threat, we analyze the efficacy of the current protection, and where solutions are inadequate, we make recommendations on how to address the issue.
1 Introduction ..... 4
2 Background ..... 5
2.1 Social Networking and Facebook . . . . . 5
2.2 Information that Facebook stores . . . . . 5
3 Previous Work . . . . . . 6
4 Principles and Methods of Research . . . . . 7
4.1 Usage patterns of interest . . . . . 7
4.2 User surveys . . . . . 9
4.3 Direct data collection . . . . . 9
4.4 Obscuring personal data . . . . . 9
4.5 A brief technical description of Facebook from a user perspective . . . . . 10
4.6 Statistical significance . . . . . 12
5 End-Users' Interaction with Facebook . . . . . 13
5.1 Major trends . . . . . 13
5.2 Facebook is ubiquitous . . . . . 14
5.3 Users put time and effort into profiles . . . . . 15
5.4 Students join Facebook before arriving on campus . . . . . 15
5.5 A substantial proportion of students share identi able information . . . . . 16
5.6 The most active users disclose the most . . . . . 16
5.7 Undergraduates share the most, and classes keep sharing more . . . . . 18
5.8 Differences among universities . . . . . 18
5.9 Even more students share commercially valuable information . . . . . 20
5.10 Users are not guarded about who sees their information . . . . . 20
5.11 Users Are Not Fully Informed About Privacy . . . . . 20
5.12 As Facebook Expands, More Risks Are Presented . . . . . 21
5.13 Women self-censor their data . . . . . 21
5.14 Men talk less about themselves . . . . . 22
5.15 General Conclusions . . . . . 22
6 Facebook and "Fair Information Practices" . . . . . 22
6.1 Overview . . . . . 22
6.2 Notice . . . . . 22
6.3 Choice . . . . . 23
6.4 Access . . . . . 24
6.5 Security . . . . . 24
6.6 Redress . . . . . 25
7 Threat Model . . . . . 25
7.1 Security Breach . . . . . 25
7.2 Commercial Datamining . . . . . 26
7.3 Database Reverse-Engineering . . . . . 27
7.4 Password Interception . . . . . 28
7.5 Incomplete Access Controls . . . . . 28
7.6 University Surveillance . . . . . 29
7.7 Disclosure to Advertisers . . . . . 32
7.8 Lack of User Control of Information . . . . . 33
7.9 Summary and Conclusion . . . . . 34
8 Conclusion . . . . . 34
8.1 Postscript: What the Facebook does right . . . . . 34
8.2 Final Thoughts . . . . . 35
8.3 College Newspaper Articles . . . . . 37
9 Acknowledgements . . . . . 38
9.1 Interview subjects . . . . . 38
B Facebook Terms Of Service . . . . . 41
C Facebook "Spider" Code: Acquisition and Processing . . . . . 45
C.1 Data Downloading BASH Shell Script . . . . . 46
C.2 Facebook Profile to Tab Separated Variable Python Script . . . . . 46
C.3 Data Analysis Scripts . . . . . 48
D Supplemental Data . . . . . 56
E Selected Survey Comments . . . . . 73
E.1 User Feedback . . . . . 73
F Paper Survey . . . . . 75