Monday, June 1, 2015
Wednesday, May 27, 2015
Filter Bubbles
I have watched a video on filter bubbles, as per the requirements of exercise 8. Funny, how this video keeps popping up, and I watched it way back in the day when it was released on YouTube.
So with that said, there isn't much I can say that would be different from what I've thought before - namely, the idea of a filter bubble, Google or otherwise, can be taken to a potential extreme. As Pariser points out, the different information presented can pander to a user's expectations and/or warp their sense of events (lack of events in Egypt being depicted, as per the video). However, I can also appreciate the worth of filter options. If a user is repeatedly accessing information on the same subject/aspect of a subject, then it's an interest that the user has existed prior to the filtering of information.
Overall, my personal inclination is to say that Google's filtering system is a net positive. If a user is seeking information on a subject, then I believe that it is primarily the responsibility of the user to do the research for it, and there are other avenues than using Google's search engine.
So with that said, there isn't much I can say that would be different from what I've thought before - namely, the idea of a filter bubble, Google or otherwise, can be taken to a potential extreme. As Pariser points out, the different information presented can pander to a user's expectations and/or warp their sense of events (lack of events in Egypt being depicted, as per the video). However, I can also appreciate the worth of filter options. If a user is repeatedly accessing information on the same subject/aspect of a subject, then it's an interest that the user has existed prior to the filtering of information.
Overall, my personal inclination is to say that Google's filtering system is a net positive. If a user is seeking information on a subject, then I believe that it is primarily the responsibility of the user to do the research for it, and there are other avenues than using Google's search engine.
Monday, May 4, 2015
Invites
Invited Ashleigh from ashleighgartland@gmail.com and Harry from hn7688999h@gmail.com to join blog.
Update (02/06/15): At request, I have invited Tina from tinadou0608@gmail.com to contribute as well.
Update (02/06/15): At request, I have invited Tina from tinadou0608@gmail.com to contribute as well.
Monday, April 13, 2015
Blog Arrangement
Changed the layout of the blog - contributors now listed at the bottom (sorry 'bout that ;)).
Sunday, April 12, 2015
Recommendations
The following is a set of recommendations for Web 2.0 technologies to be added to Warringah Libraries. Links will be provided to the libraries that these ideas are taken from.
Children's
Yarra Plenty Regional Library features various children's games. These are educational in nature. Notably, this includes user-generated content, including the abilities for users to create their own stories. I could see this being a great addition to Warringah Libraries - there's already a dedicated set of activities for children, so the implementation of online games would fit in, and actually distinguish itself by being purely electronic. The ability to create stories is something that the library has already embraced (the writing competition), so again, I could see this having a precedent for implementation.
Note that Yarra has used similar principles in its homework section, namely using games as an educational tool. Hennepin County Library also utilizes similar software.
Adult Fiction
Sutherland Shire Library doesn't provide this service itself, but does link to services that represent Web 2.0 concepts. I'm referring to its what should I read next? section, with links to sites such as NoveList (fiction/non-fiction) and Who Else Writes Like? (a search for similar authors). Note that this also includes works for children, and in some cases (e.g. NoveList), would require the patron's library card number.
I can see these services being provided to good effect at Warringah Libraries. It wouldn't require much work on the library's behalf, it would require them setting up links for web services rather than creating those services themselves. While this may require dealing with some of the host sites (e.g. a means to access NoveList through a Warringah Library member card), I'm sure it's something that patrons could appreciate.
Information
Sutherland Shire Library utilizes a pathfinder...sort of. The pathfinder is inactive, and it isn't really what I'd call a pathfinder in that it's presenting information by itself rather than the links to that information. But this kind of information is something I could easily see fitting in with Warringah - it already has a local studies section, it already has a means of information submission, and it already has a local studies section on its website. The ability to submit links to information is an example of Web 2.0, so I could see this as being a good way to foster community involvement.
Children's
Yarra Plenty Regional Library features various children's games. These are educational in nature. Notably, this includes user-generated content, including the abilities for users to create their own stories. I could see this being a great addition to Warringah Libraries - there's already a dedicated set of activities for children, so the implementation of online games would fit in, and actually distinguish itself by being purely electronic. The ability to create stories is something that the library has already embraced (the writing competition), so again, I could see this having a precedent for implementation.
Note that Yarra has used similar principles in its homework section, namely using games as an educational tool. Hennepin County Library also utilizes similar software.
Adult Fiction
Sutherland Shire Library doesn't provide this service itself, but does link to services that represent Web 2.0 concepts. I'm referring to its what should I read next? section, with links to sites such as NoveList (fiction/non-fiction) and Who Else Writes Like? (a search for similar authors). Note that this also includes works for children, and in some cases (e.g. NoveList), would require the patron's library card number.
I can see these services being provided to good effect at Warringah Libraries. It wouldn't require much work on the library's behalf, it would require them setting up links for web services rather than creating those services themselves. While this may require dealing with some of the host sites (e.g. a means to access NoveList through a Warringah Library member card), I'm sure it's something that patrons could appreciate.
Information
Sutherland Shire Library utilizes a pathfinder...sort of. The pathfinder is inactive, and it isn't really what I'd call a pathfinder in that it's presenting information by itself rather than the links to that information. But this kind of information is something I could easily see fitting in with Warringah - it already has a local studies section, it already has a means of information submission, and it already has a local studies section on its website. The ability to submit links to information is an example of Web 2.0, so I could see this as being a good way to foster community involvement.
Saturday, April 11, 2015
Evaluation
Per exercise 10, I am to look at Web 2.0 aspects of my local library service - in this case, Warringah Libraries.
Children's
There is a children's service on the library website, designated as "kid's space." Of the functions present, there are some that are digital in nature. This includes "homework help" (with links to websites provided, said links focused on particular topics), "find a good read" (includes links to NoveList), and "digital kids" (e-books, and a streaming service for book reading by well-known actors). However, I can't really call any of these examples of a Web 2.0 mentality in that they're not user-created, driven, or anything that involves user-generated content. It's more the library providing a service for users. There are, however, two reasons why I have listed this section as an example of Web 2.0.
The first is that all of these options, and every other option in the kid's space section, has the option to share the information on social media, through sites such as Facebook, Twitter, LinkedIn, etc. The characteristics of Web 2.0 include the sharing of information and participation in the sharing/creation of that information. So at the least, the opportunity to spread these services through social media does show an awareness of Web 2.0 features on the library's part.
The second feature is actually the young writer's competition, an annual event the library has held since 2011, where children submit a piece of writing, with commended submissions being put on display, with access through the site. I would argue that this is an example of Web 2.0 in action, in that it is user-generated content (the writing) making its way onto the net. While it does not have the same level of reader imput as other sites that allow writing submissions (e.g. Fictionpress), the act of involving people to submit something that will make its way online is, I would argue, something that Web 2.0 has allowed for.
Adult Fiction
Of the library branches that I have worked in/visited, adult fiction has always been categorized in its own section, with genres given by spine stickers. On the library website, there is no such distinction. While an online catalogue exists, it does not include a filter by intended age range. It does include a star rating system (1-5), so that in itself is an example of user-driven content.
Aside from this, the only example of adult fiction that I can say utilizes Web 2.0 is the book club feature. Not that this is necessarily reserved for adults, but with the listed works being adult fiction/non-fiction, with the promotional image depicting adult, and the list of book clubs seeming to veer towards adult content, I would list this as a service focused on adults.
The service itself allows users to register book clubs and/or join them. The library will provide the club with ten copies of the same book, and the club will operate as it sees fit. I would call this as an example of Web 2.0, in that the technology itself allows for people to connect, and is an example of user-driven content (creating of book clubs, and adding to the list of available works).
Local Studies
Having worked in Local Studies (and am still working at this time of writing), I can say that this section is very focused on physical media - physical books, physical objects, physical newspaper cuttings, etc. While it is intended that the newspaper cuttings at least are eventually uploaded, for the most part, they are regulated to archive status.
That said, there is an aspect of Local Studies that represents Web 2.0, in as much that a lot of it comes from members of the public. This includes photos, where uploaded versions can be found here. Again, an example of Web 2.0 in that it is user-generated content appearing in digital form.
Children's
There is a children's service on the library website, designated as "kid's space." Of the functions present, there are some that are digital in nature. This includes "homework help" (with links to websites provided, said links focused on particular topics), "find a good read" (includes links to NoveList), and "digital kids" (e-books, and a streaming service for book reading by well-known actors). However, I can't really call any of these examples of a Web 2.0 mentality in that they're not user-created, driven, or anything that involves user-generated content. It's more the library providing a service for users. There are, however, two reasons why I have listed this section as an example of Web 2.0.
The first is that all of these options, and every other option in the kid's space section, has the option to share the information on social media, through sites such as Facebook, Twitter, LinkedIn, etc. The characteristics of Web 2.0 include the sharing of information and participation in the sharing/creation of that information. So at the least, the opportunity to spread these services through social media does show an awareness of Web 2.0 features on the library's part.
The second feature is actually the young writer's competition, an annual event the library has held since 2011, where children submit a piece of writing, with commended submissions being put on display, with access through the site. I would argue that this is an example of Web 2.0 in action, in that it is user-generated content (the writing) making its way onto the net. While it does not have the same level of reader imput as other sites that allow writing submissions (e.g. Fictionpress), the act of involving people to submit something that will make its way online is, I would argue, something that Web 2.0 has allowed for.
Adult Fiction
Of the library branches that I have worked in/visited, adult fiction has always been categorized in its own section, with genres given by spine stickers. On the library website, there is no such distinction. While an online catalogue exists, it does not include a filter by intended age range. It does include a star rating system (1-5), so that in itself is an example of user-driven content.
Aside from this, the only example of adult fiction that I can say utilizes Web 2.0 is the book club feature. Not that this is necessarily reserved for adults, but with the listed works being adult fiction/non-fiction, with the promotional image depicting adult, and the list of book clubs seeming to veer towards adult content, I would list this as a service focused on adults.
The service itself allows users to register book clubs and/or join them. The library will provide the club with ten copies of the same book, and the club will operate as it sees fit. I would call this as an example of Web 2.0, in that the technology itself allows for people to connect, and is an example of user-driven content (creating of book clubs, and adding to the list of available works).
Local Studies
Having worked in Local Studies (and am still working at this time of writing), I can say that this section is very focused on physical media - physical books, physical objects, physical newspaper cuttings, etc. While it is intended that the newspaper cuttings at least are eventually uploaded, for the most part, they are regulated to archive status.
That said, there is an aspect of Local Studies that represents Web 2.0, in as much that a lot of it comes from members of the public. This includes photos, where uploaded versions can be found here. Again, an example of Web 2.0 in that it is user-generated content appearing in digital form.
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