Facebook, Part I

Privacy concerns associated with Facebook must be balanced with the benefits of the platform. That balance will vary according each library’s situation goals of utilizing social

networking sites.

Peter Fernandez

Both articles regarding Facebook by Peter Fernandez are great stepping stone resources that address pertinent issues for libraries as they attempt to explore social media policies and, as Fernandez suggests, developing such policies is advisable. Yet such an endeavor is not without complications.  For example, in "Balancing Outreach and Privacy in Facebook: Five Guiding Decisions Points," Fernandez outlines how “Facebook creates a unique set of challenges for librarians who are dedicated to the principles of both outreach and privacy” (2).  The dilemma of balancing outreach and privacy will resonate in particular with librarians who came of age when the advocacy of such concepts as privacy and free and equal access was a major part of librarianship (see Revolting Librarians); but who, at the same time, realize the incredible force that Facebook is in outreach efforts today.  Fernandez statistics of Facebook users are staggering; and since the article was published in 2009, those numbers are sure to have increased.  There can be no doubt that libraries will need to address the issues that arise because of such social network sites as Facebook.  In fact, just as I was thinking that Fernandez’ article is essentially a call to reevaluate such issues and move discussions into more rigorous, academic and professional forums; I read Fernandez' “Privacy and Generation Y.”

Librarians can provide leadership and a forum within their communities to encourage dialogue on this issue.

Peter Fernandez

In “Privacy and Generation Y,” Fernandez does, in fact, suggest the importance of libraries taking a more proactive role in forums that explore the ethics associated with Facebook.  He also stresses the importance of constantly reassessing social media policy. Fernandez attempts to bridge the aforementioned dichotomous issues of libraries using Facebook by suggesting that there is a potential for the “underlying structure and values of the library” to remain “unchanged,” but that “proactively dealing with as many potential complications as possible, libraries will prepare to deal with unanticipated problems” (19).

On the other hand, Fernandez’ description of Gen Y’s response to librarians using Facebook is interesting.  The idea that some Gen Y’s react “poorly if they feel as though their space is being invaded” by figures of authority—such as librarians—is echoed in the other articles for this week’s module, too (18).  In fact, the book I read for this class--Don Tapscott’s Grown Up Digital--also suggests that such generations are not only wary, but “great scrutinizers,” as well.

 I am reminded of some advice I got from a colleague once as we discussed ways to do outreach to young parents.  He is very successful at such outreach, but warned me that young people will make it clear that, as much as librarians mean well, they are often considered outside the realm of "socializing.”  I suspect this serves as a good segue into another post on this week’s readings…

Fernandez, Peter, "Balancing Outreach and Privacy in Facebook: Five Guiding Decisions Points" (2009). Library Publications and Other Works.    http://trace.tennessee.edu/utk_libfpubs/11

Fernandez, Peter, "Privacy and Generation Y: Applying Library Values to Social Networking Sites" (2010). Library Publications and Other Works. http://trace.tennessee.edu/utk_libfpubs/32

Facebook, Part II

       The idea of virtual communities and how libraries might use them to maintain services and missions is a major topic today, to be sure.  However, articles such as “Academic Libraries, Facebook and MySpace, and Student Outreach” and “Use of Facebook in Academic Health Sciences Libraries” reveal the difficulty in reaching any kind of consensus within the field, other than that it is certainly worth having a presence in such virtual communities as Facebook and that there are benefits in using Facebook for outreach, marketing and, perhaps, reference services. 

       Connell’s “Academic Libraries, Facebook and MySpace, and Student Outreach: A Survey of Student Opinion” describes the different student responses to librarians on Facebook: from Marshall Breeding’s view that it is “unrealistic” to think that students want librarians as Facebook friends, to Penn State’s advice that librarians seeking friends on Facebook is probably “not the best approach” (5).  On the other hand, such librarians as those at MSU demonstrate that creative approaches to developing a Facebook presence is possible: they initiated the project through a closed group of their student employees and the rest followed—makes perfect sense.  

       While the “Use of Facebook in Academic Health Sciences Libraries” echoes the nature of Connell’s survey; the authors do suggest that current data—at least in health science libraries-- is inconclusive.  It should be noted, however, that the latter article does put the whole discussion into perspective by reminding the reader that Facebook is, in fact, a social network that was originally meant to link students together at Harvard University (such “blurring” of social and academic entities harkens back to Boyd’s “The Culture of Connectivity”).

       Ultimately, while the Pew Internet study, “Social Networking Sites and Our Lives,” is interesting in that it reveals that social network users are happier, trusting, and political; the article that seems to be the most logical—and useful for our purposes-- is Notess’s “Forget Not the Forums.”  And, really, here we are back at the crux of the Facebook situation in regard to libraries: librarians need to get out there and hammer it out, and we can do this through forums, list servs, and even new forms of social media such as Google+.  Just imagine, meeting other librarians from all over the world, at any time, to discuss and share ideas?  Now that has the potential to revive dormant relationships, indeed (Hampton)!

Connell, Ruth Sara.  “Academic Libraries, Facebook and MySpace, and Student Outreach: A Survey of

                Student Opinion.” portal: Libraries and the Academy, Vol. 9, No. 1 (2009), pp. 25–36.

Hampton, Keith, et al.  “Social Networking Sites and Our Lives.” Pew Internet.  2011.

http://www.pewinternet.org/Reports/2011/Technology-and-social-networks/Summary.aspx

Hendrix, Dean, et al. “Use of Facebook in Academic Health Sciences Libraries.” Journal of the Medical   

                Library Association. 2009 January; 97(1): 44–47. 

Notess, Greg R.  “Forget Not the Forums.”  Online; Mar/Apr2009, Vol. 33 Issue 2, p41.

Summary of Grown Up Digital

Tapscott’s Grown Up Digital: How the Net Generation is Changing Your World clearly ties in with the concepts of social networking and Library 2.0 studied in LSC597.  In fact, his work provides the links that may connect multiple generations--both digital natives and their predecessors--in order to create the potential for more productive collaborations.  And this, to be sure, is essential in library and information services across the board: whether librarians practice in public, school, academic, medical, law, corporate, or virtual libraries; the Net Gen HAS not only changed the way libraries provide services, but they are already reshaping the way we approach the concepts and missions of the library as a whole, as well.

Grown Up Digital is a very readable book due to its orderly format and makes great use of the statistical data collected from a four million dollar research project entitled, “The Net Generation: A Strategic Investigation.”  Divided into three parts, the basis of Tapscott’s work revolves around eight Net Gen norms, or “distinctive attitudinal and behavioral characteristics that differentiate this generation from their baby-boom parents and other generations,” and concludes with seven guidelines in bridging the digital divide (74).

The Eight Net Gen Norms

Freedom: They want freedom in everything they do, from freedom of choice to freedom of expression.

Customization: They love to customize, personalize.

Scrutiny: They are the new scrutinizers.  Transparency is natural to the Net Gen.

Integrity: They look for corporate integrity and openness when deciding what to buy and where to work.

Collaboration: They are the collaboration and relationship generation.

Entertainment: The Net Gen wants entertainment and play in their work, education, and social life.

Speed: The Net Gen has a need for speed and not just in video games.

Innovation: They like creative approaches to work and lifestyle.

Part One: Meet the Net Gen

Part One defines the generations, introduces the eight norms, and explores how the Net Gen brain works. For instance, Tapscott explores the differences between how a boomer navigates a website versus the way a Net Gener does, and how Net Geners are always multitasking. Tapscott ends the section with seven ways for the boomer to “sharpen their mind” the Net Gen way.

            Baby Boomers             1946-64

Gen X                           1965-76

Net Generation           1977-1997

Generation Next         1998-present

Part Two: Transforming Institutions

Again, through the eight norms, Part Two investigates how the Net Gen learns and suggests ways in which we might “rethink” education, focusing on the individual student as opposed to the teacher.  This section also explores the Net Gen in terms of the workplace; being savvy “prosumers,” or consumers as producers (208); and considers the new definitions of family through a Net Gen perspective.  Part Two also concludes with seven guidelines--or pieces of advice--to educators, marketers, parents, and managers.  For example, the following are guides for managers of Talent 2.0:  design work according to the eight norms; rethink authority, recruitment, training, and retention; do not ban social networks, listen to the Net Gen’s ideas.

Part Three: Transforming Society

Tapscott outlines how the Net Generation is transforming society in terms of politics (known as Democracy 2.0), how they are making the world a better place through citizen engagement, and, as a result, Tapscott raises a good defense of the future as the Net Generation matures.  In fact, rather than concluding with advice for boomers, Tapscott ends with following guidelines for the Net Generation:

1. Go to College.

2. Be patient at work.

3. Don’t buy bad products.

4. Bring back the family dinner.

5. Don’t discount experience.

6. Aspire to live “a principled life of consequence,” or “do the right thing.”

7. Don’t give up.

Although Tapscott offers up some fatherly advice* in the end to Net Geners, his book is unique in that he is addressing boomers in a style that is very illustrative of the way Net Geners communicate: short paragraphs, bulleted statements or lists, and graphics.  He breaks the content down; makes it easy to “scan;” and, by doing so, he thrusts his boomer audience right in the middle of the Net Generation consciousness.  (What would Stanley Fish say about that for “affectivestylistics!”)

*Tapscott makes it clear early on that he is the father of Net Geners and that he relied upon them, at least in part, for his investigations into their demographic.

Grown Up Digital: How the Net Generation is Changing Your World by Don Tapscott

Book Review Vitals:

Tapscott, Don. Grown Up Digital: How the Net Generation is Changing Your World.

            New York: McGraw Hill, 2009.

Website about the book and Tapscott's other titles.