A Librarian and a Hashtag: Embedded Virtually in a Classroom via Twitter

Presenter: Ellen Hampton Filgo, Baylor University

Summary: Presenter experimented with using Twitter as an instructional/learning tool in a small class. Proved to be a great experience – allowed her to be virtually embedded in a live class during the class meeting times and to provide resources to students in a “just in time” manner to students when their interest was ignited. Also, allowed her to form a much stronger connection to the students (she became “our librarian” to them) and to be involve with their research processes from the start.

Other In-Class Experiments with Twitter:

  • Monica Rankin – UT Dallas – used Twitter during lecture class
  • Cole Camplese – Twitter backchannel at Penn State

Her experiment – use Twitter in a smaller class and involve a librarian in the process

  • Worked with Dr. W. Gardner Campbell, director of Baylor’s Academy for Teaching and Learning Used in New Media Studies class
  •   9 students all honors students
  • Intro to new media – using media tools to help learn Required to blog, tag in deliscious, participate in class discussion via Twitter Motherblog

How she managed the project

  • tied everything together Used Tweetdeck -
  • monitored group and hashtag 
  • created a Twitter group – to group as a class
  • instructor asked the students to greet the Librarian in every class
  • sent links to the class as they met - books in catalog – websites, wikipedia – basically related to the author being discussed – google scholar citations
  • explained library resources – explained twitter (RT, @ replies)
  • included some just for fun Tweets
  • invitations to come to ref desk
  • students attended a social media conference at the college – saw a small a model of broadcast tweeting – when it hit home how Tweeting works

Observations:

  • model what you want your students to do
  • Librarian Jazz – improvisational – join in with the discussion without adding the wrong note -
  • make connections between class and the students own personal knowledge Blogging
  • she made great connection with students -
  • experience enhanced by posting to class blog- posted about library resources – getting at student’s research process a lot earlier – send resources even earlier in the process

Student responses

  • very positive
  • Asked for help in other classes
  • Students very comfortable with asking librarian for help
  • referred to her as “our librarian”
  • Informal survey – good feedback – students more aware of library resources “including librarians themselves”
  • Still gets questions through Twitter and Facebook

Best Practices

  • Use a hashtag
  • Archive class tweets (Library of Congress)  – TwapperKeeper (can’t do it after the fact)
  • Use a URL shortener that uses statistics
  • Considerations: What about “Tweckling”? – heckling the librarian or other participants
  • Need to consider how you will set things up
  • Can just do one class session – time consuming

Points to Consider:

  • Is Twitter just a distraction?
  • modeling good behavior – laptop is more than just notetaking, can learn with
  • Great for both large and small experiences
  • Are certain classes better suited?
  • Not sure yet Future Directions – blogging a lot more – good interaction, more opportunity for interaction
  • how do you scale up?

How to initiate this experience:

  • follow tweets/blogs of students Find profs who use twitter professionally or personally
  • Integrate Twitter into embedded librarian program New media, journalism, educational technology
  • She did follow students and they were required to follow her
  • Students were allowed to lock down account for privacy

Additional tools

  • Tweetmenot – can mute users  discussions
  • Yammer – internal network connected to particular domain
  • Edmoto – educational network
  • Twitter HotSeat – use institutional account
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