Evaluative Report

Web 2.0 has initiated a cultural change, a significant shift in attitude in the library profession. (Partridge, Lee, & Munro, 2010, p.332)   Our library service to patrons should be egalitarian. The library should go where its users are, listen, find out what their information needs are, and respond to and collaborate with them accordingly.

According to OCLC’s research (De Rosa, et al., 2011), most, if not all, college students use social media and logon to social networking sites daily, while there is a decline in use of the library website among students aged above 25 years old. That is probably why the ASU Libraries set up the Library Channel, in addition to supplying information on their website, to reach out to their patrons, to introduce what services and resources the library is offering, to inform them of library talks and events, and updates of new library resources on the one hand, and solicit their comments and feedback, facilitated by the social media tools, on the other.

Hence, the ASU Libraries exploit the popular social media and social networking tools, namely YouTube, Facebook, Twitter, Google+, RSS, Instagram, Flickr, Vimeo, and iTunesU, to broadcast the Library Channel for mobile and PC access on both Windows and Macintosh to connect to an extensive audience.  Essentially, the textual information on the library website is transformed into videos and photos and presented in a more engaging way to its target group, particularly the visual learners.

Another asset of social media tools is that they facilitate collaboration. We have used Facebook in INF506 for meeting one another online, irrespective of locations, sharing useful information and discussions. 

I’ve explored Diigo and found it a handy tool for research, sharing and collaboration.  I can bookmark the articles I have found, highlight the text online, add notes and save them, or cache the webpage for reading later, add tags and share the resources with others through Facebook, Twitter, Google+, or email, together with my highlights and annotations. I can retrieve a document in my Diigo Library easily by searching in title, URL, annotations and tags. However, I cannot highlight the online PDF files, nor import the bookmarks I used to have on my browsers.  Besides, it is less popular than del.ico.us which is one of the options offered for direct export of records from academic librariess discovery tool. While I share my own bookmarks, I can also browse those created by others on the Diigo community. Moreover, I can create groups for colleagues for collaborative research projects and build our shared information repository.

Yet privacy is an issue for social media and networking tools. As I added the Diigo Web Collector to my Google Chrome browser, a warning message popped up, saying it can access my data on all websites and tabs and browsing activities. I was alarmed as I had installed the Diigo bookmarklet the previous week and had been using our Google Chrome browser for e-banking and online payments since then. Have our personal data been accessed by Diigo in the past week?

To safeguard our privacy when we use social media and networking tools, we have to customize our privacy settings carefully and read the privacy policies on their websites, checking for changes from time to time. It is advisable to create different accounts with different names to maintain separate personal and professional identities online, and be very cautious with whom to admit into our circles. We should also turn off any location features and public searching as necessary.  (Williams, 2012)

Hence, if an institution or library wants to integrate social media into their services, there has to be policies in place to protect data privacy for the benefit of both the institution and employees. Best practice guidelines and training on technical management and use should be given to support those involved in using the social media or social networking technologies. (Society for New Communications Research, n.d.)

There has to be an authorized representative of the department/unit responsible for setting up, operating and monitoring the social networking account on an ongoing basis. Details of the account and the contact information for the representative should be submitted to the administrators of the Communications Department and the Computer & Information Technology department. (Princeton University, 2011, pp.2-3)  Fairness of access and use have to be ensured. Attention should also be drawn to the risk of  releasing confidential information or proprietary information about the organisation and its members, as well as illegitimate use of institutional social networking platforms and respective penalties imposed. (Arendt, 2009)

[Statement] To conclude, social media and networking tools can help us reach out to a broader audience, engage and interact with them for collaboration and creation of new knowledge, but we’ve got to pay attention to the technical management issues involved and manage the risks of privacy and confidentiality.

References

Arendt, A.M. (2009). Social Media Tools and the Policies Associated with Them.  Best Practices in Policy Management Conference, Utah Valley University, November, 2009. http://works.bepress.com/anne_arendt/7

De Rosa, Cathy, et al. (2011). Perceptions of Libraries, 2010: Context and Community: a report to the OCLC membership. Dublin, Ohio: OCLC. Retrieved from http://www.oclc.org/content/dam/oclc/reports/2010perceptions/2010perceptions_all_singlepage.pdf

Lorenzo, G. (2007, March). Catalysts for Change: Information Fluency, Web 2.0, Library 2.0, and the New Education Culture. Clarence Center, NY: Lorenzo Associates, Inc. Retrieved from http://edpath.com/images/IFReport2.pdf.

Patridge, H., Lee, J., & Munro, C. (2010). Becoming "Librarian 2.0": The Skills, Knowledge, and Attributes Required by Library and Information Science Professionals in a Web 2.0 World (and Beyond). Library Trends, 59(1-2), 315-335.

Princeton University · Office of Communications (2011). Princeton University Social Media Policies. Retrieved from https://www.princeton.edu/communications/services/social-media/061611_Princeton_Social_Media_Policies.pdf

Society for New Communications Research. (n.d.). Best practices for developing a social media policy. Retrieved from http://socialmedia.biz/social-media-policies/best-practices-for-developing-a-social-media-policy/

Williams, L. Y. (2012) Who is the virtual you and do you know who’s watching you? In D. R. Neal (Ed.), Social media for academics : A practical guide, PP. 175-192. Oxford, UK: Chandos Pub.

[Statement]

I am only a novice in social networking, exploring, experimenting and familiarizing with the use of various social media and networking tools to enhance my knowledge and competence in serving our library patrons, for interaction with peers and patrons in the online environment as a community to create new knowledge, yet not forgetting the needs of those who do not belong to this sphere.

I had barely any experience of social networking before taking INF506. I have always wanted to have our library services to match with our user needs, but our daily contacts with our patrons are mainly on-site, via phone calls, and occasionally emails. Sometimes I try to find out about the research needs of our staff as I get to see them in the library looking for books or journals, and chatting with users at lunch. I feel that’s not enough. When we add more resources, post news on our library information network site, send patrons emails about the new services, the majority of our patrons are not aware of them. Something is missing.

Now I think I’ve got the answer: social networking. It is not simply about adopting the Web2.0 technology, there has to be a change in our mentality. (Davis, 2005) Our service to patrons should be egalitarian and user-focused. Librarians should proactively reach out to seek patrons, understand their information needs, interact and collaborate with them as a community in creation of new knowledge.

When Penner (2007) talked on the “Tasks and skills of theological librarians” at the Conference for Theological Librarians, she pointed out that the library, as one of the four primary centers of theological education, has to inform and serve the other three areas, i.e. the classroom, the chapel, and the field site, and should therefore be facilitating and participating in communication with them. Knowledge is created through conversation, interaction, and discussion of concepts. Hence, the library has to readjust and modify its tasks as conversational and participatory tools.

Theological libraries are generally more conservative and thus slower in adopting social software to enhance library services. I found some of the major US and British Christian university libraries and a few seminaries have already got their Facebook and Twitter accounts, and some offer chat reference service to interact with their members..

But the ASU Libraries’ Library Channel is eye-opening for me. I would say they are actually transforming textual information on the library website into lively, brief but engaging videos and images, communicating about library services and resources, guides to searching and research, news and events, and allowing user feedbacks with the various social networking tools employed. I think our library should likewise create our online presence in Facebook, Twitter, YouTube, iTunesU, and other popular social networking sites for reaching out to our patrons, engaging them in conversation with the library, not only to improve our service, but also create a sense of community and collaborate with them in knowledge creation.

I can start writing a reference librarian blog to interact with patrons, embed training instruction videos or powerpoint into the weblog using mashups like Bitty Browser (Bradley, 2007, p.184). We can add a chat box or instant messaging facility like Google hangouts for better service.

When students want to find information, they tend to start with Google or other search engines instead of using the library catalogs and databases. To help patrons find quality information, I would also like to explore if our library can create a search toolbar like the ASU Libraries Toolbar which patrons can install for themselves. Its integrated search box  provides options to search Google, the library catalog, the library’s online subject research guides, Google Scholar, Electronic Journal titles and Worldcat. (Arizona State University, ASU Libraries, 2009)

Moreover, I shall advocate the activation of tagging in our Aleph primo search to garner contribution from our patrons, though I understand that there has to be some monitoring on that. Besides, I can also create tags in primo to help gather information for patrons engaged in special projects. (Bradley, 2007, p.90)

In addition, the library can use Flickr to create a virtual library tour or exhibition and publicise special library collections and events. Besides, we can use tools like SurveyMonkey to collect user opinion on library services. Furthermore, we can use social media like wiki for collaborative research projects among staff and students.

On the other hand, there are so many social networking tools that I think I have to continue to explore and learn to use them as an information professional of the 21^st century. To keep myself updated, I set up RSS feeds to websites like the Social Media section on Mashable, Technorati, LibraryTechTalk, Info Tyrannosaur, etc. and institutions like the American Theological Library Association and their journal, and libraries of other theological schools. I use Liszen to search for library and related blogs (Bradley, p.36), and tried to identify people and institutions I want to learn from, subscribe to their blog feeds and follow experts like David Lee King, Phil Bradley, Tim O’Reilly, John Battelle and other academics.

To manage information overload, I use Netvibes to organize the information from these sources. It also provide access to my Facebook, Twitter, Flickr and email account in one place.

To bookmark useful information I find online, I use Diigo which allows me to annotate and highlight documents, save and add tags to them for sharing and collaborating with colleagues for research and others interested in the same subject.

For my research, I would save searches in our discovery tool primo, on databases and search engines like Google for alerts. I can also share my cached saved search results with highlights & annotations for future reference and sharing with others in Diigo,

To conclude, I feel I need to learn more about how to safeguard one’s social media accounts in terms of privacy and easier and reliable ways of spam detection. When I become proficient in using social media, I can recommend its use in our library to improve our interaction with patrons and promote the engagement of our staff and students.

References

Arizona State University. ASU Libraries. The Library Channel. (2009, August 20). ASU Libraries Toolbar Now Available! Retrieved from https://lib.asu.edu/librarychannel/2009/08/20/toolbar .

Bradley, P. (2007). How to use Web 2.0 in your library. London : Facet.

Davis, I. (2005, July 4). Talis, Web 2.0 and All That [blog]. Retrieved from http://blog.iandavis.com/2005/07/04/talis-web-2-0-and-all-that/

King, D. L. (2014, February 14). Social Media Skills for Librarians [blog]. Retrieved from http://www.davidleeking.com/2014/02/13/social-media-skills-for-librarians/#.Uwc7DmKSySo

LaGarde, J., & Whitehead, T. (2012). Power up your professional learning. Knowledge Quest, 41(2), 8-13. Retrieved from http://search.proquest.com/docview/1174108104?accountid=10344

Partridge, H., Lee, J, and Munro, C. Becoming “Librarian 2.0”: The Skills, Knowledge, and Attributes Required by Library and Information Science Professionals in a Web 2.0 World (and Beyond). Library Trends, 59(1-2), 315-335.

Stephens, W. (2012). Amplify your professional knowledge through RSS. Knowledge Quest, 41(2), 26.

Advice on the development of a organisation policy with regard to employees’ use of Web 2.0 tools and spaces for work and personal use while using the organisations' computers/network and time.

        1. The use of Web 2.0 tools and spaces is encouraged at work for organization-related functions: connecting with patrons and staff, enhancing participation and collaboration, offering better education/training programs and services as well as promoting goodwill of the organisation. The organisation’s policies on communications and the use of information technology also apply to the use of Web 2.0 tools and space. (Fleet, 2009; Princeton University, 2011) Training on technical management issues in the socially networked environment and guidelines on the use of common social media tools should be provided to employees when necessary. (Society for New Communications Research, n.d.)

2. Organisational accounts on the social media platforms must be created by an authorized representative of the department/unit, who is also responsible for operating and monitoring the account on an ongoing basis. Information about the account and the contact information for the designated staff should be submitted to the administrators of the  Communications Department and the Computer & Information Technology department. (Princeton University, 2011, pp.2-3) Employees should create separate accounts for professional and private use.

3. The Web 2.0 service organiser must consider accessibility issues in the use of that technology, and offer alternative programs for those who are unable to use Web 2.0 technology. (Arendt, 2009)

4. Service organizers should consider the data protection aspects of their Web 2.0 activities, whether it involves the transfer of personal data. Attention should also be drawn to the risk of releasing  confidential information or proprietary information about the organisation and its students, employees or alumni. Employees who share confidential information without appropriate authorization are subject to disciplinary action or termination. (Arendt, 2009)

5. On writing/commenting/contents

.  When employees post or comment on organization social sites, they are representing the organization and have to be responsible for what they write. Names and job titles are to be included as appropriate. (Lauby, 2009)

.  Expression of personal views should be clearly stated, as distinct from the company’s perspective. (Society for New Communications Research, n.d.)

.  Information provided should be checked for accuracy. Mistakes should be acknowledged and errors fixed in a timely and open manner.  (Society for New Communications Research, n.d.)

.  Rights and permissions must be obtained before using copyrighted or proprietary materials and proper attribution should be given. (Fleet, 2009)

.  Our institution is a non-profit organization. Hence, our Web 2.0 services should be free from commercial advertising and political propaganda.

.  Staff have to strike a balance between time spent on social media and other work. (Lauby, 2009)

References

Arendt, A.M. (2009). Social Media Tools and the Policies Associated with Them.  Best Practices in Policy Management Conference, Utah Valley University, November, 2009. http://works.bepress.com/anne_arendt/7

Chartered Institute of Public Relations, Europe. (2013, December). CIPR Social Media Best Practice Guide. Retrieved from http://www.cipr.co.uk/content/social-media-guidance

Fleet, D.  (2009, October 18). Social Media Policies E-book [slides]. Retrieved from  http://www.slideshare.net/davefleet/social-media-policies-ebook

Lauby, S. (2009, February 6) 10 Must-Haves for Your Social Media Policy [blog]. http://mashable.com/2009/06/02/social-media-policy-musts/

Princeton University · Office of Communications (2011). Princeton University Social Media Policies. Retrieved from https://www.princeton.edu/communications/services/social-media/061611_Princeton_Social_Media_Policies.pdf

Society for New Communications Research. (n.d.). Best practices for developing a social media policy. Retrieved from http://socialmedia.biz/social-media-policies/best-practices-for-developing-a-social-media-policy/

PLN adoption

Currently I am mainly at stage 1 of Utecht’s PLN adoption, still trying to identify more people whom I can learn from, more websites where I can obtain information from, and updates of new service as well as latest research on topics that I'm interested in and relevant to my service in a theological school library. These I can achieve by subscribing via RSS to news and updates of personal blogs of information science experts and other librarians, institution websites like ATLA and their journal, and libraries of other theological schools. Moreover, I've created searches on relevant research in various databases and subscribed to alerts on these searches to keep myself updated. I use Netvibes to organize the information from these sources as I find it a very good tool to easily capture RSS from websites and blogs and provide access to my Twitter, Flickr and email accounts in one place.

While I read information online, bookmarking , annotating , adding tags (and sharing them with others) with Diigo, I'm actually experiencing information overload as I often discover new links from the blogs and websites I access. I've attempted to evaluate the connections I have established so far to see if it is appropriate for me to continue with them, realizing that I will not have sufficient time to learn everything. Even now I’ve embarked with stage 2, trying to learn from the resources I've discovered to equip myself to provide better reference service in our library. Theology and philosophy is a new specialty for me. I need to familiarize myself with the important works and references on the one hand, and consider how to reach out to our modest and not-so-eager-to-ask library patrons and provide tailor-made services for them. Aside from meeting them at the front desk, I often find the opportunity to proactively ask and listen to their research needs while having lunch at the canteen. I used to send emails to faculties when I come across information relevant to their subject specialties. Now I’m thinking about using social media to interact with them if our institution permits.

Besides, I also find myself reflecting on the connections I've made and information i’ve perused online while I’m away from my computing devices, pondering how I can use what I’ve learned on library service. I feel I need to learn more about safeguarding one’s social media accounts in terms of privacy and easier and reliable ways of spam detection. i'd also like to explore more on cloud service and its impact on the library. When I become proficient in using social media, I can recommend its use in our library to improve our interaction with patrons and promote the engagement of our staff and students. 

References
Smith, Bethany (2008, Oct 22). Creating an Online Personal Learning Network [slides]. Retrievied from 
http://www.slideshare.net/bethanyvsmith/creating-an-online-personal-learning-network-presentation

Utecht, Jeff. (2008, April 3) Stages of PLN adoption [blog]. The Thinking Stick. Retrieved from
http://www.thethinkingstick.com/stages-of-pln-adoption/

ASU Libraries’ use of social media platforms to achieve the 4Cs of social media: collaboration, conversation, community and content creation

The Library Channel, ASU Libraries

ASU Libraries put a number of lively one-minute The Library Minute videos on YouTube to offer information on various library services and resources available to them. “A picture is worth a thousand words”, not to mention videos. This is a far more interesting and effective way of introducing the library than paragraphs of words on a library website or library pamphlet. When library users discover the videos, they can choose to watch whichever ones they prefer, save the ones they would like to watch later, subscribe to it for updates, comment on the ones they want to, and share with their acquaintances. Hence, library users can communicate their thoughts directly to the library and to others on YouTube, whilst the library can broadcast to and build up relationship with a larger user community, obtain their feedback on library service, and adapt their service accordingly.

Other than The Library Minute videos, there are more videos on the Library Channel: discussions, guest lecture series, hidden treasures, etc. from the ASU Libraries that can further engage patrons. They have also created their presence on iTunesU to distribute their library services and events videos to students in the Apple computer community.

The ASU libraries on Facebook have more features about library services, news and events through photographs, podcasts, and videos, etc. Patrons on Facebook can subscribe to it, express their opinions on the various posts, like it, and share it with their friends. Again, this will encourage users’ conversation with and about the library, help develop the library community, and strengthen patron involvement with the library. Besides, hangouts on Google+ offers yet another channel for conversation between the libraries and their users through videos calls.

YouTube, Facebook, iTunesU, Google+ and the other social media ASU libraries use are very popular ones and these help them reach out to a larger audience and enhance their service to those in the long tail. It shows that the library is concerned about its patrons by connecting to them, answering their questions, soliciting their comments, collaborating with them on their studies and research, and is thus involved in creating new knowledge, as well as nurturing a sense of community.

Criteria for effective library website design

1.   Simple and elegant:  clean layout, use space, colours & tones well contrasted, 
          fonts pleasing to the eyes

2.   Provide support for multiple browsers & platforms (on mobiles & tablets)

3.  Prominent institution logo, with link to institution home page and attractive
          photos of distinct areas of the library

4.  Easy navigation: search box and navigation bar in the header and footer of
          every page; header stays put even when users scroll down the page

5.  Keep content concise and meaningful; avoid page scroll, putting significant
          content above the scrollable area

6.  Graphics preferred over text wherever possible; use icons with floating text
          that appears when moused over

7.  Offer alternative contact information: telephones, emails, & address with map

8.  Allow users subscribe to automatic updates on library news and its services, 
           e.g. via RSS 

9.  Embed a variety of social media for communication: for patron to ask for help
           and give their feedback, for discussion and sharing of information, as well as 
           for library promotion: Facebook, Twitter, Youtube, Issuu, ..., etc.,  so that
           the library website and news update can be easily bookmarked and shared

10. Minimize page load time

11. Collect analytics on how the website is being used for continual improvement

Evaluation of the library website:
http://www.cgst.edu/en/int8.html

The library website has a clean layout with adequate spacing, well-contrasted colours and tones that match with the prominent institution logo, easy-to-read fonts, links to institution home page and nice photos of various areas of the library.  Although links are offered in the navigation bar at the top and bottom of the webpage for easy navigation, it is probably not a good idea to put everything on one page only.  This may be due to the fact that library news and detailed information on services have been allocated to another website, the Library Information Network, on the institution intranet for some reason. Hence, the library website is relatively simple, the page load time is minimized and it looks fine on different browsers and devices. However, it contains a lot of text which focuses on information the library finds important but not necessarily for the users. 

In fact, the website is rather dated and the library is going to revamp it in the near future. It also reflects a library service perspective prior to the advent of Library 2.0.  Currently the only web 2.0 technologies incorporated are the provision of RSS links in the library journal SQL database in the intranet library information network site and the RSS & del.icio.us link to bookmark search results in the library Aleph Primo search (tagging disabled temporarily, pending for further decision).

Suggestions for improvement:
It requires a change in the philosophy of service. The library has to be present where their users are and its services have to be user-centered.

The library has to set up accounts and content in social media like Facebook, Twitter, to let users find out about its services and news, to ask questions and give feedback, and for the library to discover more on user needs, and embed them on the website for interaction with users aside from the contact telephone and email. Live chat via IM services like Google Talk, Yahoo Messenger can be added if staff time can be allocated. RSS feeds for library news and events should be incorporated. Moreover, the library can use Flickr to create a virtual library tour or exhibitions as well as display highlights of library events, with chat boxes for user comments. Besides, videos promoting the library and library instruction sessions can be put on the library website and shared on Facebook, Twitter, and YouTube to reach a wider audience. Furthermore, the Google map of the institution can be added in addition to or in place of the still image of the institution map.  Finally, mechanism for collecting analytics on the website should be in place for improvement rather than allowing it to remain stagnant.

References:

Governor, J., Hinchcliffe, D, & Nickull, D. (2009). Web 2.0 architectures. Sebastopol, Calif.: O’Reilly Media. 

Lazaris, L. (2009). Designing websites for kids: Trends and best practices, Smashing Magazine, (27 November). Retrieved from http://www.smashingmagazine.com/2009/11/27/designing-websites-for-kids-trends-and-best-practices/

Mathews, B. (2009). Web design matters: Ten essentials for any library site. Library Journal, 134(3), 24. 

McBurnie, J. (2007). Your online identity: Key to marketing and being found. FUMSI, (October). Retrieved from http://web.fumsi.com/go/article/share/2510

Schiff, J. L. (June 04, 2013). 13 simple tips for improving your web design: How your website is laid out, what colors, fonts and images you use (or don't use) can mean the difference between success (low bounce and exit rates, high conversion) and failure (high abandonment, low sales). Retrieved February 10, 2014, from http://www.cio.com/article/734408/13_Simple_Tips_for_Improving_Your_Web_Design?page=3&taxonomyId=600028

Bookmarking

To try out Diigo:

Initially I installed the Diigo bookmarklet on my Google Chrome browser to explore its various functions happily, tagging, highlighting, uploading images, etc.  Then I realize that there are more features available on the Diigo toolbar.  But when I tried to install the toolbar, a warning message popped up saying:

Confirm New Extension

Add "Diigo Web Collector - Capture and Annotate"?

It can

. access your data on all websites

. access your tabs and browsing activity

I was alarmed !! Does the Diigo bookmarklet i installed the previous week act similarly? We have been using our Google Chrome browser for e-banking and online payments. Have our personal data been accessed by Diigo in the past week? 

In dismay, I had to delete the Diigolet and try out Diigo in Firefox. After downloading the Diigo toolbar, the shortcuts on the toolbar failed to appear, not even after I tried to add it in again by editing the toolbar in the browser. Waste of time …

So I had to take the risk, install it again in Google Chrome for further exploration ...

Other than the privacy issue, Diigo is a wonderful tool for research, sharing, and collaboration. I can bookmark blogs and websites, annotate the text online and save it, or cache the webpage for reading later, add tags and share the resource with others through Facebook, Twitter, Google+, or email, together with my highlights and annotations. As my library grow, Diigo lets me find a document easily by searching in title, URL, annotations and tags.

Moreover, I can search and acquire useful information and updates from experts and colleagues I’d like to follow by constructing my favourite network; or by browsing the bookmarks of others on the Diigo community. Besides, I can create groups for our library colleagues or even students on a collaborative project, building our shared information repository.

Downside:

I cannot highlight the online PDF files.

I cannot import the bookmarks on my browsers.

It is not as popular as del.ico.us: I cannot directly export records from our library’s discovery tool Primo to Diigo. 
And as i tried to use the explore Diigo group, i couldn't find relevant groups that i'd like to join.

RSS in action

In an effort to “deliver the library to its users”, an RSS can be offered for library patrons to subscribe to for Course Reserves or New Books on Display in the library.

In the Aleph Discovery tool Primo, RSS feeds are available for search results.  The library using the discovery tool can assign a special code for various course reserve materials such that a simple search in Primo will retrieve all reserve materials under a particular course. Library patrons can either subscribe to the RSS on the page displaying the search results or add the results page to “My Folder” after they have signed in so that they can keep a copy of the course reserve items. The course reserve list will be updated automatically if the professor adds or remove items from it. For example in Charles Sturt University Library, the course reserve list for the INF506 can be retrieved at

http://primo.unilinc.edu.au/primo_library/libweb/action/search.do?dscnt=0&frbg=&scp.scps=scope%3A%28DTL_CSU_UNLOCKED%29%2Cscope%3A%28CSU%29%2Cscope%3A%28CSU_SFX%29%2Cprimo_central_multiple_fe&tab=default_tab&dstmp=1391409962610&vl%2896177725UI0%29=any&srt=rank&ct=search&mode=Basic&dum=true&indx=1&vl%281UIStartWith0%29=contains&vl%28freeText0%29=inf506&vid=CSU&fn=search

Likewise, for updates of the weekly “New Books Display” in our library, the China Graduate School of Theology, all new books on display would be assigned a special code so that when library users click on the link, they can view the current list of new books and subscribe to the RSS for future lists at

http://primoapac02.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?dscnt=1&tab=einunion&dstmp=1391417398713&vl(freeText0)=GADP&fn=search&vid=CGST&mode=Basic&fromLogin=true

Moreover, to supply a current awareness service on publishers' new titles for the professors and lecturers who could recommend materials for library acquisitions, the librarian can aggregate the RSS links of the new releases from various major publishers on particular subjects on a webpage in the institution intranet so that faculties can subscribe to the ones relevant to them and be updated of new materials for published. Further customization can be achieved, for instance, by using KickRSS (Bradley, 2007, p.40) or an XML- and RSS-based gAjax RSS Feeds Displayer which permits the display of combined results from multiple RSS feeds with the choice of sorting by date, title, or a description label assigned to each feed item, together with a set of scripts from Dynamic Drive. The resulting webpage may look like this one which collects and displays news from three different news sources. (Boudreaux, 2012)

Reference

Boudreaux, R. (2012, September 11). Aggregate multiple RSS feeds with customized display features. Web Designer. Retrieved from http://www.techrepublic.com/blog/web-designer/aggregate-multiple-rss-feeds-with-customized-display-features/#

Bradley, P. (2007). How to use Web 2.0 in your library. London : Facet.