Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
90 - Social bookmarking
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Social bookmarking sites enable users to record their favourite websites and any other pages they wish to keep as a reference. The references are stored on the social bookmarking site and can be accessed by the user, unlike browser bookmarks (or favourites), which are tied to a computer. As well as storing and organizing the bookmarks for the user's own reference, they can also be shared – hence the ‘social’ aspect. There are many social bookmarking sites, such as delicious (www.delicious.com), Digg (http://digg.com) and Diigo (www.diigo.com).
There are several ways that these sites can be used to enhance information skills teaching. One simple example is to store a list of references within the social bookmarking site and make this public to your learners. Most sites allow you to annotate the resources, so you can explain why the sites are useful. This can be used as an additional resource for your teaching, but also used within hands-on sessions. If your learners have an account for the site you are using, they will be able to add their own comments on the resources.
✓ BEST FOR
• creating resource lists for use within teaching sessions or as an additional reference
• sharing resources between learners.
+ MORE
• Teach your learners about RSS feeds and how they can subscribe. For example, use a tool such as iGoogle (www.google.com/ig). As part of this session, get your learners to subscribe to your social bookmarks using the in-built RSS feeds. They will then be automatically alerted when you add new resources.
• Set a task, either individual or group, where learners have to create their own resource list, justifying the choice of resources using the comments feature. These resources can then be shared with peers.
• Lists of social bookmarks can be exported in different formats, which can be useful as a reference. Diigo, for example, has the facility to export to Internet Explorer, CSV (which can be read in Excel) and delicious – this means a delicious user can upload the bookmarks to their own account.
• Consider using a more academic social bookmarking site, such as Connotea (www.connotea.org), CiteULike (www.citeulike.org) or Mendeley (www.mendeley.com).
• Explore the differences in functionality and usability between social bookmarking software and commercial reference management packages.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 230 - 231Publisher: FacetPrint publication year: 2011