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Genifer Snipes
LIS590 Strategic Information Management
Date: 12/15/2010
Version: 2.0
To assess the current usage of social media technology by the Graduate School of Library and
Information Science departments of Public Relations, Communications, and Alumni and Advancement
with the goal of increasing these tool's effectiveness and efficiency through technological changes,
education, and policy development.
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Contents
Section 1: Project Plan and Overview .......................................................................................................... 4
1.1 Project Plan ................................................................................................................................... 4
Project Contact: .................................................................................................................................... 4
1.2 – Project Objectives and Research Approach ..................................................................................... 4
Project Objectives ................................................................................................................................. 4
Research Approach ............................................................................................................................... 5
Section 2: Organization Overview ................................................................................................................ 5
2.1 – Graduate School of Library and Information Science (GSLIS) .......................................................... 5
GSLIS Goals ............................................................................................................................................ 5
2.2 – Communications and Public Relations Department Profile............................................................. 6
2.3 – Advancement and Alumni Department Profile................................................................................ 6
Section 3: Goal for Social Media Usage at GSLIS ......................................................................................... 7
3.1 – Increase awareness and interaction between GSLIS and the community....................................... 7
3.2 – Why Social Media? ........................................................................................................................... 8
3.3 – Overview of current environment ................................................................................................. 10
Section 4: General Recommendations........................................................................................................ 10
Develop a GSLIS Social Media Policy ....................................................................................................... 10
Address Branding Issues ......................................................................................................................... 11
Increase interconnectivity of accounts ................................................................................................... 12
Adopt a social media client(s) ................................................................................................................. 12
Section 5: Social Media Portfolio Analysis ................................................................................................. 14
5.1 – Twitter ............................................................................................................................................ 14
Personality and Demographics ........................................................................................................... 14
GSLIS Twitter Usage profile................................................................................................................. 15
Desired Outcome of Use ..................................................................................................................... 16
Analysis and Recommendations ......................................................................................................... 16
5.2 – Facebook ........................................................................................................................................ 19
Personality and Demographics ........................................................................................................... 20
GSLIS Facebook Usage Profile ............................................................................................................. 20
Desired Outcome of Use ..................................................................................................................... 21
Analysis and Recommendations ......................................................................................................... 22
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5.3 – Flickr ............................................................................................................................................... 23
Personality and Demographics ........................................................................................................... 24
GSLIS Flickr Usage Profile .................................................................................................................... 24
Desired Outcome of Use ..................................................................................................................... 24
Analysis and Recommendations ......................................................................................................... 25
5.4 – LinkedIn .......................................................................................................................................... 26
Personality and Demographics ........................................................................................................... 26
GSLIS LinkedIn Usage Profile ............................................................................................................... 27
Analysis and Recommendations ......................................................................................................... 27
Section 6: Conclusion .................................................................................................................................. 28
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Section 1: Project Plan and Overview
Project Contact:
Genifer Snipes
This project has been developed by Genifer Snipes as part of her Strategic Information Management
class. Ms. Snipes is a first year master’s degree candidate at the Graduate School of Information Science
at UIUC. Prior to beginning her graduate studies, Genifer earned a Bachelor of Arts in History at Centre
College in Danville, Kentucky. Her background is in technical services for educational institutions and
veterinary medical administrative support. Her studies at GSLIS include online research, social media,
School of Library and Information Science’s Communication, Public Relations, Alumni, and Advancement
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Research Approach
1. Examine GSLIS website and all major social media outlets to create a comprehensive profile of
social media currently in use including ownership, history, and current policy toward each
tool.
2. Interview departmental staff for information regarding social media usage, ownership of accounts,
goals, and concerns regarding privacy
3. Survey current social media, technology, and business publications for current thinking on social
media in business communications and the workplace
4. Identify and describe critical dependencies of social media usage such as legal or ethical
restrictions as well as privacy and information security concerns.
5. Based on findings, offer recommendations regarding ways to maximize effectiveness of current
social media tools in the concerned departments while protecting the privacy of all concerned
parties—both within GSLIS and external entities
The University of Illinois Graduate School of Library and Information Science (GSLIS) is
recognized as a premier institution, consistently named the top LIS school in the nation. GSLIS
has earned its reputation by creating pioneering and innovative educational opportunities,
including the oldest extant LIS doctoral program in the country (1948), our award-winning online
education program, LEEP (1996), and an advanced degree in digital libraries (2005).
Today, GSLIS is a charter member of the iSchools Project, a community of schools
interested in the relationship between information, technology, and people and committed to
increasing the visibility of the field of library and information science. Founded in 1893, GSLIS
helped establish and develop the methods used in the field of LIS. Today we continue this
tradition by translating the core principles of library science—information organization, access,
use, and preservation—to meet the needs of our information society. This natural integration of
library science and information science allows for opportunities to enhance and strengthen
learning, teaching, and research: at GSLIS, we understand that fluency with current technologies
is important to all information professionals, from librarians, archivists, and museum curators to
information architects, Web developers, and data managers. (School Overview)
GSLIS Goals
The stated mission of the Graduate School of Library and Information Science is to provide:
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Graduate education for leaders in research and practice in the fields of library and information
science
Groundbreaking research to advance preservation of and access to information in both traditional
and digital libraries and in the many settings outside of libraries where large amounts of critical
information are collected;
Useful service to librarians and other information service providers, as well as to the citizens of
Illinois. (Graduate School of Library and Information Science, 2006)
serve as the School's strategic communications and marketing unit. Its activities center around
advancing the mission of the School through print and electronic media and the GSLIS website. In
addition to preparing promotional materials and newsletters for GSLIS, the office produces two high-
quality publications, Library Trends and The Bulletin of the Center for Children's Books. The
Communications and Public Relations department, which manages GSLIS’s current social media
portfolio, is staffed by Cindy Ashwill, Kim Schmidt, and two ten-hour graduate assistants. During an
interview with Ms. Ashwill and Ms. Schmidt, they indicated that their current structure for disseminating
information via social media is that any GSLIS entity—faculty, Alumni, student group, etc.—can submit
information and Ms. Schmidt will push it out to the community via Twitter, and if requested, Facebook.
and Alumni Relations, serves the needs of GSLIS alumni, students, faculty, and friends by enabling GSLIS
to maintain its tradition of academic excellence through partnerships with alumni that maintain and
establish scholarships, fellowships, endowed chairs, professorships, faculty research, centers, and
building spaces. In addition to fundraising responsibilities, the Office of Advancement also seeks to
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support the educational and career goals of GSLIS alumni by facilitating continuing education classes,
regional alumni groups, and networking programs across the country and around the globe. (Office of
Advancement) Currently, Advancement is not responsible for any of the GSLIS social media platforms.
Rather, they feed information to the Communications department for dissemination (Stroud, 2010)
3.1 – Increase awareness and interaction between GSLIS and the community
One of the most frequently hoped-for outcomes of increasing GSLIS’s social media presence mentioned
during project interviews is to increase interaction within the GSLIS community and expand that
community. In this endeavor, GSLIS is not alone—current studies indicate that this is the primary
motivation for social media presence among all U.S. companies. (eMarketer, 2010) In the process of
creating this greater community, it is hoped that GSLIS will be able to position itself as a premier voice
for the library and information science community on social media. (Ashwill, 2010; Stroud, 2010)
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Recruit new students into LIS program
Provide greater support for employment-seeking among GSLIS alums
engaging in social media communication is a necessity for any organization that values name-
communications history—Twitter alone has over one hundred million users with another three hundred
thousand signing up every day, while Facebook touts five hundred million active users, which, in terms
of population, makes it the third largest country in the world. (Huffington Post, 2010; Qualman, 2009) As
such, engaging in the social media community allows both individuals and organizations to communicate
on a regular basis across a wider spectrum than is possible using traditional communication methods
such as email or telephone communication. Further, there is significant evidence that social media will
displace some current communication tools in the near future. For example, a representative of
technology research firm Gartner Inc., has predicted that by 2014, 20 percent of domestic employees
will use social networks rather than e-mail as their main business communications hub. (Green, 2010;
Kurtz, 2009) As such, the benefits and necessity of GSLIS's engagement in the online social community
are evident.
As an educational entity seeking to recruit promising new students, GSLIS must be active on social media
if it intends to reach current undergraduates and young adults in the workforce since 83 percent of
college students use Facebook and 21 percent use LinkedIn for communication. (eROI, 2010) Of course,
countless variations of these statistics have been published in recent years; however, what is less
commonly understood is the popularity of social media across demographics other than college-age
students. In 2009, the fastest growing user groups on Facebook were the 35-54 and 55+ age ranges,
which grew by 321% and 923% respectively. (Corbett, 2009) This means that social media will also be an
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excellent tool for Advancement to reach out to our older alums and draw them into conversation with
the school and current students. It will also aid in GSLIS’s goal of positioning its alums in influential
positions in the LIS industry since 80% of American employers now report that they have adopted the
business-only social network LinkedIn as their primary recruitment tool. (Qualman, 2009)
This is not to say that engaging in social media communication is without its pitfalls. As indicated by
recent news headlines (Privacy Disaster At Twitter: Direct Messages Exposed—TechCrunch, 2008;
Facebook's New Messaging Plan Worries Some Privacy Advocates—Investor’s Business Daily, 2010; As
Social Media Sites Mature, New Privacy Concerns Emerge—Information Management, 2010),
information privacy continues to be a primary concern among individuals and organizations engaging in
social communication. Businesses and educational entities are especially conflicted in their attitudes
toward social communication simply because there it so little legal or trade precedent in how to deal
with platforms like Facebook which allow users—intentionally or unintentionally—to expose the most
intimate details of their personal lives. In this rapidly changing environment of platform privacy policy
changes, legal challenges, and marketing experimentation, social media policies are often developed in
the wake of lawsuits, public relations disasters, or protests and tend towards over-restrictiveness as a
Other concerns cited regarding plans to expand GSLIS’s social media outreach campaign are of an
internal nature. The two departments addressed in this analysis are comprised of four full-time staff
and three to four part-time workers, all of whom are dedicated to other responsibility. (Schmidt, 2010)
There is no current staff or funding available for a dedicated social media manager or program, which
means any expansion of outreach must be done in addition to employee’s primary duties and without
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3.3 – Overview of current environment
GSLIS currently supports at least one account on four of the top social media platforms. These platforms
are: Facebook, Twitter, LinkedIn, and Flickr. The accounts on these four platforms represent the
absolute minimum presence necessary for GSLIS to present an adequate social media presence in the
digital community. Activity levels within each platform vary based on ownership of the account within
GLSIS, staff understanding of each platform’s purpose, and security or privacy concerns attached to
particular platforms.
All official social media activity is initiated from the Communications Department
The main social media platform is Twitter, with Facebook in second place. The Flickr account is
currently unpublicized and the LinkedIn group is completely unsupported within GSLIS.
Activity across the active platforms is dominated by top-down re-broadcasting of GSLIS news
headlines developed for the main webpage and RSS feed.
require a significant time commitment from GSLIS staff members to enact. It is expected that all of the
recommendations made in this report could be carried out within the next six to twelve months to give
GSLIS a significantly more robust portfolio of social media channels and a growing voice in the digital LIS
community. In the following sections of this project, methods of improving GSLIS social media usage in
general will be offered, followed by a platform-by-platform analysis of the social media accounts
currently used or owned by the Graduate School and specific recommendations as to ways each of these
higher education and the business world indicate, methods of guiding and controlling the social message
created by professional entities must be developed. Whatever policy is developed should be reflective
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of the University’s public relations policies, and integrated into GSLIS’s Strategic Plan and
communications policies so that social outreach can grow along with the organization. This will require
collaboration between all communications-related departments (e.g. Career Services, Public Relations,
front desk, etc.), IT, University legal, and upper administration to develop. (eMarketer, 2010) That said,
research conducted during this project has determined that the GSLIS social media outlets will need
significant modification to come into compliance with University branding policy as will be outlined
below.
has developed a series of social media Best Practices, most of which are echoed in this paper. However,
there are several compliance issues that must be addressed in relation to the branding section.
1. “Do not use UIUC in the name of your feed or account or in your content” (University of Illinois
Public Affairs)
a. Although the Campus Administrative Policy (updated Feb 25, 2010) does not appear to
specifically prohibit this abbreviation, the University Style Guide interprets it as such.
b. “UIUC” appears in every social media account owned by GSLIS. Whether this restriction is
serious enough that the University might consider forcing non-compliant accounts to close
c. Some account names or URL’s may be modifiable, others may not. This should be examined
d. Descriptions across all accounts should be modified to comply with University policy
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2. “Don’t create logos to represent campus units - refer to your unit with text and use the Illinois logo.”
a. Currently, GSLIS uses customized departmental logos or other images across all four social
media platforms. This must be adjusted to comply with policy and to create uniformity
across accounts.
3. Account descriptions should be standardized so that visitors will automatically make connections
o Main page has small, dedicated icon links to Twitter and Facebook in lower left-hand corner
Size of icons should be increased and re-located to top half of page for increased
visibility
All accounts should be visible here with a short description of each account’s
LinkedIn”)
o Add Facebook “like,” LinkedIn “share,” and Twitter “re-tweet” buttons to news items
Promote GSLIS social media accounts in the footer of official GSLIS broadcast emails
interactions with social media. Most of these tools were originally designed to deal with the high
volume of tweets received by power Twitterers and have since evolved to allow users to manage other
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popular social media accounts in addition to Twitter. Since the purpose of this project is to increase
GSLIS’s social media footprint, it is reasonable to expect that there will be an increased time
commitment required; however, adopting a social media client will help keep this commitment under
control. The two leading clients that fit the needs this project has identified are:
1. Hootsuite (http://hootsuite.com/)
2. Tweetdeck (http://www.tweetdeck.com/)
1. Free
Since one of the goals of this project was to develop ways to maximize social media
utilization while minimizing financial outlays, the only clients considered for
recommendation were those with robust free versions. Although this means there will be
advertising integrated into the platform, the lack of price will be an adequate trade-off.
2. Universal functionality
The client must work with all conversation-based social platforms currently in use. (Flickr,
being a media sharing platform, is not included) (Bale, 2010)
3. Hardware interoperability including mobile
Due to the wide variety of hardware or operating systems through which staff might be
interacting with the client, priority was given to platforms with the widest range of access.
(Sridhar, Top 5 Best Twitter Apps For iPhone, 2010)
4. Expandable to accommodate multiple accounts on a single platform
5. Allow scheduling of posts (avoids no-post evenings and weekends) (Sridhar, 4 Best Twitter Tools
For Scheduling Your Tweets, 2010)
6. Ability to track activity related to GSLIS on social media
a. Twitter mentions, #gslisui hashtag appearances, new followers, etc.
b. Save searches for LIS-related keywords. (Israel, 2009)
c. Allows monitoring for replies and conversation occurring across accounts
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Section 5: Social Media Portfolio Analysis
5.1 – Twitter
Twitter is a microblogging platform that allows users or “tweeps” to publish 140 character posts
or “Twitterer” containing text or web links to the Twitter stream. These tweets then become part of a
borderless stream of conversation for other users to search for or stumble across. This searchable
conversation stream allows users to locate people or organizations with shared interests whom they can
then “follow” to receive updates about their thoughts and activities. In many cases, once you have
followed a Twitter user, they will follow back. In addition to following a Twitter user’s Tweets, you can
also “re-tweet” their content, which is something like a newspaper re-publishing AP or Reuter’s content
through their own publication and is considered an appropriate method of sharing especially pertinent
or interesting tweets, reply to tweets, or send private Direct Messages to specific users. (Shepherd,
Twitter has suffered privacy breaches in the past; however, these have usually been the
responsibility of third-party applications. (Arrington, 2008) The privacy policy itself is, as Twitter COO
Dick Costolo once stated, “very simple: You can have a protected account, or not. If not, everything is
public.” (Schonfeld, 2010) This basic formula, paired with the straightforward user-interface (UI) and
stated goal of public conversation has remained unchanged since Twitter went public, which has
allowed the platform to avoid the privacy complexities and controversies that have dogged Facebook.
like “Shall go shower and eat my brunch then remove my nail polish plus cut finger nails.” (Siaqinyi,
2010) However, it is rapidly becoming one of the foremost marketing tools on the web. (Hernandez,
2010) In part, this is because, although Twitter’s stated purpose is to inform the community what you
are doing at any given moment, organizations using Twitter as a networking and outreach tool have
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discovered the value of asking and answering the questions: “What are you thinking about?” or “What is
tool for free-form conversation, or Social Listening, in which Twitterers can monitor keyword usage in
the Twitter stream to locate conversations related to their interests, into which they can contribute
useful information, in the process boosting their own social reputation. (Israel, 2009, p. 50)
Although Twitter has a significantly smaller user group than Facebook, it is one of the quickest
growing of all platforms. In 2008, it was estimated that Twitter added users at a rate of 1,000 percent.
(Shepherd, 2009) In the United States, this means that roughly six percent of American adults are also
Twitter users. Interestingly, the demographics of Twitterers have proven to be as diverse as the
conversations on it. Twitterers as a population are young, urban, or suburban, adults with at least some
college education. Further, over two-thirds of Twitterers belong to a racial minority. (Smith, 2010)
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o Manager: Patty Grove
o Created: 12 Jun, 2009
o Followers: 107
o Following: 17
o URL: http://twitter.com/#!/GSLISadvancemnt
@Twitter Search Results
o GSLIS: @GSLISadvancemnt appears #6 on People search
#gslisui Hashtag
o Hashtag was developed by Communications department to co-locate student conversations
related to GSLIS within the Twitter stream.
o Having a unique hashtag works well since #gslisui is a unique label that would not develop
randomly in relation to a different topic.
o Twitter widget on GSLIS homepage displays most recent #gslisui tweets so that
chatter can be viewed without going to Twitter webpage.
@GSLIS account
As stated by Communications, activity is limited to broadcasting of predominately internal news and
influential voice for LIS on Twitter since it is not seen as a source of responses. Further, activity on
@GSLIS is limited to working hours, which will lower the account’s visibility during non-peak hours. That
said, the number of Tweets is sufficient to maintain prominence in search results and the content of
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Increase visibility of Twitter account from main GSLS website
a. Change location and increase size of Twitter button on GSLIS main page (currently tiny icon
in lower left-hand corner of page and only on front page)
b. Add Follow button to the GSLIS Contact page.
c. Add dedicated Retweet button to newsroom items in addition to current multi-tool Add To
Any button
Keep @GSLIS feed updated with the activities of influential LIS Twitterers.
a. Use Twitter lists to create a curated list of LIS tweeters so their posts can be reviewed
without sorting through all tweets in the stream and valuable tweets can then be re-
tweeted.
Develop Following policy
a. There is ongoing debate in the social media community over whether a business entity is
obligated, based on traditional Twitter netiquette, to follow everyone who follows them or
if, by being selective as to who they follow, they raise the value of their Twitter presence by
offering unique insights and connections. (eMarketer, 2010; Joel, 2010) Because part of
GSLIS’ goal in utilizing social media is to position itself as an LIS influencer, it would be best
to adopt a policy of selective following to ensure that the content being pushed to our
followers is only of the highest quality. Selective following will increase the quality of
content on GSLIS’s Twitter feed and limit the volume of information for GSLIS staff to
review.
GSLIS students (look at @uiucundergrad, the Twitter account for the Undergraduate
Library, which maintains a public list of UIUC alums and students for an example)
GSLIS alumni
GSLIS faculty & staff
GSLIS student organizations
Select UIUC accounts (Computer Science, Career Services, Business School, etc.)
GSLIS-affiliated companies
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LIS organizations (AACR, ALA, ASIS&T, etc.)
Influential individuals in LIS field
Advancement Donors
and display only the tweets of those accounts. The use of lists would allow GSLIS and those
viewing the account to differentiate between industry, affiliate, event, or student Twitter
users. Public lists would allow GSLIS affiliates and alum to find each other, which would be
especially useful for new students looking to set up their on-campus twitter contacts.
Further, these curated lists would guide Twitterers to the sources GSLIS recognizes as
whose identities might qualify as "trade secrets,” namely corporate affiliates and donors,
@GSLISadvancmnt
Determine whether a dedicated Twitter account fills a specific role in departmental goals and
o As is, media can be delegated to the main @GSLIS feed for dissemination. If the current model
acceptable to all parties, and the Advancement department does not foresee increasing their
account be closed to decrease confusion in search return and distract from the main @GSLIS
account. There are third-party tools that allow multiple users to Tweet from a single account,
which means eliminating @GSLISadvancemnt will not preclude Advancement staff from
engaging in social media on their department’s behalf—it will merely concentrate interactions
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If account will be retained, edit description to clarify target audience and type of information that
#gslisui Hashtag
Q: #gslisui conversation content that appears through website widget is not monitored for
content. Is there a way to censor those tweets if, in the future, objectionable content appears?
◦ A: No. It is possible to block users from following or messaging an @Twitter account but
5.2 – Facebook
Of all current social media platforms, Facebook is the largest and most influential, and the most
controversial. (Sutter, 2010) Facebook’s U.S. user base grew from 42 million to 103 million in 2009—a
145% growth rate; however, the global population of Facebook is even more impressive. (Corbett,
iStrategy Labs, 2010) With over 500 million active users, if it were a country, Facebook would rank as
the third largest in the world—an unprecedented accomplishment in the digital age. (Central
Intelligence Agency, 2010)It is used by an international population of all ages for professional and
personal interaction as well as community building through public Pages and Groups that provide users
a central location to meet and talk or post about shared interests. In 2007, CEO Mark Zuckerberg
Our whole theory is that people have real connections in the world. People communicate most
naturally and effectively with their friends and the people around them. What we figured is that
if we could model what those connections were, [we could] provide that information to a set of
applications through which people want to share information, photos or videos or events. But
that only works if those relationships are real. That's a really big difference between Facebook
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and a lot of other sites. We're not thinking about ourselves as a community — we're not trying
to build a community — we're not trying to make new connections. (Locke, 2007)
At its inception, Facebook was designed as a private community within which college students could
socialize. Over time, the network was opened to more user groups until it became accessible to anyone
with an account. As Facebook has become more open, personal users have been faced with the issue of
‘friending” those they know only through professional channels, resulting in a loss of privacy and work-
home separation many individuals are uncomfortable with. (Smith C. , 2010) Further, Facebook has
been dogged by a long list of privacy breaches, the most recent of which was the selling of personal
with friends and family and to other individuals who share common interests in Facebook communities.
With an integrated chat client, photo albums, blogging (Notes) functionality, event planning features,
and the ability to customize personal profiles to match the user’s personality, Facebook is often seen as
an extension of the user’s real-world life. The demographics of Facebook users generally reflects that
that found on other social tools—age distribution is weighted toward the 18-34 demographic; however,
the 35+ demographic represents more 40 percent of the entire user base with the 55+ group growing by
922.7 percent in 2009. (Corbett, iStrategy Labs, 2010; Kiser, 2010; Corbett, 2009) Users are usually
Caucasian or African-American, female and likely to have minor children. (Quantcast, 2010)
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▪ Type: Group: Common Interest—Activities
▪ URL: http://www.facebook.com/group.php?gid=92452367841
Searches
▪ Facebook customizes Search for each user so results are unreliable
Similar Accounts
◦ Facebook Community Page
▪ http://www.facebook.com/pages/UIUC-Graduate-School-of-Library-and-Information-
Science/108514842507093?sk=info
▪ Community pages are automatically generated by Facebook with information pulled from
Wikipedia and provide a central hub for questions and searches related to the subject
◦ UIUC GSLIS Group
▪ http://www.facebook.com/group.php?gid=93459412144
▪ owned by Scott Migaldi (relationship to GSLIS, if any, is unknown)
o Current Status
◦ Main content publishers are Kim Schmidt and Patty Grove
◦ Content published to Wall is predominately top-down communication with same information as
posted on Twitter (including content not posted to main GSLIS webpage)
▪ Facebook posts have added content to take advantage of longer post lengths
◦ Event feature has been used in the past
◦ Links back to GSLIS webpage but not other social media
During interviews, conversations about increased Facebook activity led to expressions of concern on
the part of staff members regarding how to control their privacy and maintain work-personal
boundaries without alienating professional contacts. (Ashwill, 2010; Schmidt, 2010; Stroud, 2010)
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Analysis and Recommendations
Currently, the GSLIS Facebook group is used as a broadcast tool, echoing the main webpage and Twitter
feed. The schedule of posts is well-balanced with enough posts to remain visible but not spam
follower’s Walls. There are a decent number of followers and the group Wall, Events, Photos, and
Information sections are populated, if slightly outdated. The group is not connected to any related
GSLIS or LIS organizations on Facebook (Favorites), reducing our ability to guide members to the
information channels GSLIS deems reliable or valuable. Further, the unofficial GSLIS pages create
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a) Ensure staff members understand curating or contributing to a Facebook page does not require
"friending" and does not give co-members access to personal profiles.
b) Explain or provide links to tutorials on securing private Facebook information if the user is
blending personal and professional contacts. (Sutton, 2010)
c) Emphasize that staff members are not obligated to accept friend requests from professional
contacts if they do not wish to. (Ray, 2010)
d) Suggest LinkedIn accounts as alternative where professional contacts could be re-directed from
Facebook friend requests
7) Address restrictions on @illinois.edu email usage on Facebook
a) According to GSLIS staff, current University policy is that the use of work email accounts on
Facebook is prohibited. However, this requires staff members to use their personal accounts to
curate the official GSLIS Facebook group.
i) Determine whether this renders private Facebook accounts subject to University Ethics
scrutiny
b) Ensure GSLIS staff is aware of Facebook “one account, one user” policy in the Terms of Service
which bans the creation of multiple accounts by a single user in case any staff are in breach of
these restrictions (King, 2010)
5.3 – Flickr
Flickr is one of the most popular social photo and video-sharing sites online with over 3 billion images
hosted as of 2009. Flickr allows users to create accounts and link their uploaded media into
communities using social and geotagging of images based on individuals, events, location, or interests
captured in the images. Like Twitter tweets, these images, once publicized, enter the Flickr
“photostream” where they can be viewed by the rest of the There are other community–building tools
like Connections (Flickr’s version of “friends”), photo contests, threaded commenting, and easy
dissemination to other social platforms like Facebook. Although Flickr allows users to create private
photo sets, the community is built around public sharing and Creative Commons permissions for image
use. Because Flickr is a relatively small platform, privacy policy has not been heavily investigated or
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Personality and Demographics
Unlike Twitter or Facebook, Flickr does not appear to have a clear personality. Its social aspects were a
coincidental effect of Flickr’s goal of helping “people make their photos available to the people who
matter to them.” (Flickr) Although membership statistics are not publicly available, there are an average
16.1 million monthly visitors to Flickr and over five billion images hosted on the service. (Sheppard,
2010) Within the Flickr community, a majority of users are teenagers and young adults with a slight tilt
toward male users and a significant majority of Asian and Hispanic users. (Quantcast, 2010)
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geo-tagging of LEEP students, adjunct faculty, events, meetups, etc.
Develop special features such as a faculty yearbook series showing faculty members over time
Publicize GSLIS final projects (archives, preservation, bookbinding)
addressed before Flickr should become an official GSLIS media outlet.1 As such, it is recommended that
the promotion of Flickr as a social outlet be deferred until validating legal and administrative opinions
are obtained from the appropriate University departments or other parties. Concerns include:
Once these major concerns are addressed, recommendations to fulfill other GSLIS goals can be
addressed.
Add Admins and Moderators with profiles that indicate official relationship to GSLIS
Populate Flickr stream
o Official images
o Encourage students to post poster images, standalone charts, or graphs that educate on
LIS concerns (FRBR hierarchy diagram, timeline of GSLIS history, etc.) (Zarella, 2009)
o Encourage Faculty to integrate images into classes and post these images to
photostream
1
Disclaimer: Researcher has no legal background or experience and cannot make assertions as to the validity or
necessity of these recommendations. All recommendations are based on personal awareness of internet privacy
concerns and those concerns voiced in interview with Cindy Ashwill and Kimberly Schmidt. Appropriate legal and
administrative opinion should be obtained before any decisions are made.
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Adapt Twitter #gslisui hashtag to act as GSLIS-specific tag within Flickr photostream
o Apply tag to all images posted by GSLIS
Rename group and standardize profile image to match other accounts and platforms
Add Flickr button on GSLIS homepage, contact page, and Admissions section.
Link to Facebook group
5.4 – LinkedIn
LinkedIn has positioned itself as the primary social media tool for professionals. Like Facebook, LinkedIn
was designed to allow individuals to build personal networks and engage in online communities
surrounding their interests. However, unlike Facebook, LinkedIn networks revolve around co-workers,
business contacts, and potential clients or employers while the communities relate to professional
organizations, businesses, and alumni organizations. Networks are built among known contacts to the
extent that making a connection require the user to explain how they are connected to the person they
seek to connect with. If the person receiving the connection request rejects the request, the requestor
is penalized by having their connection ability limited. The more individuals who participate in LinkedIn,
the more frequently their host organization’s name appears in searches, creating greater visibility for
both the organization and its members. As a strictly professional platform, LinkedIn is considered the
‘safe’ network for individuals to stay connected with co-workers, supervisors, and other professional
contacts without informing potential employers about what they were doing Saturday night or exposing
their obsession with lousy martial arts films to the entire department.
placed on presenting individuals, organizations, or items as business assets for hiring, outreach, or
adoption. It is considered one of the mandatory employment tools for professionals from new college
graduates to Fortune 500 executives. As a jobseeking and recruitment tool, LinkedIn is unparalleled,
with more than 80% of American employers using LinkedIn as their primary recruitment tool. (Qualman,
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2009). Echoing the adult professional orientation of the platform, domestic LinkedIn users are
overwhelmingly middle-aged Caucasians without children who make over $60,000 a year and have at
least a bachelor’s degree. There is also a slight gender imbalance trending toward male users.
(Quantcast, 2010)
was unaware of this account's existence until they were given an inventory of GSLIS social media
accounts during the development of this project. As such, there is no usage information or staff goals to
report. However, the fact that GSLIS affiliates continue to connect with a clearly inactive, and
unadvertised, group suggests that reviving this channel and turning it into an active and effective outlet
network throughout their professional careers. (Stroud, 2010) As such, a GSLIS presence on LinkedIn is a
virtual requirement for leveraging our network of alumni and affiliates to the benefit of the college.
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LinkedIn also provides GSLIS staff members with a reliable alternative to interacting with professional
contacts via their personal Facebook accounts. Further, due to LinkedIn's growing centrality to the job
market, it is critical that GSLIS student be able to solicit recommendations and contacts from their GSLIS
Section 6: Conclusion
Throughout this project, an effort was made to combine the articulated wishes of the Communications
and Advancement offices regarding the outcome of social media engagement and the written goals of
the Graduate School of Library and Information Science with the researcher’s knowledge of the
potential value offered by social media activity. This led to a research focus on strengthening the
foundations of the GSLIS social media program over providing specific recommendations regarding the
content of social media activities. Based on this focus, privacy, account structure, promotion,
networking, and branding turned out to be the primary areas addressed. The activity occurring through
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the various social channels was found to suffer from lack of two-way conversation, which is easily
addressed by small shifts in messaging. The structural elements of GSLIS social media however, will
require strategic planning and some level of redesigning to maximize their utility. Social media must be
integrated into every aspect of GSLIS’s communications, public relations, and outreach policies and
activities to reach its true potential. If this integration occurs, it will facilitate GSLIS’s goal of greater
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