Social bookmarking can be seen as an excellent example of sharing in the web 2.0 world, as it allows individuals to upload their own bookmarks to an external site, and also allows others to see those bookmarks and add their own. Bookmarks can also be annotated – an additional feature.
Social Bookmarking (O’Connell, 2006, p. 48):
· Many contributors
· Full access to bookmarks from anywhere
· Links are shared for public use
· Structure defined by tags defined by contributors
Looks very ‘busy’ to me. There seems to be a lot going on on each page. Delicious introduced tagging (Hargadon, 2007, p. 20).
Del.icio.us can be used to track websites, annotate websites, and add keywords (tags) to categorise information, rather than bookmarking websites on your own computer, ordered only by folders.
I’ve been using this intermittently. I prefer organising links in my Livebinder. Much easier for me to organise. You can import delicious and other bookmarks, but you can also update those other services using diigo. You can highlight passages and leave comments on webpages for other diigo members to see, which is good for commenting on student work. It lets you send an email or blog poast directly from a webpage, automate a daily blogpost of your bookmarks with comments, or create a blog or site widgets with your bookmarks (Hargadon, 2007, p. 20).
Looks like a great tool for setting up links to websites for different subject areas (Morris, 2011). Easy to use and according to the founder (Morris, 2011) inappropriate ads have been blocked from site.
Here are some other possible uses for Sqworl (Morris, 2011):
· Create a webquest for students.
· Put together a collection of links to resources for students such as this cyber safety Sqworl from Pam Thompson.
· Create a class/individual Sqworl of links to books read over the year.
· Create a personalised homepage for yourself or your students with links to sites you visit regularly (email, weather, news etc).
· Create a Sqworl of websites for students to use at home to practise a certain skill (eg. multiplication games or spelling activities)
I love scoop.it! because it is clearly set out, easy to use, timeline is clear and a visual is provided with each posting/link. It provides a space for you to comment on your own links as well as a space for others to comment.
It has an amazing archival feature: all bookmarked sites are archived, so you can retain access to a site’s material even if the site no longer exists or has changed. You can rate sites on Furl. Using its rating system it personalises links and topics, and tells you about other members whose similar usage patterns might make their links a valuable resource (Hargadon, 2007, p. 20).
Tags are a means for individuals to organise and describe resources in personally meaeningful language and classification schemes. Students and teachers can sort, organise and manage information online for personal use or for groups of users. They also enable the formation of unexpected connections with others sharing similar interests. Tagging highlights the need for supporting students with information literacy strategies that are multi-modal and collaborative in nature (O’Connell, 2008, pp. 58-59).
RSS feeds assist students to subscribe to journal collections, media sites, the library’s blog, book lists, photo collections, videos, podcasts and so on. Provide students with training in
Hargadon, S. (2007). Best of social bookmarking. School Library Journal, 53(12), 20. Retrieved from Charles Sturt University Library.
Morris, K. (2011). #45 Sqworl. In Teaching generation. Retrieved on September 21, 2013 from http://www.teachgennow.com.au/2011/09/4-sqworl/
O’Connell, J. (2008). School library 2.0: new skills, new knowledge, new futures. In P. Godwin & J. Parker (Eds.), Information literacy meets Library 2.0 (pp. 51-62). Retrieved from Charles Sturt University.