![]() ![]() An introduction to RSS technology using the YouTube video “RSS in Plain English” (.The fifty-minute session includes the following: I designed and taught this course for the researchers at the University of Canterbury using my experience with applied Web 2.0 tools, RSS feeds, and social bookmarking as current awareness tools. Included is an outline of a current awareness course and users’ responses to the course, some technical issues and solutions when working with library databases using RSS feeds alerting service, comparisons of RSS readers and social bookmarking tools, and one librarian's recommended RSS readers and social bookmarking tools for researchers.ĬOURSE OUTLINE FOR THE CURRENT AWARENESS WORKSHOP The purpose of this column is to help you establish or update user education on RRS and social bookmarking. RSS and social bookmarking are two tools that have a place in libraries’ information literacy programs. Academic librarians, as facilitators of the research and information-retrieval process, need to actively apply the new information technologies to information literacy programs and train their users to use the technologies available to remain current with the publications in the student or reseacher's subject field. New technologies have created opportunities for learners to have richer learning experiences. To prevent our researchers being drowned in the information floods, academic librarians should teach them to manage information effectively by using the technologies available, such as RSS feeds and social bookmarking tools. Academic librarians are aware that information overload can lead to frustration and feelings of despair. Our users live in a world of too much information, and they are struggling to keep themselves up-to-date with new publications in their research fields. ![]() RSS and social bookmarking are not familiar to most of our users librarians have a role in educating not just about information resources but about tools to manage information. Integration of these technologies into K–12 information literacy programs would tie in with teaching how to select credible sources and provide students with a head start on managing their research for term papers. While Mu writes about a program at an academic library, the tools also are applicable to workshops and guides that teach users of public and special libraries how to manage their personal research and even their collection of news and entertainment items from the Internet. This column underscores a similarity of users’ technology competencies and needs across different types of libraries and around the world: users don't know what technologies are available to make their work easier. Cuiying Mu's column is a help to both “accidental technologists” and non-techie librarians in two ways: it clarifies the differences between and strengths of various RSS readers and social bookmarking tools, and it provides guidance on teaching these tools to our users.
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