ERIC EJ1090598: Teaching Tweeting: Recommendations for Teaching Social Media Work in LIS and MSIS Programs

2016·0.37 MB·English

by  ERIC

Teaching Tweeting: Recommendations for
Teaching Social Media Work in LIS and
MSIS Programs
Rachel N. Simons
School of Information, University of Texas at Austin. Email: [email protected]
Melissa G. Ocepek
School of Information, University of Texas at Austin. Email: [email protected]
Lecia J. Barker
School of Information, University of Texas at Austin. Email: [email protected]
A combination of public relations, marketing, advertising, and information and commu-
nication technologies, social media work is an increasingly important part of informa-
tion professionals’ jobs. This paper reports on a survey-based study of 49 information
professionals who routinely use social media in their work. Respondents provided infor-
mation about their most-used social media tools and platforms, described their specific
social media tasks, and shared how they learned to use social media. They also gave ad-
vice on the possible integration of social media into an MLIS or MSIS curriculum. While
considering technical skills and the knowledge of specific platforms to be important,
respondents also recommend that professionals be able to multi-task, work and update
their knowledge independently, and adopt new technologies. Above all, respondents
emphasized the high standards for social media communication and encouraged strong
written communications skills, thus suggesting that MLIS and MSIS coursework should
actively develop such skills.
Keywords: MLIS curriculum, MSIS curriculum, social media, communications skills,
information professional, social media work, social media librarian, research methods
Introduction ridicule, as with JCPenney’s confusing
“tweeting with mittens” campaign during
Social media attention can be a risky the very same Super Bowl event (Picchi,
business. Doing something very well 2014). JCPenney’s tweets were deliber-
can result in an incredible and instanta- ately filled with typographical errors that
neous surge of positive attention, as in the confused or offended Twitter users (who
case of Esurance’s Super Bowl 2014 “#Es- claimed that JCPenney must be inept or
urancesave30” twitter sweepstakes and even drunk), thus generating millions of
advertising campaign (Nudd, 2014). The derisive re-tweets for the campaign.
company gave away $1.5 million (sup- As multiple forms of social media pass
posedly saved by advertising after the Su- into the realm of “daily life” in even the
per Bowl rather than during it) to a lucky poorest countries (Pew Research Center,
“re-tweeter,” earning itself millions of re- 2014), tapping into them becomes an in-
tweets in “free” advertising. Doing some- creasingly necessary part of most busi-
thing very wrong, however, can generate nesses and services (Holmes, 2012). Large
an equally spectacular backlash of public corporations, family-owned restaurants,
J. of Education for Library and Information Science, Vol. 57, No. 1—(Winter) January 2016
ISSN: 0748-5786 © 2016 Association for Library and Information Science Education 21
doi:10.12783/issn.2328-2967/57/1/2
22 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
independent service providers, govern- by the specific use of mobile and web-
mental agencies, and non-profit organiza- based platforms where individuals and
tions have all developed a social media communities create, share, discuss, and
presence over the past few years; the le- change multimedia content (Kietzmann,
veraging of social media therefore extends Hermkens, McCarthy, & Silvestre, 2011).
into areas not frequently associated with Although “social media is only a new set
traditional advertising and marketing, in- of tools, new technology that allows us to
cluding libraries (Solomon, 2011). Con- more efficiently connect and build rela-
sider, for example, the U.S. Library of tionships,” similar to previously existing
Congress page, “Connecting with the Li- information and communication tools, so-
brary,” which allows users to interact with cial media may be considered “exponen-
several forms of social media (Library of tially more effective” for these purposes
Congress, 2015). (Safko, 2012, p. 5). Because consumers
Social media platforms have therefore are increasingly using these platforms—
impacted how various professionals share such as content sharing sites, blogs, social
information with customers, clients, and networking, and wikis—to interact with
users in an effective manner—fundamen- (and about) organizations, such content
tally changing the ways that their organi- can now “significantly impact a firm’s
zations communicate (Wright & Hinson, reputation, sales, and even survival” (Ki-
2008). Despite the importance of such etzmann et al., 2011, p. 241).
communication, social media work and Social media, therefore, has been
the expertise required to perform its tasks changing the way that both organizations
is neither well understood nor frequently and individuals view their work and their
integrated into academic coursework profession. For example, one internation-
(Holmes, 2012). With such potentially al study of public relations professionals
high stakes, how does a new information found that 61% of participants agreed that
professional learn to participate effective- social media and blogs have changed the
ly in this dynamic activity? ways that their organizations commu-
The study presented here addresses this nicate (Wright & Hinson, 2008). Fields
question, with answers provided by cur- other than public relations have shown
rent American information professionals similar impacts: job postings requiring so-
whose jobs include work with social me- cial media skills as part of employee quali-
dia. Below, we begin by reviewing the fications increased by 87% from 2011 to
scant literature on this topic. We then de- 2012 (Holmes, 2012). An examination of
scribe our survey methodology and profile the job postings on the professional net-
our sample of respondents. Finally, we working platform LinkedIn indicates a
present the results of the study and discuss wide variety both of skills that might be
the implications for a Master’s of Science required (e.g., experience with social me-
in Information Studies (MSIS) curriculum. dia tools and technologies, good oral and
written communication skills, website
Scholarship on Social Media Work management and implementation, design
and Academic Curricula skills, project management skills) and of
expected educational backgrounds (Linke-
Social media work is a new and dynam- dIn, n.d). Taken together, these diverse
ic field that combines the tasks and respon- lists suggest that employers do not have
sibilities of public relations, marketing, a singular definition of the qualifications
and advertising, while strongly relying on needed for an individual entering the field
the use of information and communica- of social media work.
tion technologies (Solis & Breakenridge, Despite a complicated landscape of job
2009). Social media work may be defined requirements, some educational programs
Teaching Tweeting: Recommendations for Teaching Social Media Work 23
have begun incorporating social media media skills within a variety of positions,
courses into their curricula. However, such including positions beyond the traditional
social media curricula is not necessarily LIS field. In order to reconcile these gaps
translating into increased proficiency in in the literature with the needs of MSIS
the workplace, and many professionals students, the input of current information
still feel highly uncertain about their work professionals working with social media is
skills (Holmes, 2012). A lack of clear re- critical for shedding light on the nature of
search into the particular knowledge and social media work in a variety of settings
skills required for social media work di- and for outlining necessary knowledge
rectly impacts the ability to effectively and skills that can best prepare students for
integrate these requirements into formal a wide range of possible positions.
educational programs. We therefore surveyed information pro-
This lack of research is particularly true fessionals from a number of information
for the education of information profes- fields in order to develop a diverse portrait
sionals. Although the use of social media of this still-emerging work. We collected
by libraries and librarians to engage with meaningful data on the necessary knowl-
patrons has gained recent attention (Hag- edge, aptitude, and tools that one should
man & Caleton, 2014; Ramsay & Vecchi- know before taking on social media work
one, 2014), little is known about how such tasks. Our study is thus a significant step
information professionals actually learn to towards preparing future information pro-
use social media in a professional context. fessionals for doing social media work
One study addressing the future of librar- within a variety of contexts, as the results
ies and LIS work found a desire among LIS of this study directly contribute to under-
professionals to embrace tools, including standing what might constitute effective
social media platforms, that enable instant social media instruction within an MSIS
access to users and drive “libraries and li- curriculum. Along with exploring the
brarians to be more user-centered and dy- broad nature of the social media, we ad-
namic” (Partridge, Menzies, Lee, & Murn, dress the following key questions:
2010, p. 270). Another study of three LIS
1. What work settings and tools do in-
professionals found that the use of Twit-
formation professionals use for social
ter in their work assisted with sustaining
media work?
connections with users and peers, build-
2. What skills, knowledge, and experi-
ing networks for professional support and
ence are important for successful per-
information sharing, and staying informed
formance of social media work?
with relevant news (Mulatiningsih, Par-
tridge, & Davis, 2013). These studies indi- 3. What sources of knowledge do infor-
cate, however, that a both wider and deep- mation professionals consider impor-
er understanding of social media work is tant for gaining social media skills?
necessary in order to prepare a curriculum And finally,
for LIS programs. 4. What advice do professionals have for
Current students training to be infor- the instruction of future professionals
mation professionals believe social media who do social media work?
instruction to be essential for their edu-
cation (Nathan, MacGougan, & Shaffer, Research Methods
2014). Although social media work can
overlap with other forms of LIS work, the Survey Development and Administration
specific tasks involved in this work look
different and use specific tools. Addition- In order to create a survey that would ef-
ally, students studying in LIS programs fectively address the questions above, we
may find themselves utilizing these social conducted both primary and secondary re-
24 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
search. Exploratory interviews were held able data of respondents (e.g., IP address,
with six information professionals who email address as available). Because this
regularly perform social media work; in social media work survey was one part of
some cases, these professionals were also a larger survey of many information pro-
observed doing this work. We also per- fessional roles, survey respondents were
formed an in-depth exploration of existing initially asked, “Among the roles that you
scholarship, social media blogs, websites, take on in your everyday work, which of
and job postings. Based on these sources, the following would you like to answer
we developed a draft survey that included questions about?” Respondents were al-
both closed- and open-ended survey items lowed only one choice and were not al-
focusing on such topics as: the tasks that lowed to re-take the survey or to answer
an information professional who does so- questions about multiple roles. The results
cial media work performs on a daily basis; from those who selected “social media
the tools and skills he or she draws upon work” are presented in this article.
to complete these tasks; how educational
background and professional development Sample Development
contribute to being able to do the job; and
advice for integrating social media into an Our study primarily used two non-prob-
MSIS curriculum. ability sampling methods: convenience
The survey draft was reviewed by col- and snowball sampling. The convenience
leagues and revised before pretesting it sample comprised a list of all registered
with current MSIS students, other mem- alumni (2,631 individuals) who had grad-
bers of the research team, and some other uated with an MLIS, MSIS, or Ph.D. from
individuals unassociated with either the our institution between the early 1950s
research project or social media. Pretest- through 2013. An email invitation was
ing included measuring response time (in sent to the members of this list; those who
minutes), identifying problems with ques- did not respond or opt out were sent two
tion wording or fluency, checking on con- reminder messages. The snowball sample
struct validity of both the individual items resulted from asking respondents to send
and of the general survey, and catching an anonymous survey link to other pro-
any technical errors or typos. Based on the fessionals (not strictly LIS professionals)
pretest, the survey was revised and then for whom they believed the survey would
inputted into the SurveyMonkey online be relevant. This request appeared both in
survey software, where it was piloted with the invitation email and on the last page
four social media professionals who had of the survey, with a link provided in both
participated in the earlier interviews. The locations. Finally, to increase the over-
final survey included 24 questions in the all sample size and the diversity within
categories of: professional background in- the sample, an additional group of non-
formation, everyday work, education and LIS specific professionals who do social
development, personal occupational en- media work was specifically sampled by
richment, knowledge, and changes in the sending emails to personal contacts, so-
workplace. Thirteen additional questions cial media professional associations, and
requested individual difference data, such online social media groups, as well as by
as indicating part- versus full-time worker, using Twitter retweets and hashtags. The
industry, and gender. The average time to final survey results included 49 responses
take the survey was 15 minutes. to the social media survey. Some ques-
The final survey was administered on- tions received fewer than 49 responses;
line in March/April 2014 via a link to therefore, the total number of responses to
SurveyMonkey. The survey was anony- those questions have been provided where
mous; it did not request nor store identifi- appropriate.
Teaching Tweeting: Recommendations for Teaching Social Media Work 25
Respondent Profile social media is their primary work task.
Likewise, nearly all of the respondents
Most of the 49 respondents of our sur- agreed (“agree” or “strongly agree”) that
vey are employed full-time (89%), work- they are responsible for tasks other than
ing 40 hours a week or more. Additionally, those related to social media, with most re-
most respondents (90%) are employed by spondents stating that they spend 4 hours
a single organization and their primary or fewer per week on social media-related
industries are “information” (18%), “edu- work tasks.
cation” (14%), “government” (8%), and
“arts, design, entertainment, sports, or What is the Nature of Social Media Work?
media” (8%). Respondents were asked to
write in their job title, which resulted in In order to explore how professionals
a range of responses. The most common think about and express their social media
title includes some sort of librarianship work role, we asked respondents to select
(librarian or other library work), making all the terms they use to describe the work
up 38% of the responses. Other major cat- they do. The most frequent terms selected
egories include a communication or mar- include “marketing” (65%), “communi-
keting function (29%), titles with “social cations” (63%), and “public relations”
media” in the name (16%), and a few man- (47%). Almost three-quarters of respon-
agers and other professionals (e.g., city dents (73%) selected “social media” as a
manager). About three-quarters of respon- term for describing their work to others.
dents indicated that they have been “doing This variety of terms used by respondents
social media work” for between 1 and 5 to describe their work may possibly be re-
years, with the remaining quarter report- lated both to the newness of this develop-
ing 6 to 10 years. ing field and to the lack of indicators that
Survey respondents are highly educat- social media work is an established profes-
ed, with 65% holding master’s degrees, sion: only a small number of respondents
and the remaining 35% holding bachelor’s answered that they have been involved
degrees. Three-quarters earned their high- with a social media professional society.
est degree in Library and Information Additionally, the majority of respondents
Sciences/Information Studies, with the typically work independently on their so-
remaining percentage made up of other re- cial media tasks in an office provided by
lated fields. About half of the respondents their employer.
were alumni of the survey host institution. An integral component of social media
Among those who reported gender, three- work is the social media platform itself. In
quarters of respondents indicated “fe- our interviews, we discovered that some
male,” perhaps consistent with the current platforms may be considered very im-
gender composition of information profes- portant for an individual’s work, even if
sional occupations more generally. they are infrequently used. We therefore
asked respondents to indicate the impor-
Findings tance of various social media platforms
for their work. Facebook was viewed as
Our findings strongly suggest that while the most important platform given, with a
respondents identified themselves as par- mean score of 3.49 (n = 45, SD = 0.869,
ticipating in social media work, most did on a four-point scale where “not at all im-
not view this work as their primary task— portant” is 1 and “very important” is 4),
with many describing their overall work followed closely by Twitter, with a mean
using other terms. In fact, most individuals score of 3.23 (n = 44, SD = 0.937). Al-
responding to this question did not agree though respondents considered detailed
(“disagree” or “strongly disagree”) that knowledge of platforms’ user interfaces
26 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
to be very important, with a mean score Our preliminary research suggested
of 3.55 (n = 44, SD = 0.589, four-point written communication skills would be
scale), understanding the “technical speci- especially important for successfully
fications behind current social media plat- completing social media tasks. As shown
forms” (“e.g., software coding or hard- in Table 2, we asked respondents to rate
ware specifications”) was not considered the level of importance of a number of
particularly important (mean = 2.07, n = writing tasks. Among the tasks we asked
42, SD = 0.867). about, making posts on social media and
Social media work consists of more than responding to comments by readers were
merely using social media platforms, how- rated as most important and had the least
ever, and our respondents reported a vari- variation among respondents. Proofread-
ety of skills and tasks to be important for ing was also considered important, with
their jobs. “Communication skills” repre- a mean of 3.24 out of 4. Less important
sents the most important skillset presented were blogging and drafting public rela-
in our survey, with a mean score of 3.89 tions statements and press releases.
(n = 44, SD = 0.321, four-point scale). No- We also asked respondents about the
tably, no respondents selected “not at all importance of several other social media-
important” or “somewhat important” for specific “activities” that they might per-
this skillset. Respondents also rated “proj- form in their work to understand how im-
ect management skills” and “public rela- portant coverage of these activities would
tions skills” as important; these skills were be in a social media curriculum. Among
significant themes within several open- these, respondents considered “analyz-
ended questions also, particularly the per- ing data from social media” to be most
ceived importance of multitasking and important, with a mean of 2.93 (n = 46,
social media’s role in acting as the public SD = 0.854, four-point scale). However,
face of companies and organizations. Ta- responses about the importance both of
ble 1 shows the means of importance for “using social media management applica-
several skills and experiences specifically tions” and “managing a team” were mixed.
included in the survey. Considering the fast-paced, ever-chang-
Table 1. Mean Importance of Select Skills and Experience.
Skills and Experience n Min Max Mean SD
Communication skills 44 3 4 3.89 0.321
Project management skills 44 1 4 3.32 0.771
Public relations skills 43 1 4 3.28 0.766
An understanding of psychological concepts 39 1 4 2.87 0.801
Marketing experience 42 1 4 2.76 0.958
Journalism experience 43 1 4 2.33 0.892
Advertising experience 42 1 4 2.26 0.857
Technical specifications behind current social media platforms 42 1 4 2.07 0.867
Design skills 44 1 4 2.91 0.741
Website management and implementation 44 1 4 2.98 0.902
An understanding of analytics 43 1 4 3.07 0.737
Web technology experience 42 1 4 3.14 0.899
Detailed knowledge of using social media platforms 44 2 4 3.55 0.589
Teaching Tweeting: Recommendations for Teaching Social Media Work 27
Table 2. Mean Importance of Several Writing Tasks.
Writing Task n Min Max Mean SD
Making posts to social media 45 2 4 3.62 0.684
Responding to messages or comments 45 1 4 3.37 0.747
Proofreading official communications 46 1 4 3.24 1.015
Drafting public relations statements and press releases 45 1 4 2.71 1.180
Blogging 44 1 4 2.84 1.098
ing nature of social media platforms, we portant.” This response may be explained
asked one question specifically about “the by most respondents having received for-
level of change that [respondents] have ex- mal education in fields that are intertwined
perienced in working with social media” with social media work in its current form,
since starting their current position. Most rather than specifically in social media.
respondents reported “significant change” Accordingly, the need for flexibility and
(the highest level). When asked how they the willingness to learn were recommend-
thought “[their] social media work would ed by several respondents.
change over the next five years,” respon- In exploring possible sources of social
dents provided a wide variety of open-end- media work skills beyond college or uni-
ed comments indicating both a high level of versity education, we found that approxi-
uncertainty and a high level of change prev- mately one-third of respondents “frequent-
alent in social media work. Some respon- ly” participated in webinars as part of their
dents predicted that change would come work related to social media, while just
in the form of new social media platforms, over a quarter of respondents “frequently”
while others discussed the migration of spe- participated in conferences. Seven respon-
cific audiences away from well-established dents added “other” sources of informal
platforms and projected an increase in the knowledge for their work: reading blogs,
use of mobile social media. newsletters, social media focused news,
or social media journal article; being in-
How Did Survey Respondents Learn to volved in a social media group; learning
do Social Media Work? through social media; and following ex-
perts. In open-ended comments, several
The professionals taking our survey respondents described additional knowl-
strongly emphasized the process of inde- edge sources, including following experts,
pendently building knowledge through reading current research and best practic-
methods such as “keeping up on the so- es, and using personal social media experi-
cial media trends,” attending workshops ence. When asked which “ONE” activity
and training sessions, and having personal (orientation training, in-person seminars,
experience with social media platforms— webinars, workshops, or conferences) has
including “[getting] their hands dirty and had “the single greatest impact on devel-
[using] the platforms.” When respondents oping [their] social media skills,” respon-
were asked to rate the importance of vari- dents most frequently selected “none of
ous knowledge sources in “shaping [their] the above” (16 of 39 respondents). “We-
current knowledge on social media,” infor- binars” was the second-most selected op-
mal education and work experience were tion, with several additional comments
considered more important than formal independently describing “experience” as
education, with 13 out of 42 respondents having had the greatest impact on devel-
listing formal education as “Not at all im- oping their social media skills.
28 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
How Important Were Particular Courses knowledge more generally. For example,
for Learning Social Media Work? one respondent stated that “just because
someone knows how to use Facebook/
One of the primary goals of this study Twitter doesn’t make them a successful so-
is to contribute ideas for supporting rel- cial media professional; strong communi-
evant curriculum that incorporates a social cations skills and an understanding of mar-
media-focused component within an LIS keting and branding are important as well.”
program. We therefore asked respondents
about the importance that they would What Are Some Recommendations for
place on different classes potentially taken Teaching Social Media Work in an
as part of a degree curriculum for their MSIS Curriculum?
“own preparation to work in social me-
dia.” Table 3 shows the mean perceived When asked to provide advice for “a
importance of the courses taken. degree program that educates social me-
The response means form three rough dia professionals,” respondents provided
groupings of importance: four very im- a great variety of open-ended answers.
portant classes with a mean of about 3.0 Recurring themes included the need for
(Communication Studies, Social Media, practical experience, the importance of
Marketing, and Public Relations), three continual education, and an emphasis on
important classes (mean = 2.61–2.69), appropriate writing skills. Some notable
and two only somewhat important classes responses include: “Help students develop
(mean = 2.35–2.52). skills to stay on top of changing technolo-
Finally, when asked about the poten- gies and strategies to stay engaged as tran-
tial usefulness of “a university course sitions occur . . .” and “We don’t want ev-
that teaches a basic understanding of so- eryone to be social media robots, but there
cial media technologies and platforms,” are (perhaps unwritten) standards of use.”
73 percent of respondents answered that Other respondents focused on the impor-
it would be “useful” or “very useful” for tance of relating to customers/users, the
a person just entering the social media importance of an appropriate voice, and
profession. In open-ended comments, re- the importance of brand knowledge. Sev-
spondents also remarked specifically on eral respondents additionally suggested
the need for formal education to prepare that the skills important to social media
students for social media work and on the work need not come from a social media-
importance of formalized social media specific course.
Table 3. Mean Importance of Select Formal Courses.
Skills and Experience n Min Max Mean SD
Communication studies 44 3 4 3.89 0.321
Social media 44 1 4 3.32 0.771
Marketing 43 1 4 3.28 0.766
Public relations 39 1 4 2.87 0.801
Information studies/sciences 42 1 4 2.76 0.958
Design 43 1 4 2.33 0.892
Journalism 42 1 4 2.26 0.857
Advertising 42 1 4 2.07 0.867
Psychology 44 2 4 3.55 0.589
Teaching Tweeting: Recommendations for Teaching Social Media Work 29
We therefore recommend that an MSIS positions that may previously have been
curriculum intended to prepare future in- considered within the realm of these other
formation professionals for working with fields.
social media seek to combine the multiple The majority of our respondents deem
elements described above that are involved communication and advertising course-
in social media work. Coursework intend- work to be very important for social me-
ed to prepare students for this field should dia work, with most also believing that a
actively develop multi-tasking skills and course specifically on social media plat-
the ability to coordinate/lead different forms would be useful. However, respon-
tasks and kinds of activities, along with in- dents emphasized that coursework should
dependent work skills, such as managing focus on developing certain themes and
a workload and constructing a personal skills, rather than on promoting specific
work schedule. Although it is important platforms, software tools, or information
for an educator to keep apprised of (and and communication technologies (ICTs).
point students toward) the latest develop- Finally, our respondents indicated that al-
ments in social media, it is more important though social media coursework should
to teach that very process to students. be able to promote self-dependence and
Future professionals must be able—and self-education, such a formal curriculum
willing—to guide their own continuing would still be highly valuable.
education in order to successfully handle Our study has two main limitations: the
the frequent changes within the field. small sample size and the oversampling of
Therefore, knowing both how and where the host institution alumni. Although the
to look for information relevant to social convenience sampling of the alumni list
media work is crucial. Strong communica- produces an overrepresentation of a cer-
tion skills, particularly written skills, must tain part of the population, this limitation
be developed through a high number and is not believed to substantially affect any
large variety of activities and assignments. of the questions in the survey related to
Lastly, on-the-job and current, contex- social media work. Additionally, because
tualized training should be emphasized, the purpose of this survey was to inform a
potentially in the form of required intern- curriculum specifically for an MSIS pro-
ships during a course or through capstone gram, the input of graduates of that type
projects. of degree may provide more relevant feed-
back for expanding beyond our explor-
Conclusion atory study. While further study into the
experiences and practices of social media
The primary goal of this study was to work is strongly encouraged, the results
discover what information professionals presented here indicate some initial av-
who do social media work believe should enues for developing coursework focused
be incorporated into a formal MSIS edu- on preparing future professionals.
cational program, based on their own ex- Although working with social media
perience. Previous literature describes a can sometimes be a tricky business, with
“social media professional” as having a high levels of rapid change, it is not un-
background in journalism, communica- teachable. Moreover, our respondents in-
tion, marketing, public relations or adver- dicated that the field of social media work
tising (Wright & Hinson, 2008; Avery et can be rewarding and enjoyable for a wide
al., 2010). However, we suggest both that variety of information professionals work-
professionals in many information occu- ing in different settings, on different tasks,
pations are routinely taking on this work and with different ICTs. Based on the re-
and that graduates of LIS programs are sults of this study, the flexible application
entering such “social media professional” of a few basic principles can successfully
30 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE
inform both a “Marketing and Communi- chool classroom. Journal of Education for Li-
cations Coordinator” and a “Social Media brary and Information Science, 55(2), 112–132.
Librarian.” With a little guidance, a social Nudd, T. (2014, February 6). Esurance hands out
that $1.5 million, releases mind-boggling stats
media-based curriculum can, indeed, do
from twitter stunt. AdWeek. Retrieved from http://
something very right.
www.adweek.com/adfreak/esurance-hands-out-
15-million-releases-mind-boggling-stats-twitter-
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