Abstract
Assessment is increasingly important for libraries to address, as it speaks to justification for funding and support from the larger university. Many university budget models now require departments and colleges to be self-funding, whereas the library does not have traditional revenue sources. Statistics, including retention impact, encourage faculty and staff to promote library use to their students and encourage departments and colleges to support funding the library. This chapter explores best practices for assessing social media use in the context of instruction and marketing. It outlines the reasons for implementing an assessment plan as well as the steps necessary to successfully assess social media use, starting with outlining the specific goals for social media use, all the way through review and modification of the social media plan.
TopBackground
To begin, social media is defined as, “… the means of interactions among people in which they create, share and exchange information and ideas in virtual online communities and networks” (Fang, Wen & Prybutok, 2014, p.336). This is an extremely broad definition of social media, which not only encompasses familiar public networks, such as Facebook and Twitter, but also learning management systems such as Blackboard and Canvas, that may include chat, instant messaging, and discussion board features. It also includes early internet features such as message boards.
Key Terms in this Chapter
Assessment Plan: The method by which one will judge the efficacy of a project.
Learning Management Systems: Software application for the administration and delivery of educational courses.
Community Of Practice: A group of people who share a craft or a profession.
Justification: The action of showing something to be right or reasonable.
Evidence-Based Practice: Making decisions by identifying for a practice and rating it according to scientific soundness.
Assessment: Judging the efficacy of a project.