My first experience of Delicious was in 2008, when my school used it to collect, organise and share relevant websites with students and staff. Teachers tagged, students clicked. However, after a year of using it, folksonomy had reared its ugly head. Mathes (as cited in Estellés et al., 2010) explains that the lack of consistency and agreement on how to define tags gives rise to ambiguities. The most common offending anomalies were the use of both singular and plural words, inconsistent use of capital letters and phrases fragmented into random words due to the use of the space bar. The site became redundant as it was difficult to access links quickly and easily.
There is a shift to social in the recently relaunched Delicious. Szewczyk (2011) hits the mark when he states that ‘the new Delicious is less an aggregated bookmark collection and more a both curated and editorial publication’. It is the new feature of stacks that redefines Delicious as a curation tool. Delicious expound its 4Cs possibilities in its post ‘Stacks go social’. It not only has the potential to build a community of followers but also allows them to have a voice through Stack Responses.
Pluss (2008) suggests that teachers organise students into groups to collect bookmarks on themes of work they undertake during the year. Estellés et al. (2010) recognises that a social bookmarking tool is useful for ‘collaborative work because links are shared and metadata are cooperatively built.’ My school did not allow students contribute. The metadata (tagging, comments, annotations) plus features such as group stacks and stack responses may be exploited as Lin and Tsai (2011) suggest and become ‘scaffolding tools for managing and evaluating online resources to offer students opportunities for critical judgement and reflective thinking in the process of searching the Internet’. These higher order thinking and problem solving skills are key information literacy skills. Like most Web 2.0 tools issues such as copyright laws and intellectual property are faced, thus affording the opportunity to teach in context about fair use and plagiarism.
Students can access delicious at d.me and email links on the go using mobile devices. With the purchase of Trunk.ly simultaneous bookmarking across platforms will hopefully be added. Academic libraries by curating resources may ‘expand their sphere of influence while delivering instruction and various services in a culturally-current context’(Redden, 2010).
Delicious’ shift to social enables users to network in a more meaningful way. Diigo has more collaborative features but Delicious is certainly on the right track and is actively listening to its users.
Delicious. (2012, January 20). Stacks go social [Web blog]. Retrieved from http://blog.delicious.com/2012/01/stacks-go-social/
Estellés, E., del Moral, E. & González, F. (2010). Social bookmarking tools as facilitators of learning and research collaborative processes: The diigo case. Interdisciplinary Journal of E-Learning and Learning Objects. 6, 175 – 191.
Lin, C.C. & Tsai, C. C. (2011). Applying social bookmarking to collective information searching (CIS); An analysis of behavioural pattern and peer interaction for co-exploring quality online resources. Computers in Human Behavior, 27, 1249 – 1257.
Pluss, M. (2008). Through the maze: Social bookmarking for a real network. Professional Educator, 7(1), 14-16.
Redden, C. S. (2010). Social bookmarking in academic libraries: Trends and applications. The Journal of Academic Librarianship, 36(3), 219-227.
Szewczyk, T. (2011, October 3). How to use the new delicious for link sharing [Web blog]. Retrieved from http://www.seoptimise.com/blog/2011/10/how-to-use-the-new-delicious-for-link-sharing.html