Week 11 Play: Mashups

This week we were asked to create an image mashup, using at least two images: one provided for the libraryhack mashup competition and one either taken by myself or a creative commons image found online.

I really enjoyed this activity I thought it was a lot of fun, so I have created not one, but two image mashups this week! Fortunately, I have studied graphic design previously, which made this activity a little easier for me. Since many of the images available through libraryhack are quite old, I decided to go with a vintage theme for both mashups.

The program used to complete the two mashups was Adobe Photoshop.


I intended for the above mashup to look a bit like a turn of the century writing desk. The book, loose page, and photograph of a lady were all sourced from libraryhack, whilst the rest of the trinkets (coins, key, pocket watch, quill and letter) were found at morguefile, which is an excellent source of free high quality stock images. The map found in the background was sourced from fickr, the citation for which can be found that the end of this blog entry.


I created this secondary mashup because I particularly liked the image made available through libraryhack of the lady now appearing in the above image. I then found a picture of an old fashioned garden from morguefile and quickly put the two together.

This is my last play activity, so thanks for reading and do feel free to comment 🙂

Whew! I just realised that it’s pretty uncool of me to not reference all my images, so I’ve updated the reference list 🙂

Reference List

Buchner, R. (1913). Louise Carbasse ca. 1913 / Rudolph Buchner [Photograph]. Retrieved from http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=442279

earl53. (2006). _IGP0958.jpg [photograph]. Retrieved from http://mrg.bz/wnwBxR

earl53. (2007). Fowoods_coin_backweb.jpg [Photograph]. Retrieved from http://mrg.bz/Hc544U

Glen Broughton Studios. (1918). Dorothea Mackellar dressed as one of the Graces for Mrs T.H. Kelly’s Italian Red Cross Day tableaux at the Palace Theatre, 20 June 1918 / photographer, Glen Broughton [Photograph]. Retrieved from http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=440395

Irish_Eyes. (2006). pocket_watch.jpg [Photograph]. Retrieved from http://mrg.bz/hE034G
mconnors. (2003). PA232283.jpg [Photograph]. Retrieved from http://mrg.bz/bis8N1

National Library NZ on The Commons. (2009). Binding by Zaehnsdorf, 1896[Photograph]. Retrieved from http://www.flickr.com/photos/nationallibrarynz_commons/5513096263/

National Library NZ on The Commons. (2011). Illuminated initial L[Photoshop]. Retrieved from http://www.flickr.com/photos/nationallibrarynz_commons/5352531371/

Photoshop Roadmap. (2012). Old Map [image]. Retrieved from http://tiny.cc/xtnr4w

ricetek. (2009). ricetek_old_key_01.jpg [Photograph]. Retrieved from http://mrg.bz/C08bbA

Rools. (2013). Letters.jpg [Photograph]. Retrieved from http://mrg.bz/xO06S8

sidewinder123. (2008). CIMG3019.jpg [Photograph]. Retrieved from http://mrg.bz/bU5kSF


Week 10 Play: Gamification

Design a plan for using gamification in a school library.

I think that gamification is something that could be used very effectively in school libraries, especially in primary schools, but also in high school or academic libraries.

Gamification could be used within a library in numerous ways. It could be used to raise awareness about the library itself- for example, games could be used to explain the Dewey decimal system or other library related topics, or the library and library resources could be used in order to play games associated with the current topics being taught in class.

For this purpose of this activity, I am going to base my model on a primary school library. The class will be in year seven, and will be learning about Ancient Egypt. A scenario will be developed in which the students will become archaeologists, who need to search for clues and answer questions in order to get reach a hidden treasure and therefore win the game.

Students would begin the game in groups of 3 or 4, selected randomly. Groups would be kept small in order to encourage a maximum level of participation by each group member, and the groups will be selected at random in order to encourage students to interact with people they may not usually speak with.

The game will need to be completed in a fairly large library, as otherwise groups could simply follow each other and the game would become pointless . Also, again in order to avoid this sort of problem, the groups would all begin the game at different random locations around the library, and ideally given separate sets of questions. Schools who do not have a large enough library for the activity to be practical could consider taking the class on a field trip to a larger library.

Each group would ideally have access to a tablet or other mobile device. An application would be set up on the device with a question related to Ancient Egypt, the answer to which will be found in a resource within the library, or perhaps even in multiple resources.

For example, a question included in the game might be: in what year was Tutankhamen’s tomb discovered?

Once the correct answer has been found, the students will be able to place the answer in a field, and then be given access to the next question. The game would proceed in this fashion until the students have answered all the questions correctly. Once the final question has been answered, the group will be given access to the secret location of the treasure (which would probably actually be chocolate). The first group to reach the treasure wins the game (although chocolate for everyone is recommended to avoid tears and hard feelings).

Although this game is designed to be fun and to encourage friendly competition, there is always a danger that less academically enthusiastic students may wish not to participate, since as noted on page two of this article, students who lack academic ability on the topic and may think that they have no chance of winning could decide not to participate properly. Another issue is access to the internet. Since the point of the exercise is essentially to find answers through using library resources, rather than using something like Wikipedia, access to sites such as this would have to somehow be restricted.

I’m not entirely sure how possible it would be to manage a game like this, but I was crazy about Ancient Egypt when I was in grade 7, so I probably would have loved it!

Week 7 Play: Image Sharing and Creative Commons

This week’s play activity involves posting a photo every day for 7 days on either flickr or instagram. I chose instagram, which unfortunately does not allow for images to be saved, and I’m not sure if the pictures can be accessed by those who do not have an instagram account.

As such, I’ve taken screenshots of from my instagram account, cropped them, and an posting the images here!

Does this mean I’m pirating my own content? Or am I breaching instagram’s rules? Or does this content cease to belong to me altogether and become instagram’s property?

I have four pictures so far, but I will update this post as I continue to post photos for the next 3 days.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Now that I have realised that I cannot (easily) place photos from my instagram account into a blog post, I feel that this method of sharing photos is quite restrictive. Had I known that this would be the case, I would have probably opted to use flickr instead.

Week 6 Play: Social Networking Sites

For my week 6 play activity I posted a link to the New York Public Library on the Information Programs Facebook page with the following comment:

Hi! so for something from the other side of the world, I’m going to talk about the New York Public Library’s facebook page for the week 6 play activity. NYPL caters to alot of people from all sorts of different backgrounds (or so I’d imagine… can’t say I’ve been there just yet, but its on the list…). Their facebook page is very active, and has features such as a book of the day and notices of public events taking place at the library. The facebook page also has a blog attached, which is updated very regularly (multiple times per day), with a wide variety of information that could be of interest to the public, from promoting book clubs to letting the public know when recruitment events are happening. Overall I feel the page has a great sense of community about it, and despite my limited experience with facebook, I would say that NYPL have used it very well.

nypl photoshop

Week 4 Play: Social Content Curation

I have so far had a great deal of difficulty trying to embed a collection from either bundlr or storify into a wordpress blog post.

I have created collections with both, and have not yet had any success. As such I am providing links to both collections (although they are really almost exactly the same) in this post, as proof that I have attempted the activity.

If I have any luck in the future with embedding the collections, I will add them to this blog. Until then, this is the best solution that I am able to come up with.

My collections are based around 50’s fashion, here are the links:

“inn333 week 4 play” on Bundlr

[View the story “INN333 Week 4 play activity” on Storify]

Suffice to say I probably won’t be choosing this activity to contribute towards my end of semester marks.