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As social media continue to influence information-seeking trends among digital-age learners, social work educators must develop their pedagogy apace and construct a curriculum that invites students to discover information on Twitter and related social networks. Organizing and sharing information via social media is rapidly becoming a fundamental literacy for professional practice, as government and nonprofit organizations use these platforms to circulate information about services. The authors suggest ways to integrate Twitter into classroom assignments across a social work program based in the liberal arts. They argue that Twitter is a professionally relevant tool that helps students develop knowledge and skills for social work as well as the digital literacies of metacognition, critical evaluation, and attention management demanded today. Furthermore, they assert that Twitter is particularly well-suited to cultivate the skills that align with the core values, competencies, and imperatives of the social work profession.

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Consortial geospatial data communities, such as the OpenGeoPortal federation and the GeoBlacklight initiative, facilitate contextualized discovery and promote metadata sharing to disperse hosting and preservation responsibilities across institutions. However, the challenges of communal metadata are manifold; they include proliferating standards, varying levels of completeness, mutable technology infrastructures, and uneven availability of human labor. Drawing from literature on metadata quality control, we outline a procedure for "scoring" GeoBlacklight records to establish a Domain Specific Language for metadata best practices. We propose strategies for authorship and management conducive to functionally interoperable geospatial metadata, that is versioned and enhanceable by the collective.