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Using Social Media for Academic Practice and Impact
Andy Coverdale
27 November 2012
Engineering and Science Learning Centre
#1
Social media
are not only
about impact
#2
Social media
are
interrelated.
Technically,
commercially
and culturally
#3
Social media
do not exist in
isolation
#4
Social media
constitute a
contested
space
#5
Both
interaction
and
broadcast
metaphors
apply
#6
Academic
reputations
and
hierarchies
are easily
transferred
#7
Practices are
emergent,
contested
and culturally
situated
SOURCE, MANAGE
                    NETWORKING
& SHARE RESOURCES




  COLLABORATIVE
                    DISSEMINATION
    WORKING
SOURCE, MANAGE                                   NETWORKING
& SHARE RESOURCES                                  & DISCUSSION
                      RSS Readers
                                    Facebook
           Social Bookmarking        LinkedIn
                                Twitter
             & Referencing Google+
                                     Facebook Groups
                        Content Sharing Sites
                           ‘Ning’ Sites
                        MOOCs
                          Wikis            Blogs


  COLLABORATIVE     Google Docs
                                                   DISSEMINATION
    WORKING
Tools
Spaces
Individual     Research
Professional     Group /
Development    Department




 Research       Events &
  Project      Conferences
Barriers to adopting social media?
Time-consuming
Lack of knowledge / awareness / ‘best practices’
Insignificant and frivolous
Egocentric, opinionated and self-publicising
Not trustworthy, unreliable content
Lack of academic rigour
Not formally recognised / rewarded by institution
Lack of institutional / departmental support or incentive
Institutional constraints or regulations
Compromises formal publication opportunities
Threats to representation (self, institution, research)
Risks of disclosure (research design, findings etc.)
Technophobia
Low initial rewards
Low regard of contribution – “I’ve nothing to say”
Exposure of academic naivety
Compromises lecturer / student relationships
Compromises existing personal / recreational use and online identity
Potential misinterpretation and misappropriation
Commercial imperative (non-institutional / non-academic)
Issues of privacy
Ownership, copyright and IP issues
NETWORKING
Facebook          LinkedIn             Academia.edu      Google+            Twitter


General /         Professional         Dedicated         General /         Microblogging
recreational      networking           academic          recreational      site
social networking (business-           network           social networking
                  orientated)
‘Friending’       ‘Connections’        ‘Following’       ‘Following’        ‘Following’
metaphor          metaphor             metaphor (non-    metaphor (non-     metaphor (non-
(reciprocal)      (reciprocal)         reciprocal)       reciprocal)        reciprocal)
Status updates,   Status updates       Status updates    Circles –          Tweets (max. 140
commenting,       and messaging.       and messaging     organisation of    characters)
messaging and     Professional                           followers and      Retweeting,
live chat         profiling                              privacy settings   direct messaging,
                                                                            lists and
                                                                            favourites
Facebook          Job seeking and      Content sharing – Hangouts (group    Third-party
Groups, events    listing facilities   papers etc.       video-chat).       clients, apps. and
and pages                                                Integration with   services
                                                         other Google
                                                         apps. and
                                                         services
Twitter: Academic Practices
Knowledge / resource sharing – posting, accessing and ‘retweeting’
microcontent
‘Information overload’ – using people as ‘filters’
Self-promotion – new blog posts etc.
Notification – new publications, events, call for papers, announcements etc.
‘Crowdsourcing’ – asking questions, making enquiries
Real-time discussion
Real-time search engine
Hashtag communities and networks e.g. #phdchat – informal community /
network of PhD students
Events and conferences – the ‘backchannel’ and remote conferencing
Using Social Media for Academic Practice and Impact
Format Media Mode Genre
Granularity
ores2k | Thinking (2007) http://www.flickr.com/people/ores2k/
What?
Type of research work / activities / content etc.

Where?
Social media – platforms and tools

When?
Stages of project / study / tenure
How might this support / compromise formal publication?

How?
Type of format / media etc.

Who (to/with)?
Audience – academic / discipline / public
Stakeholders – participants / partners
Blogging
Writing Development
Contribute to development of writing skills
Developing writing ‘voice’
Experimentation with different writing forms / styles

Conceptual Development
Blogs as Narrative - journal-style structure (e.g. research project / PhD)
Blogs as Documentation - contextualised personal / professional development
(chronological / themed)
Blogs as Reflective process - development of ideas / concepts / projects
Blogging: Impact Factors
Contexts
Emphasis on personal perspectives and experiences – Informal and
subjective
Opportunity to explore wider contexts – socio-cultural, political and economic
Engaging a wider (non-specialist) audience

The ‘Blogosphere’ – blogging community
Reading, linking to, and commenting on each others blogs
Beyond local research community – geographically and (inter)disciplinary
Establish sustainable channels of discussion, feedback and peer support

Group blogs – guest blogging Institutional / departmental blogs or project
blogs
Increasingly multimodal – RSS feeds, links, tags, images and video
Non-textual formats: video blogging, podcasting
Blogging: Relationship with Formal Publication

                                              Work-in-progress – shape ideas,
                                              concepts and methodologies
                                              Draw on personal perspectives
                                              and experiences
                                              Contribution to development of
                            BLOGS             formal publication – thesis, journal
                                              article or report




Develop smaller, specific
components of text                    FORMAL
Summaries and specific parts        PUBLICATION
Informal, personal and subjective
Engage a wider (non-specialist)
audience
Based on: Jacob E Bardram | The Fish Model (2007) http://www.itu.dk/people/bardram/pmwiki/?n=Main.ArtPhD
Using Social Media for Academic Practice and Impact
Blog Content
Can include:

Reports on academic events, including workshops, seminars and conferences
Book and article reviews
Commentary on ‘academic life’ including teaching and research projects
Research methods and methodologies, and academic writing
Using research tools and software
Development of theoretical and conceptual ideas
Training and professional development
The academic experience – emotional development and well-being
Some Other Social Media
Content Sharing Sites
Sharing of academic content in different formats / media
Tagging and annotation of content - playlists, favourites and comments
Content can be embedded on external sites (blogs etc.)

Presentations e.g. Slideshare
Papers / Reports e.g. Scribd
Images e.g. Flickr
Video e.g. YouTube Vimeo
Networking Sites e.g. LinkedIn Academia

Community Sites (Ning)
Specialist or community-based themes
Multifunctional - profiling / discussion (forums), blog posting, and repository

e.g. Ning SocialGo BuddyPress
Some Other Social Media
Text Editing Tools
Wikis – text-based collaborative platform e.g. Mediawiki Wikispaces
Google Docs. – suite of office tools – synchronous editing for multiple users

Social Bookmarking
Personal / collaborative organisation of web-based content
Examples: Delicious Pinboard

Tagging also used in blogging, and content sharing sites (e.g. Flickr
YouTube and Slideshare)

Social Bibliography / Reference & Citation
Personal and social management of academic papers and references
Synchronisation between browser, desktop and web based programmes
Collaboration through group-based and networking activities
e.g. CiteULike Zotero Mendeley
Digital
    Identity/ies                      “
“   The persona an individual
    presents across all the digital
    communities in which he or
    she is represented.

    http://thisisme.reading.ac.uk
Identity is…

Modernist                    Postmodernist

Determined by dominant       Socially constructed and
structures                   culturally mediated
Stable                       Flexible and in flux
Singular and developmental   Multiple and fragmentary
Unified across multiple      Diversified across multiple
contexts                     contexts
Digital Identity and Reputation
Web Presence – ‘Digital Footprint’
New channels of academic discourse, research dissemination and peer review
Permanence and transience – activities and artifacts are increasingly
searchable / traceable

Online Profiles
Professional / institutional site registrations – personal profiles
Self-publishing – e.g. blogs "About” page
Professional Development – Digital / online CVs and e-Portfolios

Digital Artifacts
Academic content and references
Records of social interaction – blog posts, tweets, forum discussions etc.

Modality
Verbal, textual etc.
Multimedia – images, video etc.
Digital




                                                    Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Literacies
    Literacies




                                                    for the digital age (LLiDA Project). The Caledonian Academy. JISC.
“   (R)ecognising technology practice as
    diverse and constitutive of personal
    identity, including identity in different
    peer, subject and workplace
    communities, and individual styles of
    participation.

    Beetham et al. (2009:3)
                                                “
Critical and
Reflective Practices




    Image: Rachel Walls | http://newresearchtrajectories.net
Resources
Identifying appropriate tools and platforms and evaluating their affordances
Negotiating institutional, proprietary, and open-source resources

Training and Shared Practice
Identifying appropriate training needs within lifelong learning and
professional development contexts
Developing opportunities for shared practice and potential for individual,
participatory and collaborative design

Digital Literacies
Developing new socio-technical workflows
Negotiating new academic (inter)disciplinary communities and networks
Recognising shifts in academic protocols – new modes and means of
production, peer review and knowledge resources
Adapting to new practices in academic integrity and responsibility –
referencing and attribution of digital sources and artefacts
Understanding emerging multimedia and multimodal practices
Managing online identities and reputation
Research Practices 2.0




http://www.nottingham.ac.uk/graduateschool/resources/socialmedia/index.aspx
Thanks!
Andy Coverdale
Blog: http://www.phdblog.net
Twitter: @andycoverdale

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Using Social Media for Academic Practice and Impact

  • 1. Using Social Media for Academic Practice and Impact Andy Coverdale 27 November 2012 Engineering and Science Learning Centre
  • 2. #1 Social media are not only about impact
  • 4. #3 Social media do not exist in isolation
  • 9. SOURCE, MANAGE NETWORKING & SHARE RESOURCES COLLABORATIVE DISSEMINATION WORKING
  • 10. SOURCE, MANAGE NETWORKING & SHARE RESOURCES & DISCUSSION RSS Readers Facebook Social Bookmarking LinkedIn Twitter & Referencing Google+ Facebook Groups Content Sharing Sites ‘Ning’ Sites MOOCs Wikis Blogs COLLABORATIVE Google Docs DISSEMINATION WORKING
  • 11. Tools
  • 13. Individual Research Professional Group / Development Department Research Events & Project Conferences
  • 14. Barriers to adopting social media?
  • 15. Time-consuming Lack of knowledge / awareness / ‘best practices’ Insignificant and frivolous Egocentric, opinionated and self-publicising Not trustworthy, unreliable content Lack of academic rigour Not formally recognised / rewarded by institution Lack of institutional / departmental support or incentive Institutional constraints or regulations Compromises formal publication opportunities Threats to representation (self, institution, research) Risks of disclosure (research design, findings etc.) Technophobia Low initial rewards Low regard of contribution – “I’ve nothing to say” Exposure of academic naivety Compromises lecturer / student relationships Compromises existing personal / recreational use and online identity Potential misinterpretation and misappropriation Commercial imperative (non-institutional / non-academic) Issues of privacy Ownership, copyright and IP issues
  • 17. Facebook LinkedIn Academia.edu Google+ Twitter General / Professional Dedicated General / Microblogging recreational networking academic recreational site social networking (business- network social networking orientated) ‘Friending’ ‘Connections’ ‘Following’ ‘Following’ ‘Following’ metaphor metaphor metaphor (non- metaphor (non- metaphor (non- (reciprocal) (reciprocal) reciprocal) reciprocal) reciprocal) Status updates, Status updates Status updates Circles – Tweets (max. 140 commenting, and messaging. and messaging organisation of characters) messaging and Professional followers and Retweeting, live chat profiling privacy settings direct messaging, lists and favourites Facebook Job seeking and Content sharing – Hangouts (group Third-party Groups, events listing facilities papers etc. video-chat). clients, apps. and and pages Integration with services other Google apps. and services
  • 18. Twitter: Academic Practices Knowledge / resource sharing – posting, accessing and ‘retweeting’ microcontent ‘Information overload’ – using people as ‘filters’ Self-promotion – new blog posts etc. Notification – new publications, events, call for papers, announcements etc. ‘Crowdsourcing’ – asking questions, making enquiries Real-time discussion Real-time search engine Hashtag communities and networks e.g. #phdchat – informal community / network of PhD students Events and conferences – the ‘backchannel’ and remote conferencing
  • 22. ores2k | Thinking (2007) http://www.flickr.com/people/ores2k/
  • 23. What? Type of research work / activities / content etc. Where? Social media – platforms and tools When? Stages of project / study / tenure How might this support / compromise formal publication? How? Type of format / media etc. Who (to/with)? Audience – academic / discipline / public Stakeholders – participants / partners
  • 24. Blogging Writing Development Contribute to development of writing skills Developing writing ‘voice’ Experimentation with different writing forms / styles Conceptual Development Blogs as Narrative - journal-style structure (e.g. research project / PhD) Blogs as Documentation - contextualised personal / professional development (chronological / themed) Blogs as Reflective process - development of ideas / concepts / projects
  • 25. Blogging: Impact Factors Contexts Emphasis on personal perspectives and experiences – Informal and subjective Opportunity to explore wider contexts – socio-cultural, political and economic Engaging a wider (non-specialist) audience The ‘Blogosphere’ – blogging community Reading, linking to, and commenting on each others blogs Beyond local research community – geographically and (inter)disciplinary Establish sustainable channels of discussion, feedback and peer support Group blogs – guest blogging Institutional / departmental blogs or project blogs Increasingly multimodal – RSS feeds, links, tags, images and video Non-textual formats: video blogging, podcasting
  • 26. Blogging: Relationship with Formal Publication Work-in-progress – shape ideas, concepts and methodologies Draw on personal perspectives and experiences Contribution to development of BLOGS formal publication – thesis, journal article or report Develop smaller, specific components of text FORMAL Summaries and specific parts PUBLICATION Informal, personal and subjective Engage a wider (non-specialist) audience
  • 27. Based on: Jacob E Bardram | The Fish Model (2007) http://www.itu.dk/people/bardram/pmwiki/?n=Main.ArtPhD
  • 29. Blog Content Can include: Reports on academic events, including workshops, seminars and conferences Book and article reviews Commentary on ‘academic life’ including teaching and research projects Research methods and methodologies, and academic writing Using research tools and software Development of theoretical and conceptual ideas Training and professional development The academic experience – emotional development and well-being
  • 30. Some Other Social Media Content Sharing Sites Sharing of academic content in different formats / media Tagging and annotation of content - playlists, favourites and comments Content can be embedded on external sites (blogs etc.) Presentations e.g. Slideshare Papers / Reports e.g. Scribd Images e.g. Flickr Video e.g. YouTube Vimeo Networking Sites e.g. LinkedIn Academia Community Sites (Ning) Specialist or community-based themes Multifunctional - profiling / discussion (forums), blog posting, and repository e.g. Ning SocialGo BuddyPress
  • 31. Some Other Social Media Text Editing Tools Wikis – text-based collaborative platform e.g. Mediawiki Wikispaces Google Docs. – suite of office tools – synchronous editing for multiple users Social Bookmarking Personal / collaborative organisation of web-based content Examples: Delicious Pinboard Tagging also used in blogging, and content sharing sites (e.g. Flickr YouTube and Slideshare) Social Bibliography / Reference & Citation Personal and social management of academic papers and references Synchronisation between browser, desktop and web based programmes Collaboration through group-based and networking activities e.g. CiteULike Zotero Mendeley
  • 32. Digital Identity/ies “ “ The persona an individual presents across all the digital communities in which he or she is represented. http://thisisme.reading.ac.uk
  • 33. Identity is… Modernist Postmodernist Determined by dominant Socially constructed and structures culturally mediated Stable Flexible and in flux Singular and developmental Multiple and fragmentary Unified across multiple Diversified across multiple contexts contexts
  • 34. Digital Identity and Reputation Web Presence – ‘Digital Footprint’ New channels of academic discourse, research dissemination and peer review Permanence and transience – activities and artifacts are increasingly searchable / traceable Online Profiles Professional / institutional site registrations – personal profiles Self-publishing – e.g. blogs "About” page Professional Development – Digital / online CVs and e-Portfolios Digital Artifacts Academic content and references Records of social interaction – blog posts, tweets, forum discussions etc. Modality Verbal, textual etc. Multimedia – images, video etc.
  • 35. Digital Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Literacies Literacies for the digital age (LLiDA Project). The Caledonian Academy. JISC. “ (R)ecognising technology practice as diverse and constitutive of personal identity, including identity in different peer, subject and workplace communities, and individual styles of participation. Beetham et al. (2009:3) “
  • 36. Critical and Reflective Practices Image: Rachel Walls | http://newresearchtrajectories.net
  • 37. Resources Identifying appropriate tools and platforms and evaluating their affordances Negotiating institutional, proprietary, and open-source resources Training and Shared Practice Identifying appropriate training needs within lifelong learning and professional development contexts Developing opportunities for shared practice and potential for individual, participatory and collaborative design Digital Literacies Developing new socio-technical workflows Negotiating new academic (inter)disciplinary communities and networks Recognising shifts in academic protocols – new modes and means of production, peer review and knowledge resources Adapting to new practices in academic integrity and responsibility – referencing and attribution of digital sources and artefacts Understanding emerging multimedia and multimodal practices Managing online identities and reputation