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Using Social Media for Academic Practice and Impact
The document discusses the use of social media in academia, emphasizing its interconnectedness and impact on academic practice, reputation, and knowledge sharing. It outlines barriers to adoption, such as time constraints, lack of institutional support, and concerns about academic rigor and privacy. The document also highlights various platforms and tools, the relevance of digital identity, and the importance of developing new digital literacies in the academic context.
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Using Social Media for Academic Practice and Impact
- 1. Using Social Mediafor Academic Practice and Impact Andy Coverdale 27 November 2012 Engineering and Science Learning Centre
- 2. #1 Social media are notonly about impact
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- 4. #3 Social media do notexist in isolation
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- 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
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- 13. Individual Research Professional Group / Development Department Research Events & Project Conferences
- 14. Barriers to adoptingsocial 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
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- 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
- 20. Format Media ModeGenre
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- 22. ores2k | Thinking(2007) http://www.flickr.com/people/ores2k/
- 23. What? Type of researchwork / 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 todevelopment 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 Emphasison 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 withFormal 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: JacobE Bardram | The Fish Model (2007) http://www.itu.dk/people/bardram/pmwiki/?n=Main.ArtPhD
- 29. Blog Content Can include: Reportson 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 SocialMedia 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 SocialMedia 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 andReputation 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 toolsand 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
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