Why SoMe?
Social media in an academic research context.

Rob Knight
Information Systems
Nottingham Trent University

http:...
Social Media Use 2013
(UK)
• 33 mil Facebook accounts, just over 53% of the population and 62% of the online population (U...
• Digital authorship
• Social & Digital curation
• Networking
• PLN’s
• Enhance research impact
• Build stronger, wider pr...
Research Impact & SoMe
• The demonstrable contribution that excellent research makes to
society and the economy (HEFCE)
• ...
Social Learning
A Change in understanding
That goes beyond the individual
to become situated in social groups
Via social

...
Personal Learning Networks

*Source: http://www.flickr.com/photos/rubun/2703828679/
Research Blogging

*Source: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0050109. Citation: Fausto S...
Social Media Guidance
• Think before you post
• Material published online may have the potential to be available
publicly,...
Developing ‘Digital Literacies’
we all need new literacies

•
•
•
•
•
•
•
•

Social Networking
Privacy maintenance
Identit...
Digital Literacies & SoMe

*Source: http://dougbelshaw.com/blog/2012/03/23/my-tedx-talk-on-the-essential-elements-ofdigita...
How?: SoMe use development

*Source: http://johnantonios.com/2010/02/06/the-social-media-hierarchy-of-needs/
SoMe!........ So why not?
Without social media connections I simply
wouldn’t have been able to
be in a research community ...
Thank You
e:
www:
t:

Rob.knight@ntu.ac.uk
www.rkphotographic.com
https://twitter.com/Axeman3uk
Why SoMe   - Research context of social media use
Why SoMe   - Research context of social media use
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Why SoMe - Research context of social media use

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Presentation given at the NTU Psychology away day 2013 about the use of social media as a research / academic tool and as part of a wider set of skills or literacies often referred to as 'digital literacy'.

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  • Cultural - We need to pay attention to the culture in which the literacies are situatedCognitive - We can’t just consider the procedural ways in which we use devices and programs. It’s the way we think when we’re using themConstructive - We can’t be passive consumers of technology/information. We should strive to use digital tools in reflective and appropriate waysCommunicative - Digital tools and power structures change the way we communicate. An element of digital literacy is how we take command of that structure and use it to communicate effectively and contribute meaningfullyConfident – in order to be a proficient user of technology, one must have the courage and confidence to dive into the unknown, take risks, make mistakes, and display confidence when “messing around” with new toolsCreative – from his research, Doug says “…..the creative adoption of new technology requires teachers who are willing to take risks… a prescriptive curriculum, routine practices… and a tight target-setting regime, is unlikely to be helpful.” Conlon & Simpson (2003)Critical - Digital literacy involves an understanding of how to deal with hyperspace and hypertext and understanding it’s “not entirely read or spoken.” Can we critically evaluate the technologies we’re using?Civic - many schools / universities are beginning to embrace technology to improve our lives and the lives of others in the world
  • Why SoMe - Research context of social media use

    1. 1. Why SoMe? Social media in an academic research context. Rob Knight Information Systems Nottingham Trent University http://commons.wikimedia.org/wiki/File:Man_examining_fan_of_Langley_Research_Center_16_foot_transonic_wind_tunnel.jpg
    2. 2. Social Media Use 2013 (UK) • 33 mil Facebook accounts, just over 53% of the population and 62% of the online population (UK) • 34 mil Twitter accounts, 81.1% have 50 or less followers and 74.1% follow 50 or less (UK). Small personal networks. • <11 mil Linkedin accounts, professional target market. 79% over 35 (UK) only SoMe where male demographic largest • Pinterest biggest growing SoMe tool for 2012, 200,000 UK users compared to 12 mil US. • Google + stats limited considering Google’s analytics…….. 135 million active accounts worldwide. • Instagram has limited traffic in UK with only 1.46% of total UK SoMe traffic. • >70 mil WordPress blogs world wide, 29% from the EU (July 2011) * Source service providers & http://www.rosemcgrory.co.uk/2013/01/08/uk-social-media-statistics-for-2013/
    3. 3. • Digital authorship • Social & Digital curation • Networking • PLN’s • Enhance research impact • Build stronger, wider professional networks • Extend the reach of your work • Do better more relevant research Source: Social Media for research impact by Mark Reed. e:mark.reed@bcu.ac.uk
    4. 4. Research Impact & SoMe • The demonstrable contribution that excellent research makes to society and the economy (HEFCE) • For your research to have impact, people have to engage with it, and act upon it. • People learn best from other people like them, who they trust. • Wider audience>Engage>Learn>Apply • Social Learning….. *Source: Social Media for research impact by Mark Reed (Aberdeen CES)
    5. 5. Social Learning A Change in understanding That goes beyond the individual to become situated in social groups Via social interaction Reed, M. S., A. C. Evely, G. Cundill, I. Fazey, J. Glass, A. Laing, J. Newig, B. Parrish, C. Prell, C. Raymond, and L. C. Stringer. 2010. What is social learning? Ecology and Society 15(4): r1. [online] URL: http://www.ecologyandsociety.org/vol15/iss4/resp1/
    6. 6. Personal Learning Networks *Source: http://www.flickr.com/photos/rubun/2703828679/
    7. 7. Research Blogging *Source: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0050109. Citation: Fausto S, Machado FA, Bento LFJ, Iamarino A, Nahas TR, et al. (2012) Research Blogging: Indexing and Registering the Change in Science 2.0. PLoS ONE 7(12): e50109. doi:10.1371/journal.pone.0050109
    8. 8. Social Media Guidance • Think before you post • Material published online may have the potential to be available publicly, indefinitely • Don’t engage in any conduct online that would not be acceptable in the workplace or that is unlawful • Be judicious and consider social media content carefully • Make it clear that the opinions expressed are solely those of the author and do not represent the views of the University • Support academic use • Support collaborative use *Source: NTU Social Media Policy https://portal.ntu.ac.uk/relations_reward/policies_procedures/Pages/documents.aspx?RootFolder=%2Frelations%5Freward%2Fpolicies%5Fprocedures%2FDocuments%2FSocial %20Media&FolderCTID=0x012000011034941A0370408FF131ADAA7B58A6&View={71B67BFA-AE51-413E-8407-9962ED6BD76C}
    9. 9. Developing ‘Digital Literacies’ we all need new literacies • • • • • • • • Social Networking Privacy maintenance Identity management Creating content Organising content Reusing, re-purposing, remixing content Broadcasting Transliteracy *Source: Social Media, Learning ... and the 'Always On' Generation by Steve Wheeler. e: swheeler@plymouth.ac.uk / t: @timbuckteeth
    10. 10. Digital Literacies & SoMe *Source: http://dougbelshaw.com/blog/2012/03/23/my-tedx-talk-on-the-essential-elements-ofdigital-literacies-video/#.T3A9nmGoPiw *Source: http://www.teachthought.com/technology/4-principals-of-digital-literacy/
    11. 11. How?: SoMe use development *Source: http://johnantonios.com/2010/02/06/the-social-media-hierarchy-of-needs/
    12. 12. SoMe!........ So why not? Without social media connections I simply wouldn’t have been able to be in a research community like someone campus-based. Alun Salt (Archaeoastronomist) I recently used a wiki with a couple of colleagues to put together a funding proposal. Even though we met up face-to-face, it was useful for collaborative editing of texts, sharing and discussing ideas generally. Andrew Coverdale, (PhD Student, Education) I often get information about my job and research from online sources, blogs, twitter, comments, which might point me towards more traditional pieces that I should read. Cameron Neylon (Senior Scientist, Biophysics) I now have a network of individuals who I respect and am confident in their work. The network discovers and filters and discusses. I have connected my research to the real world in a way that would not have been so easy before and maybe not possible. Terry Wassall (Principal Teaching Fellow, Sociology) Usage feedback I believe that social media have made me a better researcher because I think a good researcher needs to be able not only to do the research but needs to be able to communicate, and formulate ideas and arguments with other people from the same field or people they know. For example, a lot of my work uses clinical trial samples and if I hadn’t read about the importance of blinding my results I would have analysed my data un-blinded as suggested by one of my supervisors, and this could have skewed my results. Alexander Davenport (Research Assistant, Hemato-oncology) My network is comprised of people I know, people I know from their blogs or online presence who I haven’t met in person. Chris Jobling (Lecturer, Engineering) *Source: http://www.rin.ac.uk/our-work/communicating-and-disseminatingresearch/social-media-guide-researchers
    13. 13. Thank You e: www: t: Rob.knight@ntu.ac.uk www.rkphotographic.com https://twitter.com/Axeman3uk

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