sm@jgc Session Two
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sm@jgc Session Two



Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and ...

Social Media @ Jubilee Graduate Centre. Series of sessions on the use of social media in academic practice. Delivered to PhD students and Early Career Researchers (ECRs). Session Two: Blogging and Microblogging, Tagging, Syndication and Aggregation. 5 February 2008. Co-authored with LeRoy Hill.



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sm@jgc Session Two sm@jgc Session Two Presentation Transcript

  • Session Two
    Blogging and Microblogging, Tagging, Syndication and Aggregation
    Andy Coverdale & LeRoy Hill
    B14 Jubilee Graduate Centre
    5 February 2010
  • Session Two: Schedule
    • Blogging
    • Microblogging (Twitter)
    • Activity: Discussion
    • Tagging
    • Syndication and Aggregation
    1pm Lunch: Further Discussion and Questions
  • Blogging: Anatomy of a Blog
    Archives / Calendar
    Posts (reverse chronological)
    Categories OR
    Tags (List/Cloud)
    Author, Date
    About Page (Identity Profile)
    RSS (Posts & Comments)
  • Blogging
    Blogs, Tumblogs and Microblogs
    Increasingly multi-media – links, tags, RSS feeds, images and video
    New forms: video blogging, phone blogging
    • Developer-hosted
    • Self-hosted
  • Blogging: Blog Writing
    Cultural Identity
    Biography, activism and citizen journalism
    Individual activity – personal, subjective and expressive
    Writing Skills
    • Regularity – writing discipline
    • Informality – opportunities to experiment with different writing forms / styles
    • Generality – writing to a wider audience
    Risk-free – shape ideas, formulate thoughts, and concepts
    Work in progress – raw content for thesis, journal article or conference paper
    Emphasis on personal perspective, opinion or experience
  • Blogging: Peer Review
    The ‘Blogosphere’
    Blogging Community – reading, linking to, and commenting on other blogs
    Comments and Pingbacks – feedback and review
    Traditional Forms of Peer Review
    Formal support and feedback structures from experts and peers - limited in scope and frequency
    Blogging – Informal, Distributed and Frequent
    Establish sustainable channels of discussion, feedback and peer support
    Extend beyond immediate research community – Geographically and Disciplinary
    Blogs as ‘Boundary Objects’ (Efimova, 2009)
    Efimova, L. (2009). Passion at work: blogging practices of knowledge workers. Enschede, Netherlands: Novay.
  • Blogging: Process and Reflection
    Journal style entry provides narrative structure (e.g. doctoral experience)
    ‘Following’ blogs
    Demonstration and documentation of process
    Searchable tool - chronological (time-based) vs. conceptual (ideas-based)
    Chronological – by date, month, year
    Conceptual – by category or tags
  • Microblogging
    Microcontent – ‘tweets’ (maximum 140 characters)
    Following and followers
    Retweeting, direct messaging, replies,
    Lists, groups and hashtags
    Twitter Technologies
    Twitter clients and services – Interfaces, content support, tracking and visualisation etc.
    Interconnectivity with other social media – e.g. Delicious (social bookmarking)
  • Microblogging: Academic Practice
    • Knowledge / resource sharing – posting, accessing and ‘retweeting’ links
    • Notification – new blog posts, publications and bookmarks, events, call for papers, announcements and cancellations etc.
    • Self-promotion
    • ‘Crowdsourcing’ – asking questions, making enquiries
    • Real-time social networking and interaction
    • Real-time search engine
    • Events and conferences – the ‘backchannel’ and remote conferencing
  • Twitter: Social Media in Microcosm
    • Social interaction made visible
    • Following and ‘Unfollowing’
    • Reciprocity
    • (Academic) Hierarchies
    • Personal vs. Professional
    • Information Overload – the ‘Fire Hose’
    • Widespread institutional adoption (e.g. University of Nottingham)
    • Retweeting – Bottom-up / Top-down Design
    • Migration of activities / practices to Twitter
  • Activity: Discussion on…
    In your table groups we would like you to discuss and reflect with each other on:
    - 4 academic experiences or approaches you would like to share (blog)
    - 4 academic experiences or approaches you would not want to share (blog)
    List these in two categories Share/Not Share on the paper provided.
  • Tagging
    Increase in volume and diversity of academic Web resources
    Social media – emphasis on sharing and collaboration
    • Personal Bookmarking
    • Social Bookmarking
    • Collaborative Bookmarking
    Tagging also prevalent in blogging, and content sharing sites (e.g. Flickr, YouTube, Slideshare etc.)
    Dedicated academic sites and services
  • Tagging: Theory and Context
    Folksonomy (Vander Wal, 2004)
    ‘Folk’ + ‘Taxonomy’
    Knowledge resource created through the process of tagging
    Taxonomy / Ontology Folksonomy
    Top-down Bottom-up
    Vertical / Hierarchical Horizontal / Non-hierarchical
    Created by ‘Experts’ Created by many
    Each ‘thing’ exists in one place Things exist in more than one place
  • Tagging: Theory and Context
  • Tagging: Theory and Context
    Social / democratic production
    Interconnectivity of social media
    Increased information flow – tools and strategies
    Everything is Miscellaneous (Weinberger, 2007)
    Information R/Evolution
    Michael Wesch
    Digital Ethnography, Kansas State University
  • Tagging: Bookmarking
    Personal Bookmarking
    Personal organisation / management of Bookmarks
    Searchable – Tag List / Cloud
    Further Organisation Tools – Bundle Tags / Multiple Sites
    Group / Collaborative Bookmarking
    Participatory and democratic knowledge base
    Social Bookmarking
    Use as search engine – keyword / user
    Search other users bookmarks
    Subscriptions, networks etc.
    Tagging (in)consistency – Intra-personal and inter-personal
  • Syndication and Aggregation
    The navigation and management of digital environments through the syndication and aggregation of multiple sites, tools and services.
    RSS (Really Simple Syndication)
    Subscribe to blogs, websites, podcasts etc.
    Types of RSS / Feed Readers
    • Desktop-based
    • Browser-based
    • Web-based
  • Syndication and Aggregation
    Web Portals
    Methods of integration between applications (iGoogle, Pageflakes, Netvibes etc.)
    Personal Learning Environment (PLE) or Network (PLN)
    Concept developed from e-learning / learning technologists
    Seen as an alternative to VLE (e.g. WebCT)
    VLE – Institutional, centrally managed, curriculum-based
    PLE – Personal, learner managed, self-directed
    Professional Development Tools
  • Lunch: Further Discussion and Questions
    Graduate School Feedback Forms
    Please spend a few moments to fill in the feedback forms provided. Thanks.
    Our last session is onWednesday 17 February:
    Social Networking and Collaboration
    Online Resource