Using Social Media for Academic Practice and Impact


Published on

Workshop presentation as part of a one-day event on research impact for Medical Research Council funded PhD students from the University of Nottingham and University of Birmingham. Engineering and Science Learning Centre, 27th November 2012.

Published in: Education
  • Nice articles are posted i am read few articles on the you have provided vital tips on the articles help to the other peoples.
    Thanksac training
    Best Wishes,
    Are you sure you want to  Yes  No
    Your message goes here
  • Nice articles are posted i am read few articles on the you have provided vital tips on the articles help to the other peoples.
    Thanksac training
    Best Wishes,
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Using Social Media for Academic Practice and Impact

  1. 1. Using Social Media for Academic Practice and ImpactAndy Coverdale27 November 2012Engineering and Science Learning Centre
  2. 2. #1Social mediaare not onlyabout impact
  3. 3. #2Social mediaareinterrelated.Technically,commerciallyand culturally
  4. 4. #3Social mediado not exist inisolation
  5. 5. #4Social mediaconstitute acontestedspace
  6. 6. #5Bothinteractionandbroadcastmetaphorsapply
  7. 7. #6Academicreputationsandhierarchiesare easilytransferred
  8. 8. #7Practices areemergent,contestedand culturallysituated
  10. 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. 11. Tools
  12. 12. Spaces
  13. 13. Individual ResearchProfessional Group /Development Department Research Events & Project Conferences
  14. 14. Barriers to adopting social media?
  15. 15. Time-consumingLack of knowledge / awareness / ‘best practices’Insignificant and frivolousEgocentric, opinionated and self-publicisingNot trustworthy, unreliable contentLack of academic rigourNot formally recognised / rewarded by institutionLack of institutional / departmental support or incentiveInstitutional constraints or regulationsCompromises formal publication opportunitiesThreats to representation (self, institution, research)Risks of disclosure (research design, findings etc.)TechnophobiaLow initial rewardsLow regard of contribution – “I’ve nothing to say”Exposure of academic naivetyCompromises lecturer / student relationshipsCompromises existing personal / recreational use and online identityPotential misinterpretation and misappropriationCommercial imperative (non-institutional / non-academic)Issues of privacyOwnership, copyright and IP issues
  16. 16. NETWORKING
  17. 17. Facebook LinkedIn Google+ TwitterGeneral / Professional Dedicated General / Microbloggingrecreational networking academic recreational sitesocial 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. 140commenting, and messaging. and messaging organisation of characters)messaging and Professional followers and Retweeting,live chat profiling privacy settings direct messaging, lists and favouritesFacebook Job seeking and Content sharing – Hangouts (group Third-partyGroups, events listing facilities papers etc. video-chat). clients, apps. andand pages Integration with services other Google apps. and services
  18. 18. Twitter: Academic PracticesKnowledge / 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 enquiriesReal-time discussionReal-time search engineHashtag communities and networks e.g. #phdchat – informal community /network of PhD studentsEvents and conferences – the ‘backchannel’ and remote conferencing
  19. 19. Format Media Mode Genre
  20. 20. Granularity
  21. 21. ores2k | Thinking (2007)
  22. 22. What?Type of research work / activities / content etc.Where?Social media – platforms and toolsWhen?Stages of project / study / tenureHow might this support / compromise formal publication?How?Type of format / media etc.Who (to/with)?Audience – academic / discipline / publicStakeholders – participants / partners
  23. 23. BloggingWriting DevelopmentContribute to development of writing skillsDeveloping writing ‘voice’Experimentation with different writing forms / stylesConceptual DevelopmentBlogs 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
  24. 24. Blogging: Impact FactorsContextsEmphasis on personal perspectives and experiences – Informal andsubjectiveOpportunity to explore wider contexts – socio-cultural, political and economicEngaging a wider (non-specialist) audienceThe ‘Blogosphere’ – blogging communityReading, linking to, and commenting on each others blogsBeyond local research community – geographically and (inter)disciplinaryEstablish sustainable channels of discussion, feedback and peer supportGroup blogs – guest blogging Institutional / departmental blogs or projectblogsIncreasingly multimodal – RSS feeds, links, tags, images and videoNon-textual formats: video blogging, podcasting
  25. 25. 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 reportDevelop smaller, specificcomponents of text FORMALSummaries and specific parts PUBLICATIONInformal, personal and subjectiveEngage a wider (non-specialist)audience
  26. 26. Based on: Jacob E Bardram | The Fish Model (2007)
  27. 27. Blog ContentCan include:Reports on academic events, including workshops, seminars and conferencesBook and article reviewsCommentary on ‘academic life’ including teaching and research projectsResearch methods and methodologies, and academic writingUsing research tools and softwareDevelopment of theoretical and conceptual ideasTraining and professional developmentThe academic experience – emotional development and well-being
  28. 28. Some Other Social MediaContent Sharing SitesSharing of academic content in different formats / mediaTagging and annotation of content - playlists, favourites and commentsContent can be embedded on external sites (blogs etc.)Presentations e.g. SlidesharePapers / Reports e.g. ScribdImages e.g. FlickrVideo e.g. YouTube VimeoNetworking Sites e.g. LinkedIn AcademiaCommunity Sites (Ning)Specialist or community-based themesMultifunctional - profiling / discussion (forums), blog posting, and repositorye.g. Ning SocialGo BuddyPress
  29. 29. Some Other Social MediaText Editing ToolsWikis – text-based collaborative platform e.g. Mediawiki WikispacesGoogle Docs. – suite of office tools – synchronous editing for multiple usersSocial BookmarkingPersonal / collaborative organisation of web-based contentExamples: Delicious PinboardTagging also used in blogging, and content sharing sites (e.g. FlickrYouTube and Slideshare)Social Bibliography / Reference & CitationPersonal and social management of academic papers and referencesSynchronisation between browser, desktop and web based programmesCollaboration through group-based and networking activitiese.g. CiteULike Zotero Mendeley
  30. 30. Digital Identity/ies ““ The persona an individual presents across all the digital communities in which he or she is represented.
  31. 31. Identity is…Modernist PostmodernistDetermined by dominant Socially constructed andstructures culturally mediatedStable Flexible and in fluxSingular and developmental Multiple and fragmentaryUnified across multiple Diversified across multiplecontexts contexts
  32. 32. Digital Identity and ReputationWeb Presence – ‘Digital Footprint’New channels of academic discourse, research dissemination and peer reviewPermanence and transience – activities and artifacts are increasinglysearchable / traceableOnline ProfilesProfessional / institutional site registrations – personal profilesSelf-publishing – e.g. blogs "About” pageProfessional Development – Digital / online CVs and e-PortfoliosDigital ArtifactsAcademic content and referencesRecords of social interaction – blog posts, tweets, forum discussions etc.ModalityVerbal, textual etc.Multimedia – images, video etc.
  33. 33. 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) “
  34. 34. Critical andReflective Practices Image: Rachel Walls |
  35. 35. ResourcesIdentifying appropriate tools and platforms and evaluating their affordancesNegotiating institutional, proprietary, and open-source resourcesTraining and Shared PracticeIdentifying appropriate training needs within lifelong learning andprofessional development contextsDeveloping opportunities for shared practice and potential for individual,participatory and collaborative designDigital LiteraciesDeveloping new socio-technical workflowsNegotiating new academic (inter)disciplinary communities and networksRecognising shifts in academic protocols – new modes and means ofproduction, peer review and knowledge resourcesAdapting to new practices in academic integrity and responsibility –referencing and attribution of digital sources and artefactsUnderstanding emerging multimedia and multimodal practicesManaging online identities and reputation
  36. 36. Research Practices 2.0
  37. 37. Thanks!Andy CoverdaleBlog: http://www.phdblog.netTwitter: @andycoverdale
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.