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Research into social media practices and social media practices for research

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Presentation on research into social media practices and social media practices for research delivered at McMaster University, 14th August 2017

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Research into social media practices and social media practices for research

  1. 1. Research into social media practices and social media practices for research http://hazelhall.org http://slideshare.net/hazelhall @hazelh Presentation delivered at the DeGroote School of Business, McMaster University, Hamilton, Canada 14th August 2017 Dr Hazel Hall, Professor of Social Informatics
  2. 2. http://hazelhall.org Slides on SlideShare at http://slideshare.net/hazelhall @hazelh
  3. 3. Mirifici Logarithmorum Canonis Descriptio (1614) John Napier 1550-1617
  4. 4. • 7 Academic staff (teaching and research) • 1 Researcher • 8 Research students • 1 Emeritus professor • 1 Visiting professor (Brian Detlor) • Several associates https://hazelhall.org/centre-for-social-informatics/
  5. 5. • 7 Academic staff (teaching and research) • 1 Researcher • 8 Research students • 1 Emeritus professor • 1 Visiting professor (Brian Detlor) • Several associates • Democratic digital engagement • eGovernment • Information policy • Information seeking behaviour and use • Knowledge management • The Information Society • Online communities • Open data and open government https://hazelhall.org/centre-for-social-informatics/
  6. 6. Presentation themes 1. CSI research into information behaviours and social media use • Historic examples • Current work 2. Building and maintaining profiles on online platforms for academic work purposes
  7. 7. Research into social media practices and social media practices for research
  8. 8. Prior research on information behaviours and social media use 1. How ‘can’ social media platforms promote reflective learning? 2. To what extent is online information sharing socially motivated? 3. What are the risks and opportunities of social media adoption for collaborative work in business environments?
  9. 9. Reflective learning and socially motivated online information sharing (1 case study) Cohort Site for reflection Research output 2003/4 Closed learning logs 2004/5 Blog environment internal to module developed by one of the module tutors Hall & Davison (2007): blogs for peer learning and support (905 comments on 79 blogs)2005/6 2006/7 ‘Blog’ environment internal to Napier University supported by WebCT Portfolio function Hall & Widen-Wulff (2008): socially motivated online information sharing2007/8
  10. 10. Reflective learning and socially motivated online information sharing (1 case study) Cohort Site for reflection Research output 2003/4 Closed learning logs 2004/5 Blog environment internal to module developed by one of the module tutors Hall & Davison (2007): blogs for peer learning and support (905 comments on 79 blogs)2005/6 2006/7 ‘Blog’ environment internal to Napier University supported by WebCT Portfolio function Hall & Widen-Wulff (2008): socially motivated online information sharing2007/8 Hall, H. & Davison, B. (2007). Social software as support in hybrid learning environments: the value of the blog as a tool for reflective learning and peer support. Library and Information Science Research, 29(2), 163-187. (DOI 10.1016/j.lisr.2007.04.007.) Full text available from publisher with subscription access Full text of accepted manuscript available from the Edinburgh Napier repository Hall, H., & Widen-Wulff, G. (2008). Social exchange, social capital and information sharing in online environments: lessons from three case studies. Studia Humaniora Ouluensia, 8, 73-86. Full text available from the Edinburgh Napier repository
  11. 11. Comment analysis: social media platforms ‘can’ promote reflective learning • … to a certain extent: one fifth demonstrated reflection • But lack of debate • Bias towards agreement: a quarter began ‘I agree’ (or similar) • Prior claims in literature exaggerated • ‘Can’ does not mean ‘will’ • Reliance on anecdote http://www.napier.ac.uk/~/media/worktribe/output- 238428/halldavisonblogsdraftpdf.pdf
  12. 12. Online information sharing is socially motivated (3 case studies) • Information sharing online takes place within exchange economies • Gift economies and generalised exchange ‘work’ in online environment when contacts have established offline relationships • Soft rewards and social infrastructure are valued more than other incentives • In-group privilege limits sharing with outsiders http://www.napier.ac.uk/~/media/worktribe/ output-233352/hallwidenwulff20081pdf.pdf
  13. 13. Risks and opportunities of social media adoption for collaborative work (2008) • Survey, focus group & interview: 96 contributions • Sense that project came ‘too early’ • ‘Don’t know’ and neutral survey responses • Two thirds survey respondents indicated impacts of adoption yet to be felt, interviewee caution • Enthusiasm for social media adoption • Poor implementation viewed as biggest risk • Potential value of microblogging identified http://www.napier.ac.uk/~/media/worktribe/output- 967091/opportunity-and-risk-in-social-computing- environments.pdf
  14. 14. Current work on information behaviours and social media use 1. Reputation management in a digital world: the role of online information in the management and evaluation of personal reputations - Frances Ryan 2. The impact of networking supported by social media on career management skills – John Mowbray 3. Easier, faster, better: social media as facilitators of tacit knowledge sharing between employees within public sector organisations – Iris Buunk
  15. 15. http://www.francesryanphd.com/
  16. 16. • People rarely consider links between online information sharing and personal reputation yet… • … they present different aspects of their persona for different audiences • …they share different types of information on different platforms • … they practise self-censorship and ‘manage’ their connections Online information and personal reputation: key preliminary findings
  17. 17. • People rarely consider links between online information sharing and personal reputation yet… • … they present different aspects of their persona for different audiences • …they share different types of information on different platforms • … they practise self-censorship and ‘manage’ their connections Online information and personal reputation: key preliminary findings How does this articulate with ‘traditional’ means and measures of reputation management and evaluation as studied extensively elsewhere in Information Science (bibliometrics)?
  18. 18. Online information and personal reputation: resources Ryan, F., Cruickshank, P., Hall, H. & Lawson, A. (2017). Blurred reputations: managing professional and private online. Paper presented at Information: interactions and impact 2017, Aberdeen, 27-30 June 2017.[Abstract available from the Edinburgh Napier repository; slides available from SlideShare.] Ryan, F., Cruickshank, P., Hall, H., & Lawson, A. (2016). Managing and evaluating personal reputations on the basis of information shared on social media: a Generation X perspective. Information Research, 21(4). Ryan, F., Cruickshank, P., Hall, H., & Lawson, A. (2016). Personal online reputation: the development of an approach to investigate how personal reputation is evaluated and managed in online environments. In: Proceedings of the 2nd International Data Information and Information Management Conference (IDIMC). (pp. 98-108). Loughborough: LISU. Ryan, F., Cruickshank, P., Hall, H. , & Lawson, A. (2015). Assessing the available and accessible evidence: How personal reputations are determined and managed online. Paper presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015. [Abstract available; slides available on SlideShare]
  19. 19. https://johnmowbray.org/
  20. 20. Plus earlier analysis of secondary data (16- 21 year-olds) from Understanding society: the UK household longitudinal study
  21. 21. Networking & career management skills: key preliminary findings • SNS membership is more prevalent amongst the young employed than the young unemployed • Females are proportionately higher users of SNS than males (and also more likely to be in work) • Social media have a profound informational impact when appropriated for networking • Aid development/use of weak ties • Provide access to high levels of (informational) social capital
  22. 22. Networking & career management skills: key preliminary findings • SNS membership is more prevalent amongst the young employed than the young unemployed • Females are proportionately higher users of SNS than males (and also more likely to be in work) • Social media have a profound informational impact when appropriated for networking • Aid development/use of weak ties • Provide access to high levels of (informational) social capital How can this work develop the theoretical perspectives of Wilson’s general model of information behaviour?
  23. 23. Social networking and job seeking: resources Mowbray, J., Hall, H., Raeside, R. & Robertson, P. (2017). Job search information behaviours: an ego-net study of networking and social media use amongst young jobseekers. Paper presented at Information: interactions and impact 2017, Aberdeen, 27-30 June 2017. Abstract available from the Edinburgh Napier repository; slides available from SlideShare.] Mowbray, J., Hall, H., Raeside, R., Robertson, P. (2017). The role of networking and social media tools during job search: an information behaviour perspective. Information Research, 22(1). Mowbray, J., Raeside, R., Hall, H. & Robertson, P. (2016). Social networking sites and employment status: an investigation based on Understanding Society data. In: Proceedings of the 2nd International Data Information and Information Management Conference (IDIMC). (pp. 75-85). Loughborough: LISU. Mowbray, J. & Hall, H., Raeside, R. & Robertson, P. (2015). Could social networking online help NEET young people gain employment? Paper presented at Information: interactions and impact 2015, Aberdeen, 23-26 June 2015. [Abstract available; slides available on SlideShare.]
  24. 24. http://www.napier.ac.uk/people/iris-buunk
  25. 25. Data collection • Online survey of members of an online social platform for public sector workers • Interviews with 20 self-declared heavy social media users amongst 1062 survey respondents
  26. 26. • Online social platforms offer affordances that increase 2 types of network awareness • ‘knowledge awareness’ – of others’ skills/expertise • ‘ambient/peripheral awareness’ – of others’ activities • Tacit knowledge of others thus quickly rendered visible and accessible with opportunities for • Enlarging networks and creating new sub-networks • Developing new relationships, e.g. to learn from others, reduce duplication of effort Social media and tacit knowledge sharing: key preliminary findings
  27. 27. • Online social platforms offer affordances that increase 2 types of network awareness • ‘knowledge awareness’ – of others’ skills/expertise • ‘ambient/peripheral awareness’ – of others’ activities • Tacit knowledge of others thus quickly rendered visible and accessible with opportunities for • Enlarging networks and creating new sub-networks • Developing new relationships, e.g. to learn from others, reduce duplication of effort Social media and tacit knowledge sharing: key preliminary findings How may this work prompt reconsideration of the role of technology in tacit knowledge sharing, e.g. Nonaka’s (20th century) concept of Ba?
  28. 28. Social media and tacit knowledge sharing: resources Buunk, I., Hall, H. & Smith, C.F. (2017 in press). Skills in sight: how social media affordances increase network awareness. In: Proceedings of the 18th European Conference on Knowledge Management (ECKM) 2017. Reading: Academic Conferences Ltd. [Abstract available from the Edinburgh Napier repository.] Buunk, I., Hall, H. & Smith, C.F. (2017). Tacit knowledge sharing in online environments: locating “Ba” within a platform for public sector professionals. Paper presented at Information: interactions and impact 2017, Aberdeen, 27-30 June 2017. [Abstract available from the Edinburgh Napier repository; slides available from SlideShare.] Buunk, I., Hall, H., & Smith, C.F. (2017). Tacit knowledge sharing: the determination of a methodological approach to explore the intangible. Information Research, 22(1).
  29. 29. Research into social media practices and social media practices for research
  30. 30. Established measures of academic impact Bibliometric indicators measure ‘academic’ impact of individuals’ output • Quantity and quality of publications • Quantity and quality of citations to those publications • Codified in citation databases
  31. 31. Alternative impact measures Altmetrics assess the impact of individual output using various criteria across a range of platforms • recommended by others • praised by opinion leaders • mentioned in social media • etc. • downloaded • acknowledged • included in syllabi • quoted in the press • cited in policy documents
  32. 32. 56 indicators of impact Center for the Study of Interdisciplinarity (CSID), University of North Texas (2011) files.figshare.com/1067961/56_impacts_preprint_5_26_13.pdf
  33. 33. • Judgements of esteem rely on more than “mere” publication record. • Visibility is becoming increasingly important to building a personal profile and the reputational benefits that this brings: • Collaboration approaches • Speaking invitations • Committee service http://hazelhall.org/2013/07/14/altmetrics-achieving-and- measuring-success-in-communicating-research-in-the-digital- age
  34. 34. • Peer-reviewed papers in international journals • Peer-reviewed conference papers at international conferences • Peer-reviewed abstracts for papers at international conferences • Peer-reviewed papers for practitioner journals • Practitioner/trade press articles • Keynotes and invited papers • Unpublished conference papers • Other presentations for external audiences: international • Other presentations for external audiences: UK • Research reports Codified and uncodified output
  35. 35. Dissemination/engagement activities and impact: relationship RiLIES project recommendations • Ensure your project has high level support • Include target research audience(s) in the execution of the research • Take into account target audience(s) preferences for consuming research output • Present output in a way that is accessible to the target audience http://lisresearchcoalition.files.wordpress.com/2012/02/rili es1_report.pdf
  36. 36. Dissemination/engagement activities and impact: relationship RiLIES project recommendations • Ensure your project has high level support • Include target research audience(s) in the execution of the research • Take into account target audience(s) preferences for consuming research output • Present output in a way that is accessible to the target audience http://lisresearchcoalition.files.wordpress.com/2012/02/rili es1_report.pdf Much of this is about how the work is disseminated, in particular: • output format (content creation) • accessibility (sharing) - and this is where social media come in…
  37. 37. There are lots of places ‘to be’ • (Local profiles) • CV services • e.g. LinkedIn • Resource sharing sites • e.g. Flickr, Pinterest, SlideShare, SoundCloud, Vimeo, YouTube • ID services • e.g. Orcid, ResearcherID • Profile services • e.g. Academia.edu, Google Scholar, ResearchGate • Blogging and microblogging platforms • e.g. CoverItLive, Medium, Quora, The Conversation, Tumblr, Twitter WordPress • Impact measurement tools • e.g. Klout • Collaboration sites • e.g. Mendeley • Social networking sites • e.g. Facebook, Lanyrd
  38. 38. So where should you be? For wide dissemination of publications • ID services (e.g. Orcid, ResearcherID) and research profile services (e.g. Academia.edu, Google Scholar, ResearchGate) For wide dissemination of presentations • Resource sharing sites (e.g. SlideShare, SoundCloud, Vimeo, YouTube) If you are interested in tracking your impact • Impact measurement tools (e.g. Klout) If you want to keep up to date/others updated • Twitter -
  39. 39. So where should you be: essentials? 1. Your CV on LinkedIn ✓
  40. 40. So where should you be: essentials? 1. Your CV on LinkedIn ✓ 2. Your academic identity registered on ID services (e.g. Orcid, ResearcherID) ✓
  41. 41. So where should you be: essentials? 1. Your CV on LinkedIn ✓ 2. Your academic identity registered on ID services (e.g. Orcid, ResearcherID) ✓ 3. Your publication track record on profile services (e.g. Academia.edu, Google Scholar, ResearchGate) ✓
  42. 42. Where is Hazel? https://hazelhall.org/profiles-on-other-platforms/
  43. 43. Should you set up a personal blog? 1. Do you want/need a full “independent” online profile? 2. Do you enjoy writing? 3. Are you prepared to give up your free time to blog regularly? 4. What will be your communications strategy? • What will you call your blog? • What will it cover? • How often will you post to it? • How will you direct traffic to it?
  44. 44. Blog alternatives • In-house news platform
  45. 45. Blog alternatives • In-house news platform • Update function on LinkedIn
  46. 46. Blog alternatives • In-house news platform • Update function on LinkedIn • Ad hoc blogging on Medium, guest contributions to The Conversation
  47. 47. Is this kind of engagement with social media worth it? https://www.tomgauld.com/
  48. 48. http://blogs.lse.ac.uk/impactofsocialsciences/201 2/04/19/blog-tweeting-papers-worth-it/ Yes: to widen dissemination
  49. 49. Yes: for career development
  50. 50. Contact Hazel Hall http://hazelhall.org http://slideshare.net/hazelhall @hazelh h.hall@napier.ac.uk +44 0131 455 2760
  51. 51. Research into social media practices and social media practices for research http://hazelhall.org http://slideshare.net/hazelhall @hazelh Presentation delivered at the DeGroote Business School, McMaster University, Hamilton, Canada 14th August 2017 Dr Hazel Hall, Professor of Social Informatics

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