Reflections on #PATC4

1. 21st Century Academic Skills:
Twitter Conferences
(Reflections on the Public
Archaeology Twitter
Conference #PATC4)
Urban Studies Monday Workshops
Dr Alison McCandlish
City Planning Tutor
@CrenellatedArts

2. 21st Century Academic Skills:
Twitter Conferences
• What is a Twitter Conference?
• Why did I take part in #PATC4?
• Tips and Reflections: planning,
participating and reviewing
• Relevance?
• DIY…
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 2

3. Twitter Conference examples
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 3
World Seabird
Conference
Oncology
Environmental
Science
Youth
Development
Big Data
Education
(school, FE
and HE)
Early career
scientists
Humanities
Archaeology

4. Call for papers.. A Twitter what?
“Is archaeology ‘for all’ or does it remain an elite professional pursuit
and a niche hobby? How can archaeologists best involve their
stakeholders, co-produce archaeological work and ensure archaeology
is accessible, safe and open? How do members of the public want to be
involved? Do they at all? How does law, policy and planning affect how
archaeology is undertaken and shared? Do you need a qualification to
be an archaeologist, or is experience enough?
In #PATC4 we want to discuss Access, Barriers and Participation”
https://publicarchaeologyconference.wordpress.com/
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 4

5. Fitting in..
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 5
Public Archaeology Typology (Moshenska, 2015)

6. Method
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 6
Before
•Key messages!
•Edit.. and again
•Use graphics
•Split (co-author) AM/AT
•Tag @ and #
During
Follow #
Respond to comments
Use Tweetdeck
After
Observe
Interact
Archive

7. Behind the scenes
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 7

8. In progress
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 8
Communities of practice/ practitioner-researchers (after Heikkinen, de Jong and
Vanderlinde, 2016)

9. In progress: context and content
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 9

10. In progress: outputs/ co-design
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 10

11. Reflections
• Style guides?
• Accessibility (Alt Text)?
• Ethics + GDPR + photo consents
• Tweetdeck = programming,
analysis and updates
• Authorship, collaboration,
networking
• Thematic debate and discussion
• Fun!
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 11

12. Consider…
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 12
https://publicarchaeologyconference.wordpress.com/

13. Issues
• Time
• Skills – being mini-creators and
digital consumers (Kawashima,
2010, p.339)
• Trolls
• Public-ness
• “A hobby of no scientific value
whatsoever” (Busquet and Vinken,
2019, p.51)
• #academicswithcats
• #academicswithdogs
#AcWriMo #PhDChat #AcademicChatter
#HeritageChat #ECRChat
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 13
“Twitter has a directed friendship
model.. There is no technical
requirement of reciprocity, and often,
no social expectation of such”
(Marwick and Boyd, 2011, p.116)

14. Academic skills
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 14

15. Academic skills…
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 15
“The Counting House” (Martín-Martín et al., 2016, p.1)
https://plu.mx/plum/a/?doi=10.1080/02614367.2015.1062041

16. Academic skills…
• 3 Minute Thesis
• Research Slam
• PechaKucha/ Lightning Talk
• PubPhD/ Pint of Science
“Make people better scientists by
learning how to become an “honest
broker” in science, reaching out
public with social media, lab skills or
using visuals for storytelling”
(Busquet and Vinken, 2019, p.54)
#PATC4 reflections
https://twitter.com/GlasgowSkeptics/status/104170890598491
7504
16

17. Over to you…
• Think about a current piece of
work, condense it down to 10
key messages- 1 post it per
message
• #UofGMonday
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 17
This Photo by Unknown Author is licensed under CC BY-SA-NC

18. References
• Busquet, F. and Vinken, M. (2019) The use of social media in scientific research and creative thinking. Toxicology in Vitro.
[Online] Vol.59 (April), pp.51–54. Available: https://doi.org/10.1016/j.tiv.2019.04.006.
• Heikkinen, H. L. T., de Jong, F. P. C. M. and Vanderlinde, R. (2016) What is (good) practitioner research? Vocations and
Learning. Vol.9 (1), pp.1–19.
• Kawashima, N. (2010) The rise of ‘user creativity’ – Web 2.0 and a new challenge for copyright law and cultural policy.
International Journal of Cultural Policy. Vol.16 (3), pp.337–353.
• Martín-Martín, A., Orduna-malea, E., Ayllón, J. M. and López-Cózar, E. D. (2016) The counting house, measuring those who
count: Presence of Bibliometrics, Scientometrics, Informetrics, Webometrics and Altmetrics in Google Scholar Citations,
ResearcherID, ResearchGate, Mendeley, & Twitter. EC3 Working Papers. [Online] Vol.21 (January 2015), pp.1–60. Available:
https://arxiv.org/pdf/1602.02412.pdf.
• Marwick, A. E. and Boyd, D. (2011) I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined
audience. New Media & Society. Vol.13 (1), pp.114–133.
• McGillivray, D., McPherson, G., Jones, J. and McCandlish, A. (2015) Young people, digital media making and critical digital
citizenship. Leisure Studies. [Online] (August), pp.1–15. Available:
http://www.tandfonline.com/doi/full/10.1080/02614367.2015.1062041.
• Moshenska, G. (2015) Public Archaeology Typology. [Online]. Available:
https://twitter.com/GabeMoshenska/status/589164436163661825.
#PATC4 reflections Dr Alison McCandlish @CrenellatedArts 18