This document discusses new media and digital research literacies. It describes various digital tools and platforms for scholarly communication and research dissemination, including blogs, social networks, slidesharing, and altmetrics. It also addresses how digital technologies can transform research through features like replicability, mutability, connectivity, and portability. Deeper issues are explored around what constitutes "digital" and how digital technologies may alter social interactions and literacies.

1. New media
and digital research literacies
Professor Paul Maharg
paulmaharg.com/slides

2. preview
1. Digital research literacies
2. Scholarly peer networks: SSRN, Academia, ResearchGate,
Google Scholar, LinkedIn, CarbonMade
3. Blogs
4. Slideshare
5. Twitter
6. Bibliometrics > altmetrics

3. digital media
Pro Con
Dssemination Can be time-consuming & addictive
Gathering, sorting, archiving of digital
Apps disappear or go corporate
information
Builds academic profile through
Altmetrics
Can encourage narcissism & grandiosity if
used as vanity projects
Facilitates the Open – open access, open
education, OE resources
Privacy can be an issue (cf Facebook)
Supports knowledge as a public good

4. deeper issues
What’s digital?
•Specific devices, networks, assemblages?
•Technical, educational, research affordances, modes of text and search,
specific skills, competences, practices, environments?
How does digital alter social?
•Eg distributed communities, socio-material understandings, means of
production & modes of use
How does digital alter literacies?
•Eg artefacts and practices, formal and informal contexts of research, visual
artefacts, digital curation.

5. transforming features of digital…
• Replicability
• Mutability
• Connectivity
• Instantaneity (& the ‘nearly now’)
• Portability
• Identity
(Jones 2013, 162-65)

6. staff pages
• Almost no social sharing
• Static pages
• No reference to academic tools or modes of
communication
• Social media-free
• Occasionally useful for linking to repositories to view
‘versions of record’. Or email addresses…

7. academic/professional media
• SSRN
• Google Scholar: http://bit.ly/1umHCmP
• Academia: bit.ly/1oaK9hj
• ResearchGate: http://bit.ly/10k3dyE
• LinkedIn: http://linkd.in/1DSQvnn
• Carbonmade: http://bit.ly/1GfMZY4
• Zotero
• Evernote

8. Blogging
http://paulmaharg.com
17.3.2005 > present. Used for:
•Dissemination of ideas & research
•Construction yard for sections of papers & articles
•Sky-writing (Steven Harnard)
•Identity formation
•On Blawg

9. Slidedecks & Twitter
http://slideshare.net/paulmaharg
Used for:
•Dissemination of slidedecks
•Set alerts for others’ presentations
•Re Twitter, use third-party apps & aggregators, eg
TweetDeck to manage the dataflow

12. altmetrics
See altmetrics.com: ‘the creation and study of new
metrics based on the Social Web for analyzing and
informing scholarship’

13. Why? For all these reasons & more…
• Quantify and document research impact
• Justify future requests for funding
• Quantify return on research investment
• Discover how research findings are being used
• Identify similar research projects
• Identify possible collaborators
• Determine if research findings are duplicated, confirmed, corrected, improved or repudiated
• Determine if research findings were extended
• Confirm that research findings were properly attributed/credited
• Demonstrate that research findings are resulting in meaningful health outcomes
• Discover community benefit as a result of research findings
• Progress reports
• Promotion dossiers
Adapted from the Becker Model, @
https://becker.wustl.edu/impact-assessment/
model

14. references
BIALL Legal Information Literacy Statement,
http://www.biall.org.uk/data/files/BIALL_Legal_Information_Literacy_Statement_July_2012.pdf
Cheston, C.C., Flickinger, T.E., Chisholm, M.S. (2013). Social media use in medical education: A systematic
review, Academic Medicine. 88, 6, 893-901.
Holmes, K. (2014). Going beyond bibliometric and altmetric counts to understand impact.
http://libraryconnect.elsevier.com/articles/2014-05/going-beyond-bibliometric-and-altmetric-counts-understand-
impact#sthash.4stanFFN.dpuf
Jones, C. (2013). The digital university: a concept in need of definition. In R. Goodfellow, M.R.Lea, eds, Literacy
in the Digital University. Critical Perspectives on Learning, Scholarship and Technology. SRHE, Routledge,
London, 162-172.
Konkiel, S. (2014) Playing with altmetrics. http://theresearchwhisperer.wordpress.com/2014/10/21/altmetrics-services/#
more-3175
SCONUL Seven Pillars of Information Literacy (2011). The Core
Model.http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media
participation. British Journal of Education Technology, 44, 4, 639-51.

15. Email:paul.maharg@anu.edu.au
Web: paulmaharg.com
Slides: paulmaharg.com/slides