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Summer Workshop 2
The document outlines a series of social media summer workshops focused on collaborating, sharing, and managing work online, covering topics such as digital identity, networking, and blogging. It discusses the role of blogging in academia, including its impact on personal development, informal peer review, and the dissemination of research. Additionally, it addresses barriers to sharing academic content, issues of intellectual property, and the evolving nature of scholarly practices in the digital age.
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Summer Workshop 2
- 1. Social Media SummerWorkshops Image erules123 http://www.flickr.com/photos/thesingingsailor/
- 2. Social Media SummerWorkshops Workshop 1: Social Networking and Collaboration26 July, 12.00-2.00pm Social media cultures and academic practices Digital identity Networking, information sourcing and collaborative working – Twitter, SNS, wikis & online community sites Workshop 2: Sharing and Managing Work Online2 August, 12.00-2.00pm Informal dissemination and sharing of work – blogging and content sharing sites Managing content – social bookmarking, referencing & bibliographies, curation tools & RSS
- 4. SOURCE, MANAGE NETWORKING & SHARE RESOURCES COLLABORATIVE DISSEMINATION WORKING
- 5. 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
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- 8. Individual Research Professional Group / Development Department Research Events & Project Conferences
- 12. Bacteria bind To cellsin lungs; but does it Matter? I don’t know. Dissertation Haiku http://dissertationhaiku.wordpress.com/
- 13. Joel Miller |Microstructure-Property relationships in Ti2448 components produced by Selective Laser Melting: A Love Story http://vimeo.com/30299036
- 14. Format Media ModeGenre
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- 16. What? Type of researchwork / activities / content etc. Where? Social media – platforms and tools When? Stages of project / study / tenure How might this support / compromise formal publication? How? Type of format / media etc. Who (to/with)? Audience – academic / discipline / public Stakeholders – participants / partners
- 17. Blogging: Platforms Wordpress Complex, opensource, Content Management System (CMS). Highly customisable (plug-ins) Developer-hosted and self-hosted options Blogger Mid-range blogging platform Limited customisability ‘Tumblogs’ Simple editing platforms - ‘lifestreaming’ and mobile friendly e.g. Tumblr Posterous Blog Technologies Increasingly multimodal – RSS feeds, links, tags, images and video Non-textual formats: video blogging, podcasting
- 18. Blogging: Blog Writing HistoricalCulture Biography, activism and specialism Informal, personal and subjective Writing Skills Regularity – writing discipline Informality – experimentation with different writing forms / styles Generality – engaging a wider (non-specialist) audience Contexts Emphasis on personal perspectives and experiences Wider contexts – socio-cultural, political and economic
- 19. Blogging: The ‘Blogosphere’ The‘Blogging Community’ Reading, linking to, and commenting on each others blogs Peer Review Informal, distributed and unreliable Establish sustainable channels of discussion, feedback and peer support Boundary Crossing Extend beyond local research community – geographically and disciplinary Blogs as ‘Boundary Objects’ (Efimova, 2009) New interdisciplines and specialist fields (Thrift, 2011) Efimova, L. (2009). Passion at work: blogging practices of knowledge workers. Enschede, Netherlands: Novay. Thrift, N. (2011). The Power of Blogs in Forming New Fields of International Study. The Chronicle of Higher Education. http://chronicle.com/blogs/worldwise/the-power-of-blogs-in-forming-new-fields-of-international-study/28638
- 20. Blogging: Contextualising Process Blogsas Narrative Journal-style entry provides narrative structure (e.g. research project / PhD) ‘Following’ blogs Blogs as Documentation Contextualised personal / professional development Chronological (time-based) – by date, month, year Conceptual (theme-based) – by category and tagging Blogs as Reflective Process Development of ideas / concepts / projects Cross-referencing of posts and self-commenting
- 21. Blogging: Relationship withFormal 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 report Develop smaller, specific components of text FORMAL Summaries and specific parts PUBLICATION Informal, personal and subjective Engage a wider (non-specialist) audience
- 22. Blogging: Barriers toSharing Issues of Disclosure Sharing ideas, concepts and methodologies Questionable legitimacy in establishing intellectual property Compromise of formal publication opportunities Issues of Academic Competency Lack of formal recognition of peer review Exposing academic ‘immaturity’ Issues of Academic Reputation ‘Trivial and egotistical’ Departmental / institutional responsibility
- 23. Blogging: Blog Content Reportson academic events, including workshops, seminars, and conferences (including ‘live-blogging’) Book and article reviews Commentary on ‘academic life’ including teaching and research projects Research methods and methodologies, and academic writing Using research tools and software Development of theoretical and conceptual ideas Training and professional development Emotional development and well-being related to academic practice
- 24. Based on: JacobE Bardram | The Fish Model (2007) http://www.itu.dk/people/bardram/pmwiki/?n=Main.ArtPhD
- 27. Blogging: Group Blogs Guestposting Institutional / departmental blogs or project blogs Opportunity to experience blogging without commitment to setting up own platform Less pressure to blog regularly Potential to reach a wider audience with greater impact Increased responsibility of representation Commitment to ‘house styles’ and editorial control (content and format) and authorisation Potential issues of ownership and copyright
- 28. Blogging: Licensing Creative Commons Setof copyright options enabling the protected copying, distribution and uses of original work by others
- 29. Syndication and Aggregation Thenavigation and management of digital environments through the syndication 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
- 31. Tagging: Folksonomies Folksonomy (VanderWal, 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
- 33. Tagging: Theory andContext Everything is Miscellaneous David Weinberger, 2007 Social / democratic production Interconnectivity of social media Increased information flow – tools and strategies Information R/Evolution Michael Wesch Digital Ethnography, Kansas State University
- 34. Tagging: Bookmarking Practices PersonalBookmarking Personal organisation / management of web-based content 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 RSS feeds etc. Tagging (in)consistency – intra-personal and inter-personal Examples: Delicious Pinboard Tagging also used in blogging, and content sharing sites (e.g. Flickr YouTube and Slideshare)
- 35. Content Sharing Sites Sharingof academic content in different formats / media Dissemination of work to a wider audience Features Tagging and annotation of content Playlists, subscriptions, favourites Social networking and commenting Content can be embedded on external sites (e.g. blogs) Networking Sites e.g. LinkedIn Academia Papers / Reports e.g. Scribd Presentations e.g. Slideshare Images e.g. Flickr Video e.g. YouTube Vimeo Web Resources e.g. Evernote Pinterest
- 36. Social Bibliography /Reference & Citation Personal and social management of academic papers and references Synchronisation between browser, desktop and web based programmes ‘One-click’ referencing of web-based content and bibliographic libraries Collaboration through group-based and networking activities Examples: CiteULike Zotero Mendeley
- 37. Events, Seminars andConferences Supporting academic events before, during and after Projects (e.g. launch events) and departments (open days etc.) Networking Pre-conference and post-conference Conference Material Content (abstracts, biographies etc.) Information (venue etc.) Presentations Repurposing (Slideshare etc.) External audiences and contexts Presentation notes and slidecasts
- 38. Events, Seminars andConferences Recording / Documentation Live streams – embedded into websites / social media e.g. Ustream Live broadcast / post-event resource Video / audio / presentations etc. – on mainstream and social media platforms Webinars / web conferencing e.g. Eluminate Big Blue Button Live-blogging – informal documentation Post-event blogging – reports and reflections Hashtags Twitter – live tweets Display - Twitter walls /streams e.g. Twitterfall The Twitter ‘backchannel’ Aggregating across platforms Twitter, blog posts, photos (e.g. Flickr) Aggregating tweets e.g. Storify
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- 40. Critical and Reflective Practices Image: Rachel Walls | http://newresearchtrajectories.net
- 41. Resources Identifying appropriate toolsand platforms and evaluating their affordances Negotiating institutional, proprietary, and open-source resources Training and Shared Practice Identifying appropriate training needs and opportunities for shared practice Lifelong learning and professional development contexts Developing potential for individual, participatory and collaborative design Digital Literacies Developing new socio-technical workflows Negotiating new academic communities and networks – boundary crossing and interdisciplines Recognising shifts in academic protocols - new modes and means of production, peer review and knowledge resources Adapting to new practices in academic integrity and responsibility - referencing and attribution of digital sources and artefacts Understanding emerging multimedia and multimodal practices Managing online identities and reputation
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- 43. Martin Weller The Digital Scholar: How Technology Is Transforming Scholarly Practice Bloomsbury Academic (2011) http://www.bloomsburyacademic.com/view/DigitalScholar_9781849666275 /book-ba-9781849666275.xml
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