Social Media Academia Benefits Challenges
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This document discusses using social media for academic purposes. It notes that education is becoming more networked and distributed through technology. Participatory culture online allows for sharing, collaboration and mentorship. However, some barriers to using social media academically include concerns about digital identity and who will see posts due to "context collapse" across networks. The document provides suggestions for integrating social media into academics, such as claiming a digital identity, observing conversations, engaging and experimenting openly while having fun.
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Social Media Academia Benefits Challenges
- 1. ImageCCBY-NC-ND2.0FredericPoirot Social media and academia… WHAT?! Catherine Cronin @catherinecronin EDEN @nuigalway 21/01/16
- 2. Image: CC BY-NC 2.0 Roo Reynolds Networked Publics danah boyd @zephoria danah.org space constructed through networked technologies the imagined collective which emerges (people + tech + practice)
- 3. “I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.” @Joi Ito (2011) Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink
- 4. Participatory Culture: Henry Jenkins (2009) low barriers to artistic expression & civic engagement strong support for creating & sharing social connection members believe their contributions matter informal mentorship
- 9. #marref
- 11. #HOMETOVOTE
- 13. multimodal multimedia ✓ voice / choice networked ✓ topic / content social ✓ genre / tone purposeful ✓ space / place collaborative ✓ time / duration agentic Participatory Culture literacy practices
- 14. networked educators networked students Physical Spaces Bounded Online Spaces Open Online Spaces Higher Education Image: CC BY-SA 2.0 Catherine Cronin, built on original Networked Teacher image by Alec Couros
- 15. Networked participatory scholarship is the emergent practice of scholars’ use of participatory technologies and online social networks to share, reflect upon, critique, improve, validate, and further their scholarship... In courses organized as networks… course activity takes place in distributed online fora. This type of online course breaks away from the norm of 20th century university scholarship by positioning knowledge around social connections rather than around content, enabling scholars to re-envision teaching instruction, their role as teachers, and the ways that knowledge is acquired.” Veletsianos & Kimmons (2012) “
- 17. So… what inhibits you from using social media for scholarly/academic purposes? SOCIAL ACADEMIC
- 18. WHO YOU SHARE with Context Collapse WHO YOU SHARE as Digital Identity
- 19. WHO YOU SHARE with Context Collapse WHO YOU SHARE as Digital Identity
- 20. Slide courtesy of Bonnie Stewart @bonstewart CC BY 4.0 bonstewart http://www.slideshare.net/bonstewart/academic-twitter-the-intersection-of-orality-literacy-in-scholarship
- 21. Slide courtesy of Bonnie Stewart @bonstewart CC BY 4.0 bonstewart http://www.slideshare.net/bonstewart/academic-twitter-the-intersection-of-orality-literacy-in-scholarship
- 23. digital dualism physical world digital world ‘REAL’ ‘VIRTUAL’
- 24. ...our reality is both technological and organic, both digital and physical, all at once. We are not crossing in and out of separate digital and physical realities, a la The Matrix, but instead live in one reality, one that is augmented by atoms and bits. Nathan Jurgenson (2011) @nathanjurgenson Digital Dualism versus Augmented Reality
- 25. It is wrong to say “IRL” to mean offline: Facebook is real life. Nathan Jurgenson (2012) The IRL Fetish
- 26. So… what to do? SOCIAL ACADEMIC
- 27. a few ideas…
- 28. take ownership of your digital identity; think about your online hub first… observe, listen & learn then… engage in conversations, contribute experiment (tools, spaces, identities, etc.) consider openness (e.g. Creative Commons) enjoy!
- 29. take ownership of your digital identity; think about your online hub first… observe, listen & learn then… engage in conversations, contribute experiment (tools, spaces, identities, etc.) consider openness (e.g. Creative Commons) enjoy!
- 34. take ownership of your digital identity; think about your online hub first… observe, listen & learn then… engage in conversations, contribute experiment (tools, spaces, identities, etc.) consider openness (e.g. Creative Commons) enjoy!
- 35. CONNECT DO SHARE CC BY-NC 2.0 CCBY_NC2.0JamiePichora CCBY_NC2.0youngdoo
- 36. take ownership of your digital identity; think about your online hub first… observe, listen & learn then… engage in conversations, contribute experiment (tools, spaces, identities, etc.) consider openness (e.g. Creative Commons) enjoy!
- 37. Identity construction involves identity play! Image CC BY-NC 2.0 maria clara de melo
- 38. take ownership of your digital identity; think about your online hub first… observe, listen & learn then… engage in conversations, contribute experiment (tools, spaces, identities, etc.) consider openness (e.g. Creative Commons) enjoy!
- 39. Image: CC BY 2.0 dlofink
- 40. take ownership of your digital identity; think about your online hub first… observe, listen & learn then… engage in conversations, contribute experiment (tools, spaces, identities, etc.) consider openness (e.g. Creative Commons) enjoy!
- 42. References boyd, danah (2010) Social network sites as networked publics: Affordances, dynamics, and implications, In Papacharissi, Z. (ed.), Self: Identity, Community, and Culture on Social Network Sites, Routledge, New York. Ito, Joi (2011, December 5) In an open-source society, innovating by the seat of our pants. The New York Times. Jenkins, Henry (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation, Chicago. Jurgenson, Nathan (2011) Digital dualism versus augmented reality. Cyborgology. Jurgenson, Nathan (2012) The IRL Fetish. The New Inquiry. Stewart, Bonnie (2015) Open to influence: What counts as academic influence in scholarly networked Twitter participation. Learning, Media and Technology 40(3), pp 1- 23. Stewart, Bonnie (2016) Academic Twitter: The intersection of orality and literacy in scholarship? Slideshare. Veletsianos, George & Kimmons, Royce (2012) Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), pp. 766–774.
Editor's Notes
- what is it? relationship between DI & IRL Privacy & Anonymity practices DI = the persona we present across all digital communities It is often said that we leave our "digital footprint" behind as we share and interact online.
- danah boyd defined NETWORKED PUBLICS… networked, open, online spaces (a new kind of public space) Networks constitute the new social morphology of our societies; the diffusion of networking logic substantially modifies the operation and outcomes in processes of production, experience, power, and culture… inclusion/exclusion in networks, and the architecture of relationships between networks, enacted by information technologies, configure dominant processes and functions in our societies.
- open, networked practices are changing, and will change education. Not connected/limited by geography, space, time... but connected by our own ideas, passion, commitment via open practices & social media.
- Term which counterposes “Consumer Culture” Media can be created and shared by anyone – diversity of media, diversity of participation, diversity of voices THIS is the wider context for all that we do, here in HE… and that is worth thinking about.
- 3 weeks ago today, Ireland held a Marriage Equality referendum. The referendum passed by 62% to 38% and Ireland became the first country in the world to legislate for same-sex marriage as the result of a popular vote, as opposed to judicial decisions or legislative change. Social media was a large aspect of the campaigns, for both sides. Activity on #marref built for months & weeks & days before ref on May 22nd. 200K tweets in 7 days; almost half in final 24 hours.
- Public artwork appeared around Ireland, rural & urban spaces. Wordless, powerful images – Joe Caslin in Co. Galway
- Joe Caslin on South Georges Street, in the middle of Dublin Became iconic… printed on front page of NY Times…
- … and became the subject of other artwork, also shared online, particularly via social media.
- More guerilla artwork happened as well in small spaces, particularly around Dublin…. blank walls, shop windows, etc.
- In the final days, a new hashtag began tranding #hometovote, Irish citizens arriving home from around the world to vote. And on the day of the referendum… Annie West published this illustration, powerfully capturing what was happening. Not just artwork and videos – although these were powerful and widely shared. There were many text-based pieces (FB) As well as individual tweets…
- Data analytics were used, on the day, to visualise those communications
- This wasn’t a coherent narrative, framed by anyone… through messages, photos & artwork created by many, many individuals, shared on social media using hashtags, a story was being told -- collectively, PARTICIPATORY CULTURE
- Are we meeting students here? Are we helping them to map to their current literacies, values, identities?
- Networked students & Networked educators meet in HE learning spaces Q: How can we… enable OPEN / NETWORKED / CONNECTED learning in HE? Open Educational Practices… Open Online Spaces share In/Out and Out/In (share our networks)
- All forms of Openness entail forms of Closed-ness. Different educational practices (both Digital and F2F) involve the interplay of OPENNESS & CLOSEDNESS. When researching openness in education, we need to explore closures, exclusions & silences – e.g. work by Laura Czerniewicz (ALT keynote this year)
- danah boyd: we're seeing an inversion of defaults when it comes to what's public and what's private…
- what is it? relationship between DI & IRL Privacy & Anonymity practices DI = the persona we present across all digital communities It is often said that we leave our "digital footprint" behind as we share and interact online.
- danah boyd: we're seeing an inversion of defaults when it comes to what's public and what's private…
- danah boyd: we're seeing an inversion of defaults when it comes to what's public and what's private…
- We have to embrace play! Moodle/BB = students are themselves Twitter / SN’s = anything they want to be value here, but we must be willing to accept & engage. Web *IS* a place for play & experimentation... pseudonyms, avatars, different IDs in different places We *ALL* do this to a certain extent! We must allow our students to do the same.
- The term “open”, in traditional terms means being open to ideas, experience, evidence, argument, discussion, persuasion, method and reason. NOW: = tools, practices, knowledge = Resources which are shared, free of copyright (or CC that allows sharing), collaborative & free to modify and/or distribute (also visible + persistent) OPEN = philosophy or value system – a belief that having activity out in the open yields multiple positive benefits & a commitment to continually work on becoming more accessible and inclusive (Grant Potter)