Social media and academia... WHAT?!

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Social media and academia… WHAT?!

Catherine Cronin @catherinecronin EDEN @nuigalway 21/01/16

Image: CC BY-NC 2.0 Roo Reynolds

Networked Publics

danah [email protected]

space constructed through

networked technologies

the imagined collective which emerges

(people + tech + practice)

“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

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

#mar

ref

Twitter photo: @HelenORahilly

#mar

ref

@joecaslin joecaslin.com

#mar

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@joecaslin joecaslin.com

#mar

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@hendinarts

#mar

ref

#HOM

ETOV

OTE

@anniewestdotcom

#HOM

ETOV

OTE

trendsmap.com/v2/xm4X/w

multimodalmultimedia ✓ voice / choicenetworked ✓ topic / contentsocial ✓ genre / tonepurposeful ✓ space / placecollaborative ✓ time / durationagentic

Participatory Cultureliteracy practices

networkededucators

networkedstudents

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

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)

“

So… what inhibits you from using social media

for scholarly/academic purposes?

SOCIAL ACADEMIC

WHO YOU SHARE with

Context Collapse

WHO YOU SHARE as

Digital Identity

WHO YOU SHARE with

Context Collapse

WHO YOU SHARE as

Digital Identity

Slide courtesy of Bonnie Stewart @bonstewartCC BY 4.0 bonstewart http://www.slideshare.net/bonstewart/academic-twitter-the-intersection-of-orality-literacy-in-scholarship

Slide courtesy of Bonnie Stewart @bonstewartCC BY 4.0 bonstewart http://www.slideshare.net/bonstewart/academic-twitter-the-intersection-of-orality-literacy-in-scholarship

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digital identity

digital dualism

physical world digital world ‘REAL’ ‘VIRTUAL’?

...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

It is wrong to say “IRL” to mean offline: Facebook is real life.

Nathan Jurgenson (2012)The IRL Fetish

So… what to do?

SOCIAL ACADEMIC

a few ideas…

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!

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!

twitter.com/catherinecronin

nuigalway.academia.edu/CatherineCronin

catherinecronin.wordpress.com

about.me/catherinecronin

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!

CONNECT DO SHARE

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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!

Identity construction involves identity play!

Image CC BY-NC 2.0 maria clara de melo

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!

Image: CC BY 2.0 dlofink

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!

Thank you!Catherine Cronin

@catherinecroninslideshare.net/cicronin

about.me/catherinecronin

Referencesboyd, 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.