1. www.chi.ac.uk Teach, Tweet, Repeat: A comparison of Education professionals' perceptions of Twitter Hazel Beadle May 2015

2. www.chi.ac.uk Literature Democratisation of information (McEnnis, 2013; Criado et al, 2013) Increasing pool of the population are constantly connected (Stevenson and Peck, 2011; Evans, 2014) 'almost every situation where your employer might want to monitor your electronic communications [is covered], except where that monitoring is for purely private or spiteful reasons‘ (Citizens’ Advice Bureau, 2015) The absence of face-to-face contact favours observation (Turban et al, 2004; Askenazy and Caroli, 2010)

3. www.chi.ac.uk Database

4. www.chi.ac.uk Reflection 1

5. www.chi.ac.uk Reflection 2

6. www.chi.ac.uk Retweets have no bearing

7. www.chi.ac.uk Positive link

8. www.chi.ac.uk Empowerment? Through access to information Through self-publicity A desire to avoid being controversial and a desire to appear professional are significant features of self-regulation efforts May not be aware of the extent to which they are culturing an impression through Twitter use

9. www.chi.ac.uk Conclusion Self-regulation: professional appearance; avoidance of controversy Variation in the extent to which Twitter users are aware of how their actions influence the impression being created Manipulative potential Implications for individual and organisation Comparability across the professional boundary