1. Margaret Adamson 25 November 2015 The Social Scholar

2. What are scholars doing, and using? c Exploring scholarly ideas, sharing knowledge, debating and critiqueing, advising and reflecting, connecting with other researchers, reaching multiple audiences, re-envisioning their identities (as public intellectuals). Social media transforms practice, and practice transforms social media (Veletsianos, 2014).

3. c Affordances and dependencie s Overcoming spatial and temporal limitations Allowing active or passive engagement Sharing more than one kind of content at one time Blurring of boundaries and roles Permanence Dependence on power and connectivity Use is led by advocacy, not evidence driven (Kimmons, 2014) Linear development or lateral development – doing the same things using new tools

4. What is a social network ? Video removed for copyright reasons source: https://youtu.be/3rIB-IXzA_Y

5. Researc h Activitie s Collection Curation Collaborating & Conferencing Creating & Crafting Conferencing

6. Collectio n Citizen Science Crowdsourcing

7. Collaboratio n Twitter Tweetchats Support

8. Curatio n Zotero Mendeley Kifi Dropmark Twitter Lists Folksonomies and tagsonomies Image removed for copyright reasons. source: http://daveowhite.com/relevance/

9. Creating and Crafting Blogging Institutional repositories Academia.edu, ResearchGate

10. Identity ORCID Conscious and subconscious identity/identities Why is this especially important for researchers? PIRIUS digital identity health check

11. Is attribution broken? Attribution

12. How easy is it as a newcomer to break into a field? “Breaking In”

13. Scholarshi p of discovery Move from validation by knowledge gatekeepers and disseminators to social constructivist model Social review – soft peer review Social media spaces can eliminate inaccuracies, reach wider audience Social media spaces change control Need to re-examine relationship between funder, scholar and public

14. Scholarship of integration Collaborative generation of large data sets across institutions/organisations Big Data Creates issues around who owns the asset Issues for data security, privacy

15. Scholarship of learning & teaching Scholars’ teaching practice is informed by iterative, data-driven approaches – use classroom research to inform instructional design MOOCs one example of widening SOTL Learning analytics Teaching practices that position student learning as participation in a public or semi- public discourse These knowledge flows challenge the value, nature and identity of academics as experts

16. Scholarship of application Merging of theory and practice Institutions expect scholars to contribute to public discourse in innovative ways, yet hamper them with social media policies, research ethics policies The University must turn outward again

17. Twitter Tips Profile Followers Content Tone The 1 in 4 Rule Twitterese Use other tools

18. Activity: Tweet Analysi s Group 1: how many of the tweets are useful, and how many are white noise Group 2: are there any dominant tweeters? Group 3: how many of the tweets gained a wider reach?

19. Bloggin g Wordpress, Blogger, Tumblr Quick and easy Reach a wider audience Google loves blogs, but post titles are important Engagement is key – not number of views or post frequency Different writing style, unlike other academic outputs Write to show development Not only text Integrate with other social media and allow onward sharing Image removed for copyright reasons. source: https://bloggingforhistorians.wordpress.com/2013/08/07 /how-to-write-a-blog-post- the-inverted-triangle- approach/

20. Impact & Reach Altmetrics – the online impact of published papers Used in conjunction with conventional bibliometrics Free bookmarklet from altmetric.com will collate shares and mentions from social media and visualise these for you Use alerts, subscriptions and saved searches

21. Management Time management Content management Risk management Use tools wisely, and develop “tool agility”

22. “Of the network of activities that scholars are involved with – writing, researching, interacting with peers, presenting at conferences – only a small part is apparent to a student doing research. Every idea, paper, experiment and artefact is, in reality, attached to a person or group of people who helped bring it about. Imagine the impact of tools that place those people and relationships at the centre of any research inquiry; concepts clearly linked to people: connections between those people and others clearly indicated; a much more complete picture of the topic would emerge, more quickly than is possible with current tools”. New Media Consortium, Horizon Report 2009