Research on academic blogging: what does it reveal? I have written previously on this blog on the pros and cons of using social media for academic work, including a discussion of why I blog and what I have learnt from using these media. As part of a chapter on the digitised sociologist that I am working on for my Digital Sociology book, I have been reviewing other people’s research on academic blogging. Numerous accounts of using social and other digital media for professional academic purposes can be found on websites such as the LSE Impact of the Social Sciences and The Guardian’s Higher Education Network. Some more traditional academic articles have also been published in journals on these topics. Academic blogging has been described as ‘conversational scholarship’, a means by which academics can attempt to loosen their formal style of writing as part of communicating to a wider audience (Gregg 2006). Public digital scholarship practices such as blogging are also sometimes represented as overtly political and resistant acts.
Content Curation Through the SAMR Lens - Getting Smart by Susan Oxnevad - curate content, Flexible Tools, Innovation, multimedia, SAMR Model, Teaching, ThingLink With an abundance of information to sift through, content curation is an important survival skill for teachers and students today. Content curation is a method of collecting and managing web content for sharing and reuse. With so much content to collect, and so many free tools for curating content, it’s easy to get lost when trying to take on this task. There are a variety of helpful tools to choose from to make content curation fun and efficient. I was prompted to dig deeper into the notion of curating content through the SAMR lens by Julie A.C. Using SAMR to Guide Content Curation Explore this interactive image, designed to introduce educators to tools for curating content at each level of SAMR. Explore my curated collection of resource for using the SAMR model of tech integration to transform learning and “Teach Above the Line”.
Developing digital literacies Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society. Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment. Digital literacies encompasses a range of other capabilities represented here in a seven elements model: Digital literacy as a developmental process Defining digital literacy in your context Background About this resource Further resources
Social Media for Busy People: 5 Tips to Speed Things Up Let’s face it, not everyone can spend hours every day in front of a social media dashboard sharing content and engaging with followers. You’re often too busy to spend the time you’d like staying connected with your online community. But you know it’s an important part of your marketing, sales, HR, support, or other crucial business efforts. So how do you save time on social? Here’s how some of the busiest people we know tackle the challenge: 1. We all have certain people that we can trust for great content and insight. To be successful on social media with limited time, filter out these important groups from the rest of the noise. Learn how to create and use Twitter lists. 2. If you’re too busy to respond to every message or mention of your company during the day, filtering your streams by Klout score is a great way to filter out the most influential people talking about you. Learn how to filter by Klout. 3. Learn more about using the Hootlet. 4. 5. Learn more about repurposing content.
The CRAAP test - Evaluating Web Resources - LibGuides at North Carolina Agricultural & Technical State University Currency: the timeliness of the information When was the information published or posted?Has the information been revised or updated?Is the information current or out-of date for your topic?Are the links functional? Relevance: the importance of the information for your needs Does the information relate to your topic or answer your question? Authority: the source of the information Who is the author/publisher/source/sponsor? Accuracy: the reliability, truthfulness, and correctness of the content, and Where does the information come from? Purpose: the reason the information exists What is the purpose of the information? By scoring each category on a scale from 1 to 10 (1 = worst, 10=best possible) you can give each site a grade on a 50 point scale for how high-quality it is! 45 - 50 Excellent | 40 - 44 Good | 35 - 39 Average | 30 - 34 Borderline Acceptable | Below 30 - Unacceptable Note: the CRAAP test was developed by librarians at CSU Chico.
Developing digital literacies 'By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society. For example, the use of digital tools to undertake academic research, writing and critical thinking; digital professionalism; the use of specialist digital tools and data sets; communicating ideas effectively in a range of media; producing, sharing and critically evaluating information; collaborating in virtual networks; using digital technologies to support reflection and PDP; managing digital reputation and showcasing achievements.' Developing Digital Literacies was a two-year Jisc-funded programme (2011-2013) to promote the development of coherent, inclusive approaches to digital capability across institutions of further and higher education. This 'home' page provides access to the activities and outcomes of the programme. Themes - key themes which emerged from the programme Resources - resources from the programme grouped by type and purpose/user group
How to use Twitter: the case for engagement | Technology Organisations that treat social media as a broadcast platform are entitled to do so, but will not get the benefits that come from genuine engagement. Photograph: Rick Rudnicki/Getty Images/Lonely Planet Images What is social media for? A comment from a public sector organisation which has recently decided to venture into the social media world caught my eye. It is now on Twitter, and you can follow @LSB_EngandWal (sic) to keep up with statements from this independent body, established by the Legal Services Act 2007, which plays a key role in the regulation of our legal profession. That said, it was surprising to see this in the Board's document explaining the way it manages social media. A spokesperson for the LSB explained this anomaly.
» Social media training resources produced by researchers at the University of Warwick The Sociological Imagination Home › Higher Education › Social media training resources produced by researchers at the University of Warwick Social media training resources produced by researchers at the University of Warwick By Sociological Imagination on • ( 5 ) Share this: « Is Precautionary the New Reactionary? Transforming the South African State by Karl von Holdt » Categories: Higher Education Tags: Academia 2.0, social media, university of warwick 5 replies » Leave a Reply Be Careful, Trolling Can Happen To Anyone | Knowthenet It’s our final Manners Matter article about good manners online, and today we address a topic that’s about as far from good internet manners as you can get: trolling. Trolling is just for kids, right? Wrong. Trolling is always very bad manners, but when it goes too far it can easily tip over the edge into something much nastier, and cause a huge amount of distress. Our recent research into this dark side of the internet revealed 19-year-old males to be the most likely victims of trolls. But as a recent case has highlighted, anyone of any age can fall victim to mean-spirited, cowardly and downright nasty trolls. One family’s trolling hell The Guardian journalist Leo Traynor is as internet-savvy as it gets. Taking trolling to task Adults with a lot of internet experience have advantages over bullied youngsters. Making the repercussions clear You can imagine the shame the 17-year-old troll felt when he was confronted by his horrified parents and Leo. Teaching your children good online manners
The Never Ending Thesis