Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation
I recently wrote a paper which examined the activities and practices arise when researchers and educators use social media and online networks. This is part of my ongoing work to understand open scholarship, networked participatory scholarship, and scholars’ practices online. In this paper, I used ethnographic data and my own experiences to try to make sense of scholars’ online participation. Some of the interesting findings are the following:
- numerous scholarly practices are occurring in the open (e.g., sharing drafts of manuscripts, sharing syllabi, supporting doctoral students)
- participation in online social networks is not limited professional endeavors; For example, they share “their vulnerabilities and struggles (e.g, with a divorce) and [seek] help with personal issues and causes that they are passionate about (e.g., equal rights legislation).” Importantly, engagement with and and sharing about issues unrelated to the profession is a value that is celebrated by this community. It is not uncommon, for example, to encounter blog entries discussing the positive outcomes of social sharing and Twitter profiles proudly declaring that updates are composed of a mix of personal and professional tweets.
- scholars have appropriated social technologies and utilized peer-to-peer networks to access and share research papers that they do not have access to (e.g., PirateUniversity.org, ThePaperBay.com, the Scholar subreddit, the #ICanHazPdf hashtag)
The last point is particularly significant. In the paper, I argue that the use of social networks and peer-networks to share knowledge that is often behind journal paywalls suggests that individuals are willing and able to circumvent and defy restrictions to the sharing of knowledge and research. In fact, open scholarship is a value that is close to the hearts and minds of numerous scholars who use the Internet for professional purposes. Kroll (2011) described the sharing of copyrighted manuscripts as “an act civil disobedience toward the scientific publishing enterprise” and since I published this paper, Elsevier has started taking action against this activity by sending takedown notices to academia.edu. How does one respond to actions that are in direct conflict to strongly-held values and ideals? That is a question that every academic needs to consider.
A copy of the paper, along with its citation and abstract appear below:
Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.
The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study is to examine the online practices of individual scholars in order to explore and understand the activities and practices that they enact when they use social media for scholarship. Using ethnographic data collection methods and basic interpretive analysis techniques, I describe two emergent phenomena evident in scholars’ social
media participation: scholarly practices enacted openly in digital spaces and the self that is disentangled from academic matters. These phenomena raise issues related to “sharing,” scholar identity, participation and social media as a place of gathering.
Note: As with any qualitative and ethnographic work, the results should be seen in context and shouldn’t be generalized to “all scholars participating online do X.”