Scholarly networks of care and vulnerability

I gave a presentation at the annual Emerging Technologies for Online Learning conference last week focusing on aspects of networked participatory scholarship. I kept track of other sessions of interest here.

The concept of networked scholarship is expressed in different ways in the literature, ranging from digital scholarship to social scholarship to open scholarship. In my presentation, I discussed two themes that have arisen from my 3+ years of qualitative and ethnographic studies into the practices of higher education scholars.

Both of these themes help us make better sense of scholars’ digital participation and networked scholarship. They also help us better describe online scholarly networks and the lives and practices of digital scholars.

The first theme refers to the notion of scholars using networks to enact digital/open scholarship and circumvent restrictions to the sharing of knowledge. I have a recent publication on this that you can read here.

The second theme is one that I am still developing. Specifically, in my research I found that social media and online social networks function as places where some academics express and experience care. While debates about the use of digital scholarship and social media use in education have so far largely focused on the professional experiences of scholars, with frequent suggestions to limit personal sharing, professional and personal identity are difficult to separate, and academics frequently collapse the boundaries between personal and professional sharing. Academics demonstrate vulnerability and express care online in many forms. In my presentation, I showed and discussed examples of what these very personal and intimate instances of sharing look like. A version of my slides appear below:

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1 Comment

  1. Fascinating area! During my on-line doctoral experience I personally used blogging in a university fostered Ning site to share my learning and connect with other serious scholar-practioners. I found this activity made the process seem less contrived. Curious to hear what some rigorous qualitative research into lived experience would turn up. A grounded theory approach might also be of value for uncovering / generating theory of connectedness and meaning making in online programs.

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