Much of my work on public/networked/participatory scholarship approached the topic with the understanding that

  • scholarly practices impact how scholars use technology (e.g., institutional metrics and rewards systems shaping what kinds of activities faculty participate in, and thereby seek to amplify or improve via technology)
  • technology impacts scholarly practices (e.g., the adoption of a particular technology at an institution shaping what kinds of practices academics use; this can be anything, ranging from proctoring tools that encourage adoption of traditional assessment practices to institutional websites that ‘nudge’ faculty to include their social media profiles).

Note: “scholarship” here includes teaching, and isn’t just a synonym for research.

Much of this work was framed within a broader context of forces that shape how scholars enact digital and networked scholarship.¬† Over the last few years, I’ve become more interested in the broader context and the broader forces. Of particular interest are three forces (or problems)

  • online harassment
  • systemic inequities (that impact online participation)
  • the mediating roles of ranking, sorting, and attention economy algorithms

There three areas overlap in unique ways as well (e.g., the case of an an op ed going viral and its author being on the receiving end of particularly vitriolic forms of abuse based on their identity).

I’d like to develop this framework of challenges further.