In this page, I am collecting my research work pertaining to Networked Scholarship which refers to “scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship” (Veletsianos & Kimmons, 2012).

Veletsianos, G. (2012). Higher Education Scholars’ Participation and Practices on Twitter. Journal of Computer Assisted Learning, 28(4), 336-349.

Veletsianos, G. & Kimmons, R. (2012). Networked Participatory Scholarship: Emergent Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks. Computers & Education, 58(2), 766-774.

Veletsianos, G. & Kimmons, R. (2012). Assumptions and Challenges of Open Scholarship. The International Review Of Research In Open And Distance Learning,13(4), 166-189. [HTML access or PDF access]

Veletsianos, G. & Kimmons, R. (2013). Scholars and Faculty Members Lived Experiences in Online Social Networks. The Internet and Higher Education, 16(1), 43-50.

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

Kimmons, R., & Veletsianos, G. (2014). The Fragmented Educator 2.0: Social Networking Sites. Acceptable Identity Fragments, and the Identity Constellation. Computers & Education, 72,292-301.

Kimmons, R., & Veletsianos, G. (2015). Teacher Professionalization in the Age of Social Networking Sites: Identifying Major Tensions and DilemmasLearning, Media, and Technology, 40(4), 480-501.

Ford, K., Veletsianos, G., & Resta, P. (2014). The Structure and Characteristics of #PhDChat, an Emergent Online Social Network. Journal Of Interactive Media In Education, 18(1). Retrieved April 16, 2014, from http://www-jime.open.ac.uk/jime/article/view/2014-08

Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7(3), 199-209.  http://openpraxis.org/index.php/OpenPraxis/article/view/206/168

Veletsianos, G. (2016). Social Media in Academia: Networked Scholars. New York, NY: Routledge. [Amazon; Barnes & Noble]

Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving Uses of Twitter as a Conference Backchannel and Social Commentary Platform. British Journal of Educational Technology, 47(3), 445—464.

Veletsianos, G., & Kimmons, R. (2016). Scholars in an Increasingly Digital and Open World: How do Education Professors and Students use Twitter? The Internet and Higher Education, 30, 1-10.

Veletsianos, G. & Stewart, B. (2016). Scholars’ open practices: Selective and intentional self-disclosures and the reasons behind them. Social Media + Society, 2(3). doi: 10.1177/2056305116664222

Veletsianos, G. (2017). Three Cases of Hashtags Used as Learning and Professional Development Environments. Tech Trends, 61(3), 284-292.

Veletsianos, G., Houlden, S., Hodson, J., Gosse, C. (2018). Women Scholars’ Experiences with Online Harassment and Abuse: Self-protection, Resistance, Acceptance, and Self-Blame. New Media & Society, 20(12), 4689-4708.

Hodson, J., Gosse, C., Veletsianos, G., Houlden, S. (2018). I Get By With a Little Help From My Friends: The Ecological Model and Support for Women Scholars Experiencing Online Harassment. First Monday, 23(8). doi: https://doi.org/10.5210/fm.v23i8.9136

Veletsianos, G., Kimmons, R., Belikov, O., Johnson, N. (2018). Scholars’ Temporal Participation on, Temporary Disengagement from, and Return to Twitter. First Monday, 23(11). doi: http://dx.doi.org/10.5210/fm.v23i11.8346

Veletsianos, G., Kimmons, R., Larsen, R., Dousay, T., & Lowenthal, P. (2018). Public Comment Sentiment on Educational Videos: Understanding the Effects of Presenter Gender, Video Format, Threading, and Moderation on YouTube TED Talk Comments. PLOS ONE 13(6): e0197331. https://doi.org/10.1371/journal.pone.0197331

Veletsianos, G., & Shaw, A. (2018). Scholars in an Increasingly Open and Digital World: Imagined Audiences and their Impact on Scholars’ Online Participation. Learning, Media, & Technology, 43(1), 17-30.

Veletsianos, G., Johnson, N., Belikov, O. (2019). Academics’ Social Media Use Over Time is Associated with Individual, Relational, Cultural, and Political Factors. British Journal of Educational Technology, 50(4), 1713-1728.