“Using Social Media to Enhance Your Research Activities” – Workshop Session at the #DAAD2013 Conference
Posted by Brian Kelly (UK Web Focus) on 18 December 2013
Earlier today I facilitated a workshop session on “Using Social Media to Enhance Your Research Activities” at the annual conference of the German Academic Exchange Service (DAAD), London.
This is a topic I have spoken about a fair amount since the realisation that the Social Web could be used to support research activities and not just share photos and videos of cats! This year I have facilitated a hands-on workshop session on “Managing Your Research Profile” at the Information Science Pathway’s day on alt.metrics which was held at Edinburgh University in June and, in the same month, presented a paper on “Using Social Media to Enhance Your Research Activities” at the SRA’s Social Media in Social Research 2013 conference.
The DAAD 2013 conference provided an opportunity to explore the benefits of the social web with a new community: humanities researchers and, in particular, German humanities researchers who are working in universities in the UK and Ireland.
I had been informed that, unlike the scientific and library communities I am more familiar with, although the participants would probably have smart phones and use Facebook, they probably didn’t make significant use of social media to support their research or teaching activities.
In my preparation for the session I came across a paper on Re-Skilling For Research hosted on the RLUK Web site which described how (my emphasis):
“They [Connaway and Dickey, 2009] found, for example, that science researchers … are more likely to use Twitter, while mathematicians and computer scientists are more predisposed to archive their own material, and, like classicists, to disseminate their research outputs themselves. Social scientists on the other hand are more reluctant to use new technologies, for example they are less likely to Tweet or use a laptop at a conference.”
This was certainly the case for the DAAD conference; for example although everyone in my session had a mobile phone, with most having an iPhone and Android smartphone, they weren’t being used to support conference activities. I therefore began the session by exploring the purposes of conferences for academics and how social media could support such purposes. The previous night I had discovered that the Cumberland Lodge, the venue for the conference, had been designed so that rooms weren’t locked and the were no TVs in the accommodation; design decisions made in order to enhance opportunities for networking, sharing ideas and discussion. I subsequently learnt that participants at the conference were expected to share their room although, as an invited speaker, I had a room to myself.
I drew parallels with such design decisions for conference venues and the typical structure for a conference programme (which also normal provide informal networking opportunities) with the ways in which social media services can be used to share ideas; discus and refine ideas, develop one’s professional community; gain additional input from others and then subsequently share the outputs from such collaborate activities with one’s peers and the wider public.
I used the physical example of post-it notes to illustrate approaches to using Twitter: write how you might use social media to support your research on a Post-it note and share it with a colleague – that’s similar to a Direct Message. Note put the Post-it notes on a shared notice board so that everyone can see the ideas – that’s a public tweet.
The feedback from the participants was very positive and I enjoyed facilitating the session. But we didn’t really have the opportunity to explore the reasons why use of networked technologies still don’t appear to be widely used at conferences in the humanities. At one stage humanities researchers would probably not have laptops which science researchers would be more likely to possess. But these days even those who have laptops appear more willing to use the own smartphone for tweeting at events.
During the talk I cited the example of a recent blog post entitled From Tweet to Blog Post to Peer-Reviewed Article: How to be a Scholar Now published on the LSE’s Impact of Social Sciences blog which describes how:
Digital media is changing how scholars interact, collaborate, write and publish. Here, Jessie Daniels describes how to be a scholar now, when peer-reviewed articles can begin as Tweets and blog posts. In this new environment, scholars are able to create knowledge in ways that are more open, more fluid, and more easily read by wider audiences.
But this was based on experiences from the US. I’d be interested to hear examples of use of social media in amplifying events in the humanities in the UK and to hear suggestions as to why event amplification appears to be so unusual for this sector,
Note that the slides I used are available on Slideshare and are embedded below.
View Twitter conversation from: [Topsy]
This entry was posted on 18 December 2013 at 4:59 pm and is filed under Events, Social Web. Tagged: cetis, cetisuk. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.