This book provides an overview of social media technologies in the context of practical implementation for academics, guided by applied research findings, current best practices, and the author’s successful experiences with using social media in academic settings. It also provides academics with sensible and easy strategies for implementing a wide spectrum of social media and related technologies - such as blogs, wikis, Facebook, and various Google tools for professional, teaching, and research endeavours.
No other book exists that assists academics in learning how to use social media to benefit their teaching and research The editor has an extensive background in social media teaching, consulting, research, and everyday use All the contributors come to the book with a common goal, from various expertise areas and perspectives
Table of Contents
Table of Contents
List of figures and tables
About the editor
About the contributors
Part I: The nuts and bolts of social media for academics
Chapter 1: Blogging your academic self: the what, the why and the how long?
Scholars in the blogosphere
Motivations and benefits
Blog publishing: getting started … or getting more
Your blog today? Tomorrow?
Chapter 2: Non-academic and academic social networking sites for online scholarly communities
General public platforms for online scholarly communities
Academic sites for online scholarly communities
Chapter 3: Research and teaching in real time: 24/7 collaborative networks
Real-time technologies for academics
The concept of real time
Real-time technologies and research
Real-time technologies and teaching
Choosing a real-time technology
Chapter 4: Locating scholarly papers of interest online
Overview of online scholarly search services
Scholarly communication and social media
Use and purpose of scholarly search services
Impact of the Open Access movement
Search engine functionality
Social media and public scholarly search
Appendix: features of web-based public scholarly search services
Chapter 5: Tracking references with social media tools: organizing what you’ve read or want to read
Why use online social bibliographic tools?
A look at top social bibliographic tools: Zotero, Mendeley, CiteULike and Connotea
How these tools can improve your research, writing and collaboration
How to choose the right tool for your needs
Chapter 6: Pragmatics of Twitter use for academics: tweeting in and out of the classroom
What is Twitter? An introduction
How can Twitter be used by academics?
How to get started
‘In the field’: academics using Twitter
Using Twitter to encourage professional engagement, connection and collaboration
Is tweeting for you?
Chapter 7: The academy goes mobile: an overview of mobile applications in higher education
Leveraging the backchannel and immediate collaboration
QR codes: creating linkages to online content in physical space
Treading lightly in uncharted territory
Part II: Putting social media into practice
Chapter 8: Incorporating web-based engagement and participatory interaction into your courses
Online engagement and interaction: what does it mean?
Choose the right tools for the job
Social networking services in the classroom: a case study
Wikis in the classroom
Tools for virtual conferences: a case study
Chapter 9: When good research goes viral! Getting your work noticed online
Social networking: Facebook, Twitter, LinkedIn, YouTube, and so on
Google, you and ‘the filter bubble’
Official university pages: viral is not always better
Chapter 10: Who is the ‘virtual’ you and do you know who’s watching you?
Awareness of data privacy, digital footprints, maintaining separate work and personal online identities, and other types of identity concerns
What is an online identity?
What is privacy?
Data privacy and the ‘virtual’ you
Tracking your digital footprints
Keeping your work ‘you’ and your personal ‘you’ apart
What should you know in order to adequately protect all of your ‘you’s?
Chapter 11: Social media for academic libraries
Overview of social media types and sites
Creating a Facebook page
Promoting and managing the library’s Facebook page
Social media policies and procedures
Community acceptable behaviour policies
Monitoring and interacting with your users
Users must have persistent identifiers
Identifying and stopping bad behaviour
Chapter 12: Learning social media: student and instructor perspectives
Designing and delivering a class in social media
The instructor’s expectations
Students’ views about the course
Students’ take-aways from the course
Conclusions from the student
Conclusions from the instructor