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This presentation by Dr Paul Reilly and Terese Bird shows case studies of research done and disseminated using social media. Presented at University of Leicester Research Seminar 11 June 2014.
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www.le.ac.uk
Social Mediafor Academic Profile and Networking
Terese Bird, Institute of Learning InnovationDr Paul Reilly, Media and CommunicationsResearchers’ Workshop, 11 June 2014
Image by Cristina Costa, Flickr
What shall we talk about?
• Research cycle and profiling
• Social tools–How we used–Ethics
• Tips to beginPhoto by Emma Taylor on Flickr
The academic research cycle
Social media: A guide for researchers (2011), p15
Historical research tasksON THE INTERNET
• Community• Digital materials• Discover• Disseminate
Sengaw.wordpress.com
Academic Digital Profile: Cristina Costa on Flickr
Reilly (2013): YouTube, sousveillance and the ‘anti-Tesco’ riot in Stokes Croft
• http://www.youtube.com/watch?v=zpPM2NXLK-c
6
Overview of study:• N=1018 comments left under four most commented-upon
videos showing eyewitness perspectives on policing of disturbances
• Study examines whether commentators perceived this footage as a form of hierarchical sousveillance (inverse surveillance)
• Little rational debate about the broader issues e.g. legitimacy of No Tesco campaign and media narratives often reproduced by commenters
• Only a very small number of users perceived this footage as hierarchical sousveillance
Reilly (2014) Ethical stance for the study of the ‘Battle of Stokes Croft’
• There did not appear to be a public benefit in exposing these unaware participants to potential harm through the use of their ‘semi-published’ comments as published artefacts
• Maximum level of disguise possible provided to participants via the removal of usernames and direct quotes from academic publications.
• “This doesn’t mean that the default position should be to please participants through the redaction of potentially harmful content from datasets. [……] This paper has shown the importance of empowering researchers to make informed ethical decisions that protect the right to privacy for unaware participants when it is appropriate to do so” Reilly, 2014:13)
University stafffrom various nations, various career stagesN=711Academics’ use of social media report http://www.canberra.edu.au/faculties/arts-design/attachments/pdf/n-and-mrc/Feeling-Better-Connected-report-final.pdf
Facebook page
Blogs – open research notebook
Blog for research and teaching
http://pauljreillydot.com
http://pauljreillydot.com
Twitter – short messages call attention to other platforms
Storify: curate tweets from conferences
• https://storify.com/PaulJReilly/media-for-social-change-unconference-birmingham-ci
Professional social networking sites:
Linkedin Academia.edu
Scoop.it: Research, Curate, and Draw readers to your project website
Pinterest – bookmarking (visual)
Google Docs – project collaboration
Tip for beginners:Try one or two for 10 minutes a day
Task Tool
Show yourself as a presenter
YouTube, Vimeo, AudioBoo, SoundCloud, Slideshare
Show yourself as a writer Blog
Share your findings All (match the format!)
Keep up on hot news in your field
Twitter, Facebook, Scoop.it
Collaborate with other researchers
Google Docs, Google Hangouts, Twitter, Facebook
Organise Storify, Pinterest, Scoop.it
Your online CV LinkedIn, Academia.edu
References
• Cann, A., Dimitrou, K., Hooley, T. (2011) Social media: A guide for researchers. Research Information Network, http://www.rin.ac.uk/our-work/communicating-and-disseminating-research/social-media-guide-researchers
• Reilly, P. (2014) The ‘Battle of Stokes Croft’ on Youtube: The development of an ethical stance for the study of online comments., Sage Case Studies in Research Methods, published online before print, DOI: http://dx.doi.org/10.4135/978144627305013509209
• Reilly, P. (2013) Every Llttle helps? Youtube, sousveillance and the ‘anti-Tesco’ riots in Bristol, New Media and Society. published online before print, doi: 10.1177/1461444813512195.
