At the Digital Sandbox this past Thursday, I moderated a panel on how students could use social media and blogging to promote their humanities scholarship online. I did a personal experiment with the workshop and went completely paperless, taking all of my notes via live tweeting. The following is a collection of points that were made by panelists and a list of resources I utilized as I put together this panel.
Social Media and Blogging
Besides my own presentation, I was fortunate to have two panelists who contributed much to the panel. Kalani Craig is a recent graduate of Indiana University who specializes in Medieval history and pedagogy and is now teaching at IU. Her website is here. Andrew McGregor is a PhD candidate at Purdue University who specializes in sports history. His website is here.
- Kalani focused much of her discussion on establishing a social media presence that focuses on promoting clear professional goals. One important prerequisite for establishing this presence is finding where your audience is located. Writing up a nice essay and then posting it to MySpace makes no sense, since it is highly unlikely that any sort of audience will be found there. At this point, Twitter is an ideal space in which to create a social media presence because many students, academics, and professional have embraced it as a platform for sharing information.
- Kalani equated social media usage to picking out clothes in the morning or finding a group of people to sit with at a table. What “twitter clothes” are you going to wear? Who do you want to sit at your social media table? Twitter is great because scholarly discussions are taking place through the use of hashtags in tweets. When announcements are made in the field of history, they are often tweeted to #twitterstorians, where historians from all over the world go to keep up on the latest happenings and engage in discussion. By using hashtags in tweets, students can share content to a wide audience. Students should also retweet good tweets from other Twitter users.
- If a student wants to build a network of scholarly connections on Twitter, they should actively look for and follow other people who share scholarly content. Sometimes these people will follow you back. Furthermore, students should use Twitter for (mostly) professional tweets if they seek to connect with others in their field. “Professional tweets” can include links to interesting articles and blog posts, occasional commentary on those links, and tweets that outline your long term professional goals, including upcoming conferences, talks, and events that you want to attend. If most of your tweets are highly personal, the people who sit at your social media table may not include professionals in your field (or anyone at all). That said, occasional light banter between friends and professionals and personal tweets are okay. In fact, tweets of this nature are actually encouraged because they show that you are not a robot. The digital humanities community in particular is a welcoming place in which to work AND play. I (Nick, not Kalani) would recommend that students split their professional and personal tweets around the 70-30 or 80-20 range.
- Andrew showed us the potential of Academia.edu as a way to promote scholarly work. Many people do Google searches, for example, of fellow professionals they may be meeting for the first time. The Google algorithms machine frequently lists the Academia.edu profiles of its users on the first page of a search. Academia.edu allows for its users to post their scholarly work online and make it downloadable in PDF format. The keynote speaker for the Digital Sandbox–Dr. Ray Haberski–has an academia.edu profile that serves as an excellent model for what this sort of profile can look like.
- Andrew also pointed out that Facebook can be a means for sharing academic content as well. Many National Park Service sites, historic homes, and museums have Facebook profiles that are used to make announcements, provide information on their sites, and hold discussions about recent and upcoming events. Andrew also talked about a discussion group about sports history called “Sports Studies Reading Team” that frequently holds “book club” type discussions about recent scholarship in sports history. People from all over the world participate in these discussions and share information with each other through this forum. I had never thought of using Facebook this way and think it’s a great idea.
- I focused on blogging as a way to promote one’s scholarship online and mentioned several reasons for blogging humanities content. One reason that students should consider blogging is that blogging is becoming more common in the classroom. I referenced American University history professor Trevor Owens’ essay on his experiences with his students blogging and mentioned that blogging involves writing for a public audience, which is different than writing an essay that only your teacher will see.
- While writing my master’s thesis and getting that bound and published next year is my central academic goal at this point, I have had a desire to share my research with the broader public, especially research that will most likely not get into the final published product. Blogging provides me a platform in which to share some of that information and provide insights into how my research is going. In my opinion, blogging allows me to ask open-ended questions and write out some of my ideas about the ways in which I think about history and my thesis topic. In this regard, I believe that blogging has allowed me to advance the writing process of my thesis in an extremely positive manner. I occasionally get comments as well, which is awesome. Readers that want to see what I’ve been blogging in regards to my research can click on the “Grand Army of the Republic” link in the Categories section to the right.
- I also attempted to complicate or “problematize” blogging. Time was running short, so I didn’t have much time to address this. I did, however, reference a point made by historian Keith Harris, previously of the blog Cosmic America. A few years ago, Keith wrote a post on Grover Cleveland and Confederate Battle Flags that gained a lot of traction. For a while, if a person typed ‘Grover Cleveland’ into Google, Keith’s post would have popped up on the first page. Keith readily admitted, however, that he is no Cleveland scholar, and his knowledge of Cleveland’s life and time as President is limited. However, Google made Keith an “authority” by putting his post on the first page. Is this good? How much “authority” do bloggers wield in humanities scholarship? Ultimately, I think this anecdote reminds us that we need to be careful with online sources when doing research. Furthermore, teachers need to educate their students on how to analyze online sources responsibly.
- Melissa Terras: “Is Blogging and Tweeting about Research Papers Worth It?“
- Naomi Lloyd-Jones: “The Historian’s Tookit: Social Media and Social Networking“
- Naomi Lloyd-Jones: “How to Be a #socialmediahistorian: Plug In and Plog On“
- Liana Silva: “So You Want to Blog (Academic Edition)“
- Kate Bradley: “Social Media and the Early Career Historian“
- Tom Scheinfeldt: “Twitter As a Tool for Outreach“
- Nathan Sandberg: “100 Serious Twitter Tips for Academics“
- Steven Berg: “The High Cost of Digital Illiteracy“
- Rob Jenkins: “What’s a Blog Post Worth?“
- Video: Peter Carmichael [Moderator], Kevin Levin, Brooks Simpson, and Keith Harris: “Civil War Blogging“
Social Media and Blogging Platforms