I started my Twitter account in December 2012. I didn’t really have any expectations about what Twitter would do for me at that time; I was simply curious about what all the fuss was about and I stuck my toe in cautiously to give it a try. Some of my colleagues ask me about the utility of Twitter and I think that most academics come at it from the angle of “What can Twitter do for me?” I think that each person’s experience of Twitter is different and that’s pretty valuable.
Surprisingly in the past two and a half years Twitter has taught me a lot. I think that biggest impact is that Twitter has exposed me to voices that I didn’t hear before and a lot of this has to do with my privilege as a cis, heterosexual, white woman. It has been very eye opening to hear and learn about the experiences of people who self-identify or have been classified by people as “other” on Twitter. At the same time, Twitter has allowed me to be a part of communities of women academics and academics with disabilities which has been immensely helpful to my personal and professional growth. The impact of words, links, images, and videos in 140 character snippets has been impressive.
Twitter has made me aware of my own profound ignorance on a wide variety of socially important topics. In my opinion, that benefit has made my investment in Twitter well worth my time.
I’ve been on Twitter since December 2012 and am still learning how to use this platform in a useful way. After attending the Western Conference on Science Education in July, I’ve been thinking about how I might be able to integrate Twitter into my courses. In the past few weeks I’ve been investigating how other professors use Twitter as either a teaching tool, or how they build it into class assignments and course credit. I’ve listed a few uses that I’m mulling over below.
1) Several professors run a Twitter back channel during their lectures. This allows students the opportunity to ask questions in real time and is especially great for shy students who may not feel comfortable speaking in front of a large audience. One example of a person who did this fairly early is Monica Rankin.
2) A Twitter feed can be used to remind students of upcoming tests and assignments. Our internal course management system already does this, but using Twitter is another quick and easy way to issue class updates.
3) Collaborative event watching. One professor teaching film studies had students live Tweet as they watched the movie Blade Runner.
4) Creating a course hashtag and asking students to post links to news stories relevant to course material.
There are many other great uses suggested for bringing Twitter into the classroom. Two sites that summarize ideas can be found here and here.
I probably won’t do anything too wild this upcoming term, but perhaps I’ll ask the students in one of my courses to dip their toes into Twitter.
Feel free to share any comments, ideas, and success stories in the comments.
Last week I participated in my first Twitter chat and this also coincided with serving as the moderator of the chat. The topic of the chat was live tweeting research talks and we discussed several issues pertaining to the use of Twitter by academics and others. One of the things that came up during the talk is how many faculty are not on Twitter and why that might be.
One reason I’ve often had expressed to me is that some colleagues don’t see the utility of Twitter. I will admit that this was me for a long time. I didn’t really understand Twitter and really didn’t see how it could be advantageous professionally (or personally). At first it seemed like a passing fad.
Another reason that many faculty don’t Tweet is fear of the unknown or fear due to a lack of control over social media. I think many of us are worried that we may not express ourselves well given the limit of 140 characters or that we might say something inappropriate that could have repercussions for our career.
Others may not use Twitter because it isn’t intuitively clear how you go about archiving tweets or how to quantify them in terms of impact. In the sciences, impact is usually a numbers game. Tools to do this like Storify etc. certainly exist, but there is a learning curve in figuring out how to use them.
These thoughts transitioned into how you might encourage colleagues to join Twitter. Suggestions included helping them set up a Twitter account, showing them how easy it is to do, providing tip sheets, giving examples of Tweets, and providing evidence of its impact and usefulness. The role of institutions and organizations was also seen as important in terms of increasing the adoption of Twitter by faculty.
I started using Twitter in December 2013 for fun. I didn’t have a goal or purpose in mind and just wanted to explore using it. Being connected to others through Twitter has had many advantages and outcomes that I would never have imagined in the beginning.
What are your thoughts on Twitter? Do you Tweet? Do your colleagues? Why or why not?
I was very slow to embrace Twitter and have only had an account since 2013. One of the interesting things about blogging is that you can never really predict when one of your posts will resonate with someone and what the outcome of it will be. Last week I wrote a blog post reflecting on the experience of live tweeting a research talk for the first time. The post caught the attention of our university’s Knowledge Mobilization officer and through that connection I was invited to moderate my first twitter chat at #KMbChat. The topic was my blog post which was very flattering.
The twitter chat took place yesterday and will be archived here . I wasn’t sure what to expect since it was my first time participating in a twitter chat, let alone hosting one! I can happily report that it was an awesome experience and that the community was fantastic and very welcoming. I learned a lot from the experience itself as well as from the content of our discussion.
My plan is to use several of the topics that came up for discussion in the twitter chat as subjects of blog posts over the next few weeks. Based on my experience yesterday, I can verify that Twitter chats are very useful from a professional standpoint and I’ll be actively looking to participate in more of them in the future.
Last week the undergraduate and graduate students in our department delivered 15-20 minute research talks at our departmental colloquium. The person who administers our departmental Twitter account @LaurierBiology asked if I would live tweet the talks occurring on the second morning of the colloquium. I agreed and wasn’t sure how this experiment would turn out.
I was a relatively late adopter of Twitter. I’ve only had an account since December 2013 and while I post to Twitter @AEMcDonaldWLU regularly to advertise my blog posts I am certainly not using it to the full extent of the platform’s capabilities. I am slowly mastering the art of the hashtag. I went into the experience of live Tweeting fully expecting that I would be distracted and therefore wouldn’t take in most of the content of the talks.
You can therefore imagine my surprise at how helpful it was to live Tweet a research talk. It forced me to pay attention to the speaker and their content, but it also required me to synthesize and report the major points of their talk in a succinct manner. There is nothing like being limited to 140 characters to force you to be brief and to the point.
I can’t say that I will always live Tweet talks from now on, but I will certainly consider the idea moving forward. I used to assume that people who were using Twitter during research talks at conferences were being rude and not paying attention. Now I know that a fraction of those people are very actively engaged with the speaker, but in a non-traditional way.
Anyone else want to share their experiences with live Tweeting a research talk? Any other benefits or drawbacks that I’ve missed here?
This past summer I spent a great deal of time in July and August putting together my tenure package. My view of tenure packages are that they are very individualized documents and this made it challenging to put the document together. It was also very rewarding when I completed the process and was a great opportunity for self-reflection. Recently, both Terry McGlynn and Jeremy Fox have discussed how they have handled their blogging activities in promotion packages. When I was putting my tenure package together it was clear that biologists who study ecology and/or evolution seem to be much more social media savvy compared to biochemists and physiologists. I found little advice on including social media activities in tenure packages and what I did find was posted by scholars in social sciences and humanities. I thought that I’d offer my perspective as an early career scientist who decided to include my social media activities in my tenure package.
At my institution we are evaluated for tenure on the basis of scholarship, teaching, and service. I have been blogging and using Twitter for about 1 year and I wanted to capture these activities somewhere in my tenure package. I consider the attitudes of my colleagues and my institution to be progressive and felt that those who would be evaluating my tenure package would be amenable to hearing about how I was using social media as a scientist.
In November 2013 I attended a workshop that directly addressed the role that social media could play in increasing your scientific profile. At that time I had a Linkedin page and had a ResearchGate profile. I was making an effort to keep my lab webpage up to date. We have a Knowledge Mobilization Officer at my university and she convinced me that I should step up my game. My first step was to open a Twitter account. I had resisted doing this as I wasn’t sure what kind of value it would offer. In the past year I have found Twitter to be useful in the following ways:
1) It has helped me find other female early career researchers and allies online and has made me feel part of a broader community.
2) It has provided advice and guidance on how to navigate the tenure-track.
3) It has given me some great ideas for teaching and active learning exercises to try in the classroom.
4) It has made me more aware of the challenges facing various “outsiders” in science and the role that I can play in challenging and ending inequities.
5) It has allowed me to increase my blog readership.
For several months I had also been toying around with the idea of blogging about being a research scientist. I had already decided that I wasn’t going to blog directly about my specific research field, but that I had a lot that I wanted to say about the actual process of doing scientific research and the “unwritten rules” or “Hidden Curriculum” of being a biologist. My focus would be on transferrable skills and to look at science through the eyes of a female early researcher on the tenure-track.
In my tenure package I made an argument that part of my scholarship was devoted to issues involving women in science and the professionalization of scientists. In addition to my social media activities, I’ve also been offering workshops on these topics as a post-doc and faculty member at my institutions and national conferences. While it is not my primary research focus, it is very much a large part of my scholarly identity and that is the case that I presented in my tenure package. The workshops and presentations at scholarly conferences served as quantifiable data that I could use to support my argument. I also used altmetrics such as the number of blog and Twitter posts, number of page views, visitors from various countries, number of retweets of my tweets, etc. as data to support my impact through my blogging activities. I also included hard copies of each of my blog posts in my tenure package.
I have been blogging for 1 year and have really enjoyed it so far. I have been approached by several graduate students, post-docs, and faculty who have told me that they read my blog and find it useful or interesting. That is very satisfying to hear and demonstrates that I have something valuable to add to the scientific enterprise and online conversations.