Notes on Social Media for Researchers

The slides to accompany this presentation to DMU PGR students can be found here.

The session will focus on linking our individual use of social media to researcher development, through the Vitae RDF, and especially in terms of developing the following capabilities:

A1: Knowledge Base

B3: Professional and career development

C1: Professional conduct

D2: Communication and dissemination

The session will also demonstrate the potential of social media for academic practice/scholarship in public, and for co-operative, scholarly work. It will close with some considerations for future practice for PGR students.


Last week I emailed the 22 signed-up attendees with three questions. What follows are the responses from five DMU PGR students.

  • Which social media tools do you use?

RESPONSE: I currently use Facebook on a personal basis and LinkedIn on a professional basis.

RESPONSE: I don’t really use social media (except occasional work on Facebook and networking on LinkedIn).

RESPONSE: Mainly, I use social media (Facebook & Tumblr), but not for academic purposes.

RESPONSE: I use social media for personal use but intend to use Twitter mainly for my research to keep up to date with what other people in my field are doing and to promote my research.

NOTE: These responses made me consider issues of academic identity formation and boundaries between academic/professional practice and the Self/personal identity.

  • What do you use them to achieve in your academic work?

RESPONSE: I have been hearing about how I should be using twitter from a research/professional basis so am trying to increase my use of twitter now.

RESPONSE: I am connecting with other researchers, keeping an eye on hashtags such as #phdchat for useful information and contact with fellow phd students.

RESPONSE: I would really like to learn what platforms I should be using and how to use them best to engage for success in my phd. Am I doing the right things?

NOTE: These responses made me consider whether there are ever “right things” in research or in the use of specific tools for research? What are good enough approaches? They also made me consider the balance of time/investment and the development of social or cultural “capital” and what this means for practice.

  • What would you like to cover in the session or in a follow-up discussion?

RESPONSE: I’m very interested in how social media can contribute to participatory action research with young people and how it can be used to effectively disseminate research findings & recommendations in ways that can have an impact.

RESPONSE: Probably achieve some marketing of work/ideas and networking.

RESPONSE: I would be interested to understand how others successfully use social media for academic purposes. By successful, I mean more than just adding people into friends lists – for example: did they obtain research projects? did they enter networks that otherwise could not have taken part?

NOTE: These responses made me consider the relationships between social media and collective work across networks and research groups.

NOTE: In the session I will also ask participants to consider the following question.

  • What are the ramifications of your work being social?

The connections between the Vitae Researcher Development Framework and specific technologies are important.

For Knowledge Base (A1), which focuses on subject knowledge, research methods, academic literacy and so on, I will focus on the following.

For Professional and Career Development (B3), which focuses on career management, CPD, responsiveness, reputation and networking, I will focus on the following.

For Professional Conduct (C1), which focuses on Ethics, legal requirements, IPR and copyright, co-authorship, I will focus on the following.

For Communication and Dissemination (D2) I will focus on the following.


I will then look at some specific cases of how researchers have used social media and my interpretation of that use (or what I think is interesting/possible). These cses will include the following

  1. Tressie McMillan Cottom’s site that acts as a pivot for other engagements. The structure of the site enables ready access to a wealth of public scholarship, with pointes to “most read” work. There are also links to speaking/engagement events, as well as external content/multimedia. The site enables an understanding of the relationship between the public, social media and personal academic formation.
  2. Lucy Atkins adventures in EdTech, is a representation of a journey through a PhD. Lucy uses PhD notes grounded in verbs to articulate the process of the PhD, using a standard open technology. It then links to her Twitter feed to enable a public face at low cost.
  3. The transition through a PhD can be analysed through on-line engagements like #phdchat, and also the updates to networks like the Guardian HE Network. However there are also therapeutic networks for PGR students, and other support networks that relate not just to PhD study, but also to the precarious nature of labour in academia.
  4. There is a wealth of useful material on academic writing using social media, including seven reasons why academic blogging is valuable. The DMU Commons is a space for open writing at DMU.
  5. Social media can be used effectively for collective work/co-operation. Joss Winn’s site acts as a blog and a site for notes, as well as pointing to his academic writing, and presentations, but it also highlights the scholars that he follows, and his networks. This has reputational consequences.
  6. The use of social media enables alignment with research nodes/centres/projects, as witnessed by the DMU Centre for Pedagogic Research and the Digital Building Heritage project, both on the DMU Commons.
  7. The use of social media enables participation with user communities, for instance: the DMU Square Mile project on the Academic Commons; the Galaxy Zoo; and the RunCoCo project.
  8. These tools enable public Scholarship. See, for example: Melonie A. Fullick interviews Raul Pacheco-Vega; Doug Belshaw’s Never Ending Thesis; and The Social Science Centre.

There are some follow-on resources for attendees about work at DMU.

DMU Commons: http://our.dmu.ac.uk/

DMU/CELT Guidelines when using Social Media Technologies for Teaching http://bit.ly/1iDiIc2

See also DMU Email, Internet and Social Media Policy: briefing; policy

DMU Library Copyright pages: http://library.dmu.ac.uk/Support/Copyright/


There are also some matters arising for PGR students to consider.

  • What is the balance between the intensity of reading/research needed for a PhD, versus the intensity of networking that you are willing to commit?
  • How risk averse do you *need* to be when working with social media?
  • How open do you *need* to be when working with social media, and with other researchers, students, research stakeholders, participants, supervisors and so on?
  • What is the balance between soft and hard publishing?
  • How do you use your networks to challenge your own orthodoxy/previously held views and conceptions?
  • What permissions do you need to use public or published stuff?
  • What permissions do you want to give your public or published stuff?
  • Think about your identity across disparate platforms. How coherent do you need it to be?
  • Think about being true, necessary and kind on-line.
  • Think about your e-safety, especially in terms of your personal relationships with those you know or don’t know, the institution/your funder, the State.

Slides 8-12 in the presentation are amended from “Social Media for Researchers” by Tanya Williamson and Louise Tripp at Lancaster University Library.

The presentation is licensed under a Creative Commons Attribution 4.0 International License.


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