dmdh session-2-2013-14
TRANSCRIPT
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Managing and Professionalizing your Online Professional Identity
October 19, 2013
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Our opening assumptions
• Professionalization is communication.
• Learning to be social is a skill in itself -- and a process, rather than something that happens instantly.
• Your value as an academic is more than merely your finished articles or dissertation.
• Scholarship is cyclical, not linear.
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Applicable DH Values
•process and product
•collaboration
•dissemination
•transparency
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How and why do academics interact?
What are the results of those interactions?
Which interactions result in productive conversations?
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Most social media platforms are made to
encourage sharing and/or conversing.
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Sharing platforms• Encourage you to upload durable and
sizable content
• Provide infrastructure that encourages you to organize content in specific/customizable ways; and develop individual aesthetic design preferences
• Allow others to navigate freely through present and past content as it accumulates
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Conversing platforms•Encourage you to upload smaller,
transient content
•Provide infrastructure to help you interact, rather than organize
•Focus on the present, and allow limited views of past content, especially to anyone other than you
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SharingConversi
ng
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Sharing platforms feel more similar to traditional
academic publishing structures, but require
greater commitments and more skill.
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Conversing platforms are dissimilar to traditional academic publishing
structures; but are more conducive to
experimenting, and learning online communication
techniques.
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While both sharing and conversing platforms are
useful, you need to be skilled in conversing
platforms in order to use sharing platforms to the
greatest effect.
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Why start with Twitter?• It’s free!
• It’s flexible, but technologically simple to use.
• It comes with a large, curious, and supportive community.
• It provides you with a rehearsal space.
• It allows you to control information overload easily.
• It’s popular enough that junior and senior academics from a wide range of disciplines use it, and are accessible through it.
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What do you do when you tweet?
• Report on what you see, hear, or read
• Ask questions (to specific people, or as part of thinking out loud)
• Describe what you’re working on
• Experiment with different ways of phrasing ideas
• Agree, and disagree
• Share content that you think other people should be aware of
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What are you doing when you ’re on Twitter?
• Discover what other people are learning and doing
• See academic and public contexts side by side
• Watch projects and ideas evolve through conversation
• Find out about processes and practices at other institutions (academic and non-academic)
• Support peers and colleagues by showing interest in their work
• Find content through your contacts (rather than through search engines)
• Learn through dialogue and interaction
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5-minute tweet break!
(Use the #dmdh hashtag)
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Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it
is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps
that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone
answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance.
However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with
the discussion still vigorously in progress.--Kenneth Burke, The Philosophy of Literary Form,
1941
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Avenues of AccessBurke characterizes participation in the conversation
as open.
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Avenues of AccessFor academics entering 70 years later, the open
parlor becomes more akin to an endurance course.
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How do you prepare for
becoming active in the conversation?
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Who is qualified to participate in the
conversation?
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How many conversations are there?
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What are academics discussing?
Academic laborAccessibility
Race & Social Justice
Privilege
Contingencies & Budgets
Comparative Pedagogies
The Role of the Humanities
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Are academics hacking social media?
• Hacker: n.
• 1. A person who enjoys exploring the details of programmable systems and how to stretch their capabilities, as opposed to most users, who prefer to learn only the minimum necessary.
• 7.One who enjoys the intellectual challenge of creatively overcoming or circumventing limitations.
• --The Jargon File, http://www.jargondb.org
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Are academics hacking social media?
•How do you measure the value of social media?
•Commercial: through quantitative metrics, i.e., number of followers, site visits, etc.
•Academic: through qualitative results, i.e., confidence and experience gained, contacts made
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Are academics using Twitter to
hack the academy?
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Social media encourages the larger
academic conversation to become more
inclusive of multiple voices.
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Participating in social media can help you become more aware of your own privilege,
as well as broader issues of
marginalization within academia.
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Understanding how the academy
manifests beyond your own immediate
experience of it is central to academic
professionalism.
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5-minute tweet break!
(Use the #dmdh hashtag)
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PROFESSIONALISM:MORE THAN JUST GETTING A JOB
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No.
Is this workshop really all about Twitter?
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But what is professionalization
?An active process of balancing between
conversing and sharing.
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You can attempt to professionalize on your own, but...
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Ingredients for social media participation
•Academic interests that connect you with people with similar interests
•Desire to engage with people you don’t know
•Varied interests and playfulness, which allow more than academic interactions
•Awareness, which allows you to choose how you’re using various tools
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You can also...
•Talk through your dissertation chapter
•Discuss and see the success/failure/impact of your projects
•Misunderstand, clarify, and iterate
•Conduct/listen to public/semi-public forums on issues relating to academia
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Building your own Twitter topic list
What are you working on currently?What would you like to work on in the future?What’s the last thing that you read and enjoyed? What did you like about it?What’s a non-academic thing that has a connection with your academic interests?What would you like to know about using social media?What topics/activities could you help people understand? (academic or non-academic)What would you put on your Twitter profile page?What’s the most valuable advice you’ve been given recently?What’s a photo you took recently?
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Basic Twitter Toolbox• Twitter’s List function: for filtering
different types of content
• HootSuite, TweetDeck: account management platforms for reading and managing multiple feeds
• Storify: for archiving tweets and conversations
• Tweet-a-friend: ask Twitter!
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Ways to keep tweeting
•Reading a Twitter list, or feed
•Live-tweeting events
•Participating in weekly chats #fycchat, #prodchat, etc.
•Schedule Twitter time: 1 hour per day? 3 hours per week?
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Considering other social media platforms?
• Read and explore them first, in order to get a sense of the culture of participation.
• Investigate your options for exporting/backing up your content.
• Think about how your audience will find you, and what sort of commitment the platform requires of them.
• Consider integrating with Twitter in order to promote and discuss your project.
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“No! Try not. Do, or do not. There is no try.”
--Yoda, Star Wars Episode V: The Empire
Strikes Back(adapted)
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Next time...•Non-threatening coding
exploration
•Learning to think like a programmer
DMDH 3: How To Parse Code Before You Can Write
ItJanuary 18, 2013
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With thanks to our sponsors...
Faculty sponsors: Tyler Fox, Ann Lally, Brian Reed, Miceal Vaughan, Stacy Waters, Helene Williams