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Social scholarship revisited: Changing scholarly practices in the age of social media

Published on May 1, 2019in British Journal of Educational Technology2.588
· DOI :10.1111/bjet.12772
Christine Greenhow18
Estimated H-index: 18
,
Benjamin H. Gleason2
Estimated H-index: 2
,
K. Bret Staudt Willet2
Estimated H-index: 2
Sources
Abstract
This conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that expanded Boyers' (1990) conceptualization of scholarship to consider how social media affect discovery and research, teaching and learning, integration, and application. This paper critically reflects on how social scholarship continues to evolve in light of changing understandings in the field of educational technology and the role social media play in the academy. We provide recent examples of social scholarship such as altmetrics, interdisciplinary projects, crowdsourced educational technology syllabi and reconsideration of the needs of research participants. Moreover, we share concrete examples of how scholars might enact social scholarship, with what benefits and challenges, and surface new concerns regarding openness, equity, access, literacy, privacy and ethical considerations. Our paper concludes with recommendations for preparing scholars to enact social scholarship while mitigating the challenges it poses. [ABSTRACT FROM AUTHOR]
  • References (65)
  • Citations (2)
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References65
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#1Weiwei Yan (WHU: Wuhan University)H-Index: 1
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Research is rarely created for private use; researchers publish their work so that others can read and use it, to advance the collective understanding of a field and impact people’s lives. Yet traditional approaches to scholarship, which emphasize publication in subscription-based rather than open access journals, inhibit not only the dissemination of research but also its usefulness, particularly outside of academia. Across all fields, scholars, educators, and members of the public benefit from...
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#1Yingxin Estella Ye (NUS: National University of Singapore)H-Index: 2
#2Jin-Cheon Na (NTU: Nanyang Technological University)H-Index: 16
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#1Thomas Cochrane (AUT: Auckland University of Technology)H-Index: 16
#2Petrea Redmond (University of Southern Queensland)H-Index: 6
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This guest editorial explores the potential impact of alternative metrics and social research networks to enhance Technology Enhanced Learning (TEL) research and practice, particularly in the realm of open scholarship. Conventional measures of research impact are based upon a publications’ impact factor. Article or author-level metrics can provide a better view of the contribution to the field of research of a specific research project. However, metrics are based upon citation counts that can ta...
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#1Eti Herman (Newbury College)H-Index: 12
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#1Sarah Galvin (MSU: Michigan State University)
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Based on a systematic review of over a decade (2004–2019) of educational research on K-12 teaching and teacher learning with social media, this chapter reports on the state-of-the-art of social networking in education. Through analyzing 56 research articles, we address the following questions: (1) What social networking platforms are used by K-12 educators? (2) What specific features of those platforms are used by teachers and/or their students? (3) For what educational purposes do teachers adop...
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#1Christine Greenhow (MSU: Michigan State University)H-Index: 18
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Social media provide new opportunities for when, how, where, and with whom people learn—venue unimaginable 15 years ago. Today’s students and educators have adopted social media for various purpose...
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As new technologies shape and are shaped by human practices, educators and researchers must consider the impact that participating in social media—to access, reflect upon, question, evaluate and disseminate scholarship—is having on their professional development and practices. This paper investigates how members of the educational research community use social media to advance professional learning and scholarship dissemination in online–offline networks. Specifically, we examine whether and how...
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