Post Category → dissertation

looking for a few good scholars. on Twitter.

The time has come, dear readers: I am ready to research.

My thesis proposal has been accepted, my institution has granted my REB certificate…and so, here we are. This is it: the public call for participation in my upcoming ethnographic research study, to be conducted online between November 2013 and February 2014.

Screen shot 2013-11-04 at 1.48.06 PM

I am looking for networked scholars – a maximum of twelve individuals – to be part of my dissertation research project exploring the ways in which reputation, credibility, and influence operate within online academic networks, particularly in the creation and perception of scholarly identities. All participants will be observed in their self-identified networked interactions over a period of approximately three months: blog archive exploration and interviews may also be requested.

Who I need:
My study will look at the scholarly networks fostered by Twitter, academic(ish) blogs, and other social networking sites (SNS) as subsets of what Jenkins (2006) calls ‘participatory culture.” I will use ethnographic methods of sustained participatory observation and semi-structured interviews to explore and detail the ways through which reputations are created and understood within this subculture. The study aims to articulate the signals that ‘count’ towards scholarly reputation and influence in networked circles, and to explore the benefits and challenges that networked scholarly participation poses for contemporary academics.

My work focuses on scholars whose reputations and dissemination practices straddle both online networks and conventional academia. My work builds on Veletsianos’ and Kimmons’ (2011) concept of networked scholarly participation, intersecting with Bruns’ (2007) concept of produsage and with White and LeCornu’s (2011) typology of visitors and residents. In short, I want people who are resident in academic online networks, particularly Twitter, and who share their own work and ideas as well as contributing to and sharing the work of others using online networks.

I’m looking for scholars across all stages of what might be called an academic career, though alt/ac scholars are also welcomed and desired as participants in my study. My concept of scholarship is grounded in Boyer’s (1990) model,which emphasizes not just discovery but integration, application, and teaching and learning. Participants need NOT be active in all four areas to be considered scholars for my research purposes: basically, if you self-identify as a networked scholar and have actively used Twitter and blogged (in areas related to your scholarship) for at least two years, that’s good by me.

The research will be conducted in English and will focus on identity and reputation-production within the English-speaking global academic sphere. Participants from a range of geographic locations, academic career stages, and disciplines are preferred, with mixed gender representation. The ways in which cultural identity markers and marginalities affect reputation and networked practices will constitute a part of the study: representation is sought from outside culturally-dominant groups in terms of ethnicity, sexual orientation, class origins, and other markers.

The formal criteria for participation in the study are as follows:

  • Scholars who have developed networked identities while simultaneously engaged in conventional scholarship, as graduate students, faculty, administrators, or otherwise
  • Scholars who are active within scholarly online networks, and have been for at least two years
  • Scholars who use Twitter in a sustained way to connect with others in their field(s) and/or in higher education more broadly, although not necessarily exclusively or every day
  • Scholars who are engaged in public blogging or some form of long-form reflection on practice: those invited to join the study will be asked to flag and/or contribute for analysis any previous reflections or other artefacts on topics of identity, reputation, and influence
  • Scholars who use online networks to share their own work or ideas, and to engage with, contribute to, or share the work of others

What you’re agreeing to:
Participation in this study will take anywhere from one to four (1-4) hours of your time. All participants will be asked to identify the SNS and other online platforms that they use as sites of scholarly engagement, and to give a short description of why and how they use each platform. Their public networked interactions and contributions (on Twitter and any other sites you let me know about) will be observed. Some participants will be interviewed (using Skype or another online platform), and will be asked to identify a specific 24 hour period after which they will screen capture self-identified typical or interesting interactions for discussion during the interview. Other participants will also be invited to reflect in writing on certain networked practices or to identify posts in their blog archives (or other spaces) which address issues related to reputation and identity.

This study is designed to be both public and participatory: you will be invited to verify and clarify your contributions and the conclusions drawn from them before publication as a blog, journal article, or thesis. Your perspectives will be represented as accurately as possible.

Participants will be identified within the research data and all ensuing publications by a Twitter handle: you will choose whether to use your existing Twitter identity or a pseudonym for publication purposes. If you wish to participate using your actual Twitter identity, you will be asked to sign a waiver of anonymity. Even in the case that pseudonyms are selected, however, full anonymity may be difficult to achieve within the networked circles under investigation in this research. Confidentiality, however, will be of key importance and no more than minimal risk is anticipated to any participant. Your interview transcripts will remain confidential, as will any data that you have not already shared in the public domain. Confidential data will be kept securely under password, and participants using their real Twitter handles will not be identified by name or institution so as to minimize searchability.
***

If you are interested in participating, or have questions about participation, I invite you to email me at bstewart@upei.ca by Sunday, November 10th, 2013.
Let me know:
1) your name
2) your institutional affiliation and role
3) your discipline
4) your geographic location (and previous locations, if relevant)
5) your actual Twitter handle & how long you’ve used Twitter
6) your blog address
7) any diversity factors related to your embodied identity that you’d be open to discussing in relation to networked reputation and practices

Expressions of interest will be kept confidential, and – even if you have previously expressed interest in this research – you have absolutely no obligation to volunteer. Really. :)

If you do choose to participate in the study, you retain the right to withdraw your participation or your data at any time.

Participants will be selected based on the criteria listed here, under the consultation of my dissertation committee. All who indicate interest will be contacted by return email by Sunday, November 17th, 2013. I am deeply grateful to all who express interest. I am also grateful to all who share this call widely (hint hint). :)

Looking forward to getting started!

Bonnie

 

in which i discover my field AND its identity crisis all at once

First, the good news.

Last week, I submitted my 42 page thesis proposal, take 2. Once I get the feedback from my committee incorporated and I scour the whole thing clean of APA atrocities, I’ll post it here for your collective input (or your gladiatorial thumping). I promise.

After submitting, I promptly packed my bags and ran off to the salt shores of Nova Scotia to present my research at the friendly and thought-provoking Social Media and Society ’13 conference (in the midst of which I ran further off to the backwoods to sleep in a shed by a creek with a bunch of banjo-loving photographers I first met online years ago…because hey, banjos and bonfires are a known remedy for the marathon aches and angst acquired during proposal journeys).

What I presented at #SMSociety13 was this: 15 minutes, 15 slides, on the ethnography I propose for my dissertation study.

I opened the presentation by asking how many in the room of perhaps close to 100 were live-tweeting the session under their own names: a fair majority raised their hands. I asked how many also had some kind of academic or institutional affiliation using those same names. Still a majority.

I said, “So…I don’t want to make anyone uncomfortable…but I’M TALKING ABOUT YOU, here”.

Nobody ran away, gentle reader. These were my people: networked scholars, ready to hear about my work and engage with it publicly, in the moment: to build an ephemeral yet traceable public conversation around it.

I opened by confessing that the title of my presentation is – from the perspective of most networked scholars – a lie. The idea that there’s a Star Wars-style epic battle raging between the forces of networks and institutions is a false binary. Truth is, most of us who’ve made thinking out loud online a central part of our scholarship also have a foot in the world of conventional, institutional academic practices too…because those are the practices hiring committees recognize and the majority of us like to eat and stuff. So I’m poking fun at my own reinforcement of the binary in my choice of font, here.

But. The binary is also a very helpful expository device, especially if one’s audience is not entirely comprised of networked scholars. Networked practices are immersive, and difficult for those without experience of them to even imagine. So much of conventional scholarly practice is about citation of norms that even talking about networked practices as scholarship doesn’t compute for many folks: hence my extensive use, this last six months, of various versions of the comparative Institutions/Networks slide found in the middle of this presentation. The comparison is meant to make visible the familiar logics of conventional scholarship as well as those emerging in participatory networks.

There’s huge overlap: as I point out in slide 3, both academia and networks are reputational economies. But it’s the distinctions – the ethos and specific practices by which networked scholars build ties and reputations and conversations and leverage these into forms of capital that aren’t always financial – that interest me. My hope is that mapped against the familiar terrain of institutional practices, networked practices become intelligible and visible. Not necessarily legitimated – that’s a separate step. But the academy cannot begin to think about whether the practices of networked scholars are legitimate if it cannot even see them and the logics that drive them.

Networked practices excite me. Three years into this Ph.D and more than three years after I started exploring the idea of networks and branding out loud on my old blog, I think I finally understand what I’m doing. Not as a researcher, necessarily, and certainly not as an academic – I have a lot to learn – but as a thinker. At the end of all my roads of exploration – the common thread running through my work on brand and identities and cyborgs and MOOCs – the Rome I keep coming back to is networked practices, or what we do when we’re out here online in participatory spaces. Specifically, it’s networked practices as identity work: the ways in which networks shape the performative practices by which we shape how we are seen…and, I will argue, who we are.

Yay.

***

And then there’s the bad news.

I woke up yesterday and realized I haven’t posted here since June. Which is okay – I had a thesis proposal to write and kids home with me five weeks of the summer. But I didn’t particularly feel as if I’d fallen off the face of the earth.

Which means the very networked practices I’ve just settled on and built a proposal about are shifting. I suspect the whole political economy that underlies them is shifting…or as some would frame it, depending on their perspective, “maturing.” The “media” in social media is increasingly in ascendancy over the social…though again, the idea that the two are a binary is false. Still, this field of study I’ve just settled on? Seems about to hit an identity crisis.

The “Web 2.0” era definitions of networked participation no longer effectively describe dominant practice.

I have STELLAR timing, people.

It used to be if I went so much as a couple of weeks without a blog post, I felt transgressive. Not because my voice is any special snowflake, but because speaking – contributing – has always been the price of admission into the conversation out here in the open networks in which I’ve circulated. No matter the circles – momblogosphere, narrative writing, Edtech – the practices have been broadly the same, and broadly reciprocal. Whenever I slipped away from the habit of contributing, I tended to feel as if I owed my readership an opening act of contrition…because even if that readership was numerically small, it constituted what boyd (2010) calls a “networked public:” both a space created by networked technologies and the imagined collective emerging from the intersections of people, technologies, and practice. And our practices were based in produsage (Bruns, 2007), in establishing voice and identity within the reciprocal production/consumption cycle.

I think produsage still operates, but what counts as production or contribution is shifting…minimizing. The filtering and re-sharing of others’ work – commonly called “curation” to the endless grief of librarians and art specialists everywhere – has become the base price of admission: as more people join participatory circles, voices and identities are established via signals that take less time to both craft and to assess. Blog posts are not necessary, and in fact, unless they come under the banner of a major media consortium, may not even have cache: produsage is being sped up, these days. Reputations and identities need to be established on terms that require less investment.

They’re still relational, I maintain – we still read and assess signals from each other about credibility and status and whether we like jellybeans or potato chips – but as scale increases, recognizable reputations carry more power to signal. They are the only ones most of us can differentiate from the noise. Thus, the reversion to major media channels rather than a truly peer-to-peer production model. In this sense, I wonder whether our networked practices – our habits of use and the ways in which we connect and signal – aren’t also becoming increasingly reflective of society’s inequities, bringing more attention and more capital – financial, social, even symbolic – to those who start from a position of scale.

Or that’s what I wonder and worry about. But data collection is yet ahead of me! Stay tuned…and please, throw in. What do YOU think is up with networks and participation, these days? If you’ve been around awhile, do you see a shift?

 

from scratch: a dissertation research problem, take two

I haven’t had much to say here lately about my, erm, thesis. I started this blog back in 2011 to try to work through the process in the open, but complexity and uncertainty and the MOOC book – which is still chugging along through various stages of labour – seem to have gotten the better of me over the past couple of semesters.

That, or I finally started listening to mother’s advice, in the “if you can’t say anything nice…” vein. The whole, “here, this is a dog’s breakfast! Please enjoy!” line seldom hooks a readership, unless they’re compulsive editors or have an excessive empathy drive. Or are procrastinating on their own writing (welcome!)

I did write an 80 page thesis proposal, as part of my comps portfolio last December. I passed (woot!), and became an official Ph.D candidate. But in the process it became clear that I’d bitten off about half the Internet as subject matter and wasn’t clear on how to focus the scale of the project to, um, do-able.

Do-able is, of course, the key to that magic future perfect (in the grammatic sense) state of “done.” So after much thinking and reading and talking with my advisors, I’ve skinned the scope and scale of the thesis down and am starting the proposal again. From scratch.

And I’m asking for input. Your eyes. Your suggestions. Your thoughts about potential participants. Your sympathies gin.

My introduction and “research problem” for the new proposal are below. What they begin to lay out will be an ethnography: a form of qualitative research that explores cultural phenomena and meanings and patterns from participants’ viewpoints, making visible what might otherwise be invisible to those outside the culture.

Or that’s the plan.

The culture under investigation here is one to which this blog is a (tiny) contributor: the public participatory sphere of scholarly networks. This subculture of the broader phenomenon of participatory culture spans Twitter and blogs and G+ and even major media spaces, but also runs parallel, in a sense, to institutional academia: the participants I study will all have a foot in both worlds, and the goal of the research is to make the operations and practices of the online sphere visible and intelligible to scholars (and the public) outside it. So I’m looking at digitally-networked practices and identities, as ever, but rather than beginning from a theoretical framework of the cyborg to which my data (ie participants) would need to conform, I’m starting instead from practice and experience.

Basically, I’m looking for and at academics and grad students and others all along the continuum of scholarship. I’m looking at the ways we build identities and reputations for our ideas outside of – but often in tandem with – accepted academic practices like publishing in refereed journals or climbing the tenure track ladder, particularly since that ladder has come to look a bit like Brigadoon for many within the ranks of adjuncts and graduate programs lately.

I’m drawing heavily here on the work of George Veletsianos and Royce Kimmons, who’ve been writing about Networked Participatory Scholarship (2011) for a couple of years now. I’m narrowing the focus of that concept by looking not just at the online participatory work of scholars, but specifically at the work of scholars for whom a significant portion of work and thinking and reputation-building occurs online. Using Dave White & Alison LeCornu’s (2011) visitors and residents model, I’m looking at resident online scholars, engaged in the kind of merged production/consumption Bruns (2008) calls produsage and Ritzer and Jurgenson (2010, with particular focus on unpaid labour in the context of abundance) term prosumption. In the intersection between residents, prosumption, and networked participatory scholarship, you have what I’m calling networked scholarly participation, or the subset of participatory culture that intersects with academia. I’m also drawing on the work Cristina Costa did in her recent dissertation on the participatory web’s relationship to academic research, though my study will focus less on research and more on reputation and identities development. the work of danah boyd and others on networked publics and the New London group’s literacies and new media literacies will frame my approach to what it means to work in public.

But there’s always more out there.

Being an open, networked teacher/learner/scholar means asking, “Hey, does this make sense? Is it silly? Is someone already doing it? How can I improve?” EVERY SINGLE TIME you put your work out there. It’s intimidating. I always forget, until that moment right before I hit “publish.”

But it also means getting answers to those questions while the work is still in progress, taking shape, and that is immensely helpful. So here goes. Take two on my thesis research problem, a draft, needing your eyes.

Does this make sense? Is it silly? Would you participate?

I’m all ears.
:)
Bon

Introduction:
Over the last decade, the ways in which people can to connect with one another and share ideas online have multiplied dramatically. Social network platforms such as Facebook and Twitter have become commonplace means of communication and interaction. The proliferation of free blogging platforms such as WordPress, Blogger, and Tumblr has enabled unprecedented self-publishing, and the rise of camera-enabled phones combined with platforms such as Youtube and Instagram has meant that images and videos can be freely shared as well. Participation in public conversations via the Internet has become a feature of contemporary life.

Many forms of online participation are becoming visible within contemporary academia, as well. Since the first computer-based courses in the 1980s (Mason 2005), learning management systems such as Blackboard and Moodle have been widely adopted by institutions in many countries, enabling both fully online and hybrid or blended courses, which combine face-to-face facilitation with supplemental online engagement. Pressure on institutions to deliver courses online has risen recently as Massive Open Online Courses (MOOCs) have become a buzzword across higher education: the New York Times went so far as to dub 2012 the ‘Year of the MOOC’ (Pappano, 2012).

The proliferation of online learning in higher education, however, goes far beyond the rise of online and hybrid classes and formal learning opportunities. The phenomenon of participatory culture (Jenkins, 2006) has begun to permeate higher education. Scholars themselves are going beyond teaching and searching online to building public bodies of work via participatory media; self-publishing, sharing ideas via multiple platforms, and engaging with emergent issues in higher education and society at large. Within this public, participatory intellectual sphere, networks of scholars and emerging scholars develop across multiple technological platforms, engaging with each other and each other’s work regularly. These networks of participation and collaboration may extend beyond online communications to face-to-face contacts if geographic limitations allow.

There are myriad platforms available for open scholarly networking, many with their own particular purpose. Social networking sites (SNS) such as Academia.edu have emerged specifically for scholars, while reference management tools such as Zotero and Mendeley have gradually integrated networking capacities for scholars to recommend, share, and tag resources. Twitter is a general but immensely adaptable platform: hashtags such as #highered, #cdnpse (Canadian post-secondary education), and #phdchat aggregate input from interested parties all over the world. Google hangouts are utilized to host informal open discussions and learning experiences, and Facebook groups focused around specific disciplinary and research interests enable real-time public discussion of issues and ideas. Nor are SNS the only means by which scholars connect and share their ideas: major media outlets and higher education news forums host blogs that amplify scholars’ opinions and voices; many academics share their own emerging ideas and observations via active independent blogs.

These networked practices not only connect scholars to each other across disciplinary lines; they open access to discussions that have traditionally occurred within more closed and formalized channels. Participatory scholarly networks therefore create new opportunities for public engagement with ideas (Weller, 2012) and can offer junior scholars and graduate students opportunities alternate channels for participation, leadership, and development of scholarly reputations. They can serve as communities of practice (Lave and Wenger, 1990) and informal learning communities for scholars, and foster what Lankshear and Knobel (2007) call “new literacies,” or an ethos of “mass participation, distributed expertise, valid and rewardable roles for all who pitch in” (p. 18).

This ethos and practice of mass participation, however, does not align entirely with the institutionalized traditions and operations of academia. As Daniels (2013) notes, in her discussion of “legacy” (pre 21st century) model journalism and its implications for higher education, “We have our own “legacy” model of academic scholarship with distinct characteristics…analog, closed, removed from the public sphere, and monastic” (Legacy academic scholarship section, para. 3). While Daniels acknowledges that this legacy model is not necessarily as dominant or closed as it once was, she notes its retreat is partial and piecemeal (Legacy academic scholarship section, para. 2). There can be hesitation among academics about the risks involved in developing an online presence (King & Hargittai 2013) and sharing intellectual property. Some of the practices and identity roles cultivated via participation can appear transgressive or inconsequential when viewed through the lens of the academy.

The goal of this proposed dissertation research is to make visible how those same practices and identities appear when viewed through the lens of new literacies and mass participation. The work of Veletsianos (2011) and Veletsianos and Kimmons (2012, 2013) frames such practices as ‘networked participatory scholarship’ (Veletsianos, 2011). Defined as “scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship,” (Veletsianos and Kimmons, 2012), networked participatory scholarship is a framework that invites inquiry into the relationship between technology and scholarly practice, and into the techno-cultural pressures surrounding the use of digital technologies in academia. Networked participatory scholarship centres on individual scholars’ participatory engagement with digital technologies, and also on the effects of participation on scholarly practice. Its definition of scholar refers to any “individuals who participate in teaching and/or research endeavours (e.g., doctoral students, faculty members, instructors, and researchers)” (Veletsianos and Kimmons, 2012, para. 2).

This proposed dissertation project will build on the concept of networked participatory scholarship in designing an ethnographic study of networked scholars, but will focus specifically on scholars whose networked participation is a central, sustained aspect of their scholarly work, identity, and reputation development. The study will therefore expand the literature on networked participatory scholarship while also narrowing the focus of the concept to a particular practice and group of practitioners as a subset of participatory culture. The project will re-frame this specific focus of study as networked scholarly participation.

In order to facilitate this re-framing, I intend to bring networked participatory scholarship into conversation with two other key frameworks related to online networked practices. The first of this is White and LeCornu’s (2011) visitors and residents typology for online engagement, which offers a means of framing participation and participatory buy-in beyond Prensky’s (2001) much-critiqued “digital natives” model; this study will focus, effectively, on what White and LeCornu call residents, or regular, active users. Second, the study will focus on scholars for whom networked participation involves ongoing production and sharing of ideas and resources related to their own scholarly inquiries. This demarcation is drawn from Bruns’ (2008) concept of a produsage economy, in which production and consumption are collapsed and combined via the interconnectedness of online networks and their capacity to create reciprocal audiences. Ritzer and Jurgenson’s (2010) notion of prosumption further contextualizes the combination of production and consumption into a prosumption model that takes into account societal trends towards abundance and unpaid labour.

Ultimately, then, the practices under investigation in this study will be those of scholars actively developing and sustaining a networked participatory identity and reputation while simultaneously engaged in institutional scholarly work.

Research Problem:
Both academia and social media can be said to be ‘reputational economies’ (Willinksy, 2010; Hearn, 2010), but the terms of entry and access for each are different, as are some of the values and practices upon which reputations are built.

For scholars active within participatory networks, this can mean navigating two sets of expectations, legitimacy standards, and concepts of success at the same time, as well as negotiating institutional relationships with peers, superiors, and students for whom the participatory set of terms may be invisible or devalued.

This dissertation project will focus on making the terms of credibility and reputational value within participatory scholarly networks visible. The study will investigate the ways in which online networks open up identity and reputation spaces that may not otherwise be available. It will trace both distinctions and commonalities in the ways institutions and networks foster identities and reputations, from the perspectives of scholars who actively straddle both worlds.

Online networked participation demands the construction, performance and curation of sustained, intelligible public identities. There is no formalized route or guide for this process, nor a clear distinguishing point between non-engagement and engagement in the process. Whether one is an outsider, an insider, or somewhere between cannot always be clearly identified, particularly from an external viewpoint. Networks tend to be distributed and fluid entities, wherein “membership is mostly unrestricted and participants may know some but not all members of the network” (Dron and Anderson, 2009, section 4.2, Amongst scholars, para. 6). Participants, therefore, self-select into the cumulative and ongoing realm of networked belonging and reputation-building.

Academic belonging, on the other hand, is more overtly restricted and codified: identity roles such as ‘graduate student,’ ‘associate professor,’ and ‘adjunct’ have widely-understood meanings and criteria for belonging. An academic reputation requires clear membership within the hierarchic institution of the academy, through the completion of an advanced degree and, usually, the securing of a tenure track position. Within the tenure model, success is incremental and reputation tied at least in part to clear externalized achievements:

Those who work within the academy become very skilled at judging
the stuff of reputations. Where has the person’s work been published,
what claims of priority in discovery have they established, how often
have they been cited, how and where reviewed, what prizes won,
what institutional ties earned, what organizations led?
(Willinsky, 2010, p. 297)

In both online and formal academic spheres, reputations are also dependent on relational ineffables such as social capital (Bourdieu, 1984), and the goodwill and esteem of peers. These and other commonalities will be included in the study. But the premise of this research is that the terms on which reputations are built, enhanced and taken up within the ethos of mass participation exemplified by scholarly online networks demand specific attention and articulation.

This dissertation proposal, then, proposes an ethnographic exploration of participatory scholarly networks. Its intent is to conduct a sustained ethnographic investigation into the ways scholarly practices and identities are shaped, enabled and constrained by online participatory networks. The study will investigate the ways in which scholars enact and experience scholarly engagement, research and research dissemination, and reputation-building within participatory online networks. It will attempt to make visible both overlaps and differences between these practices and those experienced within institutional contexts. Distinctions will be framed both in terms of the differing affordances of online and offline interactions and between what the literature frames as the differing mindsets (Barlow, 1995, in an interview with Tunbridge) or paradigms shaping physical space and cyberspace.

What do these participatory networks offer scholars? What – if anything – is their value and advantage over more conventional forms of scholarly networking, such as that which occurs at academic conferences and symposia? What do they offer over established forms of idea sharing and reputation development? What are their disadvantages? In what ways are they complementary? These questions will form the guiding core of this research investigation.