OpenAccess, Social Media, Virtual Communities

Defend the Free and Open Internet NOW! #NetNeutrality

It’s time we defend the free and open Internet we know and love!

This Wednesday, July 12, 2017 you may witness what the future of the Internet will be like if the Federal Communications Committee (FCC) kills net neutrality. You will see a variety of online providers contribute to the BattleForTheInternet.com  by showing what a lack of neutrality online would be like uploading websites slowly, blocking domains, and requiring you to “pay to play” for access to certain areas of the web.

The fight to maintain “Title II” of the Communications Act and save net neutrality is NOT A TECHNOLOGY or WEB-ONLY protest. This is about access to information, free exchange of knowledge, and fair interactions online. Web neutrality impacts our civil rights and without this, we might see the “haves” and the “have-nots” in our online society as well. We need to protect these voices, spaces, and digital places for all.

“The Internet has thrived precisely because of net neutrality. It’s what makes it so vibrant and innovative—a place for creativity, free expression, and exchange of ideas. Without net neutrality, the Internet will become more like Cable TV, where the content you see is what your provider puts in front of you.”

If you are just coming out from under the Internet cloud and want to learn more about WHY and HOW net neutrality can impact you and others in our society, here are a few quick guides and explainers:

Net Neutrality – Part I (June 1, 2014)

Net Neutrality – Part II (May 7, 2017)

If you have not done anything about #NetNeutrality yet — you still have time to NOW! This is where you, yes YOU, can take action my fellow, networked friend. BEFORE July 17th, be sure to TELL YOUR lawmaker to reject the FCC’s plan to kill net neutrality. DOWNLOAD a PDF file of the Following Statements to BRING to your lawmaker listed below via the FreePress

  1. The first deadline for public comments on FCC Chairman Ajit Pai’s plan to kill net neutrality rules IS on July 17, 2017.  These rules protect us from internet service providers like Comcast and Verizon from throttling, censoring, blocking, and charging extra fees online.
  2. Net neutrality is the First Amendment of the Internet. It protects our free speech in the digital age. Members of Congress must reject Chairman Pai’s plan to kill net neutrality because it will allow ISPs like Comcast and Verizon to control what we see and do online.
  3. Title II is the legal foundation for net neutrality protections. It prevents companies like Comcast, Verizon, and AT&T from forcing sites to pay special fees for access to a “fast” lane, while slowing down everyone who can’t or won’t pay.
  4. Cable Companies are pouring money into misleading lobbying efforts to convince the public that net neutrality is some kind of “government takeover of the Internet.” That’s an outright lie. Net neutrality protects our Internet freedom from corporations AND governments. No one wants politicians— or corporate monopolies— deciding what they can see and do on the internet.
  5. Net neutrality gives more people a voice than ever before. It’s what has made the Internet such a powerful platform for anyone who wasn’t given a voice or fair treatment by mainstream media.

Visit battleforthenet.com to submit a comment to the FCC and your member of Congress in defense of net neutrality! Your voice on this petition, email, phone call, letter, and more MATTER. DO IT NOW!

BreakDrink, Higher Education, Social Media

Have You Read the _____ Privacy (Data) Policy Lately? [@BreakDrink Episode No. 10]

In a past @BreakDrink episode [no. 5], we thank/blame Chris Gilliard (@hypervisible) for bringing awareness to how some higher education institutions are digital redlining learners with technology. For a repeat visit to the podcast, we asked Chris to join Jeff & I to dig into the issues of privacy, access, data, etc. by reviewing the “Privacy Policies” and Terms of Service for the three main hitters for social media we see used in the US: Facebook, Twitter, and LinkedIn. Here are some links and notes from our conversations and review of said policies from Monday (6/19). Take a listen and be sure to REVIEW+ADJUST YOUR SOCIAL MEDIA SETTINGS NOW! Or, just delete your account. 🙂

Privacy Apps and Search Engines to install to protect your privacy & browsing/tracking online:

Go on. Search one of the above search engines and compare your results for yourself. We DARE you!

Privacy image c/o Flickr User g4ll4is

Net Neutrality & Digital Rights

TOS & Policy 101 on the Social Web

When was the last time you considered reviewing a policy OR the terms of service (TOS) from your favorite social network? With the recent changes to “privacy” on a few of our favorite platforms, we thought it was an apt time to read and review the TOS for all of you. You’re very welcome. As a number of colleagues, learners, and friends in higher ed use (and repurpose) these social spaces for teaching, learning, and research — we wanted to really understand how these technology (not media) companies are thinking about  “Privacy” (or now called “Data” for certain platforms) and the policies around this issue. Here are SOME of the notes from our chat — please visit @BreakDrink Episode no.10 for more at BreakDrink.com

Facebook

Twitter  

LinkedIn  

We might be paranoid, but perhaps we need to consider the data we are sharing and what “true” privacy is when we are online. We thought we’d leave you with a few “light” reads (enjoy):

  1. The Thin Line Between Commercial and Government Surveillance 
  2. How an obscure rule lets law enforcement search any compute
  3. Intel agencies want to make the most controversial foreign surveillance rule permanent

@BreakDrink Podcast ShoutOuts

  • The Show About Race now archived, but a relevant conversation we need to have about race. Always.
  • Missing Richards Simmons – what happens when the fitness guru from the 80’s disappears from teaching his Slimmon’s class
  • Mystery Show (archive): “A podcast where Starlee Kine solves mysteries.”
  • Twice Removed (archive): “A new family history podcast hosted by A.J. Jacobs. They say we’re one big family: this is the show that proves it. You will be filled with delight… or abject horror. You never know. It’s family.”

@BreakDrink Reads & Watches

If you have comments, questions, or feedback about this podcast episode, please feel free to post a comment below, or follow us on the following the “BreakDrink” podcast channels:

We welcome feedback, comments, suggestions, and snark in any of the above digital spaces. If the podcast via iTunes (we still prefer this to the rebranded “Apple Podcasts“), please consider leaving us a rating and review. Thanks!

Higher Education, Social Media, SocioTech

Sociotechnical Stewardship: Guiding Social Media Policy and Practice in Higher Ed

In a previous blog post, I shared how I am visualizing scholarship via the Research Shorts YouTube Channel (Please SUBSCRIBE: http://bit.ly/researchshorts). If you have not viewed any of these papers, here’s a list of journal articles, that are now videos on this channel, compiled by George. As an open, digital scholar, I thought that producing videos of my own work might be a solid idea to share scholarship. So here I go…

Remember that “really big paper” known as a dissertation? It was on the topic of social media guidance and such? If not — check out the website on the topic here: https://socialmediaguidance.wordpress.com/ Well, I learned one is never really Ph-inishe-D with this research until the research is published in a peer-reviewed journal [More on this #AcWri process and experience in a future blog post… I promise!].

I am proud to say this research has been officially published! This blog post shares a quick video overview of the paperlink to the journal article/pre-print paper, and the database of over 250 social media policies from 10 countries analyzed within this study. Thanks to all who contributed to this research and to others who will continue to use this open data set and research to further work in this area. This sociotechnical stewardship framework is organized from the key themes found from text-mining the 24, 243 policy passages reviewed within this corpus. Here are a few things we need to consider when organizing and guiding sociotechnical systems in our organizations:

I am continuing to understand how we best guide and support sociotechnical systems for higher education professionals as I interview participants for a current research project [Hint, hint: CONTRIBUTE to our current study that is “in progress” now: https://bit.ly/networkedself].

I hope other scholars and practitioners further this research and apply these practices to effectively support campus stakeholders. Want to learn more about this study, here is a quick video summary (4:59 minutes):

Social media technologies transform how we share, communicate, and interact with one another. On our college and university campuses, new media applications and platforms are transforming how students, staff, faculty, and alumni engage with one another. As these social, emerging technologies impact teaching, learning, research, and work functions on campus, we need to understand how social media use and behaviors are being supported. To help higher education administrators and organizational leaders effectively guide social, emerging technologies, we prove a summary of 250 institutional policy documents and we offer a sociotechnical framework to help support strategic, long-term technology planning for organizations and their stakeholders.

Download this research paper:

The article is published in the Journal of Computing in Higher Education here or find the pre-print version of the original paper on my ResearhGate profile.

Download a csv file of the higher education social media policy database:

Pasquini, L. A. (2016). Social media policy document database. Figshare. doi:10.6084/m9.figshare.4003401. Retrieved from https://figshare.com/articles/Social_media_policy_document_database/4003401

Reference:

Pasquini, L. A., & Evangelopoulos, N. (2016). Sociotechnical stewardship in higher education: A field study of social media policy documents. Journal of Computing in Higher Education, 1-22. Advance online publication. doi: 10.1007/s12528-016-9130-0 Published Online November 21, 2016.

networkedscholar, Open Education, Research, Social Media

#CFP Due April 15th: Digital Learning and Social Media Research Funding 2017

Are you an early career scholar or an advanced doctoral student researching networked scholarship, social media in education, open learning, emerging technologies, etc.? Then this might just be the grant funding for you!

Dr. George Veletsianos (Canada Research Chair in Innovative Learning and Technology at Royal Roads University) and Dr. Royce Kimmons (Assistant Professor, Brigham Young University) invites applications from advanced doctoral students (i.e. those who completed their graduate coursework) and post-doctoral associates to conduct research with The Digital Learning and Social Media Research Group. This research funding opportunity aims to scaffold and mentor advanced doctoral researchers and early career scholars to co-plan, execute, and submit for publication a research study.

There are five (5) $2000 CAD grants available for research that focuses on one or more of the following areas: networked scholarship, social media use in education, digital/online learning, open learning, emerging technologies, learning analytics, social network analysis, or educational data mining.

Requirements

  • Advanced doctoral student status (usually in the 3rd or 4th year of their studies) OR postdoctoral status having completed a graduate degree (Ph.D./EdD) within the last 3 years.
  • Enrolment in or having attained a graduate degree (Ph.D./EdD) in education, educational technology, learning technologies, learning sciences, curriculum and instruction, cognitive science, or other related fields.
  • Individuals must be Canadian citizens or permanent residents of Canada or must hold a valid employment visa or work permit issued by the Government of Canada.
  • To be well-suited for this opportunity, individuals must have excellent organizational abilities, analytic skills, and be familiar with methodologies involving the analysis of quantitative or qualitative data.
  • MORE information about this grant application process can be found on George’s blog.

Questions?

Please feel free to reach out to me, or for further inquiries regarding this opportunity please send an email to: CRCILT.Research@RoyalRoads.ca

AcAdv, Higher Education, Learning, Professional Development, Social Media

Bringing Our Personality and Self(ie) to the Online

You can’t help but bring yourself to anything you are passionate about. I truly believe this.

Self-Love

This past week has brought conversation and debate prompted from a single blog post about The role of personality in education. Thank you, Martin. This post shared thoughts on how individual courses emerged with a “cult of personality” to drive it towards success, collaboration, interaction and then some. For these type of MOOCs, the learning design was intentionally focussed on the characters (Yes. Dave and Jim are characters… who I adore) to encourage participation and community in the vast Interwebs:

To be successful they often require someone with a well established online network to gather enough momentum, and because creating successful cMOOCs is hard work, that person usually needs to really be central in driving the course forward. And when this works well, it really does create a very engaging learning community.” ~ @mweller

I really think the “chalk and talk” can and should be changed for effective teaching and learning. This will take time, and much more than a popular face and/or a shiny technological platform to alter the culture of teaching and learning in higher education (online, blended OR F2F).:

…an understanding that public service is only a part of identity, and thus the educators who are engaging emergent technologies in the name of pedagogy and content need to be able and willing to build connections and relationships between the formal requirements of the educational system with the personal transformation of each individual.” ~ @RMoeJo

Of course, these ideas about personality and lead personalities are not always representative of the spectrum of learning we see leading these initiatives in higher ed. Social media has created opportunities for unique and powerful collaborations; however they have limited a voice from other populations. There are a number of flaws in elevating pedestals in online learning. Thanks for the reminder Kate, I appreciate her post to consider how we  reward and recognize privilege in our domain:

And on campus, we struggle with personality across student surveys and intellectual property policies: we haggle over the idea of the individual as creator of educational content whose expertise is the guarantee of student experience, while setting up procedures to assure the depersonalisation of content production so that students are protected from the vagaries of charm. Personality: can’t live with it, can’t live without it.” ~ @KateMfD

I am not naive in thinking a number of these social mediums and emerging technologies often influence the network, create affinity groups, and allow lead personalities to dominate. However; I am reminded these same social networks permit educators to customize student experiences, collaborate with researchers, and  build meaningful relationships to scaffold learning and inquiry.

A couple of weeks ago, I shared with student development and academic advising faculty/staff the only way I know how to best engage in what I do. To be myself, specifically, how to model your persona in the online to support student success and professional development on campus. In the #AdvSelfie session, we discussed how it is important, more than ever, to be present and engaged in the digital. More than ever we need to ask questions, be involved, and participate in the backchannel conversations happening at and around out institutions.

Mentoring and modelling online is the key to success for all in higher education — this includes our academic staff/faculty, administrators, staff, educators, and students of all educational levels. In an effort to engage in this dialogue, I challenged participants at the #NACADAmelb and other professional/faculty in higher ed online to BE PRESENT. This challenge stemmed from a 30-day challenge for those who are active online (or should be). To be the example for others on campus, I encouraged the advising group (hey – we all advise one way or another) to be the example with The #AdvSelfie Challenge – so you should probably participate as well:

the-advselfie-66-638_CHALLENGE

The #AdvSelfie Challenge: Post your best selfie showing how you mentor and model your online persona for your #highered campus (students, staff & faculty) with the hashtag #AdvSelfie before July 31, 2015 at 11:59 pm CDT. Prizes WILL be awarded … so get creative!

the-advselfie-7-638

 

UPDATE 08-14-15: And the winners of the #AdvSelfie Challenge Are….

Thanks to all of you who participated in The #AdvSelfie Challenge! It’s been great to see how you share some of yourself to colleagues, students, faculty and friends on campus. Kudos for being the digital mentors and models we need in higher ed!

Congratulations to the following “winners” of The #AdvSelfie Challenge:

Sara Ackerson, Washington State University Vancouver, WA: For reminding her colleagues and students to laugh and find the best things in others for success.

SaraA

Amanda Mather, Texas A & M University at Qatar: For sharing who inspires and mentors her own advising career in high education.

AmandaM

John Sauter, Niagara University, NY: For connecting his university and professional advising community in WNY to be active participants and engage online.

JohnS

 

All winners will receive in the mail their own copy of the What Happens on Campus Goes on YouTube book shortly.

WHOCSY_book

Thanks for showing your #advselfie! Keep on supporting & being present online for your campus communities. Happy reading, y’all.

edusocmedia, Social Media

How is social media being researched to support student development/success in higher education beyond the “classroom”?

I recently curated a  reading list of literature/research on social media and technology use, specifically outside the higher ed “classroom” for a colleague at Niagara University, Dr. John Sauter. For his Sociology of Higher Education course, John wanted to share readings that demonstrate how social media and technology are being utilized outside formalized learning, and provide more information beyond the Social Media Resources [from the WNY Advising group] the practical guides/strategies. A recent prompt from my #edusocmedia friend Ove, made me think that this short list should be shared and hopefully expanded upon – enter this blog post.

Screen Shot 2015-02-22 at 12.02.04 PMImage c/o mkhmarketing on Flickr

In searching online, you will find that there are no shortage of “how to” and “social media strategy” publications – which often bridge the marketing, communications, education, business, and student affair disciplines. A growing number of  bloggers also share suggestions for social media use, community development, and campus engagement; however  my focus was to find recent RESEARCH in post-secondary education that examined how social media and emerging technologies are impacting student life, support, and success outside the “classroom” (face-to-face, online & blended learning) environments.

To consider social media perceptions and use outside of formal learning environments, it is important to gain insight from recent studies around learning in higher education with technologies, including:

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of computer assisted learning, 27(2), 119-132.

Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance.Computers in Human Behavior, 28(1), 187-198.

Junco, R., Elavsky, C. M., & Heiberger, G. (2013). PuttingTwitter to the test: Assessing outcomes for student collaboration, engagement and successBritish Journal of Educational Technology, 44(2), 273-287.

Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36, 18-29.

Muñoz, C. L., & Towner, T. (2011). Back to the “wall”: How to use Facebook in the college classroom. First Monday, 16(12).

Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13(3), 134-140.

Rodriguez, J. E. (2011). Social media use in higher education: Key areas to consider for educators. MERLOT Journal of Online Learning and Teaching, 7(4).

Silius, K., Kailanto, M., & Tervakari, A-M. (2011). Evaluating the quality of social media in an educational context. International Journal of Emerging Technologies in Learning, 6(3), 21-27.

Wakefield, J. S., Warren, S. J., Alsobrook, M., & Knight, K. A. (2013). What do they really think? Higher education students’ perceptions of using Facebook and Twitter in formal higher education learning. International Journal of Social Media and Interactive Learning Environments1(4), 330-354.

**Shout out to Josie Ahlquist for also sharing a wealth of resources on her Reference List page related to this topic as well and more related to student development theory and youth culture in media!**

My focus for this class reading list, was to find recent (2011 forward) peer-reviewed publications that share implications and findings from research on how social media impacts support/success in higher ed beyond the instructional context. Yes. Student affairs, academic advisors, and the like, in student support areas of higher ed, ARE educators – however social media/technology use for learning without the weight of the grade “carrot” does impact and influence adoption/use. In looking around, I found a number of recent literature reviews and compilations that look at social media in higher education – here are a select few I thought I would share:

Davis III, C. H., Deil-Amen, R., Rios-Aguilar, C., & Gonzalez Canche, M. S. (2012). Social Media in Higher Education: A literature review and research directions.

Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64.

Lewis, B., & Rush, D. (2013). Experience of developing Twitter-based communities of practice in higher education. Research in Learning Technology21.

Rios-Aguilar, C., Canché, G., Sacramento, M., Deil-Amen, R., & Davis III, C. H. (2012). The role of social media in community colleges.

Tarantino, K., McDonough, J., & Hua, M. (2013). Effects of student engagement with social media on student learning: A review of literature. The Journal of Technology in Student Affairs.

Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)–A literature reviewComputers in Human Behavior29(5), A60-A68.

For my own interest, I decided to conduct a preliminary literature search to determine “How is social media being researched to support student development/success in higher education beyond the “classroom”?  This is NOT a comprehensive list, but more of a primer to initiate a more comprehensive search for recent (2011 forward) scholarly publications involving research on this topic:

Al-Harrasi, A. S., & Al-Badi, A. H. (2014). The Impact Of Social Networking: A Study Of The Influence Of Smartphones On College Students. Contemporary Issues in Education Research (CIER), 7(2), 129-136.

Birnbaum, M. G. (2013). The fronts students use: Facebook and the standardization of self-presentations. Journal of College Student Development54(2), 155-171.

Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distributed Learning, 13(1), 87-104.

Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: Why do students use Facebook? Computers in Human Behavior, 27(4), 1337-1343.

DeAndrea, D. C., Ellison, N. B., LaRose, R., Steinfield, C., & Fiore, A. (2011). Serious social media: On the use of social media for improving students’ adjustment. Internet and Higher Education, 15, 15-23.

Fuller, M., & Pittarese, T. (2012, June). Effectively communicating with university students using social media: a study of social media usage patterns. In 45th Annual Conference June 10-14, 2012 (p. 46).

Graham, M. (2014). Social Media as a tool for increased student participation and engagement outside the classroom in higher education. Journal of Perspectives in Applied Academic Practice, 2(3).

Jacobsen, W. C., & Forste, R. (2011). The wired generation: Academic and social outcomes of electronic media use among university studentsCyberpsychology, Behavior, and Social Networking, 14(5), 275-280.

Lin, M. F. G., Hoffman, E. S., & Borengasser, C. (2013). Is social media too social for class? A case study of Twitter use. TechTrends, 57(2), 39-45.

Lou, L. L., Yan, Z., Nickerson, A., & McMorris, R. (2012). An examination of the reciprocal relationship of loneliness and Facebook use among first-year college students. Journal of Educational Computing Research, 46(1), 105-117.

Joosten, T., Pasquini, L. A., & Harness, L. (2013). Guiding social media in our institutions. Planning for Higher Education – Society for College and University Planners. 41(2), 1-11.

Mastrodicasa, J., & Metellus, P. (2013). The impact of social media on college students. Journal of College & Character, 14(1), 21-29.

O’Brien, O., & Glowatz, M. (2013). Utilising a social networking site as an academic tool in an academic environment: student development from information-sharing to collaboration and innovation (ICI). AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 5(3).

Pettijohn, T. F., LaPiene, K. E., & Horting, A. L. (2012). Relationships between Facebook intensity, friendship contingent self-esteem, and personality in US college students. Cyberpsychology, 6(1), 1-7.

Ternes, J. A. (2013). Using social media to engage students in campus life. (Doctoral dissertation, Kansas State University).

Sponcil, M., & Gitimu, P. (2013). Use of social media by college students: relationship to communication and self-concept.  Journal of Technology Research, 4, 1-13.

Wang, Z., Tcherneve, J. M., & Solloway, T.  (2012).  A dynamic longitudinal examination of social media use, needs, and gratifications among college students.  Computers in Human Beheavior, 28(5), 1829-1839.

If you have published any articles and/or have contributions for research in this area – please add to the list! Post any publication references in the comments or reach out to me to discuss further.  I suspect this quest will continue, and it will also need a few collaborators to be successful. Are you interested in digging into the research to learn more about HOW we are SUPPORTING students in higher education using social media beyond formalized learning structures?  Let’s talk – so we can move forward in understanding the research lay of the land.

Book Review, Social Media

Book Review: The Etiquette of Social Media

At the end of last year, I was a lucky GoodReads.com winner of Leonard Kim’s (a.k.a. @MrLeonardKim) book – The Etiquette of Social Media: How to Connect and Respond to Others in the World of Social Media. As I teach a professional development class and write/research this topic, with regards to social media learning and performance, I thought this might be an interesting read to add to my shelf.
Thanks for the book @MrLeonardKimOur lives are more social and online. For those who say “in real life” or “IRL” – let me just tell you, social media is real life. There are less distinctions and divisions between our online and offline selves. That being said, there has been little provided to model good behaviors and polite encounters on social media platforms. Little Miss Manners ought to write a quick overview for social media; however I think that Leonard Kim got to it first with this book. There are a number of questions and situations that need to be addressed with individual use of social media, and Leonard Kim attempts to provide examples and strategies the following questions he introduces in this book:

  • Should we act however we want online?
  • Should we censor ourselves?
  • Are we supposed to act civilized on certain platforms but casual on others?
  • What happens if we encounter a bully [online]?
  • How do we start a conversation with a potential business partner, client or future employer?

When I read these questions, I immediately thought about the number of questions I am asked about using and interacting with social media on a regular basis:

  • Do I have to have a professional photo/avatar?
  • Should I include my full name on my social media platform or website URL?
  • Should I start a blog
  • Who should monitor our office social media account(s)? And how should this be done?
  • Should I have more than one profile to interact with my colleagues vs. students?
  • What social media spaces should I be active on to learn or network within the field?
  • Who can I go for help with my own social media development/use?

With in the influx of social media platforms and increasing amount of users within our professional online networks, there are a number of questions being added to both lists. This book was a light read, with some great points and examples for both my students and early career professionals/academics who frequent social media – or want to use it further learning and performance.

Kim’s book addresses the individual use of social media, and implications using these platforms might have in your personal and professional life. In other social media books, there is a directive for organizational content development, marketing, and/or business; however these text rarely mention how professional should interact and behave online. Kim offers examples of interactions and posts from common social media platforms, including Facebook, Twitter, LinkedIn and Quora. Although these tools might be used right now, he addresses acceptable behavior online in any forum and encouragers his readers to be nice and respectful. Other segments of this text address personal/professional goals that includes research, building a good reputation, being polite with interactions, connecting with others, and seeking out a mentor for advice. Many of these concepts can be applied to online communication and development; but really have a greater focus on professional growth and life objectives. In contrast, later chapters do detail the potential negative aspects for being active on social media, such as  negative comments, how to manage online attacks, and how to deal with cyber bullying.

The bonus final chapter identifies how to effectively reach out to a new contact and how to avoid awkward interactions with digital messages. This section is dedicated to supporting those who want to gain experience with effective “cold call” social media messages to potential peers, collaborators, employers, etc. To be honest, a number of my students could use the basics for effective e-mail drafting and see the examples provided in this chapter, including these common denominators for a successful message (Kim, 2014, p. 92):

  • Grammar is properly used.
  • Address the respondent by name.
  • Each message has a unique sense of personality, reflecting the messenger.
  • A heartfelt and genuine compliment is stated at the beginning.
  • Build common ground on points and based on initial research.
  • Show that you respect and value the time of the message recipient.
  • Provide a reason behind the message.

Overall, I appreciate how this book deals with social media and the individual use, specifically personal interactions and polite communication. For staff and faculty in higher education, Kim provides some helpful examples and useful facts throughout the book, and it is a quick read for your students.

Reference:

Kim, L. (2014). The etiquette of social media: How to connect and respond to others in the world of social media.