#AcDigID, #EdDigID

Social and Digital Presence in Higher Ed (#EdDigID)

Social media and digital technologies are not neutral. These platforms come with cultural, social, and political context — often engineered to encourage interaction, engagement, and some form of addiction. [Listen to more on this rant in @BreakDrink episode no. 7: The Tech Curmudgeons.] Nora Young (2012) details more about her perspective of disembodiment and digital culture in her book, The Virtual Self. There are ways that technology is shaping us socially and this, in turn, has impacted the way we work — even in higher education. That being said technologies are not “infinitely malleable” as we have witnessed “the character of digital technology to decontextualize and recontextualize, to remix and reassemble” (Young, 2012, p. 81). As I read perspectives on social technologies to interviewing higher ed professionals, I am reminded that fluidity between the online and offline self is both interpreted and approached differently by each individual. Digital culture is changing. Although it is not entirely “embodied” by as we “live” and work online, there are emotional, intellectual, and personal impacts for our offline lives.

 

Next week (May 15-21, 2017), I am facilitating an OLC online workshop (also offered September 25-October 1, 2017) to dig into issues and affordances of our networked selves. What does your online identity look like today? In higher ed, it is becoming increasingly vital to share your work and practice online. Besides developing a digital presence, higher education staff, administrators, and scholars are utilizing social media to support their work, add to their professional development, engage with peers, and share what they are doing to the public. Open and digital channels help colleagues solicit for advice, seek out support/collaboration, offer free professional development, share information and resources, and learn in networked communities with common interests. Although there are benefits to “working out loud” and online, there are also challenges and issues as we repurpose social, digital spaces.  This workshop was designed to discuss, explore, and consider how YOU want to BE online — if you do. At the end of this workshop, I hope participants will be able to:

  • Evaluate social media and digital platforms for professional development and connected learning in the field;
  • Establish effective strategies for developing/creating/improving your  digital identity for open, networked practice; and
  • Outline the benefits and challenges of open and digital practice, especially when considering what it means for higher education staff and faculty are active on social media and in networked spaces.

If you are not able to sign up for this #EdDigID workshop next week, fear not! There are a few other ways you can get involved, contribute, and participate virtually:

  • TWITTER:
    • TWEET: Share resources around digital identity, networked experiences, and how you learn online and on social media using the workshop hashtag: #EdDigID
    • HASHTAGS & TWEEPS: What hashtags do you track on or who do you follow on Twitter? What hashtags are YOU interested for colleagues in higher ed? #EdDigID
    • LISTED: I have been curating Twitter lists for quite some time that includes peers in higher ed, academia, academic advising, librarians, and MORE! Do I need to add you to one of my Twitter lists? Please advise (on Twitter or in the comments below). Thanks!
    • PARTICIPATE in the#EdDigID TWITTER CHAT: Join us for the live, synchronous Twitter chat on Friday, May 19th from 1-2 pm CDT on the Twitters. We’ll be hanging out in this TweetChat Room and I will moderate this chat here: http://tweetchat.com/room/EdDigID
  • LINKEDIN: 
    • CALL FOR CONTRIBUTION: Are you using LinkedIn for your professional, networked development? How are you learning on this platform? Let me know. It’s something I want to chat about in our synchronous meeting online next Wednesday (5/17) from 12-1 pm CST — you can even JOIN THE CONVERSATION if you are interested/available.
  • PODCASTS:
    • From my personal interest in podcast listening (and producing of podcasts), I have been curating an amazing number of podcasts for/by higher ed professionals and academics. I will be sharing this out via another project and blog post soon — but for now, what should be on my podcast feed AND what podcasts should the #EdDigID participants listen to?

Reference:

Young, N. (2012). The virtual self: How our digital lives are altering the world around us. Toronto, Canada: McClelland & Stewart, Ltd.

 

 

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.

Higher Education, Networked Community, Podcast, Professional Development, Research, StudentAffairs, Training & Development

Where’s Your Digital “Water Cooler” for Professional Development?

Social media has afforded a number of educators (both in higher ed and K-12) a space and place to share, learn, curate, and connect.  If you look online, you will find no shortage of educational hashtags, podcasts, blogs, Twitter chats, online groups, and more. These user-driven, digital communities are thriving as teachers, faculty, staff, and students seek out professional development virtually. It makes sense as social media PD is on-demand, socially integrated, accessible from a variety of devices, portable, and FREE!

Image c/o Killer Infographics (https://vimeo.com/89969554)
Image c/o Killer Infographics https://vimeo.com/89969554

Last week, I shared how our networked communities are a bit like a digital water cool for PD on Vicki Davis’ (@coolcatteacher) 10-Minute Teacher Podcast, episode no. 19: Social Media PD Best Practices #DLDay (or Listen on iTunes). Check out the wealth of resources from Vicki, that definitely spills past K-12 education sphere:

cropped-the-cool-cat-teacher-blog

In looking at these social media spaces, both for research and practice, I am grateful for the learning, support, and care I have received from my peers. I share about the #AcAdv Chat community on this podcast and how it has impacted my practices, with regards to how I support learners in academic advising and instruction. Not only has it been a form of PD, but I am thankful for the connections I have made on a personal level.  I have a number of #AcAdv colleagues have become close friends, and I value them well beyond being a Twitter follower or Facebook reaction in my feed.

These social technologies are connecting professional to help us in the workplace. They allow us to be more fluid to allow for us to search for ideas, share effective practices, offer just-in-time training, and broadcast our daily work experiences online.

to-be-in-a-profession-being-social-is-really-important-and-vital-for-our-practices-to-advance-and-you-dont-do-that-without-learning-from-one-another

These social media “water coolers” are having an impact on how we work in higher ed. It’s not the medium, per se, but we should examine how these platforms impact our social interactions and community development in the field. I believe social media affords us great opportunities for how we share information, curate knowledge, support professional learning, and apply ideas into our practice. That being said, there are challenges and issues we must also consider with regards to professional identity development, being in a networked space to learn, and how these mediums might influence our practice. As we talk with higher ed administrators and staff for our research study, we are beginning to chip away at the motivations for being part of a digital community, how practitioners value online spaces to support the work in highered, what does it mean to be a “public” professional online, and how personal/professional identity is complicated, evolving, and varies based on social media platform or how a community is support.  This research is SO fascinating…

We will share more about our findings soon. That being said, we are still collecting data AND interested in hearing about YOUR networked experience. Where is your digital water cooler on social media? Where do you go online to learn, share, and curate knowledge? How does being online and in these virtual spaces impact your professional (and personal) identity, growth, and career?

SURVEY: http://bit.ly/networkedcommunity

Here s a short, web-based survey that will take 15-20 minutes to complete. You will be asked questions about your online/digital communities of practice, and you will be given the option to share about your digital, online engagement.

INTERVIEW: http://bit.ly/networkedcommunityshare

We are interested in understanding more of your digital, networked self, which might include reviewing your digital presence on social media and other online platforms, and you may potentially be invited for one (1) interview lasting approximately 45-60 minutes in duration. During our interviews, we will ask participants to reflect on networked practices in online digital communities, inquire about your observations of these communities, ask about your interactions and contributions in the network, and discuss issues related to professional identity and professional influence in online spaces.

Networked Community

#NetworkedCoP: Networked Communities of Practice [RESEARCH STUDY]

The Networked Communities of Practice (#NetworkedCoP) study is created to explore how student affairs and higher education professionals participate in online networked communities. We would like to learn HOW and WHY graduate students, professional staff, senior administrators, and scholar-practitioners in higher ed are engaged with blogging, Facebook group discussion, Twitter chats, creating podcasts, using hashtags and more.

play-stone-1237457_1920

We see higher education staff using social media to not only network, but also support one another, provide learning opportunities, share knowledge, and contribute back to the field.


 Please consider participating in our study to share with more about your digital practices:

  • What communities you participate and interact with online?
  • Why do you contribute or interact with these networked communities?
  • How does your digital practice impact your professional identity and influence?
  • What type of professional development, networking, and learning have you experienced from these communities?
  • What benefits, challenges, and affordances occur within this networked practice?

To learn more about our study and participate by telling us about your networked community involvement [SURVEY] or more share more about your networked self [INTERVIEW], please visit our research website:

https://networkedcommunityofpractice.wordpress.com/

This research project is being conducted by Dr. Paul Eaton (Sam Houston State University) and Dr. Laura Pasquini (University of North Texas) and has been approved by the SHSU Institutional Review Board (#30423) and the UNT Institutional Review Board (#16-310).

networkedscholar, Research

Being A Networked Scholar

Using social media and being a networked scholar allows provides you with an online, research presence and connects you to academics inside and outside your field. The power of open, social networks, allows academic to connect to research and researchers across disciplines. Consider all the ways you can collaborate and share in social media. A growing number of scholars have adopted and joined these online scholarly communities to meet other like-minded scholars, solicit for research support, share project progress, and  disseminate findings beyond a conference publication or journal article. A core value of open, online networked scholarship  is it is “a place where scholars can congregate to share their work, ideas and experiences” (Veletsianos, 2013, p. 648).  There are a number of researcher identification and citation tools connected to social media sites and scholarly metrics. Teaching and research information are being distributed and shared across platforms and communities.

elearn14-digital-scholarship-21-638

“It is a critical time to rethink how research is produced, distributed, and acknowledged.”

(Pasquini, Wakefield, Reed & Allen, 2014, p. 1567).

As I investigate workplace learning and performance, it has been helpful to blog and bounce ideas off on others on Twitter. I have used Mendeley to work on literature reviews, Google+ hangouts for research team meetings, Google documents for collaborative writing/research, searchedAcademia.edu or ResearchGate to access publications, and posted academic results to SlideShare. These are just a few ways I like to “show my work” and work in the open as a scholar. Being social and online allows me to reflect on my academic teaching and research scholarship experiences, and it has connected me to a great number of academics who I learn and research among.

If you or another academic colleague are thinking about how social media and networks can impact your teaching, research, and service scholarship, then here are a few insights George & I shared for a Royal Roads University post on networked scholarship.

Network with colleagues

Higher education faculty and academics are adopting social media in growing numbers. A 2011 survey, for example, found that 45 % of higher education respondents use Facebook for professional, non-classroom purposes. Joining social media networks allows scholars to connect with colleagues, offer resources and discuss issues of professional interest.

Solicit feedback and reflect on your research and teaching

Academics increasingly share their work online, often engaging in activities that impact practice. Academic-focused social networking sites, such as Academia.edu and Mendeley, and general interest sites such as Twitter and SlideShare provide scholars with places to distribute, discuss and expand on their research and teaching.

Reach multiple audiences

In sharing in open social networks, scholars enter into interdisciplinary territory and often break down barriers between academic disciplines. Not only are the traditional walls of the academy thinner online, but academic work could reach broader audiences, such as practitioners and journalists.

Cultivate your identity as a scholar

Social media and online networks allow scholars to manage their online identity, track their citations, identify their spheres of influence and connect with colleagues. These tools support different ways in which knowledge can be produced, shared, negotiated and acknowledged. Learn more about a few of these tools here and here.

Become more open

Using social media and online social networks means being a tad more open, and that’s good for all of us. Openness is the practice of sharing resources and materials (e.g., syllabi, lectures, research papers) in a way that allows others to retain, reuse, revise, remix and redistribute them. Social media and online social networks often support an ethos of openness, enabling academics to share their work more frequently. A more open approach to scholarship allows knowledge and education to flow more freely and to be used more widely.

What advice do you give early career researchers and academics who are just getting started with social media?

I am not naive to say that being a networked, social scholars does not have any issues. What challenges do you see in being part of the “open” and involved in networked scholarship? Let me know. A follow-up blog post on this particular question and  issue to come…

References:

Pasquini, L., Wakefield, J., Reed, A. & Allen, J. (2014). Digital Scholarship and Impact Factors: Methods and Tools to Connect Your Research. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1564-1569). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2015 from http://www.editlib.org/p/148918.

Veletsianos, G. (2013). Open Practices and Identity: Evidence from Researchers and Educators’ Social Media Participation. British Journal of Educational Technology, 44(3), 639-651.

A version of this blog post is cross-posted on the Royal Roads University website.

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.