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02 Aug 09

Academic Branding and Portfolio Control

  • One of the things the digital era affords us as scholars is the ability to both deliver to a wider audience, and develop a reputation independent of institutional structures. That is, not only can you blog about developments in your field, and blog about how those developments might be of interest to a wider audience, and audience outside of your immediate classroom and colleagues, but perhaps more importantly one can develop a profile and voice that is more important than the specific institution with which you are associated. Think about this as rather than being a professor from Omega university who writes about Legal Institutions in Meerkat Communities, you can be a professor who writes about Meerkats and the Law and who is associated with Omega university. This is not really anything earthshaking, but rather a general trend that the internet creates, administrative and sorting functions are pushed down to the local level. This is happening in all sorts of fields and education will certainly follow.
18 Mar 09

Blogs vs Twitter? It’s the Interactivity

Nancy Baym over at Online Fandom has a great discussion of the differences between Twitter and Blogging. Definitely worth a read!

www.onlinefandom.com/...-twitter-its-the-interactivity - Preview

social_media microblogging blogging

  • Twitter isn’t a substitute for blogging.
    • And it should be added that neither should Twitter be merely a rebroadcast of one's blog. - on 2009-03-18
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  • People like Twitterers’ minutia.
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The End of Cyberspace: Blogs as research tools

  • Part of the value of setting up Technorati watchlists resides in the content they capture for you; but the deeper value, I suspect, will come from the people they help connect you to.

    This begins to move you to a model of scholarly performance in which the value resides not exclusively in the finished, published work, but is distributed across a number of usually non-competitive media. If I ever do publish a book on the end of cyberspace, I seriously doubt that anyone who's encountered the blog will think, "Well, I can read the notes, I don't need to read the book." The final product is more like the last chapter of a mystery. You want to know how it comes out.

    It could ultimately point to a somewhat different model for both doing and evaluating scholarship: one that depends a little less on peer-reviewed papers and monographs, and more upon your ability to develop and maintain a piece of intellectual territory, and attract others to it-- to build an interested, thoughtful audience.

if:book: the blog carnival

  • It's worth paying attention to how these carnivals work because they provide at least part of the answer to a larger concern about the web: how to maintain quality and authority in a flood of amateur self-publishing. In the cycle of the carnival, blogging becomes a kind of open application process where your best work is dangled in the path of roving editors. You might say all bloggers are roving editors, but these ones represent an authoritative collective, one with a self-sustaining focus.

    So the idea of the carnival, refined and sharpened by academics and lifelong learners, might in fact have broader application for electronic publishing. It happily incorporates the de-centralized nature of the web, thriving through collaborative labor, and yet it retains the primacy of individual voices and editorial sensibilities.

if:book: blogging and the true spirit of peer review

  • This crisis of clarity is paired with a crisis of opportunity, as severe financial pressures on university presses are reducing the number of options for professors to get published in the approved ways. What's needed is an alternative outlet alongside traditional scholarly publishing, something between a casual, off-the-cuff web diary and a polished academic journal. Carnivals probably aren't the solution, but something descended from them might well be.

    It will be to the benefit of society if blogging can be claimed, sharpened and leveraged as a recognized scholarly practice, a way to merge the academy with the traffic of the real world.
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