Archive of ‘social media’ category

digital literacy for GLST 495

Digital Literacy for GLST 495

short link: http://bit.ly/glst495

Prof. Misha Blinnikov

  1. How do we search?
    1. Google and/vs. Google Scholar (more focused, peer reviewed, academic content)
    2. SCSU online dbases
    3. Academia.com and ResearchGate.com
    4. Digg http://digg.com/, Reddit https://www.reddit.com/ ,
      http://smallbusiness.chron.com/difference-between-digg-reddit-68203.html
      Quora https://www.quora.com/
    5. Interlibrary Loan ILL http://lrts.stcloudstate.edu/library/services/illrequest.asp
  2. Basic Research Resources
    1. Concept mapping (???)
      http://blog.stcloudstate.edu/ims/?s=concept+map
    2. Fast and easy bibliographic tools:
      http://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/
      Refworks: https://www.refworks.com/refworks2/default.aspx?r=authentication::init&groupcode=RWStCloudSU
      EasyBib: http://www.easybib.com/
      Zotero: https://www.zotero.org/
      Mendeley: https://www.mendeley.com/
    3. Setting up social networking to gather articles and other research information
      LinkedIn Groups
      Facebook Groups
      Pinterest Boards
  3. Social media and its importance for the topic research and the dissertation research:
    1. Web 2.0 tools: e.g. Diigo.com; Evernote.com
    2. Facebook, Twitter
    3. blog.stcloudstate.edu

fake news on Facebook

Sheryl Sandberg visits Germany to assure critics over fake news

Rhiannon Williams 12:40Tuesday January 17th 2017
https://inews.co.uk/essentials/news/technology/sheryl-sandberg-visits-germany-assure-critics-fake-news/

Sheryl Sandberg has visited German government officials in Germany in an effort to smooth relations after the country threatened to fine the social network for publishing fake news. Mrs Sandberg met with officials in Berlin at the weekend, when Facebook announced a partnership with German third-party fact-checking organization Correctiv in an effort to tackle the proliferation of fake news shared on its platform.

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more on fake news in this IMS blog
http://blog.stcloudstate.edu/ims?s=fake+news

why Tumblr

When Tumblr should be your choice?

Please have a short outline of literature and ideas, which can help you sellect the right social media platform for you:

Tumblr versus WordPress

blog: http://howtomakemyblog.com/tumblr-vs-wordpress/
also: http://howtomakemyblog.com/tumblr-vs-wordpress/
https://www.quora.com/What-is-the-difference-between-a-Wordpress-Tumblr-and-a-blog

Tumblr versus WordPress

Tumblr vs Facebook

http://smallbusiness.chron.com/better-tumblr-facebook-63080.html
https://www.quora.com/Whats-the-difference-between-Facebook-and-Tumblr

Tumblr versus Twitter

http://www.differencebetween.net/technology/internet/difference-between-twitter-and-tumblr/

Tubmlr vs Instagram

http://techin.oureverydaylife.com/better-tumblr-instagram-29706.html

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More on Tumblr on this IMS blog:
http://blog.stcloudstate.edu/ims?s=tumblr

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More on periscope in this IMS blog: http://blog.stcloudstate.edu/ims?s=periscope
More on 360 video in this IMS blog: http://blog.stcloudstate.edu/ims?s=360+video

academic institution website

IT #2: 5 ways your college website turns away students (continued)

http://www.ecampusnews.com/it-newsletter/2-college-website-students/

According to the KDG report, prospective students are not only used to reading short bits of information thanks to social media, but many incoming freshman read at a 7th grade level.

“This means your college website must be at the 7th grade level, especially the sections used to attract prospects and to guide them through the application process. No, we’re not kidding,

1. Reading like the New York Times.

2. Requiring Form Fills.

prospective students are often fatigued by long forms that they must complete in order to get the information they need and will quickly leave the website. “Not only will a live chat feature save students time, it can also save your admissions office time answering questions from prospects and applicants

3. Not Understanding What’s Important.

a delicate balance between static and antiquated, and being too interactive. “Don’t get so caught up in the design that there’s a disconnect between what your institution is and marketing gimmicks. You also don’t want super technical, information-filled pages.”

4. Using Fake Images.

images of students posed for the camera won’t do, either. They want to see students, like them, doing the things students do on campus—with exceptions, of course…Candid images, combined with some documentary-style photos from important events on campus, will go a long way toward creating a website that invites visitors to look deeper.
looked at sites like Airbnb.

5. Using Clichéd Statements about Passé Issues

They may read at a 7th grade level, but that doesn’t mean they can’t recognize a cliché.

boasting about unique accomplishments with current relevance for students in a down-to-earth way, such as mentioning a good acceptance rate or a special program for those with learning disabilities. Positive statistics about campus crime rates, successful career counseling efforts or facts about innovative STEM programs are also good talking points.

For more information on the KDG report and blog synopsis, click here.

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more on university web pages in this IMS blog
http://blog.stcloudstate.edu/ims/2016/03/22/university-web-page/

twitter search

Twitter starts showing search results by relevance, not reverse chronological order

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more about Twitter in this IMS blog

http://blog.stcloudstate.edu/ims?s=twitter

instagram best social media

Shipley, K. (2016, December 19). Why Instagram is the Best Social Media App of 2016 and Possibly 2017. Retrieved December 20, 2016, from https://www.linkedin.com/pulse/why-instagram-best-social-media-app-2016-possibly-2017-shipley

Instagram positioned itself as the third most popular social media app and the best social media app of 2016.

Twitter saw a decrease in users over the past year and even death of their beloved 6-second video-clip sharing app, Vine.

In an article entitled ‘Why Vine Died,’ Casey Newman reported the following, “Former executives say that a major competitive challenged emerged in the form of Instagram, which introduced 15-second video clips in June 2013.

Instagram remained stable with the introduction of new features like stories and video channels, resources of it’s parent company, Facebook, and the introduction of ads to the platform that look very similar to the posts in a user’s feed.

In addition to a total logo redesign, Instagram shifted its focus from just pictures, to longer video (from 15 sec. to one minute) and direct messaging features, such as group posts and disappearing video. Explore Channels in Discover let people discover new photo and video content based on interests. Instagram Stories added a new element to the Instagram experience showing highlights from friends, celebrities and businesses one follows without interfering with their feed. Instagram also caters to business needs through its Instagram for Business platform that allows for instant contact, detailed analytics and easy-to-follow linked content.

Most recently, Instagram released live video in their stories feature. Users can start a live stream in their Instagram story and view comments and feedback from their viewers in real time! This feature is similar to apps like musical.ly and live.ly which has over 80 million users and 62% of its users are under 21.

#StudentVoices #MillennialMondays #WhatToWatch

#MillennialMondays is a new series that aims to discuss relevant topics on careers and business from a millennial perspective.

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more on instagram in this IMS blog
http://blog.stcloudstate.edu/ims?s=instagram

social media clean up

How to Start Fresh Again on Social Media

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http://blog.stcloudstate.edu/ims?s=social+media

social media and altmetrics

Sugimoto, C. R., Work, S., Larivière, V., & Haustein, S. (2016). Scholarly use of social media and altmetrics: a review of the literature. Retrieved from https://arxiv.org/abs/1608.08112
https://arxiv.org/ftp/arxiv/papers/1608/1608.08112.pdf
One of the central issues associated with altmetrics (short for alternative metrics) is the identification of communities engaging with scholarly content on social media (Haustein, Bowman, & Costas, 2015; Neylon, 2014; Tsou, Bowman, Ghazinejad, & Sugimoto, 2015) . It is thus of central importance to understand the uses and users of social media in the context of scholarly communication.
most identify the following major categori es: social networking, social bookmarking, blogging, microblogging, wikis , and media and data sharing (Gu & Widén -Wulff, 2011; Rowlands, Nicholas, Russell, Canty, & Watkinson, 2011; Tenopir et al., 2013) . Some also conside r conferencing, collaborative authoring, scheduling and meeting tools (Rowlands et al., 2011) or RSS and online documents (Gu & Widén -Wulff, 2011; Tenopir et al., 2013) as social media. The landscape of social media, as well as that of altmetrics, is constantly changing and boundaries with othe r online platforms and traditional metrics are fuzzy. Many online platforms cannot be easily classified and more traditional metrics , such as downloads and mentions in policy documents , have been referred to as altmetrics due to data pr ovider policies.
the Use of social media platforms for by researchers is high — ranging from 75 to 80% in large -scale surveys (Rowlands et al., 2011; Tenopir et al., 2013; Van Eperen & Marincola, 2011) .
but
less than 10% of scholars reported using Twitter (Rowlands et al., 2011) , while 46% used ResearchGate (Van Noorden, 2014) , and more than 55% use d YouTube (Tenopir et al., 2013) —it is necessary to discuss the use of various types of social media separately . Furthermore, there i s a distinction among types of us e, with studies showing higher uses of social media for dissemination, consumption, communication , and promotion (e.g., Arcila -Calderón, Piñuel -Raigada, & Calderín -Cruz, 2013; Van Noorden, 2014) , and fewer instances of use for creation (i.e., using social media to construct scholarship) (British Library et al., 2012; Carpenter, Wetheridge, Tanner, & Smith, 2012; Procter et al., 2010b; Tenopir et al., 2013) .
Frequently mentioned social platforms in scholarly communication research include research -specific tools such as Mendeley, Zotero, CiteULike, BibSonomy, and Connotea (now defunct) as well as general tools such as Delicious and Digg (Hammond, Hannay, Lund, & Scott, 2005; Hull, Pettifer, & Kell, 2008; Priem & Hemminger, 2010; Reher & Haustein, 2010) .
Social data sharing platforms provide an infrastructure to share various types of scholarly objects —including datasets, software code, figures, presentation slides and videos —and for users to interact with these objects (e.g., comment on, favorite, like , and reuse ). Platforms such as Figshare and SlideShare disseminate scholars’ various types of research outputs such as datasets, figures, infographics, documents, videos, posters , or presentation slides (Enis, 2013) and displays views, likes, and shares by other users (Mas -Bleda et al., 2014) . GitHub provides for uploading and stor ing of software code, which allows users to modify and expand existing code (Dabbish, Stuart, Tsay, & Herbsleb, 2012) , which has been shown to lead to enhanced collaboratio n among developers (Thung, Bissyande, Lo, & Jiang, 2013) . As w ith other social data sharing platforms, usage statistics on the number of view and contributions to a project are provided (Kubilius, 2014) . The registry of research data repositories, re3data.org, ha s indexed more than 1,200 as of May 2015 2 . However, only a few of these repositories (i.e. , Figshare, SlideShare and Github) include social functionalities and have reached a certain level of participation from scholars (e.g., Begel, Bosch, & Storey, 2013; Kubilius, 2014) .
Video provide s yet another genre for social interaction and scholarly communication (Kousha, Thelwall, & Abdoli, 2012; Sugimoto & Thelwall, 2013) . Of the various video sharing platforms, YouTube, launched in 2005, is by far the most popular
A study of UK scholars reports that the majority o f respondents engaged with video for scholarly communication purposes (Tenopir et al., 2013) , yet only 20% have ever created in that genre. Among British PhD students, 17% had used videos and podcasts passively for research, while 8% had actively contributed (British Library et al., 2012) .
Blogs began in the mid -1990s and were considered ubiquitous by the mid- 200 0s (Gillmor, 2006; Hank, 2011; Lenhart & Fox, 2006; Rainie, 2005) . Scholarly blogs emerged during this time with their own neologisms (e.g., blogademia , blawgosphere , bloggership) and body of research (Hank, 2011) and were considered to change the exclusive structure of scholarly communication
Technorati, considered t o be on e of the largest ind ex of blogs, deleted their entire blog directory in 2014 3 . Individual blogs are also subject to abrupt cancellations and deletions, making questionable the degree to which blogging meets the permanence criteria of scholarly commu nication (Hank, 2011) .
ResearchBlogging.org (RB) — “an aggregator of blog posts referencing peer -reviewed research in a structured manner” (Shema, Bar -Ilan, & Thelwall, 2015, p. 3) — was launched in 2007 and has been a fairly stable structure in the scholarly blogging environment. RB both aggregates and —through the use of the RB icon — credentials scholarly blogs (Shema et al., 2015) . The informality of the genre (Mewburn & Thomson, 2013) and the ability to circumve nt traditional publishing barr iers has led advocates to claim that blogging can invert traditional academic power hierarchies (Walker, 2006) , allow ing people to construct scholarly identities outside of formal institutionalization (Ewins, 2005; Luzón, 2011; Potter, 2012) and democratize the scientific system (Gijón, 2013) . Another positive characteristic of blogs is their “inherently social” nature (Walker, 2006, p. 132) (see also Kjellberg, 2010; Luzón, 2011 ). Scholars have noted the potential for “communal scholarship” (Hendrick, 2012) made by linking and commenting, calling the platform “a new ‘third place’ for academic discourse” (Halavais, 2006, p. 117) . Commenting functionalities were seen as making possible the “shift from public understanding to public engagement with science” (Kouper, 2010, p. 1) .
Studies have also provided evidence of high rate s of blogging among certain subpopulations: for example, approximately one -third of German university staff (Pscheida et al., 2013) and one fifth of UK doctoral students use blogs (Carpenter et al., 2012) .
Academics are not only producers, but also consumers of blogs: a 2007 survey of medical bloggers foundthat the large majority (86%) read blogs to find medical news (Kovic et al., 2008)

Mahrt and Puschmann (2014) , who defined science blogging as “the use of blogs for science communication” (p. 1). It has been similarly likened to a sp ace for public intellectualism (Kirkup, 2010; Walker, 2006) and as a form of activism to combat perceived biased or pseudoscience (Riesch & Mendel, 2014. Yet, there remains a tension between science bloggers and science journalists, with many science journals dismissing the value of science blogs (Colson, 2011)

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while there has been anecdotal evidence of the use of blogs in promotion and tenure (e.g., (Podgor, 2006) the consensus seem s to suggest that most institutions do not value blogging as highly as publishing in traditional outlets, or consider blogging as a measure of service rather than research activity (Hendricks, 2010, para. 30) .
Microblogging developed out of a particular blogging practice, wherein bloggers would post small messages or single files on a blog post. Blogs that focused on such “microposts” were then termed “tumblelogs” and were described as “a quick and dirty stream of consciousness” kind of blogging (Kottke, 2005, para. 2)
most popular microblogs are Twitter (launched in 2006), tumblr (launched in 2007), FriendFeed (launched in 2007 and available in several languages), Plurk (launched in 2008 and popular in Taiwan), and Sina Weibo (launched in 2009 and popular in China).
users to follow other users, search tweets by keywords or hashtags, and link to other media or other tweets
.

Conference chatter (backchanneling) is another widely studied area in the realm of scholarly microblogging. Twitter use at conferences is generally carried out by a minority of participants

Wikis are collaborative content management platforms enabled by web browsers and embedded markup languages.
Wikipedia has been advocated as a replacement for traditional publishing and peer review models (Xia o & Askin, 2012) and pleas have been made to encourage experts to contribute (Rush & Tracy, 2010) . Despite this, contribution rates remain low — likely hindered by the lack of explicit authorship in Wikipedia, a cornerstone of the traditional academic reward system (Black, 2008; Butler, 2008; Callaway, 2010; Whitworth & Friedman, 2009) . Citations to scholarly documents —another critical component in the reward system —are increasingly being found i n Wikiped ia entries (Bould et al., 2014; Park, 2011; Rousidis et al., 2013) , but are no t yet seen as valid impact indicators (Haustein, Peters, Bar -Ilan, et al., 2014) .
The altmetrics manifesto (Priem et al., 2010, para. 1) , altmetrics can serve as filters , which “reflect the broad, rapid impact of scholarship in this burgeoning ecosystem”.
There are also a host of platforms which are being used informally to discuss and rate scholarly material. Reddit, for example, is a general topic platform where users can submit, discuss and rate online content. Historically, mentions of scientific journals on Reddit have been rare (Thelwall, Haustein, et al., 2013) . However, several new subreddits —e.g., science subreddit 4 , Ask Me Anything sessions 5 –have recently been launched, focusing on the discussion of scientific information. Sites like Amazon (Kousha & Thelwall, 2015) and Goodreads (Zuccala, Verleysen, Cornacchia, & Engels, 2015) , which allow users to comment on and rate books, has also been mined as potential source for the compilation of impact indicators
libraries provide services to support researchers’ use of social media tools and metrics (Lapinski, Piwowar, & Priem, 2013; Rodgers & Barbrow, 2013; Roemer & Borchardt, 2013). One example is Mendeley Institutional Edition, https://www.elsevier.com/solutions/mendeley/Mendeley-Institutional-Edition, which mines Mendeley documents, annotations, and behavior and provides these data to libraries (Galligan & Dyas -Correia, 2013) . Libraries can use them for collection management, in a manner similar to other usage data, such as COUNTER statistics (Galligan & Dyas -Correia, 2013) .
Factors affecting social media use; age, academic rank and status, gender, discipline, country and language,

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h-index

http://guides.library.cornell.edu/c.php?g=32272&p=203391
https://en.wikipedia.org/wiki/H-index

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more on altmetrics in this IMS blog:
http://blog.stcloudstate.edu/ims?s=altmetrics

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