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Teaching, Learning, and Sharing:How Today’s Higher Education Faculty Use Social Media. Pearson April 2011
Survey Says 80 Percent of Faculty Use Social Media in Their Teaching
'. By: Mary Bart
Table of Contents
Reports and surveys
in Trends in Higher Education. April 2011
More than 80 percent of college faculty use some form of social media in their teaching, with online video by far the most popular application, according to a new survey from the Babson Survey Research Group and Pearson. The results were presented early this month during Cite 2011, Pearson’s 12th annual higher education technology conference.
The survey, Teaching, Learning, and Sharing: How Today’s Higher Education Faculty Use Social Media for Work and for Play, sought to learn exactly how higher education faculty use social media and makes distinctions across personal, in class, and professional (on the job but not while teaching) uses. The survey included questions on Facebook, Twitter, Myspace, LinkedIn, SlideShare, and Flickr, as well as blogs, wikis, video (both on YouTube and elsewhere), and podcasts.
Some of the findings of the report include:
More than three-quarters of all faculty visited a social media site within the past month for personal use, and nearly one-half posted some content during that period.
Faculty with more than 20 years of teaching experience are less likely to visit and less likely to post than are faculty with less than five years of teaching experience.
Just over 90 percent of faculty use social media either for professional purposes or in their classes—or both, although in some cases the frequency is only monthly (20 percent) or rarely (19 percent).
Nearly two-thirds of faculty have used social media in their courses— either during class or as part of an assignment— and those who teach online are more likely to do so.
“My students need to leave their university experience engaged, informed and ethical 21st century citizens,” said Krista Jackman, lecturer of English at the University of New Hampshire. “Social media in the university classroom can foster a blending of scholarship with the incredible power of social networking to ultimately help students maneuver responsibly through an ever more technology centered world.”
However, despite the broad awareness and varied use of social media, many faculty are unconvinced it has a place in the college classroom and have concerns regarding its instructional value, privacy, and the time commitment.
A conference in July 2011 looked at some of the key issues
ALISS (Association of Librarians and Information Professionals in the Social Sciences)
ALISS One Day Summer Conference July 2011 Social Media, Libraries, Librarians and Research Support
Presentation slides are available on the
ALISS web site
Are Social Media impacting upon researcher workflows
? If so, how should Librarians and Publishers respond -
So what is the Real Impact of Web 2.0 on Researcher Workflow?
Anna Drabble Head of Digital & Product Development, Emerald.
This paper presents the findings of new research conducted by Emerald and UCL and other partners.
The research was based on
Arts and Humanities, STM, Social Sciences Inc. Business
Emerald & UCL
Contributors & Groups
Cambridge University Press
Taylor & Francis
Imperial College, London
Most highly used social media are organisational told such as collaborative authoring, conferencing and scheduling
Slide 6 in most categories there is a wide gap between knowledge of a tool and its actual use in the research process.. In terms of twitter over 60% are aware but less than 8% use in research. Social tagging use is less than 8%, more than 50% do not know what it is. Social networking over 60% aware but only 21 % use.
Slide 9 - the perceived benefits of web 2.0 include international communication, faster dissemination of research
No difference in use of social media by different age group slide 10
Slide 11 may explain low use of web 2.0 as it asks what tools researchers regard as the most important in disseminating research. Academic journals are still ranked top with twitter ranked lowest.
Slide 13 - what do researchers want from libraries? To be more like Google was the answer with full text and bookmarking. It seemed to me the emphasis was on a narrow definition of what libraries do with the focus upon changes to the catalogue rather than other roles such as research help which we are also involved in. Perhaps this is an area we should all address as the slides conclude with the statements that in focus groups of over 4 hours discussing web 2.0 libraries / librarians were not mentioned once!
Other papers from the day.
#LadyGaGa'sBreakfast : Social Media as a Curator's Tool
Jeremy Jenkins, British Library
Using web tools to collate and share information with your learners and researchers
Presentation on web 2.0 social media by Sarah Oxford (@Sarahbrarian) Academic Liaison Librarian (Education)
This is a really good example of a network created by a subject librarian. Using netvibes.
Also available handout
Social media Guide
Advocating Professional Social Networking to Academics
Presentation by Paula Anne Beasley & Linda Norbury, Subject Advisors (College of Engineering & Physical Sciences) Library Services, University of Birmingham.
This paper talks about the design and implemnentation of a seminar designed to teach and encourage academic staff to use web 2.0 tools.
Guiding researchers to the web tools they need
: The rationale behind a Web tools for researchers' guide
Presentation by Miggie Pickton, University of Northampton .
Useful example of a guide created for researchers which presents a listing of stages in the research process eg literature review, disseminatring and suggests web 2.0 tools that they might use.
Accessibility and Inclusion
- RSC West Midlands
An introduction to the work of the service with regard to web 2.0, social media and digital accessability by Alison Wootton
help on how to format text
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