Scholarly and social networking

"Make a "global pub", or go with a different model entirely? > social networking is 21st century pub" (Ex 1, 1c-E)

"How do we revise our relationship to modes of communications when these modes are protean? [We've lost track of this relationship.] How do we reward large scale faculty participation in academic social networks?" (Ex 1, 1d-A)

"Interdisciplinary scholarship---important for people to be able to discover each other. How can we create tools to help people to do this? Social networking, etc." (Day 2, 1a)

"Discover social networks; Can't be black box - needs visibility to get trust in arts and humanities. True across the board" (Ex 2, 1a-A)

"Would a social networking project be more of a time suck than anything else? (think of the time we already see our students spending on facebook)." (Ex 2, 1a-C)

"We should consider building social networking tools that enable people to articulate needs among others with an interest to be able to point or volunteer to build/create." (Ex 3, 1d-E)

"Production (AV) networks (temporary organizations), contrast with academic network, where everyone's working for themselves. There's less of a path up, less of an incentive for people to network. Another traditional network are around humanities center. Also people who studied at a particular program. In mailing lists you can lurk, and still get something from that experience. Very different from older means of introduction into and engagement in a mailing list. You need to be able to demonstrate competency in some collections. New technologies allow you to participate in these communities without the traditional entree." (Ex 5, 1b-E)

"New hires want to communicate w. students via blogging, IM. Faculty is posting everything teaching related. Closely related to research, as in sharing research via content mgmt system, but then also use it to share work. There's a blurred, fluid movement between social and other networking for interactions. Tremendous use of FaceBook, MySpace for things, including research. Their interests are interwoven: can't easily separate personal & research interests." (Ex 6a, 1a-D)

"Blurring work/research/social domains. Combing formal & informal interactions" (Ex 6a, 1a-F)

"social component is huge. social networking & social connections play a larger role. facebook popular with save minority languages movements, find events. merger of graduate work and social movements --> departments find themselves admiring and responding to these changes. not a wide-eyed trend, more of a cynical/suspicious. ability to communicate with one another. does take people away from the library.... some amount of solo work is required -- books to read, films to watch closely. tendency to work on multiple facets independently. humanists somewhat dispirited if they're working in areas that don't have this open, sociable, interaction" (Ex 6a, 1b-A)

"High print based, self-selected group of students. Behaviors at my inst. are extensions of traditional methods. e.g. Google books, Zotero. Social networking. More of a blending of their social and their academic networking. Facebook used for both. Blogging random thoughts and academic interests. Which leads to an interesting re-configuration what a colleague is.." (Ex 6a, 1b-C)

"Extent to which relationships spend time face to face, meet in person is dwindling. Grad students networked across institutions. Social networking not intellectual networking > Only in finding like-minded people, building networks, arguing about ideas not tightly coupled to what you see as your original contribution" (Ex 6a, 1c-C)

"Persistent network of social connections that travel with them. Pervasive connectedness and operation within an information environment that cuts across personal, professional, published, and unpublished. It is porous. (S1) They don't see boundaries." (Ex 6a, 1d-A)

"Grad students are running their own conferences with topics often more interesting than those at scholarly associations. They are less inclined to be members of societies." (Ex 6a, 1d-A)

"they're more attuned to social networking software than "we" are. they update their profiles better, share their activities with their community. "community"? internal/departmental community; often don't see each other often. friend networks, peers from college... 30-45 age range is now coming into the networks, people start to express their professional persona. I'm more aware of what people in my discipline are doing, ex. grad students in Europe. helps lower barriers to raising questions on e.g. e-mail lists. has been discussion of potential for SN sites to assist in unexpected discovery. large mass of stuff "filtered for you"" (Ex 6a, 1d-E)

"Cited need to find other scholars; we see this issue over & over again. Need something to see relationships between people & objects. Looking for something to organize his relationships w. text, objects & people. Aspect of a visual thesaurus; a wiki" (Ex 6b, 1a-G)

"New hires want to communicate w. students via blogging, IM. Faculty is posting everything teaching related. Closely related to research, as in sharing research via content mgmt system, but then also use it to share work." (Ex 6b, 1a-G)

"People are getting $ partly through memberships, professionally. Among younger folks, memberships are becoming more peer-to-peer" (Ex 6b, 1a-G)

"There's a blurred, fluid movement between social and other networking for interactions. Tremendous use of FaceBook, MySpace for things, including research. Their interests are interwoven: can't easily separate personal & research interests." (Ex 6b, 1a-G)

"Lots of students blog heavily in their earlier yrs to engage, but when people get more invested in their own research there's a bit of fear, including of things being taken out of context. Don't want someone saying "a UCB researcher says...". Can get someone in trouble. Also, when look back at things written in earlier years, can be embarrassed." (Ex 6b, 1a-G)

"I would be magically connected/involved with scholars doing their practices. Discovery!" (Ex 6b, 1b-B)

"Pilot projects become really important via back-channels. Has seen it in the sciences. How can humanists get into those attraction-gathering veins of social networking." (Ex 6b, 1b-B)

"A search engine easier than Google. Facebook for scholars." (Ex 6b, 1b-C)

"Tool/ecology that connects publications, conferences, personal information, etc. to enable you to know "what people are up to." We have the data, but not the ecology/tool. This would be valuable, push with RSS feeds, etc." (Ex 6b, 1d-A)

"Social networking/sharing of citations and annotations applied to research environments across institutions." (Ex 6b, 1d-A)
"Develop a social network for A&H research" (Ex 7, 1a-A)

"Social dynamics - digital communities - systolic/diastolic defines Internet - allows communities to come together and fragment. This happens in disciplines and departments. Best we can do - piping - providing connections around and within these communities." (Ex 7, 1d-B)

"A way to help digital humanists find each other - how many people say to themselves "I'm a digital humanist". Is the fact that they use digital technology key to what they're doing, or are they humanists, and they're in a particular thing, and the digital is a modus operandi. Maybe it wouldn't be so much about introspection about identity, but "I'm a humanist, this has value to me, I'll jump into it." "Digital humanities" is going to be the future, it'll be assumed after a while. I often identify myself that way because it's still relatively new; that'll fall by the wayside in a few years" (Ex 7, 1d-D)

"That's what I do; new generation of humanists and librarians; Other generations with varying levels of understanding what technologies can do; Intrigued when they learn about them, but also a little frightened; I play the role "Just between you and me, I'm not comfortable with this, but I think it'd help me do that work." Can Bamboo provide hand-holding, cheerleading, human functions." (Ex 7, 1d-D)

"Question posed about that we know a bit more about research practices, not so much about communication/collaboration, drivers and practices among humanists. Do we have enough information to go in the right direction? How do we get it? Communication practices - discussion happened in W1 and research has been done about research needs, but when talking about scholarly network this is how they collaborate." (Scholarly Networking working group, 12/9 meeting notes)

"WHAT: As Senior Academic Technology Officer for the CUNY Graduate Center, I participate actively in a CUNY-wide (20 senior and community colleges, spread across the five boroughs of New York City) Academic Technology (A.T.) committee, which is comprised of CUNY faculty from each of our campuses who are actively engaged in using A.T. for teaching and research. We are in the process of setting up an Academic Commons (AC) website which will allow faculty to engage one another using a range of Web 2.0 resources (e.g., blogs and wikis, CMS, etc.) and to push forward a collective conversation about how best to deploy A.T. across CUNY's myriad teaching and research environments.
HOW: We are focused on being able to offer three interrelated "basic functional pieces": information (the AC should make it easy to publish useful information); identity (the AC should be able to easily display customizable profiles and should allow users to build communities through them via social networking tools); and interaction (tagging, collective editing, commenting).
HELPS: We currently use a Moodle site to stay in touch individually and through our sub-committees, but I'm not certain that this is the best environment for the long term.
NEEDS: Our challenge is to identify the best platform(s) to use to accomplish this set of tasks. What are the best/most optimal hardware and software configurations to use, given learning curves and costs, both human and financial? Open source vs. proprietary; Moodle vs. Drupal vs. WordPress Multi-User vs. Plone; PHP vs. Python; Oracle vs. Flash vs. Microsoft? What are the hidden human resource costs (tech support and faculty development) in setting up and maintaining an open-ended system like this that needs to be scalable?" (SN-0015 Reviewing Technology Platforms for Academic Commons, Steve Brier)

"NEED: The Walt Whitman Walking Tour and Online Critical Edition needs support with setup and implementation of a feedback device for users to be able to comment on their experiences during and after they have taken the walking tour. Although my knowledge of web design is strong, it has not proved sufficient to do the backend database setup that is required to design and implement such a system. In order to set up an appropriate user blog, I need some kind of ongoing and direct support in order to get the Web 2.0 elements of the site to a preliminary operational state. What have other digital humanities programs with limited financial and technical resources done in similar situations?" (SN-0017 Database and Web Development Support for "Crossing Brooklyn Ferry - An Online Critical Edition", Jesse Merandy)

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