The Digital Academic – chapter 2

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Reflections and thoughts from Chapter 2 in The Digital Academic: Critical Perspectives on Digital Technologies in Higher Education, edited by Deborah Lupton, Inger Mewburn (The Thesis Whisperer) and Pat Thompson (patter).

This chapter directly applies to the SoTL work I’m doing with/for eCampus Ontario. This chapter shares results from an online survey with scholars who blog. The data was analyzed using the coding tool Dedoose. [More information – video]. Four dominant blogging repertoires were deduced from the data analysis. These include:

  • creating a scholarly persona
  • ‘slow thinking’
  • pleasure seeking
  • knowledge sharing

Each of these are key points for the reasons I have been blogging as a professional, and can be applied as a ‘what’s in it for me’ (WIIFM) rationale to encourage other higher education professionals to shift toward blogging in open spaces. Examining how feelings of being connected and how blogging risks can be managed will be important considerations, based on the research presented in this chapter.

Graphic compilation of text and ideas from this chapter.

2.0 Digital Academic Chapter

2.1 Digital Academic chapter 2

 

Reference

Mewburn, I, & Tomson, P. (2018) Towards and academic self? Blogging during the doctorate in Lupton, D., Mewburn, I., & Tomson, P. (eds). (2018). The digital academic: Critical perspectives on digital technologies in higher education. New York: Routledge. 20-35.