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social media

How I use "new media"

Ironically, I write a blog post about it. I’ve been asked to talk to first year faculty about “Communications Strategies: Using the Internet, Email and New Media in Teaching and Scholarship.” My mandate is vague, so I thought I’d focus on how I use “social media” in my professional life. I’m not going to talk about email. Because, honestly, if they aren’t using email effectively by now, I’m not sure how they got a faculty position. And managing the email-beast is way beyond my expertise.

Instead, let’s talk about blogging and Twitter and the like.

Watershed Hydrogeology Blog (here)

I’ve maintained a “lab blog” here since May 2008. It’s purpose has evolved somewhat, but presently I view it fulfilling the following needs:

  • a place to brag about the cool things my students and I are doing;
  • a place for prospective students to get an idea of what I’m interested in and working on;
  • a place for me to post all of my abstracts, papers, etc. so that I can easily find them again when I need to reference them;
  • a place to post links to interesting miscellany (REU announcements, videos, etc.) that I think might be of interest to me, my students, or other hapless folks who read this site.

At one point, I thought I would use this site as a way to aggregate all of my on-line writing. But I haven’t always kept up with that. However, I still do sometimes cross-post between here and my other blog, Highly Allochthonous. I should be better about it actually.

I haven’t asked my students to write on the blog, though I could probably let them know it is available to them if they want to do so. I figure graduate students have enough on their plates without being obligated to write a blog. I would be open to any student who did want to write posts here, though I’d probably want to work out a system for vetting posts so that they wouldn’t contain regrettable or unpublished material.

Highly Allochthonous

I write this blog along with another geologist. Here I am writing for an audience that ranges from professional geoscientists, to K-12 teachers, to the interested public, to whoever Google search delivers. We tend to write things that we are interested in and we think others might be too. Our writing there is less technical than the scientific literature (or the lab blog), but posts there are more in-depth and analytical than here. I also pay more attention to my writing style. 

I’ve written a lot about current events, scientific papers, and particular places on the landscape, and a little bit about issues of diversity in science, the lives of academic scientists, and the way I teach. We also periodically do compilations of things we’ve linked to on Twitter.

My pace of writing at Highly Allochthonous ebbs and flows depending on my workload and inspiration. The last few months have been pretty sparse, but I suspect it will pick up again in the summer and fall. I’ve been blogging there since spring 2008 as well.


I tweet as @highlyanne – mostly about water science and resource issues, geology, geomorphology, climate, and science careers. Basically things that I find interesting when I am reading on-line or off-line. I also usually Twitter a lot more socially than blogs. A lot of my tweets will be replies to friends or colleagues on Twitter. Both my PhD advisor and undergraduate advisor are on Twitter actually, though one is more active than the other.

What I get out of all of it

  • A collegial atmosphere with more diverse scientists and interested citizens than I see in real life
  • Knowledge of a wider breadth of current events in science than I would get from reading journals
  • Practice writing for a variety of audiences (blogging has undoubtedly made me a better writer)
  • Spill-over knowledge into my teaching
  • More visibility than your average assistant professor (media interviews, book reviews, attention from my scientific societies)
  • Quick answers to questions either scientific or pedagogical (“crowd-sourcing”)


Diversity in the geosciences and the impact of social media

Cross-posted at Highly Allochthonous

ResearchBlogging.orgOne year ago, Kim Hannula, Pat Campbell, Suzanne Franks, and I launched a survey about women geoscientists reading and writing in the blogosphere. We presented the results at the Geological Society of America meeting, and Kim wrote a great post summarizing and discussing our data. Then I took Kim’s post, polished it up with great wording and thinking suggestions from all of the co-authors and submitted it for publication. It went out to reviewers and a few months later, we were accepted for publication.

In the September issue of GSA Today, you can find our article on The Internet as a resource and support network for diverse geoscientists. We wrote the article with with the idea of reaching beyond the audience that already reads blogs (or attends education/diversity sessions at GSA), with the view that we might be able to open some eyes as to why time spent on-line reading and writing blogs and participating in Twitter might be a valuable thing for geoscientists to be doing. And, of course, we had some data to support our assertions.

GSA Today is an open-access journal, so everyone can and should go ahead and read the whole 2-page paper. But if you want a few highlights, here are some selections from the paper:

The online opportunities for mentoring, networking, and knowledge sharing may be particularly valuable for women and minority geoscientists. Virtual networks offer opportunities to provide support and reduce the professional isolation that can be felt in physical work environments where there are few colleagues of a similar gender, race, or ethnicity. …

Women reported professional and social benefits from reading blogs. We used a five-point scale (1: strongly agree; 3: neutral; 5: strongly disagree) to assess perceived benefits. Of the professional benefits, respondents were most positive about learning things outside their specialty (avg. 1.9), followed by learning within their specialty (avg. 2.3), learning about pedagogy (avg. 2.4), and learning about technology (avg. 2.5). Based on these responses, we conclude that these women blog readers perceive positive professional benefits from their online reading. This suggests that social and other online media could be strategically used to supplement the resources available to all geoscientists, regardless of their gender, ethnicity, geographic location, or employment status. …

Geoscience students perceived the strongest benefits from blog reading, while faculty most strongly agreed that blogs helped them find role models and normalize their experience by finding that many other faculty share their experiences and perspectives. Women in industry perceived less social benefit from blog reading than those in academia, but women in government were the most negative about their blog-reading experiences. In particular, their responses indicated that blog reading had not been helpful to them in finding role models. …

Blogs and other social media may provide a source of community and role models for women geoscientists and help in the recruitment and retention of women from undergraduate education to faculty or industry careers. Our survey results show that blogs are already providing valuable benefits to white, academic women geoscientists, but that existing social media networks could be doing a better job of supporting minority geoscientists and those outside academia. We believe that professional societies, employers, funding agencies, and individual geoscientists should recognize the potential value of social media for supporting a diverse geoscience community. To be effective, such recognition should be accompanied by policies that encourage geoscientists to actively participate in geoscience-related social media opportunities. …

As a white woman geoscientist in academia, I have definitely personally and professionally benefited from my blog reading and writing time. (I even have a publication to show for it!) But I would to love to hear more from minority and outside-of-academia geoscientists about what blogs, Twitter, and other internet-based forms of support could be doing to better support you. As you can see from the paragraph above, what we ended up advocating was that institutional support for blogging and blog-reading would help increase participation. We thought that, with increased participation, more minority and outside-of-academia geosciences voices would emerge, helping others find support, community, role models, and mentoring in voices similar to their own. Meanwhile those of us closer to the white/academic end of the spectrum could learn from all that a diverse geoscientist community has to offer.

One final note, I’m a newbie member of the Diversity in the Geosciences committee for the Geological Society of America. If you have ideas for how GSA could be doing a better job of promoting and supporting diversity off-line and/or on-line, please let me know.

Jefferson, A.J., Hannula, K.A., Campbell, P.B., & Franks, S.E. (2010). The Internet as a resource and support network for diverse geoscientists GSA Today, 20 (9), 59-61 : 10.1130/GSATG91GW.1