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dc.contributor.authorPause, Cen_US
dc.contributor.authorRussell, Den_US
dc.date.available2016en_US
dc.date.issued2016en_US
dc.identifierhttp://socialtheoryapplied.com/journal/jast/article/view/29en_US
dc.identifier.citationJournal of Applied Social Theory, 2016, 1 (1), pp. 5 - 25en_US
dc.identifier.issn2398-5836en_US
dc.description.abstractSocial media have broken down the distance between scholars and the larger world, enabling lay people to become active participants in the construction of knowledge, through offering ideas and data, recounting experience, and engaging critically with academic research. Academics no longer operate from the safety of ivory towers: they are able to engage with a much wider audience, in a conversation rather than a lecture, through the use of Twitter, Tumblr, blogs, discussion forums, etc. These Web 2.0 tools have broadened academic spaces, enabling the participation of different voices, and addressing the academy’s commitment to social justice. Using the feminist theory of intersectionality, we explore the use of social media in academic collaboration and dissemination, and the tensions that may arise as scholars and the academy are reshaped in the 21st century.en_US
dc.format.extent5 - 25en_US
dc.publisherCristina Costa and Mark Murphyen_US
dc.relation.urihttps://socialtheoryapplied.com/journal/jast/article/view/29en_US
dc.rightsCopyright (c) 2016 Cat Pause, Deborah Russell. This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.en_US
dc.titleSociable scholarship: The use of social media in the 21st century academyen_US
dc.typeJournal Article
dc.citation.volume1en_US
dc.description.confidentialfalseen_US
dc.identifier.elements-id353512
dc.relation.isPartOfJournal of Applied Social Theoryen_US
dc.citation.issue1en_US
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/Institute of Education
dc.identifier.harvestedMassey_Dark
pubs.notesNot knownen_US
dc.publisher.urihttp://socialtheoryapplied.com/journal/jast/article/view/29en_US


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