Article # 1 Social Media and Academic Freedom :
Abstract
Context
Article # 1 Social Media and Academic Freedom :
A Critical Reflection of Martin Weller ’ s The Digital
Title :
Scholar : How Technology is Transforming Scholarly Practice
Social Media and Academic Freedom : A Critical Reflection of Martin Weller ’ s The Digital Scholar : How Technology is Transforming Scholarly Practice
Author :
Dr Laura Higson-Bliss Lecturer in Law School of Law , Keele University
Keywords :
Academic Freedom , Social Media , Law , Neoliberalism
DOI : 10.21252 / wdxt-g215
Abstract
As the neoliberal state has taken hold of the university sector , we as academics are feeling increasing pressure to publicise ourselves , our scholarship , and our research online . In recent years there has been a drive in showcasing our work across social media platforms , whether our own or our institutions ’. Martin Weller ’ s ‘ The Digital Scholar ’ acknowledges the importance of having a social media presence in academia ( something I wholeheartedly agree with ). Yet he also argues that such use of social media allows us as academics to be our own content creators ( something I wholeheartedly disagree with ). Using Weller ’ s ‘ The Digital Scholar ’ as a framework , this critical reflection discusses the benefits of having an online platform in academia but also highlights that true academic freedom on social media platforms , does not exist . We as employees of an institution are subject to a social media policy and in turn , our employer does have some control over what we post online . This critical reflection concludes by highlighting the need for legal education for all academics who post on social media platforms .
Context
As a lecturer specialising in the law and social media , I often start classes on the topic with the same question : how many social media accounts do you have ? One … two … three … perhaps more ? It might surprise you that the average person has EIGHT social media accounts ( Statista , 2018 ), many of which are readily available at the click of a button . Social media has changed how individuals socialise , communicate and even shop ( Bernal , 2018 ); including how academics interact and network with each other ( Donelan , 2016 ).
As the neoliberal state has taken hold of higher education ( Troiani & Dutson , 2021 ), there has been an increase in social media usage throughout universities as a quick , cheap , and effective marketing technique ( Xiong et al ., 2018 ). In turn , staff , including myself , have been actively encouraged to promote our work on social media platforms . This is not necessarily a bad thing . Social media can promote a person ’ s research ; allow individuals to communicate with those with similar educational or research interests ; and reach new audiences across the globe ( UKRI , 2021 ; Open University 2022 ). It can also be highly beneficial for students ( Dunn , 2013 ; Bal and Bicen , 2017 ). Yet , academics and students often lack the legal training to understand the consequences of what is put online . I am privileged , I understand the law in this area . I know first-hand the legal ramifications that can occur with one simple tweet : Hello , Sally Bercow * innocent face emoji *. ( Sally Bercow was found to have defamed Lord McAlpine by the sending of the following tweet : ‘ Why is Lord McAlpine trending ? * Innocent face emoji *’. The emoji was considered by the court as the defamatory element within the tweet .)
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