A tale of two doctoral students: social media tools and hybridised identities

  • Liz Bennett School of Education and Professional Development, University of Huddersfield, Huddersfield, UK
  • Sue Folley Computing & Library Services, University of Huddersfield, Huddersfield, UK
Keywords: doctoral students, liminality, blogging, Web 2.0, Twitter

Abstract

This paper explores the experiences of two doctoral students who embraced Web 2.0 tools in their digital scholarship practices. The paper gives an insider perspective of the challenges and potential of working with online tools, such as blogs, and participating in online communities, such as Twitter’s #phdchat. We explore by drawing on our personal experiences as to how this participation was affected by our hybridised identity as both members of staff at a UK university and as PhD students. We argue that social media tools provide access to a community of doctoral students and knowledgeable others that reduce isolation and provide challenge and support along the challenging journey of undertaking a doctoral study. Whilst the tools involved exposure and risk in relation to managing our hybridised identities, our experience of their use was one we would recommend to others.

Keywords: doctoral students; liminality; blogging; Web 2.0; Twitter

(Published: 26 May 2014)

Citation: Research in Learning Technology 2014, 22: 23791 - http://dx.doi.org/10.3402/rlt.v22.23791

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Author Biography

Liz Bennett, School of Education and Professional Development, University of Huddersfield, Huddersfield, UK

I am Course Leader for an MSc in Multimedia and Elearning.  My doctorate explored the use of Web 2.0 tools by lecturers and identified characteristics of those who adopt elearning practices in their teaching. 

I am interested in online and blended learning, students as partners, online assessment practices and learning analytics. 

 

Published
2014-05-26
How to Cite
Bennett, L., & Folley, S. (2014). A tale of two doctoral students: social media tools and hybridised identities. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.23791
Section
Original Research Articles