A New Materialist Take on the Possibilities and Impossibilities of Becoming a Scholarly Blogger

Autor/inn/en	Lennon, Sherilyn; Barnes, Naomi
Titel	A New Materialist Take on the Possibilities and Impossibilities of Becoming a Scholarly Blogger
Quelle	In: International Journal for Academic Development, 25 (2020) 3, S.247-258 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lennon, Sherilyn) ORCID (Barnes, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2019.1704411
Schlagwörter	Social Media; College Faculty; Electronic Publishing; Computer Mediated Communication; Faculty Publishing; Epistemology; Feminism; Personal Autonomy; Scholarship; Fear; Educational Development + Suchen Sie Ihr Suchwort? Soziale Medien; Fakultät; Elektronisches Publizieren; Computerkonferenz; Erkenntnistheorie; Feminismus; Individuelle Autonomie; Scholarships; Stipendium; Furcht; Bildungsentwicklung
Abstract	As social media platforms become increasingly entangled in how academia gets performed, there is growing pressure on individuals to cultivate a digital presence or risk becoming invisible. While some adopt new and emerging online communicative tools with gusto and élan, there are others who resent and resist their creeping territorialisation of workspaces. This paper uses a feminist New Materialist "onto-epistemology" to offer an alternative understanding of the material, discursive, and affective forces that enfold to nurture and/or neuter the uptake of scholarly blogging practices in academia. Unlike conventional humanist ontologies, a New Materialist approach views agency as distributed across all matter -- not just the human form. This approach allows for the social, historical, affective, technological, and spatial forces, fluxes, and flows shaping and reshaping diverging scholarly blogging practices and performances to be plumbed. The insights generated have implications for how academic developers might encourage the uptake of scholarly blogging within and across their institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01