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Using Twitter in university research, teaching and impact activities

Mollett, Amy, Moran, Danielle and Dunleavy, Patrick (2011) Using Twitter in university research, teaching and impact activities. Impact of social sciences: maximizing the impact of academic research, LSE Public Policy Group, London School of Economics and Political Science., London, UK.

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Abstract

Twitter is a form of free micro-blogging which allows users to send and receive short public messages called tweets. Tweets are limited to no more than 140 characters, and can include links to blogs, web pages, images, videos and all other material online. You can start tweeting in 10 minutes, anytime, from your computer, smart phone or tablet. By following other people and sources you are able to build up an instant, personalized Twitter feed that meets your full range of interests, both academic and personal. Thousands of academics and researchers at all levels of experience and across all disciplines already use Twitter daily, alongside more than 200 million other users. Yet how can such a brief medium have any relevance to universities and academia, where journal articles are 3,000 to 8,000 words long, and where books contain 80,000 words? Can anything of academic value ever be said in just 140 characters? This guide answers these questions, showing you how to get started on Twitter and showing you how Twitter can be used as a resource for research, teaching and impact activities.

Item Type: Monograph (Manual)
Official URL: http://www2.lse.ac.uk/government/research/resgroup...
Additional Information: © 2011 LSE Public Policy Group
Library of Congress subject classification: H Social Sciences > HM Sociology
L Education > LB Theory and practice of education > LB2300 Higher Education
Sets: Departments > Government
Research centres and groups > LSE Public Policy Group
Research centres and groups > LSE Enterprise
Rights: http://www.lse.ac.uk/library/usingTheLibrary/academicSupport/OA/depositYourResearch.aspx
Date Deposited: 29 Sep 2011 16:04
URL: http://eprints.lse.ac.uk/38489/

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