Collapsed publics: Orality, literacy, and vulnerability in academic Twitter
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper outlines ways in which scholars build identity and connection on open networked platforms such as Twitter, and considers the risks and benefits of networked participatory engagement.The paper reports the findings of an ethnographic study examining the digitally-networked practices of scholars from a range of disciplines, identity positions, and geopolitical locations, and explores participants' experiences of care and vulnerability within open, networked academic systems.The paper draws on White and LeCornu's (2011) visitors and residents continuum, Veletsianos and Kimmons' (2012) concept of Networked Participatory Scholarship (NPS), and Ong's (1982) theories of secondary orality and secondary literacy to explore networked scholars' practices and experiences.It examines 'academic Twitter' as a phenomenon in which oral and literate traditions -and audience expectations -are collapsed, creating a public that operates on very different terms from those of academia.The paper's findings examine the risks of this collapse, yet also show that networked engagement -in which personal identity signals, humor, and expressions of commonality are found to be the dominant means by which scholars build networks ties -can result in opportunities and affinities that institutional scholarship may not offer.The substantive goal of the paper is to offer a portrait of networked scholars' experiences and practices related to engagement, and to consider the tensions these practices raise within the contemporary academy.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it