George Veletsianos’ book Social Media in Academia: Networked Scholars (2016) is one of the most authoritative works examining how academics, educators, and students engage with social media. Unlike earlier descriptive accounts, Veletsianos provides a theoretical, empirical, and critical analysis of social media use in educational contexts, focusing on identity, public scholarship, digital participation, and professional risks.
His research helps us understand how social media reshapes:
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teaching
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learning
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scholarly communication
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academic identity
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professional reputation
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the public role of academics
This makes Veletsianos (2016) a central text in digital education research.
2. Concept of “Networked Scholarship”
A key contribution of the book is the definition of networked scholarship, which refers to:
Scholarly practices enacted in online, social, participatory, and networked spaces.
Examples include:
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blogging about research
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sharing academic content on Twitter or Facebook
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crowdsourcing ideas or data
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building professional learning networks (PLNs)
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engaging in public debates
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connecting students with global audiences
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providing open educational resources (OER)
Veletsianos argues that networked scholarship expands scholarly roles beyond traditional teaching, publishing, and institutional service.
3. Social Media as a Site of Public Scholarship
Veletsianos highlights how social media supports public-facing scholarly work, allowing academics to:
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translate research findings into accessible formats
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communicate beyond paywalled journals
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engage with policymakers, journalists, and communities
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counter misinformation
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participate in civic and cultural debates
Social media, therefore, acts as a bridge between universities and society, fulfilling the mission of public education.
4. Social Media in Teaching and Learning
While his book is not solely about classroom pedagogy, Veletsianos provides important insights into how educators and students use social media for educational purposes:
4.1 Student Engagement
Students use platforms to:
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share resources
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collaborate in informal learning groups
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build peer support networks
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seek feedback and emotional support
He argues that social media creates opportunities for participatory, learner-centered pedagogies.
4.2 Teacher Presence and Identity
Educators cultivate a teaching persona online, often blending:
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expertise
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personality
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mentorship
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community-building roles
This contributes to stronger relationships but also raises questions about boundaries and vulnerability.
4.3 Open and Networked Learning
Veletsianos connects social media with:
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open education (OER, MOOCs)
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informal learning communities
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connectivist pedagogies
He sees social media as a space where learners can develop digital literacies and critical engagement with information.
5. Identity, Visibility, and Academic Labor
One of the most profound themes in Veletsianos’ work is the idea that social media reshapes academic identity.
5.1 Identity as Performance
Scholars perform their identity publicly through posts, interactions, and self-curation. This visibility can:
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enhance reputation
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attract collaborations
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help early-career academics build networks
5.2 Emotional and Cognitive Labor
Veletsianos shows how academics invest emotional labor online by:
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supporting students
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moderating discussions
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dealing with conflict and criticism
This labor is often unrecognized by institutions.
5.3 Risks of Visibility
Being visible online exposes academics to:
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harassment
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trolling
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misinterpretation
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public controversy
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gendered and racialized abuse
Veletsianos warns that these risks are unevenly distributed, with marginalized academics facing greater burdens.
6. Structures of Participation: Affordances and Constraints
Veletsianos emphasizes that social media is neither neutral nor inherently beneficial. It is shaped by:
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platform algorithms
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commercial interests
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surveillance capitalism
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data extraction
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invisible moderation systems
These influence what content becomes visible, how communities form, and which voices gain influence.
This critical stance helps educators avoid techno-optimism and instead view social media as:
a socio-technical system with political, economic, and cultural implications.
7. Methodological and Empirical Contributions
Veletsianos’ research offers:
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qualitative interviews with scholars across disciplines
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analyses of academic Twitter use
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studies of learners in open online courses
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investigations into scholars’ motivations and fears
His findings show that social media use is purposeful, nuanced, and shaped by personal and institutional contexts, rather than being a simple trend.
8. Implications for Higher Education
8.1 Teacher Professional Development
Academics benefit from:
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informal peer learning
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global communities of practice
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rapid access to educational ideas
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mentorship networks
8.2 Institutional Policy & Support
Veletsianos recommends:
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clear guidelines for social media use
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protections against online harassment
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recognition of public scholarship in promotion criteria
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training for digital identity management
8.3 Curriculum and Digital Literacies
Students need:
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critical media literacy
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awareness of digital traces
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strategies for reliable information consumption
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experience with collaborative tools
Veletsianos argues these are core 21st-century competencies.
9. Critical Perspective
Veletsianos takes a balanced view:
Benefits:
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increased access
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collaboration
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visibility
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democratized participation
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innovative teaching
Challenges:
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commercialization
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inequity
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ethical risks
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overwork
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blurred boundaries
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online hostility
By highlighting both sides, he positions social media as a complex educational environment, not a simple solution.
10. Conclusion
Veletsianos’ (2016) Networked Scholars is foundational in understanding how social media affects:
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scholarship
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teaching and learning
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identity
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institutional culture
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public engagement
His work gives educators and researchers a critical, human-centered framework for thinking about digital participation in education. Rather than seeing social media as a tool, Veletsianos encourages us to see it as a transformational socio-cultural space—one that must be engaged with consciously, ethically, and critically.
