How to livetweet and survive to tell the tale

Photo by Brian Kopp | www.flickr.com/photos/kopp0041 Used here under Creative Commons 2.0: https://creativecommons.org/licenses/by-nc-nd/2.0/

Photo by Brian Kopp | http://www.flickr.com/photos/kopp0041 Used here under Creative Commons 2.0: https://creativecommons.org/licenses/by-nc-nd/2.0/

I posted a while back about why you’d livetweet, and promised a practical follow-up post about the actual doing of it.

I’m writing this post not because there’s a scarcity of info on how to livetweet out there – hello, over-saturated internets! – but because it gives me a chance to throw in my 2 cents worth, while showcasing my favourite strategies and processes from other people.

The kind of livetweeting I’m talking about in this post isn’t just the casual stuff that might happen because you want to tweet out a few pithy observations about a presentation you’re at.

This post is aimed at those who have been tapped on the shoulder – or have tapped themselves on the shoulder – to livetweet an event in a more consistent, formal way. It’s focused mostly on academic conferences, and shamelessly based on my own experiences and biases.

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On the internet, no-one can hear you scream: A guide for virtual Shut Up and Write

SiobhanODwyer-smallDr Siobhan O’Dwyer is a Research Fellow at Griffith University (Brisbane, Australia) and the founder and host of Shut Up & Write Tuesdays, an online writing workshop for academics and postgraduate students.

Shut Up & Write Tuesdays began as a single Twitter account in 2013 (@SUWTues), and has since expanded to include two other accounts (@SUWTUK – servicing the UK and Europe; and @SUWTNA – servicing the US and Canada) with an international following.

When she’s not helping people write, Siobhan’s research focuses on the wellbeing of people with dementia and their carers. She tweets at @Siobhan_ODwyer.


Writing is a central part of academic life. We write to propose new projects, to secure funding, and to share our findings.

We also write to explore our own ideas, to critique the ideas of others, and to vent our frustrations.

Photo by Edgaras Maselskis | unsplash.com

Photo by Edgaras Maselskis | unsplash.com

But for something that’s so essential to our practice as researchers, writing receives remarkably little attention.

The academic business model views time to write as a luxury, not a necessity.

Rare is the academic or postgraduate student who has ever received explicit training in how, where, and when to write.

Because writing is an inherently private act, we rarely get to see how others do it.

Shut Up and Write, however, is starting to change all that.

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Academic writing ‘outside’ academia

JayThompson-smDr Jay Daniel Thompson is a freelance writer, researcher, and editor who teaches at the University of Melbourne. His website can be found here.

Jay is also Book Reviews Editor for the Journal of the Association for the Study of Australian Literature, and continues to publish in the fields of Literary Studies and Cultural Studies.

He can be contacted via email at jaydthompson80@gmail.com.


Readers of The Research Whisperer will be familiar with that old chestnut ‘publish or perish’. This is supposed to be the key to getting (and keeping) an academic job.

Stairs Carnegie Building, Dunedin (Photo by Kim Tairi | www.flickr.com/photos/angels_have_the_phone_box)

Stairs Carnegie Building, Dunedin (Photo by Kim Tairi | http://www.flickr.com/photos/angels_have_the_phone_box)

So, what about those non-academics who publish academic writing— the latter broadly defined as writing which is scholarly in nature and appears in traditional academic mediums (e.g. peer-reviewed journals, edited collections, and so forth)? Why do these people put themselves through the blood, sweat, and peer-review?

Who are these people exactly?

Let’s start with the latter question.

Non-academic academic writers (to coin a terribly inelegant term) come in many guises. Some are working in ‘industry’, and bring coalface knowledge to academic publications. Publications in the ‘hard sciences’, for example, frequently feature ‘industry’ input. There are those writers who require publication notches under their belt in order to win that coveted fellowship or lecturing gig. Creative arts journals frequently feature submissions by artists (painters, creative writers, and so forth) who have a scholarly tone. Then there are those folk who are drawn to academic writing by a love of words and a desire to contribute to a particular field or discipline.

I traverse several of the groups listed above.
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My research is better than your research

Fairies attacking and colonising a hedgehog.

The Fairy Horde and the Hedgehog Host, by Tessa Farmer.

In 1986, when I was working for the Australian Research Grants Committee (the precursor to the Australian Research Committee), one of my committee members, the wonderfully idiosyncratic Bede Morris said,

“They sent me a research plan to fill out. I wrote across the front, ‘If I knew what I was going to be doing in five years, you should sack me!’, and sent it back to them.”

At the time, I didn’t understand exactly what he was talking about. He was talking to other members of the committee, senior researchers like himself. I was a junior bureaucrat with little or no experience in how universities or research really worked.

In the early 1990s, when I started working for universities, I learnt what he had been talking about.

Since the 1980s, the Australian government has been asking Australian universities to focus their research efforts.

By the mid-1990’s, all universities were required to develop Research Management Plans. These plans were intended to be university-level documents that outlined key areas of strength and areas for future growth.

The government used these plans as part of the process of deciding which university should get research infrastructure funding. They were a way to try to focus funding towards areas of strength and growth.

At the same time, Australian universities and institutes were being encouraged to amalgamate. I remember sitting in meetings where the Royal Melbourne Institute of Technology and Victoria University of Technology were trying to work out how research funding would be divided if they were to amalgamate. From my point of view, it came down to ‘My research is better than your research’ – neither organisation had any substantial data or way of measuring the quality of their research.

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I only have eyes for Excel

JonathanLaskovskyJonathan Laskovsky is the Senior Coordinator, Research Partnerships in the College of Design and Social Context at RMIT University.

He is primarily responsible for managing research partnerships support and administration within the College.

Alongside this role, Jonathan has research interests in modern and postmodern literature with a particular focus on fictional space and critical theory.

He tweets as @JLaskovsky and can be found on Linkedin.


Data is increasingly part of our lives. This isn’t surprising when you consider that networking giant Cisco has predicted that the data centre traffic alone in 2018 will hit 8.6 Zetabytes. That’s 8.6 trillion gigabytes, or enough to cover 119 trillion hours of streaming music. Enough for 22 months for every single person on the planet in 2018!

We are increasingly exposed to data in research as well. Think about digital humanities, for example. This means that we increasingly need better ways to display, interpret, and analyse it.

Image from Jonathan Laskovsky

Image from Jonathan Laskovsky

What we are really talking about here is Data Visualisation (DataViz).

In a world of big data, the importance of good DataViz cannot be underestimated.

This applies along the entire spectrum of research, from grant applications to reports to journal articles.

Or at least it should.

In my job, I often see project descriptions of concise, tightly written prose. Succinct, well-structured arguments that outline in crisp sentences what the research is about, and clearly identify roles and responsibilities in measured, orderly terms.

Then there is often a table.

Usually, this table is outlining either data discussed within the proposal, or showing the project timeline with milestones, and staff markers and outputs, etc.

This table is almost always hideous.

Let me be clear: often, this is not always entirely the fault of the author. Microsoft Word deserves a special place in hell for its table tool. A special burning place with sharp pointy things. It deserves this because, for a product that has been around for over 30 years across three platforms, it still doesn’t include a decent table tool. That’s right, everyone – there was an Atari version of Microsoft Word (for those of use who can remember when Atari made computers…).

Really, though, Word is not what you want to fall in love with.

When it comes to data, you should only have eyes for Excel, which is Word’s smarter, slightly nerdy sibling.

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3 reasons why you’d livetweet

Photo by Alan Levine - www.flickr.com/photos/cogdog

Photo by Alan Levine – http://www.flickr.com/photos/cogdog

I love livetweeting things.

Most of the time, I livetweet for fun and recreation. Those of you who follow me on Twitter have been privy to the joys of co-watching Eurovision, or vicariously experiencing B-grade horror flicks (or C-grade, if you’re lucky).

Increasingly, however, I’m also livetweeting in my current work role. It’s part of an overall strategy to make events and researcher connections more visible and accessible, and dovetails with a ramped up social media (including blog) presence overall.

With my research network hat on, I’ve also livetweeted a fair number of events that would interest that membership. Doing so makes member activity more apparent to one another, and to those checking out what the network’s about. The network is unfunded, and depends almost entirely on social platforms for presence and members’ connection.

So, what does livetweeting mean?

Livetweeting is defined as capturing and reporting on an event in an ongoing way through a stream of tweets, usually using a defined hashtag. For researchers, this usually means conferences and seminars, symposiums and workshops.

Why would you do it, if you’re not a big nerd like me?

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Goodbye academia?

BRoesler1Bettina Rösler is a casual researcher and university tutor. She completed her PhD thesis, “Reimagining Cultural Diplomacy through Cosmopolitan Linkages: Australian Artists-in-Residence in Asia”, at the Institute for Culture and Society (University of Western Sydney) in 2015.

Bettina has also completed master degrees in English Literature/Cultural Studies at TU Dresden (Germany) and Translation Studies at Auckland University (New Zealand). The primary focus of her work is cultural and arts policy, Australia-Asia relations, and the translation of cultures and intercultural dialogue, with a focus on cultural activities and the arts.

We invited Bettina to share her perspectives with us as part of the lead-up to the #securework tweetchat on FRIDAY 17 July, 11am AEDT. The tweetchat aims to be part of a national conversation around insecure academic work. Also participating will be @unicasual @NTEUnational @acahacker @KateMfD and @NAPUAustralia.


#securework tweetchat on FRIDAY 17 JULY 11am AEDT, Join in, and share your stories and experiences!

The #securework tweetchat takes place on FRIDAY 17 JULY 11am AEDT.
Join in, and share your stories and experiences!

The semester is long over, yet I’m spending some time every week answering student emails regarding grades or additional feedback for assignments.

There seems to be an expectation for me to be eternally available for any potential issues relating to the particular units I taught. Students request more feedback on assignments or new unit coordinators require details from last term.

The problem here is the fact that I am not on anyone’s payroll and I am not getting paid for the time I spend responding to emails. I am a casual academic and I am not alone. More than half of universities’ academic staff are only casually employed (Bexley, James & Arkoudis 2011). These already high numbers of casual academics are increasing (Rea 2014), and I personally know at least a dozen highly qualified and competent early career researchers who struggle under precarious work conditions.

Like many others, I have recently completed a PhD and fought ever since to make a living.

Every term, I have to renegotiate work contracts, which can involve weeks of uncertainty and, sometimes, no secure contract until well into the semester. After an already long ‘income pause’ (i.e. semester break, which is even longer and more daunting over summer), any further income delays are likely to test my credit card limit. Receiving a salary for about 26 weeks a year is simply not sustainable.

I am in my mid-thirties, still sharing a flat (OK, I live in Sydney), cannot afford a car, and have not had a holiday in over a decade. I couldn’t even get credit for a new computer. Twice every year, I seriously consider going on benefits because I’m afraid I won’t be able to pay rent.

Biannually, I am thrown into deep existential debates on my position in this flawed academic system, and what I could do differently. How can I improve my chances and further my career? But it is very hard. For half of the year, I over-commit to make up for the time I’m not teaching. Finding suitable in-between research assistant gigs is rare and generally doesn’t match up with the semester dates. This has affected my social life and mental state. Sadly, this is likely to affect many casuals’ teaching quality (Clohesy 2015). While I am putting a lot of effort into tutorial preparation, I always feel I could do so much more. I could run a blog or Facebook group for the students; I could find more additional material; I could help develop and improve the unit content and incorporate some of the students’ feedback. Unfortunately, casuals are rarely given the opportunity or platform to do so – let alone be paid for it.

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