Megan Poore is the PhD Academic and Research Skills Advisor at the ANU’s Crawford School of Public Policy. She is known for her best practice approaches to integrating digital technologies into both university and school settings, and this includes developing strong digital pedagogies as well as sound approaches to risk management. She has also held the position of Assistant Professor in Teacher Education at the University of Canberra, and has worked as an educational designer at the Australian Catholic University, giving her a unique understanding of the issues that confront students and teachers in the integration of digital technologies into their everyday study and work practices. Megan holds a PhD in Social Anthropology from the Australian National University.

• PART I GETTING STARTED: THE ESSENTIALSChapter 1 Why use social media in your studies and research?Chapter 2 Social media basicsPART II CORE SOCIAL MEDIA FORMATSChapter 3 BlogsChapter 4 WikisChapter 5 Social networksChapter 6 Audio-visual presentationsPART III SOCIAL MEDIA FOR SELF-DIRECTED LEARNING, RESEARCH, AND DEVELOPMENTChapter 7 Building your online profileChapter 9 Using social media for search and researchChapter 10 Productivity in study and researchPART IV THE SOCIAL AND LEGAL CONTEXTS OF USING SOCIAL MEDIA FOR STUDY AND RESEARCHChapter 10 Building your digital literacyChapter 11 Handling yourself (and others) onlineChapter 12 Legalities and practicalities of the online environment

′This is an extremely useful publication that fills several gaps in current scholarly teaching and research. Firstly it provides students with a rationale for, and a means of, managing their research tasks in transformative ways, using social media as learning, researching and communicating assets. In this domain, it is both a launching pad and a handbook, easy to engage with and helpful. Secondly, it provides students with some ways of ‘managing up’, of supporting their lecturers to make meaningful and appropriate use (and non-use) of social media in their teaching, assessing and communicating. Lastly it provides a rich theoretical rationale and backdrop to the purposes of using social media in scholarly education. Dr Poore has done an excellent job in providing a contemporary meaning to Dewey’s ‘conjoint activities’. This work is for lecturers as well as their students.′

Megan Poore is the PhD Academic and Research Skills Advisor at the ANU’s Crawford School of Public Policy. She is known for her best practice approaches to integrating digital technologies into both university and school settings, and this includes developing strong digital pedagogies as well as sound approaches to risk management. She has also held the position of Assistant Professor in Teacher Education at the University of Canberra, and has worked as an educational designer at the Australian Catholic University, giving her a unique understanding of the issues that confront students and teachers in the integration of digital technologies into their everyday study and work practices. Megan holds a PhD in Social Anthropology from the Australian National University.

• PART I GETTING STARTED: THE ESSENTIALSChapter 1 Why use social media in your studies and research?Chapter 2 Social media basicsPART II CORE SOCIAL MEDIA FORMATSChapter 3 BlogsChapter 4 WikisChapter 5 Social networksChapter 6 Audio-visual presentationsPART III SOCIAL MEDIA FOR SELF-DIRECTED LEARNING, RESEARCH, AND DEVELOPMENTChapter 7 Building your online profileChapter 9 Using social media for search and researchChapter 10 Productivity in study and researchPART IV THE SOCIAL AND LEGAL CONTEXTS OF USING SOCIAL MEDIA FOR STUDY AND RESEARCHChapter 10 Building your digital literacyChapter 11 Handling yourself (and others) onlineChapter 12 Legalities and practicalities of the online environment

′This is an extremely useful publication that fills several gaps in current scholarly teaching and research. Firstly it provides students with a rationale for, and a means of, managing their research tasks in transformative ways, using social media as learning, researching and communicating assets. In this domain, it is both a launching pad and a handbook, easy to engage with and helpful. Secondly, it provides students with some ways of ‘managing up’, of supporting their lecturers to make meaningful and appropriate use (and non-use) of social media in their teaching, assessing and communicating. Lastly it provides a rich theoretical rationale and backdrop to the purposes of using social media in scholarly education. Dr Poore has done an excellent job in providing a contemporary meaning to Dewey’s ‘conjoint activities’. This work is for lecturers as well as their students.′

Megan Poore is the PhD Academic and Research Skills Advisor at the ANU’s Crawford School of Public Policy. She is known for her best practice approaches to integrating digital technologies into both university and school settings, and this includes developing strong digital pedagogies as well as sound approaches to risk management. She has also held the position of Assistant Professor in Teacher Education at the University of Canberra, and has worked as an educational designer at the Australian Catholic University, giving her a unique understanding of the issues that confront students and teachers in the integration of digital technologies into their everyday study and work practices. Megan holds a PhD in Social Anthropology from the Australian National University.

• PART I GETTING STARTED: THE ESSENTIALSChapter 1 Why use social media in your studies and research?Chapter 2 Social media basicsPART II CORE SOCIAL MEDIA FORMATSChapter 3 BlogsChapter 4 WikisChapter 5 Social networksChapter 6 Audio-visual presentationsPART III SOCIAL MEDIA FOR SELF-DIRECTED LEARNING, RESEARCH, AND DEVELOPMENTChapter 7 Building your online profileChapter 9 Using social media for search and researchChapter 10 Productivity in study and researchPART IV THE SOCIAL AND LEGAL CONTEXTS OF USING SOCIAL MEDIA FOR STUDY AND RESEARCHChapter 10 Building your digital literacyChapter 11 Handling yourself (and others) onlineChapter 12 Legalities and practicalities of the online environment

′This is an extremely useful publication that fills several gaps in current scholarly teaching and research. Firstly it provides students with a rationale for, and a means of, managing their research tasks in transformative ways, using social media as learning, researching and communicating assets. In this domain, it is both a launching pad and a handbook, easy to engage with and helpful. Secondly, it provides students with some ways of ‘managing up’, of supporting their lecturers to make meaningful and appropriate use (and non-use) of social media in their teaching, assessing and communicating. Lastly it provides a rich theoretical rationale and backdrop to the purposes of using social media in scholarly education. Dr Poore has done an excellent job in providing a contemporary meaning to Dewey’s ‘conjoint activities’. This work is for lecturers as well as their students.′