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Angelica, I felt this was a great post. I had not even considered social media as a trend but this is a trend that is a constant for not just students but most university personnel as well! Social media can be utilized to further involvement and awareness on campus. However, I'm interested in what you think of the future of social media in its negative use such as "hate speech" and overall disruptive posts. I feel that this is going to have a large impact on our students and a plan should be designed to best aid them in these situations. Once again, great post!

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Angelica, I did my project over Social Media as well and it's use as a recruitment tool. With 38% of students citing Social Media as an influence in college choice, this becomes an apparent vital tool for colleges(Capture Higher Ed, 2016). I also see Higher Education using more and more social media as time progresses. Great post!

References
Capture Higher Ed. (2016). https://capturehighered.com/wp-content/uploads/2016/11/SocialMediainHE.pdf. Retrieved October 11, 2017, from www.capturehighered.com: https://capturehighered.com/wp-content/uploads/2016/11/SocialMediainHE.pdf

-Jake Martin

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Social Media Marketing & Management Dashboard

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Social media usage is now the standard for higher education institutions. From student relations to recruitment to fundraising to crisis management, it's a powerful communications tool for post-secondary institutions of all stripes.

That's why we'll be digging into the expanding role of social media in higher education in this post. Read on to learn how to use social tools to build your institutional reputation and foster a sense of collegiate community.

Advantages of social media in higher education

Social media is relevant at just about every level of education, but it can seriously benefit higher education institutions to understand how social tools work. If you work in the post-secondary world, here are some of the main advantages of learning the tricks of the social media trade.

Promote your values and achievements

Social media use in higher education is significant in setting the tone on campus. Promote and represent the kind of culture your school aims to cultivate by making your institution's mission and values known.

It's a way to show students (past, present, and future) that you share values with them. This is critical, given that value alignment can inform everything from small purchases to major life decisions.

Tufts shared its commitment to democracy with a video series spotlighting its faculty.

Whether you're broadcasting commitments to sustainability, investments in the community, or advances in medical research, bragging isn't just a chance to show off. It lets prospective students, faculty, and partners know they're welcome and supported. It can communicate the types of behavior that won't be tolerated, too.

Promoting your achievements also gives your current class and alumni a chance to take a little pride in their alma mater. So go on: show off! Take followers on a tour of your state-of-the-art labs, announce award-winning research, highlight student accomplishments, or rally school spirit by celebrating athletic victories.

The University of British Columbia, for instance, shared its recent collaboration with clothing brand Lululemon, highlighting its innovative research into technical fabrics.

Connect with alumni and boost fundraising efforts

If you work in higher education, you already know that alumni are a major source of fundraising contributions. And if you're looking to connect with graduates, social media is here to help.

Colleges and universities can use social networks to maintain connections to graduates. In fact, there are plenty of schools that maintain social accounts that are specifically geared to alumni relations-for instance, Facebook accounts to bring together alumni from specific cities.

Social can also be a great publicity tool for fundraising events, like Columbia University's annual Giving Day campaign.

Social fundraising campaigns are a way to empower alumni, students, staff, and faculty to be active advocates for the school. Integrate these social campaigns with a CRM system. This will allow you to attribute funds, measure ROI, and see the cold-hard proof that your big Instagram push was a success.

Take advantage of UGC (user-generated content)

Your campus is jam-packed with digital natives. On TikTok, Snapchat, Instagram, and beyond, students are creating content around the clock. In other words: you've got a wealth of authentic student posts at your fingertips to help boost your institution's profile.

Take advantage of all this juicy content with a hashtag like the University of Alabama's #wherelegendsaremade. And encourage students to use it as they share photos and videos across various social media platforms.

You can even repost the best ones (crediting the authors, of course) on your official channels.

Social media contests encourage students to share content you can use. Simple rewards like university logo clothing work well as motivational prizes. Plus, those promotional clothing items will likely appear in later posts, organically promoting the university.

Develop new learning opportunities

Social media in higher education presents powerful opportunities for creative thinking and presentation. As important as traditional information sources like books and academic journals are, social media can be a valid research or communication tool. Maybe students could use a course-based hashtag to collect Tweets and discuss their impact or meaning, or dive deep into Facebook for a critical look at misinformation and propaganda in the 21st century.

This Memorial University course used Twitter as a discussion forum: students discussed readings and research for their Human Kinetics and Recreation 1000 course using the hashtag #HKR1000.

#HKR1000
Term Assignment #1 is due today by 3:59pm (NL time)!

You need 21 days of mood checks (MC); submit your mood heat map, total # of MC bar graph, and 250-300 word analysis of your moods in 1 docx. Look for patterns!

Submit early to mitigate any technical issues!

- Laura Squires (@MUNles162) October 26, 2021

The A. Holly Patterson Library at Nassau Community College provides resources for instructors to incorporate social media education in assignments. These include guides on information literacy and spotting fake news.

The importance of social media in higher education

Social media is a prolific and popular communication tool in our modern society: the way most people in the Western world build connections and exchange information. More than 4.6 billion people around the world use some form of social media-that's more than 75 percent of the eligible global population.

Not every university should feel compelled to run out and start a TikTok account. But to ignore social media overall is to miss an opportunity to quickly and easily share important messages, build community, and expand your institution's profile.

New York University, for instance, uses Twitter to share news about expanding their campus, exciting academic publications, new scholarships, and more. These posts reach 184,000 followers.

We couldn't resist SPRINKLING a little SWEETNESS around campus as students head into the final stretch of the semester. 🧁 Study well, NYU! 💜 pic.twitter.com/susnKNjDPC

- New York University (@nyuniversity) December 13, 2022

Social media is flexible and approachable. It brings people together, and offers a platform for sharing important information.

If your job as a higher education institution is to educate and inform, consider your social media accounts to be digital classrooms. They are spaces where all are welcome to come and learn more about you, your accomplishments, and your values.

Using social media in higher education: 14 essential tips

Here's how higher education institutions can make the most of their social media accounts.

1. Attract new students and staff

A recent study by Niche Partners found 73% of aspiring students use social media to research schools. Make it easy for students to picture their future at your university. Showcase college life with virtual tours (l ike this one of Wegner Library from Harvard) and student takeovers.

Feature the clubs, communities, and social opportunities attendees can get involved in. Show off the campus, or a super-fun football game (wee see you, U or Idaho Vandals!). Help them understand the benefits your institution offers beyond academic study.

@uidahovandals
POV your first home football game 🏈 Too many things to love about it. What's your favorite? ⬇️ #vandalfootball #kibbiedome #uidaho #vandals

♬ original sound - University of Idaho

2. Listen as much as you share

Social media is a powerful broadcasting tool, but it can be a great space for listening, too.

Students are conversing, interacting, calling out their profs, airing complaints, participating in trends, critiquing cafeteria food, and engaging in rousing debate. This chatter can offer some intriguing insights into life on campus or highlight issues that are bubbling under the surface.

All this makes it essential to conduct active social listening, monitoring key accounts, hashtags and keywords to keep yourself in the loop.

Here's an intro to social listening using Hootsuite streams.

3. Establish social media guidelines and policies

With so many people and accounts involved, it's important to establish guidelines and policies to keep everyone on track. Solid documentation helps streamline onboarding, promotes best practices, and maintains a unified voice across channels.

Your complete set of higher education social media guidelines should include:

It may seem like a lot of ground to cover. But thorough guidelines provide crucial support to social managers. They also empower students and faculty to participate in an independent and authentic way. As a bonus, they reduce the need for support from the core team.

4. Share important updates in real time

No one hopes for crises or emergencies. But it's important for institutions to plan for them. People increasingly look to social media for real-time updates and information, so social should be a key part of your crisis communications plan.

Think ahead about how you might address faculty drama, on-campus criminal activity, or even natural disasters, so that your communications team isn't caught off-guard when the unthinkable happens. Rumors travel fast on social media, so ensure you take charge of chaotic situations with clear, concise messaging to help quell concerns early.

Even something like a bad snow day-like the one Simon Fraser University faced recently-may require a public announcement. Social is a great place to spread the word about the status on campus, or safety precautions.

All SFU campuses are open today, Dec 1. Remember to exercise caution and give yourself extra time as you make your way to campus. Visit https://t.co/rkT0MxjdGS for transit alerts and check https://t.co/s9I0q6OhCb and the SFU road report for the latest commuting conditions. pic.twitter.com/hkyFiDebba

- Simon Fraser University (@SFU) December 1, 2022

Crisis communication can go beyond an on-campus scandal or weather disruption. It's expected, in 2023, that institutions and corporations alike respond to social movements as well. Social media can be used to share concrete action plans to address social or institutional issues as they arise.

5. Streamline your social media operations

Higher ed social media operations tend to involve a lot of people... even more channels. Bring everyone and everything together with a central hub. With the support of a tool like Hootsuite, a core team can monitor all channels from a central dashboard.

This makes life easier for often under-resourced social managers. Use the dashboard to assign tasks, approve and schedule posts, coordinate content from contacts across the campus, and mobilize in the event of a crisis.

6. Reply to all messages

Speaking of streamlined - you'll never miss a single message from a candidate, existing student, or alum if your team uses one inbox to manage all social media communications.

With Hootsuite Inbox, you can bridge the gap between social media engagement and customer service - and manage all of your social media messages in one place. This includes:

The all-in-one agent workspace makes it easy to

Track the history of any individual's interactions with your digital campus on social media (across your accounts and platforms), giving your team the context needed to personalize replies

Add notes to profiles that interact with you the most (Inbox integrates with Salesforce and Microsoft Dynamics)

Handle messages as a team, with intuitive message queues, task assignments, statuses, and filters

Track response times and CSAT metrics

Book a free demo
Plus, Inbox comes with handy automations:

Automated message routing

Auto-responses and saved replies

Automatically triggered customer satisfaction surveys

AI-powered chatbot features

7. Engage students on and off-campus

A key advantage of social media in higher education is that it allows students to connect. That might be from home, different campuses, work study programs, or at a conference.

Not all students live on campus. That doesn't mean they're less motivated to engage and participate in student life.

Create a social media group to rally students. Base them on wide-ranging topics, interests, experiences, and activities. For instance, University of Chicago runs a Civic Engagement page to bring together students looking for community service and activism opportunities.

UChicago Medicine has debuted a new Simulation Mobile Unit! It will be used for community outreach as well as...

Posted by UChicago Civic Engagement on Monday, December 5, 2022

8. Livestream campus life

Nearly a third of all internet users report watching at least one video live stream each week.

And can you blame them? Live streaming is authentic, engaging, and-we won't deny it-a little bit thrilling. Social media makes it incredibly simple to broadcast campus life to the world.

Whether a private livestream just for students of a particular class, or putting a commencement speech up for the world to see, it just takes a few taps to livestream on most social media platforms.
Check out our full guide to livestreaming on social here.
9. Develop a social media strategy

Behind every successful social media channel, there's a strategy at play. Add more channels to the picture, and the need for strategy increases. But so do the challenges.

It's an enormous challenge to create a strategy for a multi-channel organization, but it starts with creating an overarching social media marketing strategy for the institution itself. Then, each individual department or account should align its specific strategy back to the university's core objectives. This creates a clear business case for social media and allows managers to better allocate resources.

10. Pore over your analytics

Sure, you might be able to gauge student sentiment on campus by measuring the number of sweatshirts sold from the gift shop, or eavesdropping in the cafeteria. But social media analytics offers accurate data to help you understand your audience quantitatively.

Maybe you're hoping to drive more traffic to your website or reach a specific demographic of potential students. With social media metrics, it's clear as day how close you're getting to your goals.

Reviewing your engagement, reach, and audience data can help you understand just how successful your communications have been-and guide you towards obvious areas for improvement in the future.

Hootsuite Analytics can package up intel from your various social platforms with one-off or regularly scheduled reports.
Try it free today
11. Use social media as a message board

Social media can act as a great hub for feedback or conversation for the community at large. It's also a natural place for connection for specific classes, clubs, or identity groups.

Instead of spending time and money building a student portal no one is going to use, embrace the platforms that are already known and loved (or at least, tolerated) by the community.

Here are some ideas for digital gathering spaces for the campus community:

Facebook groups for students seeking housing

Twitter threads collecting input for the new student center

Hyper-specific Instagram accounts dedicated to the experience of international students

Of course, social media's messaging potential doesn't have to be limited to social activities: professors can use hashtags to generate and track class discussions, too.

12. Build and empower communities

Create hashtags the student body can rally behind online. Develop an accessible intake program so students and faculty can apply to create and manage accounts. Let students and their creativity take over - it pays off.

The University of New Hampshire has an application form so any student can apply to take the reins of their social channels for a limited period of time.

Student takeovers are a powerful view into authentic campus life, whether you're sharing the work of one dedicated creator or are sharing user-generated content from a various community members.

@livheim
A day in the life a second year architecture student at penn state during covid 😍😍😍 #pennstate #psu #fyp #covid #zoomuniversity

♬ Stuck In The Middle - Tai Verdes

The point is, the more people who share content, the greater your institution's reach and social share of voice, so invite in ambassadors to help whenever you can. With Hootsuite Amplify, faculty, staff, and students can share vetted, on-brand content and increase reach.

13. Adopt a platform-specific approach

Did you check out the social media directories we mentioned above? If so, you'll notice the social platforms used vary across departments, faculties, and other areas of university life.

Does admissions need a LinkedIn page? Does information aimed at parents need to go on TikTok? It's important to consider which platforms are most likely to reach the right audience.

But remember: You're not just talking to Gen Z. Your audience includes students and potential students, of course, but they may not all be in their late teens or early twenties. In public four-year schools in the U.S., 90% of students are under 25. But for private for-profit four-year institutions, 66% are 25 or older.

Beyond mature students, you've also got to reach plenty of other adult audiences:

parents

corporate partners

other institutions

faculty and potential faculty

Staff

Get to know each of your social audiences. Look for trends in age range, gender, location, and, if available, occupation, education level, and interests. With these findings, tailor and personalize messages for each different audience.

For instance, LinkedIn may not be the best platform for recruiting undergraduates. But it could be the ideal place to market continuing education programs or recruit new instructors.

TikTok might be a good channel for admissions content, or recruitment. Just look at how University of Florida entices potential students with this 15-second campus tour.

(It can also be a platform to experiment and simply build community in the inexplicable way that only TikTok can.)

Stay on top of platform and demographic trends to identify where your communities are most active. This allows managers to focus on channels that drive the most results. Management tools like Hootsuite make it easy to compare how channels stack up against each other.

14. Invest in building a team

Social media for higher education is not a one-person job. Nor is a job that should be left to interns. (Although it is a great idea to include student interns or work placement positions on your social team.)

Don't yet have a full team? Create strategic alliances with other departments. You'll gain access to more information and resources than you could on your own.

You can also maximize the time of a small team with a social media management platform like Hootsuite. Create posts in advance, schedule them for the best posting times, and upload batches of posts in bulk. You also don't waste time logging in and out of different platforms.

There's really no denying the benefits of social media for modern higher education institutions, as well as for students, alumni, and faculty of those institutions. But if you need to prove to higher-ups that you require more budget for social media, come prepared with plenty of information about your current return on investment, like a social media report.
Save time managing your social media presence with Hootsuite. From a single dashboard you can publish and schedule posts, find relevant conversions, engage the audience, measure results, and more. Try it free today. Get Started

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Social Media in Higher Education: 14 Essential Tips

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Social media usage is now the standard for higher education institutions. From student relations to recruitment to fundraising to crisis management, it's a powerful communications tool for post-secondary institutions of all stripes. That's why we'll be digging into the expanding role of social media in higher education in this post.

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Mark Zuckerberg, 23, founded Facebook while studying psychology at Harvard University. A keen computer programmer, Mr Zuckerberg had already developed a number of social-networking websites for fellow students, including Coursematch, which allowed users to view people taking their degree, and Facemash, where you could rate people's attractiveness.

In February 2004 Mr Zuckerberg launched "The facebook", as it was originally known; the name taken from the sheets of paper distributed to freshmen, profiling students and staff. Within 24 hours, 1,200 Harvard students had signed up, and after one month, over half of the undergraduate population had a profile.

The network was promptly extended to other Boston universities, the Ivy League and eventually all US universities. It became Facebook.com in August 2005 after the address was purchased for $200,000. US high schools could sign up from September 2005, then it began to spread worldwide, reaching UK universities the following month.

As of September 2006, the network was extended beyond educational institutions to anyone with a registered email address. The site remains free to join, and makes a profit through advertising revenue. Yahoo and Google are among companies which have expressed interest in a buy-out, with rumoured figures of around $2bn (£975m) being discussed. Mr Zuckerberg has so far refused to sell.

The site's features have continued to develop during 2007. Users can now give gifts to friends, post free classified advertisements and even develop their own applications - graffiti and Scrabble are particularly popular.

This month the company announced that the number of registered users had reached 30 million, making it the largest social-networking site with an education focus.

Earlier in the year there were rumours that Prince William had registered, but it was later revealed to be a mere impostor. The MP David Miliband, the radio DJ Jo Whiley, the actor Orlando Bloom, the artist Tracey Emin and the founder of Wikipedia, Jimmy Wales, are among confirmed high-profile members.

This month officials banned a flash-mob-style water fight in Hyde Park, organised through Facebook, due to public safety fears. And there was further controversy at Oxford as students became aware that university authorities were checking their Facebook profiles.

The legal case against Facebook dates back to September 2004, when Divya Narendra, and the brothers Cameron and Tyler Winklevoss, who founded the social-networking site ConnectU, accused Mr Zuckerberg of copying their ideas and coding. Mr Zuckerberg had worked as a computer programmer for them when they were all at Harvard before Facebook was created.

The case was dismissed due to a technicality in March 2007 but without a ruling.

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Sarah Phillips reports on the development of Facebook, from a Harvard social-networking website to a global internet phenomenon.

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Social Networking in Higher Education

Bryan Alexander

The many projects and services under the Web 2.0 umbrella are now a fact of the global information world. Technorati last tracked 70 million updated blogs, a number that continues to grow. ¹ Wikipedia, having outpaced Encyclopedia Britannica in number of articles and word count, has become the most famous and at the same time most disparaged encyclopedia in centuries.

Social networking services routinely enroll millions. Social music-sharing services continue to grow, as Last.fm continues to build a user base and Apple's iTunes now maintains a social function, My iTunes ( http://www.apple.com/itunes/myitunes). It is no longer shocking to realize that photos are largely digital, rather than analog; it is also not surprising that they are published in active social networks, such as Flickr and Picasa. RSS feeds appear not only on most blogs and news sites, but on campus home pages and corporate intranets. Folksonomic tagging, briefly controversial, now appears in the most widely used platforms, like Amazon.com and YouTube.

Such a list can go on, but students are sometimes better positioned than older campus staff members to enumerate it. Teenagers might blog at the moment, or have either a MySpace or Facebook account, then shift to another platform as it emerges. They might not maintain wikis, but Wikipedia is both useful to them and perhaps slightly exciting as its notoriety grows. To post to a forum, add to a friend's wall, check out an attractive person's photos, or follow a sports figure via YouTube clips is generally unremarkable. And these are teenagers; younger children did not experience Web 1.0. These kids might play with Webkinz or Neopets ( http://www.webkinz.com, http://www.neopets.com), creatures with elaborate social lives in Web browsers. Perhaps they played with other children as pirates (Puzzle Pirates, http://www.puzzlepirates.com), or fellows in Disney theme parks (Virtual Magic Kingdom, http://vmk.disney.go.com), or playful flightless waterfowl (Club Penguin, http://www.clubpenguin.com). Not yet in middle school, future college students are already participating in online social networks, consuming digital media there, and starting to create digital content. Web 2.0 is not remarkable; it describes simply the background structure of media and socialization.

How can colleges and universities respond to this world, which has erected itself around us in a very few years? As we nurture campus networks, support users in their engagement with the entire digital cosmos, how do we respond to this subtle transformation in the environment? And as we continue our investment in licensed content, licensed applications, locally accessible databases, and password-protected courseware, how do we experience this parallel universe of sometimes breathtaking openness and sociability? Several avenues are open to us and have already been trodden by some institutions: learning from successful architecture, following new and emerging technologies that are changing learning (what some call Learning 2.0), and rethinking literacy.

Identifying Successful Architecture

To begin with, we can examine what works in Web 2.0. That is, without revisiting the endlessly vexed question of defining the term, we can identify the information architecture components that have enabled the movement's quantitative success. One of those pieces is microcontent. To create a blog post, one only need write a paragraph, without using (or knowing) HTML. To create a blog from scratch, the user simply fills out a form, which is about as challenging as buying a DVD from Amazon: No knowledge of graphic design, style sheets, FTP, or web-server protocol is needed. To edit a wiki requires even less time. Adding a URL to del.icio.us means a click and a few fields. This lowering of the bar for digital publishing explains the Web 2.0 content boom.

We are already familiar with microcontent publishing in higher education. What else is uploading a syllabus to one's Moodle course or forwarding a document to be turned into an e-reserve? Higher education has also experienced a gold rush in microcontent via course management systems, with enormous amounts of class materials uploaded by faculty who would certainly "web up" less if forced to use an HTML editor and FTP client. Perhaps focusing on this homegrown microcontent process, making it easier and more visible, will grow digital teaching still further.

What our course management systems and databases do not generally offer, however, which Web 2.0 does, is the social factor. The history of social software's popularity proves that people very much want to communicate with others online. We love reading other writers, listening and commenting on their podcasts, checking their daily lives via Twitter, laughing at photos on MySpace. The two-way nature of social software, its role in the read/write web, makes this function self-reinforcing, as my comment on your blog entices a third person to comment, which grows your blog's total content still further, and so on. The openness and searchability of such content to the entire web-accessing world means content can find consumers no matter the niche, in classic long-tail fashion.

A virtual learning environment consisting solely of students and instructor, in contrast, cannot partake of these network effects. One way forward for higher education is to nudge more digital content into the open web, combining our honed wariness about privacy and security with our awareness of the full-blown social web.

Learning from Learning 2.0

Another way forward is to learn more about those who have already leaped into the web to teach, and to follow the emerging Learning 2.0. Higher education faculty have been quietly blogging for some time, and in various formats. Professors "web up" course syllabi, blog about their research interests, advocate for their field in the public sphere (as public intellectuals), require students to blog, and hold professional seminars in distributed inter-blog conversations. While Wikipedia takes the lion's (or vulture's) share of educational attention, faculty and their students have been creating wikis for Latin literature and Romantic poetry, spectroscopy and Karl Marx, taking advantage of what may be the world's most collaborative writing platform. Professors podcast lectures and course notes, while some students podcast right back (Swarthmore's War News Radio, for example). And those faculty have used Web 2.0 to record, share, and reflect on their experiences, participating in, while taking advantage of, the "small pieces loosely joined" style of social media conversation. One may easily read or listen to edu-bloggers, and find articles, notes, and an increasing number of print books on Web 2.0. A large body of such knowledge based on reflected practice now exists; we can draw on it to ease the way for campus explorers after such pioneers have publicly blazed sociable trails.

Pointing to such trailheads might mean not supporting Web 2.0 technologies, but getting out of the way of users. An increasing number of colleges and universities have paid Apple for iTunes U or installed blog and wiki platforms. A large number have not, or at least not at the enterprise level, for reasons ranging from LDAP integration to open source worries. Given the extensive rise in off-campus platforms, which range in cost from free to inexpensive, at times it might be a better use of staff resources to point faculty off-site, outsourcing that support. Faculty increasingly arrive on campus with off-site dependencies, which taken together constitute what a recent CIO.com article calls "the shadow IT department." ² Downsides can include, besides the usual outsourcing difficulties, a loss of campus branding without a negotiated host and the expending of some research time to select appropriate third parties. But as Web 2.0 continues to expand and campus IT budgets do not swell at that rate, recognizing the already existing off-campus support might be practical.

As the world becomes increasingly shaped by Web 2.0 practices, our collective experience of information is transformed. Citizens increasingly contribute content to global conversations, from pedestrians publishing mobile phone photos on the BBC site to South Korea's OhmyNews, leading to a rebirth in citizen journalism. ³ Our perceptions of YouTube videos, blog posts, and even books at Amazon.com's site are shaped by popular interventions, rankings, and responses.

Rethinking Literacy and Thinking Critically

Two responses appear to be incumbent on higher education. The first involves rethinking literacy, as colleges have taught a variety of literacies for decades (speech, writing, media). If we want our students to engage the world as critical, informed people, then we need to reshape our plans as that world changes. To an extent, teaching students to use IP-restricted databases is to prepare them for rare experiences. Universities can also draw on more than a decade of work by librarians on information literacy or information fluency. ⁴ Second, to the extent campus populations already contribute to Web 2.0 projects, higher education can become more deliberate in those interventions. For example, while many students arrive on campus with some degree of technological fluency, they may lack the intellectual tools to think critically about much of their experience.

Discussions of privacy and copyright, and questions about creativity and appropriation, citizenship, and governance can become grounded in years of social media experience. Such instruction and conversation is well suited to the first-year seminar and responds well to interdisciplinarity. IT professionals, librarians, faculty, and students can contribute from their specialties, traditions, and experience. Consider the case of Wikipedia. It cuts across disciplines, from faculty in computer science to political science to sociology. Librarians bring to bear more than a century of information retrieval and current professional discussion. IT staff can explain IP tracking, wiki structures, and markup. How much better than simply avoiding Wikipedia would such an intellectual and professional engagement be!

Summary

For each of the approaches suggested in this essay, intercampus collaboration is more necessary than ever. Web 2.0 projects develop with a speed considered fast even for the digital world, rippling across computing categories while developing new ones. (Just what is Twitter; microblogging? Then what is Pownce?) Sharing experiences and lessons learned with these many platforms is powerful and benefits from a large field of case studies. Approaches beyond the three outlined in this brief discussion should surface and be discussed in the best traditions of the open source world and of academe. Only then can we begin to prepare ... for Web 3.0.

Endnotes

1. David Sifry, "The State of Technorati, April 2007," Sifry's Alerts (posted April 3, 2007), http://www.sifry.com/alerts/archives/000492.html.

2. Ben Worthen, "User Management: Users Who Know Too Much and the CIOs Who Fear Them," CIO (February 15, 2007), http://www.cio.com/article/28821.

3. Dan Gillmor, We the Media: Grassroots Journalism by the People, for the People (Sebastopol, CA: O'Reilly Media, Inc., 2004).

4. See Association of College and Research Libraries, Presidential Committee on Information Literacy: Final Report (Washington, DC: ACRL, 1989), http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm, as well as the ACRL's website, Information Literacy, http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.cfm.

Bibliography

Association of College and Research Libraries. Information Literacy website. http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.cfm.

Association of College and Research Libraries. Presidential Committee on Information Literacy: Final Report. Washington, DC: ACRL, 1989. http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm.

Gillmor, Dan. We the Media: Grassroots Journalism by the People, for the People. Sebastopol, CA: O'Reilly Media, Inc., 2004.

Sifry, David. "The State of Technorati, April 2007." Sifry's Alerts (posted April 3, 2007). http://www.sifry.com/alerts/archives/000492.html.

Worthen, Ben. "User Management: Users Who Know Too Much and the CIOs Who Fear Them." CIO (February 15, 2007). http://www.cio.com/article/28821.

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Social Networking in Higher Education Bryan Alexander The many projects and services under the Web 2.0 umbrella are now a fact of the global information world. Technorati last tracked 70 million updated blogs, a number that continues to grow.

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Social Media Marketing for Higher Education Institutions

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Social Media Marketing for Higher Education Institutions

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Social Media for Higher Education | Reach students online

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With social media, you have the opportunity to reach prospective students where they already spend time online. Here's how to use popular platforms to market your college or university.