Social media habits and routines

By Tyler Shores

Over the past few weeks Mark Carrigan and I have been running a series of sessions on social media for academics at the Faculty of Education. One of the purposes of this series has been to try and develop a shared conversation amongst those in the Faculty who are interested in such topics: why to use social media in the first place; how to get the most out of social media; what social media practices mean for us as academics; and other related issues.

Screen Shot 2018-05-28 at 13.14.17

Mark did an excellent post in advance of our May 1st session, talking about how he integrates his social media use into his everyday practices — using social media for teaching, for writing, and for thinking.

I started thinking along related lines, in terms of what our social media use means to us on a day to day basis. For example, the average adult is spending around two and a half hours to almost three hours on social media per day by some estimates. Those figures really don’t feel terribly surprising. That is a lot of time on social media, either in dedicated blocks of time or interstitial moments that we manage to fill in between other tasks and our other non-social media things. One point that I took away from our session as well as the lively discussion was that it could be quite helpful to think more about our everyday routines; in this case, are our social media habits working for us? If not, why not?

As busy academics, many of us also worry about how much of a time suck social media can be on our seemingly already quite overburdened lives. For me, I find myself occasionally prone to bad (or perhaps more accurately, less helpful) social media habits and then become very mindful about wanting to fix them. Habits and routines are incredibly useful for our daily productive. Except of course, when they aren’t.

Not to mention social media apps are very, very good at making us want to use them and creating those kinds of habit loops:

Screen Shot 2018-05-28 at 13.14.31

Essentially, this formula breaks down to something like the following:

1) Cue = I am bored,

2) Routine = check Twitter, check Facebook, check email, repeat

3) Reward = sense of connection, sense of accomplishment getting rid of those notifications, positive reinforcement of getting likes!

There are a few quite useful apps that can help give you a distractions audit. A quicker and easier (but more approximate) way to get a more objective account on the most time-consuming apps is a quick check of the battery usage breakdown for iOS or for AndroidFor instance, I found myself checking social media out of sheer boredom more often than I would have liked (note: it was a lot). Therefore, I started to think about the kind of routine this was and what it meant for my day to day routine.

It’s not always easy to change those kinds of habits and routines that become so automatic. But I’ve found that taking even one initial moment to think about what and how you engage with social media can make a helpful difference. For me, time posting and engaging with others on social media felt purposeful, so I mentally have categories of social media use in mind whenever I pick up my phone:

  • Posting and engaging on both personal and professional accounts
  • Checking for news and/or information
  • When I’m bored and want to be distracted

I’m not anti-distraction by any means. I don’t even think it’s that realistic to try and do away with boredom and taking distraction breaks completely, but even the simple act of being aware of your different purposes is something I’ve found to be surprisingly liberating.

If you’d like to check out some of the things we touched upon, you can find a collection of links here.

The USS strike and the winter of academics’ discontent

Long read from Times Higher Education featuring commentary from our member, Dr Jana Bacevic. Read the full article here

“Pensions became a potent – if somewhat unlikely – symbol for how academic leaders imagine the development of higher education: high-risk investment in the ‘student experience’ and declining investment in people,” explains Jana Bacevic, a postdoctoral fellow in the University of Cambridge’s Faculty of Education.

Bacevic, a sociologist who during the strikes helped to organise “teach-outs” on the effects of neoliberalisation on higher education, believes that the discontent over pensions cannot be separated from academics’ “visceral experience of the declining quality of working conditions” caused by the growing marketisation.

“For those working at universities, the USS scandal destroyed the vestiges of the myth that precarity at present can lead to security in the future,” she says. “The remarkable solidarity between academic staff and students can be seen as a collective effort to reclaim that future.”

The proposed move to a more uncertain pension plan and UUK’s failure to understand why this was so unpalatable to academics merely underline the gulf between academics and management, Bacevic adds. “There is a growing realisation that employers view academics and the things that they value – job security, time to reflect and research, and decent retirement conditions – as a liability rather than an asset.”