Does Blogging Make You a Better Academic? Writing Practices in Scholarly Blogs in the Humanities

For the Master Class “Digital History and Hermeneutics” held via Webex by the C2DH on June 24th-25th 2020, I was asked to give a keynote speech on scientific blogging. The guest lecture was recorded by the organisers, so I am happy to post the video here in this blog. The presentation deals with academic blogs in the humanities as a way of communicating research results with peers and larger audiences: What has changed, and what is radically new within this digital practice that has been around since the beginning of 2000? How does blogging affect scholarly narratives and the ways in which knowledge is presented, and how does it change how questions are asked and answered?

Based on the observations of scholarly blogging on the platform hypotheses and on the results of a large survey among scientific bloggers in 2019, the talk tried to answer these questions and highlighted writing practices, motivations and routines of academic bloggers (with particular focus on historians).

Link: https://vimeo.com/434596888/d99232572d.

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Further readings

The talk is mostly based on my two following publications as well as the results of the survey:

Scholarly Communication in Social Media, in: Marcelo Dascal, Annette Leßmöllmann, Thomas Gloning (ed.), Science Communication (Handbook of Communication Sciences HoCS, 17), Munich 2020, p. 639–656.

Herausforderung für unsere Wissenschaftskultur: Weblogs in den Geisteswissenschaften, in: Wolfgang Schmale (ed), Digital Humanities. Praktiken der Digitalisierung, der Dissemination und der Selbstreflexivität, Stuttgart 2015 (Historische Mitteilungen – Beihefte, 91), p. 57–74.

Update July, 17th 2020 (english version of the survey)

Academic Blogging in the Humanities: A Survey of de.hypotheses Bloggers, in: Redaktionsblog, 17.7.2020, https://redaktionsblog.hypotheses.org/4976.

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