This article has been available online for nearly two years, but since I don’t have any previous posts about it, I’m happy to announce that a study of mine with Dan Krutka has just been assigned to an issue at the Journal of Research on Technology in Education. A number of years ago, Twitter released some large datasets of tweets associated with accounts created as part of various governments’ information operation efforts. Neither misinformation nor information operations are a specialty of mine, but I was interested in seeing if these datasets overlapped with work that I was involved in. So, one day, I downloaded the datasets, loaded them all into R, and searched for some terms germane to my research. That’s how, a couple of years ago, I produced a paper on government-sponsored accounts’ invocations of Mormonism as part of efforts to sow discord in the United States.

As I wrote earlier, I recently appeared on the Salt Lake Tribune’s Mormon Land podcast to discuss a recent publication in which I discuss the history of official Latter-day Saint domain names. Near the end of the interview, David Noyce (managing editor of the Tribune and one of the podcast hosts) asked me the “so what” question—sure, this history is interesting, but what’s the takeaway? Here’s (part of) how I answered:

A friend of mine who works outside academia wrote yesterday to say that she thought my most recent article made for good road trip reading, and I honestly don’t know if anyone’s ever paid a higher compliment to my research.

I recently wrote about a new article of mine in Dialogue: A Journal of Mormon Thought where I trace the history of the official domain names of The Church of Jesus Christ of Latter-day Saints. This past week, I was lucky enough for the fine folks at the Salt Lake Tribune to take interest in the article. Peggy Fletcher Stack wrote a summary of my findings in this (unfortunately paywalled) article, which appeared on Sunday. Later in the week, I got to sit down with Peggy and Dave Noyce for their excellent Mormon Land podcast. That episode is freely available (i.e., no paywall), and can be listened to here.

Starting to get notices about my Twitter API access being suspended. So long, Twitter research: You were an important part of my career, and I’ll miss you.

Fascinating read—and one that reminds me that academic journal software doesn’t always render emoji either, which is a problem for social media research.

RIP my Twitter research. Glad I have other irons in the fire…

At the beginning of my senior year of high school, Tyler and I were neck and neck in class rankings—if memory serves, he was slightly ahead. This never got in the way of our friendship. We had spent too much time playing the Wizards of the Coast Star Wars Roleplaying Game together, and a few years earlier, we’d even spent one memorable night with our mutual friend Chris hiking repeatedly back and forth between Tyler’s house and mine so that we could find the right hardware for hooking up someone’s GameCube to my family’s venerable TV so that we could play TimeSplitters 2. When a local news station wanted to take photos of local high school valedictorians, our school didn’t know how things would shake out, so they sent us both, and we were both comfortable enough with things going either way that we drove up to Cincinnati together, in the BMW that Tyler had bought with earnings from several springs and summers of a successful local yard business he’d started with his older brother.

Somewhat meandering read, but I think there are interesting implications for both teaching and research.

One of my academic pet peeves is when people use the word rigor as a validating synonym for something else, like “quantitative” or “giving out lots of Cs.” Rigor is important, but narrow definitions aren’t useful.

Pleased to see that page proofs I’m reviewing have preserved the emojis in quoted tweets. It’s frustrating for this social media researcher how many journal publication platforms do not support them.

After bouncing off of it a year or so ago, I recently decided to restart Cory Doctorow’s novel Walkaway (which led NPR reporter Jason Sheehan to describe Doctorow as “Super-weird in the best possible way”). The audiobook is excellent, and since I started a couple of days ago, it’s displaced my podcast listening and given me another chance to wrestle with Doctorow’s ideas here.

There is way too much going on (and I’m not far enough into the book) for me to engage with the underlying message of the novel (or even to be sure of what it is yet), but one passage stood out to me so much this morning that I have to write it down now. Walkaway is too delightfully weird to be able to give an easy explanation of the context here, but the following passage comes from an argument between (one of the many) protagonist(s) Limpopo and antagonist Jackstraw. Jackstraw believes that their “walkaway” community needs to be gamified and leaderboarded to be made more efficient. Limpopo is firmly against that:

Survey respondent mistyped “Infinite Campus” as “Infinite Camus,” and now I’m looking for a French existentialism punchline.

Looking for help from people working in or familiar with ed and ed tech: Do you know anything about an LMS, student information system, or other software called “Reef”? It’s showing up in survey data, but I can’t find anything on it.

Nothing says unwarranted optimism quite like the big pile of books I brought home from campus in case I had time to work on “that manuscript” over the break. Lugging them back to campus tomorrow morning.

I got my job largely because I can work with Twitter data, and my tenure application is built on the premise that I do good Twitter research. I probably shouldn’t take as much pleasure as I do from watching the platform fall apart right now, but I was ready to move on anyway.

I’m pleased to share that a study I contributed to—Gayservatives on Gab: LGBTQ+ Communities and Far Right Social Media—is now available (open-access!) through the Social Media + Society journal. Dr. Evan Brody is the lead author on the study, and we were lucky enough to have support from PhD student Mehroz Sajjad. Here’s the abstract for the study:

In the United States, LGBTQ+ individuals are often imagined as inherently politically progressive, but this assumption overlooks the experiences of self-identified LGBTQ+ conservatives. Likewise, although social media platforms are recognized as spaces of identity and community production for LGBTQ+ people generally, less work has considered how they provide a similar forum for “gayservatives.” In response, this article engages in a critical discourse analysis of LGBTQ+-oriented groups on the far right social media platform Gab. Results indicate that far right social media is utilized to connect with other politically similar LGBTQ+ individuals perceived to be absent in one’s offline community. Participants do so via discourses that both regulate and celebrate LGBTQ+ identities, particularly as it relates to hegemonic masculinity. These strategies generally reinforce, but at times reframe, stereotypical narratives about LGBTQ+ individuals. This study provides groundwork for more nuanced understandings of both LGBTQ+ conservatives and the ways power is socialized and embodied through discourses about sexual and gender identities.

In a training last week, we discussed the trend of journals’ checking manuscripts with plagiarism software. People shared examples where editors couldn’t accept perfectly good reasons for authors to reuse material unless a certain software score was also reached.

I’m pleased to share the publication of a new chapter of an edited volume. The chapter in question is “I’m a French teacher, not a data scientist”: Culture and languages across my professions, and it’s part of a volume called Cultures and languages across the curriculum in higher education. According to the CLAC Consortium, Culture and Languages Across the Curriculum (CLAC) is a:

a curricular framework that provides opportunities to develop and apply language and intercultural competence within all academic disciplines through the use of multilingual resources and the inclusion of multiple cultural perspectives.

Yesterday’s conference presentation went well, but despite a nagging suspicion that I’d prepared too many slides, I didn’t take the time to trim and wound up skipping a chunk of the talk. Alas.

Doing a research presentation at a conference today. The slides are essentially a fancy HTML doc (thanks to remarkjs), and I’m proud that I figured out how to get Font Awesome SVGs to display in-line with text.

In my second-to-last year of grad school, I was asked to give a research talk as part of my program’s prospective student day. My talk was representing the “educational technology” part of the program, and the incomparable Kristy Robinson gave a talk reresenting the “educational psychology” part (to this day, when I’m struggling with a bout of imposter syndrome, I still remind myself that my grad program let me present alongside someone of Kristy’s caliber, so I must have something going for me).

The best figure I’ve ever included in a scholarly publication was a screenshot of a joke I made in a tweet and was especially proud of. The screenshot happened to demonstrate a Twitter feature I was trying to explain, which seemed justification enough.

I fall victim to this despite being a Mastodon fan. Appreciate the reminder to be more careful with language.

I think one of the most important things in learning to do research is understanding that it’s a process of argumentation more than a process of discovery.