Social Media Actions

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General topics: Capitalism | Development (and Alternative development) | Diversity | Globalization | Neoliberalism (➦ Corporatization of the university) | Social justice
Note: The above are some topics that research activists tend to discuss as general concepts related to causes. But these general topics do not cover all specific causes and issues actually addressed (for which see below).
Specific causes & issues: Ageism | AI Bias | AIDS | Antiracism (see also Racism) | Antiwar | Apartheid | Caste antidiscrimination | Censorship | Childcare | Class discrimination | Decolonization | Digital justice | Disability rights | Drugs | Education reform (➦ In HigherEd) | Economic Inequality | Environment (➦ Biodiversity ➦ Climate change ➦ Environmental justice) | Feminist activism | Food justice (➦ Food sovereignty | Slow food) | Freedom of speech | Gender equality (➦ Reproductive labor [See also Womens rights]) | Health care reform (➦ Health advocacy) | Heteronormativity (➦ Toxic masculinity) | Housing & zoning issues (➦ Gentrification ➦ Houselessness (including homelessness) ➦ Housing reform ➦ Skidrow) | Human rights | Indigenous rights | Information access | Infrastructure | Labor activism (➦ Adjunct instructors | Anti-work | Care work | Domestic work | Feminized labor | Reproductive labor | Sex work | Unionization) | Land politics | Language activism (➦ Linguistic discrimination | Linguistic diversity) | Legal system (➦ Criminal justice system ➦ Police reform ➦ Prison abolition) | Medical system reform | Mental health | Microaggressions | Population movement (➦ Forced displacement ★ Migration ➦ Immigration ★ Immigration activism ★ Undocumented residents rights) | Prison change (➦ Prison abolition ➦ Prison reform) | Racism (see also Antiracism) | Reproductive justice (➦ Abortion | Reproductive labor) | Right-wing activism | Surveillance | Trade treaties | Water justice | Women's rights (➦ Feminicide ➦ Violence against women)

General topics: [TBD]
Age & generation groups: Children | Youth | Elderly | Generations (➦ [TBD])
Citizenship, residency, migrant groups: Citizens | Immigrants | Migrants | Refugees | Undocumented residents
Gender groups: LGBTQ | Men | Women
Economic groups: [TBD]
Professional & Occupational groups: (See also in this menu under "In Disciplines & Professions" > "Professions") Knowledge workers | Professionals | Veterans
Religious groups: [TBD]

Issues in LowerEd Research Activism: Discipline | Preservice teaching | Teaching | Curriculum (re)design
LowerEd Personnel & Research/Activism: Administration | Students

General topics: [TBD]
Arts (Creative & Performing Arts): Architecture | Art (➦ Digital arts ➦ Street art ➦ Textile art) | Music (➦ Ethnomusicology) | Performance studies | Theater
Science, Technology, Engineering, Mathematics (STEM): AI (artificial intelligence) | Computer science | Data science | Engineering (➦ In Silicon Valley) | Environmental sciences
"None, or All of the Above": Organic intellectuals | Public intellectuals

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Explanation: The content of the Research + Activism Bibliography is kept as a group library in the Zotero bibliography manager, and then pulled into this WordPress site through the ZotPress plug-in. Showing the bibliography on our WordPress site allows us to organize and narrate tagged categories to create what amounts to a conceptual map. But search capabilities are simpler. More advanced searching is available through direct online access to our Zotero bibliogaphy (but Zotero's own interface does not allow us to organize and narrate our tags).
For more advanced and granular search by author, title, year, and tag (with abstracts available), use the online interface of the Zotero group library holding our content. Click on "Go to Arrow to right, black Zotero"
Online inferface of Zotero library underlying the Research + Activism Bibliograpy.
Online inferface of Zotero library underlying the Research + Activism Bibliograpy.

by Date by Author

 
Marwick, Alice, Rachel Kuo, Shanice Jones Cameron, and Moira Weigel. “Critical Disinformation Studies.” Center for Information, Technology, and Public Life (CITAP), 2021. https://citap.unc.edu/research/critical-disinfo/. Cite
Vatansever, Aslı. “Feminization of Resistance: Reclaiming the Affective and the Indefinite as Counter-Strategy in Academic Labor Activism.” Publications 10, no. 1 (2021): 1–16. https://doi.org/10.3390/publications10010001. Cite
Byrne, Virginia L., Bridget L. Higginbotham, Alice E. Donlan, and Terah J. Stewart. “An Online Occupation of the University Hashtag: Exploring How Student Activists Use Social Media to Engage in Protest.” Journal of College and Character 22, no. 1 (2021): 13–30. https://doi.org/10.1080/2194587X.2020.1860775. Cite
Harris, David. “Syllabus: Social Movements & Social Media.” #MoveMe, University of California Berkeley, 2020. https://moveme.berkeley.edu/about-us/course-syllabus/. Cite
Williams, Sherri. “The Black Digital Syllabus Movement: The Fusion of Academia, Activism and Arts.” The Howard Journal of Communications 31, no. 5 (2020): 493–508. https://doi.org/10.1080/10646175.2020.1743393. Cite
Clark, Meredith D. “Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy.” Communication, Culture & Critique 13, no. 2 (2020): 222–41. https://doi.org/10.1093/ccc/tcaa017. Cite
Bivens, Kristin Marie, Kirsti Cole, and Leah Heilig. “The Activist Syllabus as Technical Communication and the Technical Communicator as Curator of Public Intellectualism.” Technical Communication Quarterly 29, no. 1 (2020): 70–89. https://doi.org/10.1080/10572252.2019.1635211. Cite
Foos, Florian, Lyubomir Kostadinov, Nikolay Marinov, and Frank Schimmelfennig. “Replication Data for ‘Does Social Media Promote Civic Activism? A Field Experiment with a Civic Campaign.’” Harvard Dataverse, 2020. https://doi.org/10.7910/DVN/0BPVCH. Cite
McGladrey, Margaret. “On Making Academic Feminism More Public.” Signs: Journal of Women in Culture and Society 45, no. 4 (2020): 1035–57. https://doi.org/10.1086/707804. Cite
Williams, Sherri. “The Black Digital Syllabus Movement: The Fusion of Academia, Activism and Arts.” Howard Journal of Communications 31, no. 5 (2020): 493–508. https://doi.org/10.1080/10646175.2020.1743393. Cite
Reilly, Paul. “Curation, Connections and Creativity: Reflections on Using Twitter to Teach Digital Activism,” 2020. https://doi.org/10.24377/LJMU.jsml.vol1article356. Cite
Eschmann, Rob, Jacob Groshek, Rachel Chanderdatt, Khea Chang, and Maysa Whyte. “Making a Microaggression: Using Big Data and Qualitative Analysis to Map the Reproduction and Disruption of Microaggressions through Social Media.” Social Media + Society 6, no. 4 (2020): 1–13. https://doi.org/10.1177/2056305120975716. Cite
Pillay, Suntosh R. “The Revolution Will Not Be Peer Reviewed: (Creative) Tensions between Academia, Social Media and Anti-Racist Activism.” South African Journal of Psychology 50, no. 3 (2020): 308–11. https://doi.org/10.1177/0081246320948369. Cite
Phull, Kiran, Gokhan Ciflikli, and Gustav Meibauer. “Gender and Bias in the International Relations Curriculum: Insights from Reading Lists.” European Journal of International Relations 25, no. 2 (2019): 383–407. https://doi.org/10.1177/1354066118791690. Cite
Novoselova, Veronika, and Jennifer Jenson. “Authorship and Professional Digital Presence in Feminist Blogs.” Feminist Media Studies 19, no. 2 (2019): 257–72. https://doi.org/10.1080/14680777.2018.1436083. Cite
Foster, Mindi D., Eden JV Hennessey, Benjamin T. Blankenship, and Abigail Stewart. “Can" Slacktivism" Work? Perceived Power Differences Moderate the Relationship between Social Media Activism and Collective Action Intentions through Positive Affect.” Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 2019. https://scholars.wlu.ca/psyc_faculty/106/. Cite
McLean, Jessica, Sophia Maalsen, and Sarah Prebble. “A Feminist Perspective on Digital Geographies: Activism, Affect and Emotion, and Gendered Human-Technology Relations in Australia.” Gender, Place & Culture 26, no. 5 (2019): 740–61. https://doi.org/10.1080/0966369X.2018.1555146. Cite
BLACK FEMINIST PEDAGOGIES.COM. “Intersectionality & Activist Research in the Movement for Black Lives (Syllabus and Themes),” 2018. http://www.blackfeministpedagogies.com/intersectionality--activist-research-in-the-movement-for-black-lives-syllabus-and-themes.html. Cite
Freelon, Deen, Lori Lopez, Meredith Clark, and Sarah Jackson. “How Black Twitter and Other Social Media Communities Interact With Mainstream News,” 2018. https://repository.upenn.edu/asc_papers/773. Cite
Mahabir, Ron, Arie Croitoru, Andrew Crooks, Peggy Agouris, and Anthony Stefanidis. “News Coverage, Digital Activism, and Geographical Saliency: A Case Study of Refugee Camps and Volunteered Geographical Information.” PLOS ONE 13, no. 11 (2018): e0206825. https://doi.org/10.1371/journal.pone.0206825. Cite
Reynolds, Rema, and Darquillius Mayweather. “Recounting Racism, Resistance, and Repression: Examining the Experiences and #Hashtag Activism of College Students with Critical Race Theory and Counternarratives.” The Journal of Negro Education 86, no. 3 (2017): 283–304. https://doi.org/10.7709/jnegroeducation.86.3.0283. Cite
Ince, Jelani, Fabio Rojas, and Clayton A. Davis. “The Social Media Response to Black Lives Matter: How Twitter Users Interact with Black Lives Matter through Hashtag Use.” Ethnic and Racial Studies 40, no. 11 (2017): 1814–30. https://doi.org/10.1080/01419870.2017.1334931. Cite
Brown, Aleia M., and Joshua Crutchfield. “Black Scholars Matter: #BlkTwitterstorians Building a Digital Community.” The Black Scholar 47, no. 3 (2017): 45–55. https://doi.org/10.1080/00064246.2017.1330109. Cite
Burman, Jenny. “Multicultural Feeling, Feminist Rage, Indigenous Refusal.” Cultural Studies ↔ Critical Methodologies 16, no. 4 (2016): 361–72. https://doi.org/10.1177/1532708616638693. Cite
Twitter. “Twitter, #CharlestonSyllabus (Hashtag).” Twitter Search. Twitter, 2016. https://twitter.com/search?q=%23CharlestonSyllabus, https://twitter.com/search?q=%23CharlestonSyllabus. Cite
Benbow, Candice. “Lemonade Syllabus.” Syllabus. Issuu, 2016. https://issuu.com/candicebenbow/docs/lemonade_syllabus_2016. Cite
“Life As A Scholar-Activist.” MP3 audio. Wisconsin Public Radio, 2016. https://www.wpr.org/life-scholar-activist. Cite
Kende, Anna. “Separating Social Science Research on Activism from Social Science as Activism.” Journal of Social Issues 72, no. 2 (2016): 399–412. https://doi.org/10.1111/josi.12172. Cite
DocumentingTheNow (@documentnow), @BergisJules, and @edsu. “Twitter Account.” Twitter Account. Twitter, account created 2015. https://twitter.com/documentnow. Cite
Blain, Keisha N. “#Charlestonsyllabus.” Syllabus. African American Intellectual History Society, 2015. https://www.aaihs.org/resources/charlestonsyllabus/. Cite
Rambukanna, Nathan. “FCJ-194 From #RaceFail to #Ferguson: The Digital Intimacies of Race-Activist Hashtag Publics.” Fibreculture Journal, no. 26 (2015): 160–89. https://doi.org/10.15307/fcj.26.194.2015. Cite
Alzate González, Jennifer. “Anti-Racist Activism and Community Self-Care at the University of Michigan.” Souls (Boulder, Colo.) 17, no. 1–2 (2015): 11–19. https://doi.org/10.1080/10999949.2015.998569. Cite
Johnson, Lindy L., Tobie Bass, and Matt Hicks. “Creating Critical Spaces for Youth Activists.” In Teaching towards Democracy with Postmodern and Popular Culture Texts, 37–58. Brill Sense, 2014. https://link.springer.com/chapter/10.1007/978-94-6209-875-6_4. Cite
Dahdal, Sohail. “Digital Media Arts as Terrain for Inter-Cultural Political Activism.” Thesis, University of Technology, Sydney, 2014. https://opus.lib.uts.edu.au/handle/10453/29225. Cite
Joyce, Mary, António Rosas, and Philip N. Howard. “Global Digital Activism Data Set, 2013: Version 2.” ICPSR - Interuniversity Consortium for Political and Social Research, 2013. https://doi.org/10.3886/ICPSR34625.v2. Cite
Jung, Sun. “Fan Activism, Cybervigilantism, and Othering Mechanisms in K-Pop Fandom.” Transformative Works and Cultures 10 (June 15, 2012). https://doi.org/10.3983/twc.2012.0300. Cite
Smeltzer, Sandra. “Asking Tough Questions: The Ethics of Studying Activism in Democratically Restricted Environments.” Social Movement Studies 11, no. 2 (2012): 255–71. https://doi.org/10.1080/14742837.2012.664905. Cite
Documenting the Now. “Home Page.” DocNow, n. d. https://www.docnow.io/. Cite
Linterna Verde. “Home Page.” https://linternaverde.co/. Accessed July 14, 2022. https://linternaverde.co/en/. Cite
Twitter. “Twitter, #TeachTruth (Hashtag).” Social Media Search. Twitter. Accessed September 3, 2021. https://twitter.com/hashtag/teachtruth. Cite