The Chronicle of Higher Education
January 5th, 2015
In 2009, anyone who searched my name on the web would first encounter the opinions of a disgruntled Midwestern undergraduate who lambasted me for being an unfair, unprofessional, and essentially ignorant professor.
Oddly enough, the student was angry because I had begun incorporating Twitter into the classroom. I was among the early advocates of using the social-media site in teaching, especially in large lecture-based courses. While many of the 120 students in my introductory film course embraced the Twitter assignments I devised, a handful revolted, including this particular student. He took to the Internet to express his belief that social media had no place in the college classroom, and any professor who thought otherwise was not only oblivious to Twitter’s intent (It’s for socializing, not learning!), but also graded her students unreasonably. In his diatribe, he called out my name, school affiliation, and the classes I taught.
Because I attended a graduate school focused on technology and digital media (even for those of us in the humanities), I’ve had an Internet presence since 1999. Teaching assistants in my Ph.D. program were required to, at the very least, post their syllabi online. Our advisers also encouraged us to have our own websites (or pages), which we rudimentarily made via software like Microsoft FrontPage (1996) and Netscape Composer (1997). So I’ve been aware of the need to shape one’s digital identity or online persona for quite a while now.