what would a curricula for Networked Scholarship look like?

That’s the intriguing question which George Veletsianos addresses in this post. He suggest an approach centred around issues and tools:

Networked scholarship curricula will need to balance a focus on tools and issues. The teaching of tools could instill future scholars with the abilities to use networked technologies productively. For instance, networked scholars might employ the services of text-mining techniques (e.g., Google Alerts) to track mentions of their name, areas of research, or publications such that they can keep track of and participate in discussions mentioning their work. Many trends, including the publication of journals in digital form, the pervasive use of institutional profiles, and the use of social media services for personal reasons combine to make it highly likely that scholars are already searchable and findable online. Thus online presence is assumed to exist regardless of whether a scholar has taken any steps in cultivating such a presence, and the teaching of tools to manage one’s presence may be necessary. The teaching of issues pertaining to networked scholarship is also significant. Scholars would benefit from making sense of issues such as networked societies, context collapse, alternative metrics, honophily, filter bubble, open access publishing, digital literacies, and community-engaged scholarship. For instance, doctoral preparation curricula might problematize the fact that while Twitter might allow researchers to follow one another and discuss topics of interest, such discussions may go unchallenged, if scholars are only followed by those who have similar educational training and beliefs to them. http://www.veletsianos.com/2015/07/21/teach-neatworked-digital-scholarship-curricula/

I’ve taken a slightly different approach in Social Media for Academics. I’ve structured the book around activities (publicising your work, networking, managing information, public engagement) and challenges (communicating effectively online, managing online identity, finding the time for social media). In doing so, I’ve hopefully conveyed how social media is used to enact and augment existing activities, rather than constituting something radically different from them. I address some of the practical questions these pose in the four activities chapters before moving on to discuss them more systematically in the three challenges chapters.

But these are decisions I’ve made for a book. They’re also ones I’m pretty committed to at this point. I really like the suggestions Veletsianos makes for what an actual curriculum would look like. Particularly the concern to “prepare scholars to work in an increasingly uncertain world: What challenges will scholars face at their institutions or in the broader culture as they enact networked practices?”