• Are you a map-maker or a bungee jumper with your writing?

• A map of AI productivity tools

• Digital-first scholarship

• How often do you interrupt yourself?

• On stopping when you’ve still got something to say

• Setting your own technological rhythm

• Spam for academics will soon be GAI-generated

• Science fiction publications are drowning in a sea of GAI-written submissions. Will academic journals be next?

• How common is counter-plagiarism within social theory?

• How to use Claude as an editing assistant

• Drawing diagrams with ChatGPT

• The first use of the phrase ‘publish or perish’ was in a 1928 journal article

• The value of a long-term personal blog in the next phase of GAI

• “My plans have always exceeded my capacities and energies”

• Why are we so bad at online meetings?

• What’s the point of online conferences where people don’t actually meet?

• Chekhov’s gun in academic writing

• Do people dismiss GAI-supported work because it doesn’t involve the sacrifice of time?

• Disavowal as a scholarly habit

• The starting point for my second attempt to write a novel: Trinity College Cambridge, after the crash 🌊☀️☠️

• 📍Digital Sociology Wikipedia Editathon/Meetup – Feb 1st in Edinburgh

• 📖 Books I’ve read in 2024

• The Gish Gallop as an academic technique

• Procrastination

• Attention digital sociologists – HELP NEEDED with the Wikipedia page!

• The sensory pleasure of ideas and the displaced joys of academic life

• How to create a research agenda & develop your personal brand

• Using generative AI to analyse your writing

• Lovely review of The Public and their Platforms

• What I’m ultimately interested in

• Generative AI for Academics

• Four vague accelerationist hypotheses about scholarly publishing

• ‘The Public and Their Platforms: Public Sociology in an Era of Social Media’ is now open access

• Leaving a camera on at online academic workshops

• Why I don’t trust research comms agencies who contact individual academics

• The GAI-driven future of the book

• The strange intimacy of marginalia

• Who actually reads this blog?

• How the concept of platform shaped my research

• Video: Building the post-pandemic university

• From social media to generative media: a first lecture on my next project after Generative AI for Academics

• Claude: how can you help me analyse open response questions on surveys?

• ChatGPT: how can academics use the new voice conversation and image analysis features?

• Generative AI for Academics: 13 principles

• Synthetic humans as research instruments

• I will finish this book by Nov 12th ✊

• Some notes on projectification

• Proper old school academic hostility to social media

• “You just cannot trust someone who is publishing ten papers a year in top journals.”

• Interview with me in VoltEdu about academic social media after Twitter

• Lauren Berlant on writing in a parenthetical voice

• A really interesting spin on interdisciplinarity in digital scholarship

• Void left by decline of academic Twitter ‘will be hard to fill’

• Music that is helping me finish my book #4

• Using ChatGPT to fix spreadsheets

• Music that is helping me finish my book #3

• Superficial engagement with generative AI masks its potential contribution as an academic interlocuter

• Digital Sociology ECR workshop – Dec 14th-15th in Belgrade

• Tfw the only sections left in your book are the difficult ones you have been putting off

• Generative AI and the threat to the academic profession

• 📍Help us build grassroots community media in Manchester

• 9 ways to use use conversational agents as a tool for thinking rather than a substitute for thought

• Interview with Times Higher Education about the viability of Threads for academics

• Using generative AI to summarise conversations in order to feed them into future projects

• Music that is helping me finish my book #2

• Music that is helping me finish my book #1

• Conversational AI as a tool for thinking-with rather than a technique for replacing our labour

• Talk to my bot about my work

• How do Claude and ChatGPT 4 compare as an interlocutor?

• “I think if you start writing a book and you don’t feel as if you’re drowning it’s not worth doing”

• Generative AI for Academics

• If you’re writing a critical analysis of ChatGPT you need to learn how to use it first

• Social media is EVERYWHERE in the REF 2021 case studies. Initial findings from our study, analysed with Claude AI

• Code Interpreter for ChatGPT is mind blowing

• Generative AI as a source of practical knowledge

• Possibly my favourite part of being an academic

• Using generative AI to summarise the key messages of your book

• It’s time for academics to let go of Twitter

• Have you used Social Media for Academics in your teaching or training?

• The impending automation of grant writing

• How to use blog length prompts to ask ChatGPT 4 complex conceptual questions

• What Do Artificial Intelligence Systems Mean For Academic Practice?

• Science and scholarship in a changing Europe, July 3rd

• Is AI a threat to academic publishing?

• Talking to ChatGPT about my PhD

• How blogging is different from tweeting

• Top AI tools for knowledge work

• How can academics use ChatGPT to make their work easier?

• Podcast: The Public and their Platforms – Public Sociology in an Era of Social Media

• Treat your personal knowledge base like a garden rather than a library

• What will generative AI mean for digital methods?

• It is time for academics to let go of Twitter

• Social media has changed – Will academics catch up?

• How does it feel to be an expert in a dying field?

• Academics can’t quit Twitter. Universities should be building alternatives. Instead, some are doubling down

• Building a personal knowledge management system with Craft

• A blog post I had completely forgotten writing was quoted in a Nature journal editorial

• Developing a research agenda consistent with Ikagai

• Chat-GPT: what are Mark Carrigan’s main arguments?

• Focusing on the process rather than the outcomes