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 call ‘networked participation’, which is individual activity across various media and networks; online identity and how it relates to traditional academic practice; and new possibilities in research practice that open techniques give rise to.

As with previous chapters, the aim is not to provide the definitive overview of open scholarship as a topic, but to focus on how openness is significant as part of mainstream practice. This ­subject is less well defined than that of MOOCs, OERs and Open Access, as it addresses changes to academic behaviour afforded by open practice and technology. These three areas (networked practice, identity and new research approaches) then can be seen as representing a particular take on open scholarship, which in reality subsumes the previous chapters also.

Networked Practice

When I wrote The Digital Scholar in 2010/2011, the picture regarding academic use of social media and new technologies was one of wariness. Proctor, Williams and Stewart (2010) summed it up, saying, ‘Frequent or intensive use is rare, and some researchers regard blogs, wikis and other novel forms of communication as a waste of time or even dangerous.’ This ‘approach with caution’ attitude still seems to prevail, with Esposito (2013) reporting ‘a cautious interest in Web 2.0 tools to support inquiry activities’. Similarly Gruzd, Staves and Wilk (2012) report that most research institutions do not make use of online profiles when considering promotion, but they suggest this is beginning to change.

What has changed is the increased adoption of social media tools amongst society in general, so academics are more likely to have an identity in such places that mixes professional and ­personal. There has also been an increase in a­cademic-​­specific sites such