A few weeks ago, I wrote about the ways in which learned societies in education were using social media, and Twitter in particular. Twitter matters because it is a way of engaging with a broad public audience while making often unexpected connections between researchers who have something to say to each other.
Education researchers, I thought, seemed to be finding Twitter a bit of a struggle. Some big societies didn’t have a Twitter account, some accounts were dormant, and none had a particularly impressive number of followers. Some people thought this was a bit unfair, so I decided to look at historians, to see how they compare. I picked historians partly because some of my own interests like in the history of education and training, and partly because they are a small (compared with education) but well organised research community.
I expected that historians would come out of the exercise looking good – or at least better than educationists – and so it seems. The peak societies are well-represented on Twitter, attracting much larger follower numbers than are their equivalents in educational research.
Specialist societies are also generally active, with the rather surprising exception of the Economic History Society. While only one education society had over 2,000 followers, and only two had more than 1,000, the table shows that such levels of support are common for learned societies in history.
So my main finding is that historians seem to be much more successful at network-building through social media than educationists. There are several reasons for this, including the fact that the peak learned societies for historians have been around for much longer than – say – the British Educational Research Association. It’s still interesting, though, that the historians have taken so readily to Twitter to maintain and build their networks.
I am also aware that historians have, over time, developed very close connections with a wider public that is keenly interested in historical issues, and social media are an obvious extension of this. My list reflects this with the example of History West Midlands, a local group with more Twitter followers than any educational society apart from BERA. It seems rather odd that education scholars, with their natural constituencies of teachers and learners, have so far failed to do the same.
What I haven’t done, of course, is look here at the ways in which different societies use Twitter. That would be an interesting exercise, and of course the simple numbers can only be a rough guide to the level of engagement that is involved. And the table also suggests that while historians as a group punch above their weight on Twitter, there are also gaps and unmet potential; some of the smaller accounts seem to be dormant. Scholarly engagement through social media remains in its early days.