Don’t Panic!

When to act, and when to do nothing?

Community and social media managers deal with this conundrum on a regular basis. When managing a social media presence, what constitutes “action-worthy” audience behavior, and when should you just stand by?

The chart below was inspired by Charlene Li’s “social media triage” as blogged here by Andrew Careaga. The idea is to use the chart as a way to determine the “threat level” – from low to high – and assess the amount of action required to manage it.

Social Media Threat Level Graphic

Most of the issues we deal with on a regular basis fall into the “low” category: combative comments, unofficial groups, spam, etc. These require little to no action to manage, other than consistent monitoring. In fact, reacting too quickly or being defensive could do more harm than good.

“Medium” level issues not only need more attention, but also may require the involvement and input of higher levels of management and other members of your team, including alumni volunteers and other campus departments.

Finally, “high” issues require coordinated action and involve the highest levels of management. While situations that fall into the “high” category are relatively rare, it pays to have a strategy in place for managing these types of situations, similar to a crisis communications plan. Be sure to include strategies for coordinating efforts across campus departments. Also think about how and when to involve Provosts, Vice Presidents, and general counsel. These high-level administrators should know about the situation, and your strategy for managing it.

This chart is meant to help guide your thinking about social media issues, and does not cover every single situation that might come across your desk. It should, however, help you prepare for what lies ahead.

Keeping Up

One of questions I hear most often is, “How do you keep up with all of this stuff?” Meaning: “how on earth to you find the time, energy and motivation to keep up with the latest trends, tools and social content?”

The short answer is that I find “this stuff” interesting, so keeping up is easy. I want to do it. But if you are new to all this, or maybe just burned out, here are a few specific ways you can keep up with the social media universe:

1) Use Twitter.

Follow people who distribute great content. Follow hashtags like #casesmc. Engage in conversations. Using Twitter to both obtain and distribute information and ideas is one of the best ways to use the tool.

2) Read blogs.

There’s a list of some of the blogs I read in the right sidebar on this page (“Blogroll”). Check them out, subscribe, and hear from some of the smartest, coolest, most thoughtful people in education and communications. Also see EdSocialMedia and BlogHighEd; both have a diverse array of contributors with great insight and perspective (full disclosure – I’m a contributor to both of those sites).

3) Talk to people.

Go to a Tweetup. Start an email thread. Pick up the phone. Attend conferences. Having actual conversations with people you respect, find interesting, or just want to learn from is a great way to get new information – and to spark your own creativity.

4) Get industry news.

Read industry sites like Mashable. Even though it isn’t education-specific, the trends and tools they talk about will likely apply to your institution, school, etc. Sign up for the Smart Brief on Social Media. It’s a daily (M-F) email and it always, always has great content. Smart Brief has digests on EdTech, Education, and many other topics as well.

What did I miss? What other resources do you use to “keep up with this stuff?”

Student Generated Content: Part Five

This is the fifth post in a series on integrating student-generated content into communications, particularly in social platforms. Read the entire series here.

Below are two great examples of blogs and other presences that highlight student generated content.

Example One: Beyond the Elms from my alma mater, Scripps College

Beyond the Elms is written by current students as they begin to explore their options for life after college: graduate school, entering the workforce and entrepreneurship. Students also discuss their searches for summer internships, interviewing tips and other career-related endeavors. Valinda Lee, Assistant Director of Career Planning & Resources and manager of the student bloggers, shared a great success story with me via email:

“One of my writers is interested in going into literary criticism. In one of her posts she mentioned the names of a few critics who she admired. One of them must have had a Google alert set on his name and found the blog entry. He left a comment offering help to the student, and they connected for a great informational interview. He happens to have connections to her midwest hometown and put her in contact with an editor of a paper there.”

Thank you Valinda!

Example Two: Videos from Students on Ice

The Students on Ice Foundation offers educational expeditions to the Arctic and Antarctic for high school students, focused on helping young people gain a better understanding of our planet and environment. During each expedition, students share their experiences and impressions, all of which are captured on video. These videos are then uploaded to the web, giving visitors a first-hand account of the students’ adventures. The videos are also a great way to thank donors and others who helped make the trip possible. Watch the clips from the 2010 expedition to Antarctica here. You can also follow their upcoming journey to the Arctic here.

Looking for even more examples? Check out this shared Google spreadsheet created by Kyle Judah (@KyleJudah) listing student blogs from institutions around the world.

I know there are many, many more examples out there. Please share yours in the comments! I hope this series of posts has inspired you to think about how your organization can use student generated content to reach your many audiences.

Blog Birthday

Today, June 26th, marks the second anniversary of my first post on this blog.

Thank you readers, supporters, fans, retweeters…your support makes this little endeavor worthwhile and most importantly, fun.

Here’s to another year! I’m not stopping now…

Student Generated Content: Part Four

This is the fourth post in a series on integrating student-generated content into communications, particularly in social platforms. Read the entire series here.

Managing student staffers can be tricky. Here are some things to remember:

Put Someone in Charge

A single member of the professional staff should be responsible for student workers. Having this point person helps eliminate confusion on where to go for guidance and assistance, both for student workers AND staff members. Brainstorming, determining the content calendar, and selecting topics can be highly collaborative activity, but one person should have the final say on editing decisions and other issues.

Be as Clear as Possible

Describe what you have in mind when giving directions to your students. Be specific. Don’t tell your students to “go take some pictures.” You won’t be happy with the result. Instead, say something like, “take photos of people, make sure you can see their faces. Make your photos tell a story.” This way, you won’t end up with random photos of the sky, the ground, or other “interesting” shots you probably won’t be able to use.

Provide Feedback and Evaluation

Meet with your students on a monthly basis to share the results of their posts. Show them the number of hits, comments, and any other feedback. Tell them how they’re doing on meeting deadlines, working with the team, etc. Make sure they understand the impact of their work on your larger audiences – this will motivate your students and make them feel like part of the team.

“Pizza is not Pay”

That’s my mantra. Student content generators are valuable members of your team. Don’t try to buy them off with pizza and soda. Compensate them with a monthly stipend, pay them on a post-by-post basis, or have them work for an hourly wage. Thank your students for their hard work with more than money: offer to serve as a professional reference, and publicly thank them whenever possible.

In an upcoming post: some great examples of student generated content.

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