Ma'ayan Plaut

Manager, Social Strategy & Projects at Oberlin College.
Photog, foodie, teacher, Oberlin alum.
(My own) thoughts & things live here.

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My first day in Portland I wrote a little bit about a project I decided to focus on as my personal goal for meeting with and talking to people at World Domination Summit. I thought I was at a point that I was ready to start on the project that was in my head — exploring what it means to write a book that included a lot of thinking about food — but after a full day of talks and conversations in and around the activities and sessions of the past 48 hours, I think it’s fair to say that a revision of my goal is necessary.

Jadah Sellner spoke this morning about her path to now: how businesses are relationships and how to deal with the dreamer-doer spectrum that haunts us all. She gave us a series of practical thoughts, but these in particular: say your dreams out loud, take consistent action with focus, and to stay curious and driven by love.

Which is when I realized my goal for this weekend was all wrong. I don’t love the idea of writing a book. It’s scary in a way that I can’t really fathom right now, because I’m fearing how to think about the process rather than the reason I want to do it, which is that I love thinking about and being creative with food. That is fun. That is my curiosity, I love the process and the product, and I love that it involves interacting with people and how they relate to their food. And more importantly, it allows me to play with my (and your) food for mutual enjoyment.

In college, I took my role as an employee at the campus cafe very seriously. The custom salad and sandwich bar where I worked at least one shift a semester became my food playground. When friends (or soon-to-be friends) came into the cafe unsure of what they wanted to eat that day, I would ask them their adjective and a short list of questions (dislikes/can’t eats, tolerance for spiciness, and omnivorous/veggie/vegan preferences) before I would begin free associating their word, the ingredients on hand, and what I knew about that person to make their one-of-a-kind sandwich. No two people received the same sandwich, nor would the same word on a different day inspire a similar combo.

This went on until I graduated, and nearly a year after that I found myself missing the regular food creativity, so I moved the whole endeavor online with The Adjective Sandwich. I could solicit adjectives (and answers to the required questions) via email or the Tumblr ask box, then I could share the completed sandwich with the eater and the world.

And then things stagnated for a while (a few years >.>) as I tried to figure out internet life for a person whose full-time work is the internet (how do you deal with the world and the web when it’s all happening all the time?) but I’ve done a handful of custom sandwiches for friends in the past few years still. I just renewed the domain name last week, and after today, it’s time to get back to that in a serious way. I said it out loud. Now it’s real.

So, here we are. Hi, new friends from the world. I like to make people eat their words. Tell me your adjective and I’ll tell you what you eat. I truly believe that creative association makes the food experience highly personal and enjoyable, and I want to live in that world where I (and my eating friends) can have that experience regularly.

And we’ll see where we go from here.

My dad and I sometimes (let’s be real: regularly) get into sprawling conversations about, well, everything. The most recent one was the evening before my first trip to Portland, to absorb some cityscapes and places I think I will love and to attend my first personal (rather than professional) development conference, World Domination Summit. I’ve never been before, but I’m imagining it’ll be a good time for me to figure out how to balance creative Ma’ayan at work and at play, to find a bit of solace for some young professional restless energy, and to try and tackle more than just brief thinking about a project that’s been on my mind for a bit: writing a … book?

I love books and I’m not going to get into allll that here, but following a few things:

- several inspirational thoughts from Lorain County native Toni Morrison on writing the books she wanted to read during her recent visits to Oberlin
- a serious conversation with a foodie friend and cohort who said that I write in a readable style that would complement a cookbook well
- a more serious conversation with my dad about how my brain tends to free associate with food more often than anything else

I decided to actually put some brainpower toward figuring out *how* to do just this.


Scott Kubie had a great presentation at #psuweb about the digital writing toolbox. Before we got to a point of talking about how we use writing tools, though, we had to break down the writing process (something ungrounded, with the mystic of ~writing~ as a thing that just happens magically) into tangible writing workflows. As Scott went on to explain, writing is a series of steps: thinking, composing, editing, and finishing.

Right now, I’m in the thinking stage. I don’t actually know how to move to the next step because I’ve never tackled something this big before. I think I’m actually in stage 1.7 of thinking: I’ve thought a lot about what it is I want to do, but I haven’t actually thought about how I will do that next thing, which is starting to actually write.

And so I’ve decided: this is something I’m actively seeking out at WDS. If you have written (or started writing) a book, I want to talk to you.

Finding my niche

Food is my jam, literally and figuratively. I love talking about it, I love thinking about it, I love playing with it, and above all else, I love sharing it. I thoroughly enjoy reading food literature, those storytelling pieces that talk about thinking and sensations with a nod to the process, too. Those are the books I want to read, and those are the books that excite me to the point of wanting to try new things and talking about it and sharing it with other people.

So I’ve decided this too: if you read food writing or think about food when your mind starts to wander, I want to talk to you too.

Okay. Let us do this thing, this 3000 person meeting of the minds. I’m ready.

Sometimes it’s very hard to talk to people on the internet. Like, you know they’re out there and that they are possibly listening, but how do you say “Hi!” to someone you’ve never met before? (I suppose you can just say hi, but if you don’t have anything to talk about after that, it just feels awkward. Hi. Hi. *shuffles feet*)

I don’t really know, but I’m trying to do this better. Today I said a hello and a thank you to Melody Kramer, who is in a similar strategy role to me but at NPR (!!) and has been a source of a great deal of good ideas and inspiration this week. 

Why did I get up the nerve to say hi today? Well, I spent several on and off hours reading the NPR Social Media Desk yesterday and today, because once you start, you can’t stop. (For those of you who don’t know about the #socialsandbox of NPR, it’s great: it started as an email list serv to start sharing and educating the fine people who work at NPR about the world of social media and now it lives openly on Tumblr and it’s filled with wonderful things.) After reading some of Melody’s presentation notes and slides and seeing many of the statements and things I’ve said in my own presentations and slides pop up in hers, I just couldn’t keep my feelings inside anymore.

I let Melody know that I’d been reading the blog, thanked her for being so transparent about learning about social media, and let her know that it’s good to not feel alone in this brave new world. That was the best hi I could muster, and I spent the next twenty-ish minutes freaking out about how this cool famous person would react to me tweeting things. (Turns out that the action is faving and retweeting and that my reaction was to get flustered and excited that someone I appreciate saw my words of thanks today.)

While much of the stuff hanging out in the #socialsandbox is useful and fun to explore, the reason the blog exists in the first place is a huge deal to me, and that’s the top reason why I like it. That kind of transparency and sharing your learning parts of social media is rather obvious to me, because the only way to learn new things that haven’t been discovered yet is to share the things you’ve learned about doing something new that you just discovered from doing it. The only way I know how to get better is to share things and reflect upon things constantly, and I try and model that behavior myself as we do new things at Oberlin. The Social Media Desk is doing just that, first internally and then externally, and I freaking love it.

This “crack your one-off emails and things open and use it as a public piece of writing” mindset is one I love very much. It’s popped its head up a few times in the last week or so: a Facebook post on finishing up my student loans turned into a longer Oberlin blog post, all of my emails to students who participated in a recent virtual panel included individual recaps of the viewership for each panel that turned into my full documentation of the panels on the webteam blog, and after asking a whole lot of prying questions of a friend-I’ve-yet-to-meet-face-to-face via email, he decided to post excerpts of it as his second post in The Month of Blogging Rantily. (It’s a good post and I recommend it, and not just because I asked a bunch of questions that prompted the writing in the first place.)

So let’s just say I’m feeling bold this week. If I find something useful out there online and I can identify the human behind it, I’m trying to thank them for their awesome. If you made my day better, I’d like to make yours better too.

You would think the story ends here. In true social form, it has legs beyond earlier today.

My social media counterpart over in the admissions office is Tanya, and she and I are hosting a BlogNFeed this evening (read: make and eat tasty food, then blog lots in a comfy living room while eating dessert and drinking tea — this is partially for us but more for our fabulous Oberlin student bloggers), and like I do after a long day, I’m a little bit distracted thinking about all the things I could write about tonight. So I turned to Tanya and asked if she followed Melody on Twitter, thinking one social media person knowing about another cool social media person that’s brimming with ideas and resources is worth sharing.

Tanya: “Yes, I know her.”

Me: “Wait, really? Awesome!


"… Wait, you know her? Like know her know her?"

Tanya: “Yes, and she kicks butt at trivia, too.”


I get a little bit starstruck when I know of cool people who do work I admire and I would like very much to meet one day. Celebrity is a strange thing sometimes, and at this point in my life, it appears that celebrity is “role model/cool person that does cool things.” When there aren’t a lot of directions to look in when venturing in a place where there are no roads, finding a kindred spirit or two who think similarly to you will do the trick. Or at least it did today.

I’m a visual communicator. Cameras are my eyes.  I majored in cinema studies in college because seeing made more sense than reading, constructing made more sense that writing. More often than not, I’ll confirm the final thought of an email thread or Twitter conversation with an appropriate animated gif. It’s just how I roll. 


Two weeks ago, I returned from a trip from Boston and ended up in a conversation with an Oberlin trustee. He asked me what I was doing in Boston — presenting, of course, on admissions, social media, and working with student content creators — and then asked me what the newest big thing in social media will be this year. (I’m pretty sure the exact phrasing was, “So, what’s the next Facebook?” but you all know how I feel about Facebook. I feel Not Great about Facebook.)

I responded that while I don’t know what the next big app-thing will be, I have a pretty good feeling that it’ll focus on visual communication: photos, gifs, videos, animations, selfies, emoji, memes, etc. Why? Because in a world where more and more communication happens online, in text form, we lose a lot of the open-to-interpretation parts of non-verbal communication. Visual communication gets a little bit closer to understanding and conveying our feelings without face-to-facing with our receiver, much less finding the words for it, words that limit us to our vocabulary, our language, our platforms. If a picture is worth a thousand words, an emoji is worth a half dozen smizes, an animated gif is worth 100 losses of eye contact, a meme is worth an uncomfortable weight shift or two, and a selfie is at least a gross of giggles.


This marks a shift in our understanding, but are we prepared? Two considerations:

  • Do we possess the education to effectively translate visual communication to meaningful understanding?
  • Are our digital spaces ready to make visual content accessible to everyone?

I am currently doubtful on both fronts, but these are things that we as technological developers and educators need be aware of as we make and teach our newest generations of communicators.

#casesmc was my first ever conference in 2011. It was where I started using Twitter as a professional, where I was first introduced to the idea that social media was a thing we could do with fun, purpose, and direction, and found some of my longest running human resources in the social media in higher ed space.

This year, however, was a golden opportunity. It’s the fifth year of the conference, my third attendance of the conference, and my first time presenting there: I did two sessions (one on crafting the content your community wants and one on knowing your narrative), joined a parliamentary panel to pontificate about social media stuffs to an entertained audience, and did a half satirical/half serious Between Two Ferns segment with my boss, Ben Jones.

At the end of our comedic bit, Ben and I asked the whole audience to participate in Instaception: Instagrams of people Instagramming, and like Inception, the more layers the better… but there was an added challenge to get more people Instaceptioning in the background of the initial photo: a Instagram Inception selfie. 

Why do Instaception selfies with the #casesmc crowd? Well…

  • Ben secretly wanted to do a Oscar selfie and have it be the most retweeted photo of the conference. Only thing: you can only get so many faces into a single group selfie, because arms. I’ve got short ones. We’ve got a lot of lovely people at #casesmc. And to up retweet value, the more people in it, the better the chances of social lift. So we last minute shifted our idea to selfies and Instagram (it had been used a lot during the conference, so it’s not like it was an unfamiliar concept).
  • We social media folks are so much more than our accounts. One of the underlying repeated phrases during #casesmc was that we need to remember that there are people behind social media accounts, both on the brand side of things (be human!) and our audience side of things (those likes and shares aren’t numbers, they’re people).
  • We don’t look like our avatars. As one of the last actions of the conference, it was good to capture the moment in time when we are who we are, in our element with our fellow nerdlings. (Also, secret: I didn’t get to meet as many of the folks I tweeted with F2F as I’d hoped, and if I did, I didn’t necessarily connect Twitter handles with faces in the moment. This activity made it easier to connect accounts to the folks I met fleetingly over a few days.)
  • Of all the groups that would understand the concept of Instaception (and play along with it), #casesmc would be it. 

The results were beautiful (here’s a bit of proof), and I did a quick run through following the presentation but couldn’t fully appreciate it all until the next day. A lovely lovely thing. 

After photographing so many people for so many years, with all those digital trails following my images and the subjects around (forever now, because internet), I’ve started to take a very different approach to my own social media content creation.

You see, my life is filled with people. It’s a really wonderful thing, to have good people surrounding you, but it’s a heavy burden to be the mouthpiece of someone else’s experience. (It’s hard. It’s problematic. I don’t rightly recommend it.)

When it comes to content creation — okay, I’ll drop the jargon and tell it like it is — when you do something, that’s yours; it’s not for me to share with others. It’s yours. You may have been gracious enough to share it with me, and for that, I am forever grateful. But what I do next is up to me. The one little piece of your digital identity that I can control for you comes from me deciding to not put it out there on your behalf. Remember: that’s your decision, not mine. Digital identity is part you and part everyone else, and I’m keeping my “everyone else” part to a minimum when it comes to you, and I’m maximizing my digital identity when it comes to me.

This doesn’t mean I’m not prolifically sharing content on social media. But I have a few rules I follow myself:

  • When I post photographs involving faces, I explicitly ask permission right then and there if I can post their photo online. The only exception to this rule is groups of people shot in public and photographs of people performing. You’ll notice that many of the photographs I post at this point in time do include people, but they’re shown more in pieces or in representation of there being people around rather than specific people. 
  • I keep story-sharing starring others to a minimum. If I do, it falls into one of a few categories: my perspective on something I just experienced, a highly generalized (names stripped) version of what happened, or if the story itself unedited is important, I ask before I publish. (Same rules as the photo thing goes here too: things uttered in public forums are fair game, but usually only if they provide value or strike me as something I’d like to think/talk about more later.)

My personal mantra surrounding documentation — cameras are my eyes— applies to what I experience, and I’ve translated it to “always observing, always absorbing.” But it’s not who I see or hear, it’s what I see and what it means to me. 

My social media presence is me first, others maybe. It’s my story first, and others intersect with it, but before I put it out there, I want them to know that they’re a part of it. I believe that this makes my social media more personal, more thoughtful, and more a model of the behavior I wish to see others embody in their own social spaces, too.

The last two weeks have been ripe with content strategy. Last week at this time, I was coming off the end of #confabEDU, the first content strategy conference for higher ed, and it changed me. Not that conferences before didn’t change me before, but Confab felt different. It felt a little bit like… love (or something like it).

I’ve spent the last week, most every minute since returning from #confabEDU on Wednesday evening, trying to explain (with a slowly recovering voice, because mine escaped me sometime following my presentation last Monday) what exactly Confab was like, what I learned, and what’s next. In classic internet-friendly fashion, the best way I’ve figured out that describes my experience is in meme form.

Let’s visit the “???? Profit!!!" model of goal setting. Not familiar? Here’s a crash course:

1. Think a thing.
2. Decide to do a thing.
3. ????
4. PROFIT!!!

Content strategy is the ???? part of the above paradigm. ???? stands for researching a thing (read: talking to people), making things (read: managing the people who make the things), finishing an iteration of a thing (read: giving it to people to start doing things with it), and revisiting the thing (read: responding to the changes to what we do, based on the changes in our people).

Sensing a trend?

Content is people, in that people make content and content is for people. We can easily lose sight of that when we’re just generating content because we always have, and content strategy is beginning to bring people more visibly back into the equation to be smarter about our decisions to make things for the right folks (and to make it best it can be for those folks).

People are simultaneously the most frustrating and the most awesome part of everything I do. They are sticky and complicated and interesting and the most important thing about people is that the only thing we can say about all of them is that they have feelings and ideas and that we should probably listen to them. (Valid, ALL THE TIME, not just when we talk about content or strategy or the web. Listen to people. For realsies.)

I love web and social media conferences, I really really do, but most presentations at web/social media conferences talk about the great thing we made that we want to show off to you all today, please and thanks for listening. Unfortunately, it’s hard to get a single actionable takeaway from a presentation, in part because I’m not on that school’s team with their budget and their overall goals. That’s a tough thing to come home with, because repeating someone’s cool web thing isn’t necessarily going to solve our problems. (A good web presentation, of which I have seen lots this year, will pull out some of those big picture things for us as a part of the talk, but it’s not the bulk of it.)

I expressed a similar caveat near the beginning of my presentation on making content more social when answering the question, “So, what does making content more social actually look like?” I don’t know what it looks like for you all; the best and worst thing about a strategy is that mine won’t work for you and yours won’t work for me because your goals aren’t my goals. Yes, that may suck because it’s not a solution to your issues BUT it is an opportunity to talk about what kinds of things went into solving our problem so that maybe you can solve your next one better. Especially when it comes to making content more social, everything we do is a giant experiment and the best thing that can come out of it is our reflections on what worked and what didn’t so that the next thing we do is better.

Content strategy is realistic. It’s grounding. It’s the solution to deeper, harder, more challenging problems that we haven’t necessarily learned about yet, but it’s not a final solution, but rather, a solution that defers to change and progress as a constant and not just focused on the final product.

So, that feels a lot like love. Or, let’s get more committed (deep breath): more specifically, it feels like a relationship I’m going to have to seriously work at more moving into the future. I’ve never felt more stumbly, awkward, and emotionally drained following a conference than I have this past week. I’ve never felt less sure of my words or my thoughts related to what I’ve talked about surrounding Confab. It’s not a solid thing, the stuff I’m thinking about, and that’s scary exciting but also hard to admit to people that I don’t know what’s going on in my head. But right now, it sounds a little something like this:

Content? Do you like me? Because I think I’ve liked you for a very long time, but I didn’t realize it until recently, since we’d spent all this time in the same place without me really knowing what it meant that we had this kind of connection, but now I know. Let’s stay together.

(The title of this post was prompted by this tweet from earlier this evening.)

This evening, I attended a talk hosted by the career center on serendipity, mentorship, and women in the workplace. Ben Wittes ’90 and Becca Rosen ’06 struck up a conversation in 2005 that since resulted in jobs, opportunities, and a long-lasting personal and professional friendship for each of them. It was a candid storytime on their meeting, its results, and advice on how to do the whole mentorship/work thing as an Obie/recent grad human, and more specifically, how it pertains to the women entering the workforce.

It was a great talk. I’ve followed Becca on Twitter for a while (I met her cousin Zach during social media office hours last year and immediately started following her after he gushed about her coolness and relevance to my interests) and that was enough to get me to Craig Lecture Hall this evening… but add in a Ben (hey! I know and love so many Bens!) and the possibility of discussing mentorship and I am sold. I attempted to tweet a few good thoughts, but that rare thing happened where I became so engrossed in what was talked about that I completely forgot about writing things down and just kinda sat with a silly grin on my face and nodding like a bobblehead at practically everything Ben and Becca said.

Sometimes you go to a thing that’s so good that it’s hard to get down some thoughts immediately following. But I’m seriously going to try.

At this point, the thought percolating in my head is this:

Ben mentioned that most of the people contacting him for advice are young women. Becca mentioned that it’s incredibly rare for her to receive messages from young women, rather, she receives many from young men seeking advice or assistance. I’m noticing myself that most of the advice transactional stuff I get is young men aiming to start off and hope to do great things in the higher ed and/or social media space (I mean, even as I started writing this tonight, I got a direct message from a recent grad who’s cutting his teeth as a new social media manager wondering about something related to managing Twitter accounts). I, much like Becca mentioned this evening, will talk to pretty much anyone who contacts me. I’m in communications. This is what I do. But hello, the ladies? Where are you? I know you’re out there because I’m out here.

One possible scenario is perhaps I see my fellow women in a different mentor/mentee sort of situational thing. In most situations, it comes from an outward general offer of something (either me or them, mainly in the form of an in person conversation, a Twitter thing, or a blog thing), we converse, we move on and do cool things and keep on checking in with each other when we need it. That’s the beginning of a beautiful friend-mentorship thing. But why is that so different feeling than the relationship I have with my mentors?

I initially went into this evening’s exchange with trepidation, echoed in a recent conversation with a friend considering attending this evening’s talk. Ben Wittes? A mentor to young women? Why this guy? Who does he think he is, this dude offering advice to women as if he knew it all? Why not some kickass lady mentoring soon to be even more kickass ladies? I worry about this myself a bit, that I have many excellent role model mentor types who are men and I have so few that are women. Am I getting what I need (noting that I also have no idea what I need)? Does it matter?

Obviously, it does, because it’s on my mind, but I’m not sure exactly why. I want to be able to point at my mentors and know that they’re there not just cause they’re awesome and provided me with something that helped me make more sense of what I’m doing or my role in the world, but because they also have had experiences that I can identify with and draw from, too. And when they’re all men, that’s an experience I haven’t had and probably never will. I don’t want to prescribe everything to that, but it’s an element that (sadly) can’t be overlooked when it comes to the modern workforce.

(Sidenote: I read this really good blog post on balancing inequality in the workplace by Amy Jorgensen today. You should too.)

It’s a worry that’s there, but as Ben and Becca pointed out tonight: seriously, though, at some point it’s really not about gender. We’re ALL here to help each other out, we shouldn’t relegate advice giving/receiving to one person or another because of gender, and we really REALLY shouldn’t be shaping our ideals of “having it all” to men or women or anyone, really.

So, a thing: my mentor dudes? You all are cool. Keep on telling me I can do whatever I set myself to (keeping in mind that I’m not aiming for “it all” but rather, just some great stuff cause it seems like a good thing that I like to do) and keep an eye out for some positive female mentor-folks for me, kay? I want to be that person for others, and it helps to have someone to talk to along the way, too.

This is a text-heavy version of my HighEdWeb presentation on working with students to make super-duper awesome content related to your university. The slides for this presentation (which are pretty cool, if I do say so myself) are currently living on SlideShare.

This topic is intensely personal for me. My dad attended Oberlin, I attended Oberlin (and work at Oberlin as the Manager of Social Strategy and Projects), and my brother currently attends Oberlin. I love Oberlin, and if it wasn’t clear already, I have for years. This love first started showing as I began as a student content creator and now, as a manager of student content. My photo-a-day blog started on my first day of college at a terribly embarrassing LiveJournal URL that will not be shared for the sanctity of my past, and it was accidentally my portfolio for my first job offer in the communications office. It resulted in my work becoming the college’s replacement viewbook, a huge admissions poster with photos for every day of the year on campus, and it’s headed out to hundreds of thousands of prospective Obies for going on four years now.

I wouldn’t be writing this here thing today if someone hadn’t help me boost myself and my work into a place where it could be seen by more people. I’m living and breathing proof that there are amazing students out there living your brand and that you need to befriend them, stat.

Why are we still talking about this?

This was a relevant topic before I started college. The MIT blogs were started by my boss Ben Jones when he was still at MIT and they were the first of their kind — real, authentic, unfiltered student awesome. And that was in 2004. There have no doubt been presentations on how and why we should have student blogs at pretty much every conference EVER in the last almost decade. The first professional conference I attended had a session on it, and that’s part of the reason I wanted to do this presentation in the first place, because as a student who had done such work and now managed such student workers, I felt that the presentation was lacking that particular perspective. This is me trying to rectify that.
Student content is the realest of #realtalk

When I say #realtalk, I mean #realesttalk. I think this is part of the reason people are still scared of students making things for their schools, but here’s some #realtalk about #realtalk: social media means that anyone can make ANYTHING at ANY TIME. So. I say let them make things, and that we should partner with them. Retaliate with anyone making anything with more people making more awesome things. It’s how we hear the signal in the noise: elevate the great sounds so more people can hear them. And this includes the sticky scary stuff no one wants to talk about — because that is real.

Some examples:
Throughout the presentation, there was amazingly awesome videos by student content creators, all of which are wonderful and that you should watch. Here’s Oberlin blogger Karalyn Grimes ’16 on why she blogs.
Student blogs are old school

This conversation has been going on for nearly a decade now. Blogs! Everywhere! And now practically anyone who is anyone now has a blog! Even your mom has a blog! But here’s the thing about a blog: it’s only as good as what’s on it. Blogs have expanded to be so much more than just writing, and now, student content creation goes so much farther than just the written word.

Some examples:

  • #RITStudents: The student admissions ambassadors at the Rochester Institute of Technology blog, tweet, and make awesome videos. They spend fall planning and shooting their videos, and release a video weekly in the spring. They recently started experimenting with G+ hangouts with prospective students, too! 
  • Students @ UM-Flint: Volunteer students blog and tweet, but the coolest thing the students do is share access to the UM-Flint Instagram account to update the world (and future blog posts) with photos of campus life.
Do the listening loop-the-loop.

The social things we make can only exist and work if we’re doing/riding/dancing the listening loop-the-loop. This means we listen in order to find students and what they do and want, help make that thing happen, give it back to our students, and then listen again. Earned media (that holy grail of people talking about you without asking them to talk about you first) comes when you provide a supply with a fulfilled demand. Our students *know* what’s missing, and with our help, we can help make it happen.

Some examples of the listening loop-the-loop in action:

Here’s Oberlin blogger Griff Radulski ’14 on feedback loops and how it prepares him for his future.

Social media? No. We want social content.

The evolution of student blogs is a movement towards students creating amazing content — whether they be for online or offline consumption. When everyone has the tools and platforms, what stands out is what is showcased on them; that is, what stories do you tell with what you have? There’s a wealth of creative content to be shared and repurposed out there in the world. 

Where do we fit into it all? We are here to innovate, and by that I don’t mean “run home and start posting on all the social media sites willy-nilly because YEAH.” Each of our schools have their own needs when it comes to telling a story — and luckily, our students are the living, breathing, eating, sleeping manifestations of that story of your school. We can innovate by doing what you do best. (Big secret: You know what your needs are. I don’t. Ask yourself what you’re doing well and could continue to be better at by developing and involving the minds and creativity of your students. And get in touch with me if you want to chat. I love talking about this kind of stuff.)

Work It Better: With Students

So, my suspicion is that by now, you really want to do this. What are some of the ways we can make this experience better with our students?

A major shift in thinking.

Let us get three things clear first and foremost: hiring student content creators is not:

  • A cheap timesaver - rather, it will be a redistribution of your time and it’s an investment in quality (granted, at a student rate).
  • Social media - rather, it’s about social content. I reiterate because it’s about what they’re making, not where it’s going. Relatedly, “social media” as we define it — all these Facebooks and Twitters and Tumblrs — this is our vocabulary, not our students. Our students don’t think about where they found something, they think about what it is that they found. If it’s awesome, it’s awesome. It doesn’t matter where it came from.
  • Your story - rather, it’s about their story. Your story will get told as they tell their story. It’s all one story, just that the delivery is more believable when it’s coming from them, not you.

Here’s vlogger Sarah Yu ’15 from the Glendon Campus of York University in Toronto on storytelling.

Ask. Listen. Help.

When we work with students, there are a few things we managers have to consider:

  • Our students are students first. That means that their job is second to their school work and their life. And that’s okay.
  • Academic deadtime is (usually) social deadtime — or it can be an opportunity if plan for it ahead of time.
  • Questionable content? It happens. But it really helps to think ahead on this one, too.

In all three of these situations, the best ways to tackle them all is to trust and TALK to your students. Ask them what’s going on. Listen to what they’re working on. Help them through whatever stumping them. Compassion will get your relationship and what it produces as a result very very far.

Communication with students is like communication with everyone: we each have our preferred way of doing things. We’re skilled communicators already and we can do this communications thing in a lot of ways, so be flexible! 

At Oberlin, I send out alternating fortnightly emails to the whole group and individually every other two weeks. We meet monthly-ish over snacks for BlogNFeeds (organized snack and writing parties). Glendon and UM-Flint both have closed or private Facebook groups for their internal communications. SUNY Oswego meets the students where they’re comfy: Twitter, Facebook, or even in person. (Actually, I communicated with a SUNY Oswego student while creating this presentation and she and I tweeted together. It was awesome!)

Getting content from students differs from school to school, too. At Oberlin, we have a signed contract outlining what’s expected of our students, and this year, we actually asked students to outline their ideal posting schedule complete with how often they’re planning to post and how often we remind them. UM-Flint and RIT both use an editorial calendar and assignment system. In all these situations, they were discussed and decided upon with the students, so while it’s not a guarantee that it’ll work, it’s on the road to doing so because it was agreed upon together.

Own your truth.

This is a phrase I’ve lifted from my boss, Ben Jones, and I think it’s an excellent guide to working with students, especially when it comes to that final big thought — questionable content? — of that last section. What it means is that when it comes to sharing a bit of yourself, you’re sharing it as yourself, not as everyone. If you’re sharing it, it’s yours and you must stand by it. 

That kind of trust and mindset keeps anything that may make you cock your head and say, “Really? That’s got our name on it?” grounded in our own truth. It’s a personal check when we create our texts (and subtexts), our personally impersonal, one-of-a-kind and authentic stories. The simplest version of this is what I like to call the grandma check — are you okay not only with your grandma but my grandma reading your blog post (yes, my grandmother reads my blog) and talking about it over dinner?

Here’s Oberlin blogger Ida Hoequist ’14 on internal checks and balances.

Professional experience.

It almost goes without saying that being a student content creator is a resume-busting awesome professional experience. (Hello. I’m sitting right here.)

Student content creators have a HUGE leg up on digital identity development — what they’re making with us has their name on it and our credibility to help back it up. Being a student content creator means making a name for yourself on and offline before you graduate from college. 

Want proof? Here’s vlogger Alyssa Levenberg ’16 from SUNY Oswego on professional development.

Okay, soooooo how do we do it all?

Now that we’re all pumped up, it’s time to buckle down and figure out how we managers actually do this stuff.

College seeking student creator

First off, ask yourself what are you looking for. You need to have a direct need, and it’s not just not just “make because we want you to make something.” and you need to have at least a shred of strategy — WHY, plus WHERE will it go when it’s done, for WHOM is it for, and HOW will you know that it did what it needs to do?

Once you have those things in mind: What character qualities are you looking for in a student creator?

At Oberlin, we want: 

  • passion, 
  • Oberlin-ness (some people might describe this as “a love for the school” but for us, it’s that plus something we can’t quite put our finger on — a combination of interests, a particular whimsy or curiosity, usually we know it when we read it), 
  • consistency in content (regular creations and quality control), 
  • diversity (both in demographics and in interests/thinking), and 
  • ideas (but also a willingness to try new things as they come up).
I just haven’t met you yet…

Where do we find our students? Well, start off by listening on appropriate channels. Social media spaces are REALLY GOOD for this. Depending on your needs, you might seek and find on Instagram or Tumblr or Flickr for photography, or Youtube for videos.

Asking around in person can help you find students with particular untapped talents. Google is also your best friend in this situation; a quick search can help find people making things about your school (hi again, that’s why I’m here — Ben Jones Googled “Oberlin blogs” and found mine. The rest is history). 

When it comes to hiring, make sure you advertise on these particular channels to get the kind of creator you’re hoping to hire — but don’t forget offline, too. Never underestimate the power of a well-placed poster.

Fuel the passion

Passion is awesome! It makes our content so so real (and keeps our content creators super happy)! Some things to keep in mind:

  • You are here to ignite GREAT things. That means be a source of inspiration and ideas, and that means regular communication with your students. Social spaces can seriously ignite and inspire: social media means social interactions, and what you make will enhance the social status of both your students and your school, which will enhance both social media and social interactions for your students and your school.
  • Goooooalsssss. Your student’s individual goals are actually more important than your collective goals. It’s your collective goal to support and spread their amazing creations. You can help plan and set goals — and keep your student creators on track and use your data-crunching magic to help contextualize their work — but ultimately, what the student hopes to accomplish should be mirrored in your partnership with them.
  • Incentives. There’s always a question of paid versus volunteer student content creators. I understand that budgetary constraints happen to all of us, but consider this: (and I *hate* to say this because I paid for part of my education with student wages but) students are cheap compared to hiring another full-time content creator like myself. Now, even if a student wage isn’t a possibility, there are other incentives, like providing students with their own equipment and training or access to things on campus.
A sidebar consideration: can students that get paid be real authentic content creators? At Oberlin, the answer is yes. We pay our students so they make time for us and to remove some of the barriers that might exist when it comes to the accessibility of the role so we can make it available to as many students as possible. 

Like A Boss

Where do we, as the leaders of our fearless groups of student content creators, fit into this big content picture? Our job involves pushing the good things along. We know the goals/strategy/data. We know strengths and weaknesses. We know audience. We know where things go. We are:

  • The trainer. This is a combination of tech and human bits, plus strategy and ideas.
  • The giver. We can provide tools, framework, and support. 
  • The truster. We’re in an incredibly privileged position to work directly with content creators. They’re going to fuel your creativity without any extra effort, and what we can do in return is serve as an advocate for them and their work. It’s an absolute honor to do this as a part of my job. (Ahhhhhh our students <3)

For me, I define my internal roles as a provider or perspective and prompts, a contextualizer of analytics, communications/meeting master for individual students and the students as a group (blogging parties!), and the content master for outreach/materials that may include student created content.

My external roles for our students as a group and individually include being a cheerleader, editor, agent, and troubleshooter.

Do Your Thing.

What we’re striving to do is create a space where students can and will be themselves. How do we do this?

  • Ease of creation. The more hoops a student content creator has to hop through to complete their work, the less likely they’ll create work. Ask how their ideal workflow operates and where you can fit into it. Make it easy for your students to reach you and the final publishing step.
  • Names on everything. That means student ownership means that it’s their identity on their line first and foremost, and their behavior reflects on them first before it reflects on the school. This ownership also helps with credibility in authenticity, too. (In a conversation leading up to this presentation, one of our student bloggers said, “I’m soooooo Googleable” and it’s so so true.) REMEMBER: this whole thing works because our students have personal ownership and are developing their own digital footprint in the university’s scope. This is a partnership and this is an experience that’s mutually beneficial for all involved.
  • Don’t dictate, encourage! See something awesome that a student made? Tell them. Better yet, tell others that it’s awesome and then tell your students that you told others. If something isn’t as great as it could be, offer suggestions on how to improve for next time. Ultimately, we’re all on the quest for awesome together.

This year’s #heweb13 golden nugget:

The little things matter. Integrate. Make the things we do every day that may not appear connected a part of everything we do.

In classic liberal arts educated fashion, I found a common thread through most of the presentations I selected during this year’s HighEdWeb that came out in the form of this lasting conference thought. It started with Jason Fish’s presentation on the Living Dead Week at Purdue: a dedicated week of project time independent of the usual grind reminiscent of the now-defunct 20% time at Google. One quote during his presentation struck an immediate chord with me:

"Do you do actual work during Living Dead week?" "Yes. This is actual work. Respect yourself and your time." (1)

And… *mic drop* (or at least that’s how it felt to me).

Yes, my friends. I know that everything is connected, but calling things work or not work when really, all of it informs each other… well… I was a fool to not own up to that before. Yes, time off from stuff is time on making myself better during the times I need to be on. Work-life balance. It’s MAD IMPORTANT, both to me and in general. I’m thoroughly convinced that taking time to do other things assures that my main things benefit as a result. (There’s a blog post draft somewhere that expounds upon this thought. I’ll get to it one day.)

It was during Sven Aas’s meta presentation on using web-based presentation tools that really solidified this nugget. As I penned in an email to my boss Ben Jones that evening:

“Why fight stupid proprietary programs (hi there, presentation apps I have a seriously hard time using and yet, must) the one to a few times a year that you need to use them, and rather, why not use the skills most of us use in some capacity already as a part of our jobs and have the presentation creation process be a learning process, too?”

Learning. It doesn’t really stop when you say stop. (I feel like a *mic drop* might be necessary here too.)

I don’t really know what this means in terms of implementation in my own life. Last year’s golden nugget had a clearer set of tangibles: “Don’t assume that people have your knowledge. Write it down. Pass it on. (Blog more.)” That translated to talking more, blogging more, and participating more actively online and in person when it comes to presentation/conversation-like things. I think I did okay so far. I’m still working on that one, but even in adding a new nugget, I don’t know what it means to treasure and polish this one. I’m still rolling it around in my head since stubbing my toe on this golden rock on Monday of last week.

Maybe it just means more mindful of what I do and connect things more/better. Or consciously using my time in and out of work to assure that I’m bettering myself in many forms, to not to look at things as sacrifice, but a sum of the parts of the whole. Or not feeling terrible about using a bit of my 9-5 to develop my design skills, or using some of my 5-9 time blogging or working on a presentation. Oh look. Some tangibles. I think my work here this evening might be done.

Before wrapping up a post on the #heweb13 experience, I would be remiss to not include the three most imprinted moments from this year’s conference:

  • Watching my friends make faces at their dogs and children via Facetime. (Wondering why I don’t have a dog. Not children. Not yet.)
  • Hug tackling my higher ed hero Tracy Playle within seconds of the close of her presentation on Humo(u)r in Higher Ed and not realizing her mic was still on so our lovey dovey hugs and mutual adoration exchange was amplified to the room. (Sorry. I have some love and I need to share it.)
  • Hearing (and seeing) the entirety of the attendees of my session on student content creation smile/giggle through the student videos in my presentation. (Their voices made the whole thing work. Of course. Students are the BEST.)