I’m barely tweeting anymore. Even being on X (formerly Twitter) makes me sad. What was once a vibrant—if chaotic—place is now a ghost town population mostly with bots and bigots.
Thirteen years ago when I was starting as an assistant professor, I went to a workshop focused on achieving public impact. I study education policy, and my work tends to be highly policy relevant. Plus, I get psychic rewards from doing work that matters—why am I doing this work if not to help improve education though policy?
The quote I heard at that training, which has stuck with me ever since, is “policy makers don’t read journal articles.” Of course this is totally obvious—who has time to read journal articles? Not even many academics! But it’s also profound—if you want to reach folks making decisions, you have to communicate outside the paywall and in ways that are clear and direct. The truth is academics are not trained to communicate in ways other than peer-reviewed journals—I had great training, but I certainly wasn’t trained to talk to non-academics!
For me, public impact was first and foremost accomplished via Twitter. There was no other place I could so easily reach the media or folks in positions of power in Sacramento and DC. I was one of the very early movers in my field on social media, and (admittedly crude) measures of public impact showed I was unusually influential for an early-career scholar.
In those early days some of my colleagues were critical of my public engagement efforts on social media. People I liked and respected pulled me aside and told me that Twitter was self-promotion and that I shouldn’t need to promote my own work because it should speak for itself. One senior professor at another institution wrote a whole blog post about how I and folks like me were just narcissists in love with our own reflections. Others told me that I was spending too much time on Twitter and needed to focus on writing journal articles and getting grants.
I knew these arguments were misguided—I could already tell that public engagement was helping me in multiple ways. Education policy is a fast-moving field; at any given time there are policies being enacted in 13,000 school districts, 50 states, and the federal government, and Twitter kept me connected to what was happening on the ground in ways that would otherwise have been impossible. Some funders are highly interested in impact, and it became rapidly apparent to me that scholars who were committed to novel forms of dissemination had a leg up in funding competitions—projects that eventually led to the kind of journal articles that actually do count for promotion and tenure. Over time I could tell that others in the field were seeing how Twitter was working for me and others, and a social media presence became more common.
The clearest example of the power of Twitter for me came in 2016, when the Obama Department of Education was putting the finishing touches on regulations for the Every Student Succeeds Act (ESSA). For over a decade, researchers had been critical of the way No Child Left Behind forced states to measure student performance. But nothing had been done to change it. And we had a brief window to convince the feds to do better. So I wrote an open letter, got signatures from other experts on Twitter, and shared it with the Department of Education. People at ED who followed me on Twitter told me that the letter influenced discussions, and our recommendation was ultimately adopted by ED and cited in multiple states’ policies. This was the most direct policy impact I have ever had, and it came from a blog post and a few tweets.
Beyond the metrics that “mattered,” being a part of the education policy Twitter community was also just fun. Social media is, after all, a social activity. And I developed friendships with folks I’d never met all around the country—journalists, other professors, PhD students, policymakers, educators. I couldn’t count the number of times I met people at in-person meetings and their opening line was “I follow you on Twitter.” I was always my whole self on Twitter—talking about education policy but also about recipes, real estate, and my same-sex relationship. Prospective students told me over the years how my Twitter presence humanized the ivory tower for them.
At the same time, Twitter was the source of a range of negative events that profoundly shaped me. Like when a colleague told me I should be careful about which tweets I “liked,” because it was inappropriate for a professor to like a picture of a shirtless friend of mine (academia is, after all, a small-c conservative vocation). Or when an administrator at my institution would regularly remind me that he got email digests of my tweets (which I viewed as a veiled threat of surveillance). Or in 2020 when a terrible misunderstanding with a student on Twitter spiraled into some of the darkest days of my life. The promise of Twitter came with the danger of sudden cancellation, and that duality was seemingly part of the app’s allure.
And now it’s all gone. There’s almost nothing useful left on Twitter. Academics are trying to recreate the magic on Bluesky or Mastodon, but I think there will never be another Twitter. Without the special mix of Twitter—the diversity of its users and the spiciness of the engagement—a roomful of academics alone just isn’t going to cut it. And that is a loss—not just for me personally, but for the idea that academics who care about public impact can reach a broad audience directly. On the plus side, spending less time on Twitter means I’ll have more time to do good research. But if I can’t get that research in front of the people who might benefit from reading it, is that really a win? I’m not so sure.