Live Tweeting: Reflection

For the past 6 weeks, every Thursday morning at 8:30 I settle into our BCM325 classroom and prepare for the next 2 (give or take a few) hours of annoying my twitter followers with the live tweeting of a movie. Although in the beginning I could never understand the reasoning or usefulness of having to partake in this test of multitasking skills, it is something that I have certainly warmed to over the last month and a half. Trying to watch the movie and keep up with the plot, while simultaneously tweeting about it, doing research on it, and interacting with my peers’ tweets about it, is harder work than you’d think, however, it’s a skill that I’m slowly improving on. Here is an account of the last 6 weeks of my live tweeting experience.

In the beginning, it was obvious that I didn’t really know what I was doing. Exhibit A.

The first screening, Metropolis (1927), honestly wasn’t amazing, and I was extremely new to the live tweeting game. So, my poor attempt at incorporating humour into my tweeting and the consequential lack of interaction from others was a clear indicator that as someone who isn’t naturally funny and witty, I definitely should not try to be. But, it wasn’t so bad when I finally worked out what gets the likes, retweets and replies, and what doesn’t. Exhibit B; simple but effective.

Through reading my peers’ tweets, I adapted mine accordingly, and in the next screening, 2001 A Space Odyssey (1968), I produced a tweet that actually enticed replies from my peers.

Screen Shot 2019-04-12 at 12.20.09 pm.png

It seems my live-tweeting game improved when I focused less on my reactions to the film, but rather the thoughts and ideas the film provoked for me. By week 3, when we watched Westworld (1973), it’s safe to say I was a lot more comfortable with this whole ‘live-tweeting’ thing:

Screen Shot 2019-04-12 at 12.34.26 pm.png Link to Tweet

And by week five’s screening of Ghost in the Shell (1996), I was having in-depth and fruitful discussions of AI and robotic technology, and the future of technology, with my peers. I found this to be very beneficial and thought-provoking, as everyone in the class has an interesting perspective:

Screen Shot 2019-04-12 at 12.46.00 pm.png

Not only conversations, but plenty of retweeting and liking on my part, and others’ too, has enticed the BCM325 community to be a friendly, helpful and very entertaining group of people who communicate interesting ideas and knowledge to one another through live tweeting a movie.

Screen Shot 2019-04-12 at 12.49.08 pm.png

These were some of my many retweets, and the following is an example of my conversation with another student during the latest screening, Johnny Mnemonic (1995):

Screen Shot 2019-04-12 at 12.50.24 pm.png Link to Tweet

So, I suppose it’s safe to say that live tweeting isn’t all bad, and, in contrast to my initial thoughts and feelings on this weekly task, i actually now find the experience somewhat useful and also entertaining. As a huge fan of memes, I thoroughly enjoy seeing the funny content my peers come up with, but I also enjoy having intelligent and insightful conversations about the underlying themes of the films we watch. Although I have come a long way from where I began as a live-tweeter, I plan to improve on my speed at which I can produce tweets and content, and also produce more discussion-provoking and entertaining content and responses. I look forward to resuming our live-tweeting sessions in week 8.



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