How do we use social media to market our books?

6 July 2017

We at Multilingual Matters/Channel View Publications are very active on social media and have built up substantial communities across all our accounts. We enjoy interacting with our authors, publishing contacts, readers and people with a broader interest in the topics on which we publish, and have strong followings on both Facebook and Twitter, with nearly 2,000 contacts across our Facebook pages and over 15,000 on our two Twitter accounts.

Social media has also become an integral part of our marketing campaign for each book that we publish. In the weeks and months leading up to and following a book’s publication, we in the marketing department use our various social media channels (Facebook, Twitter, this blog and YouTube) to announce its publication and publicise it as much as possible. It’s the easiest and most effective way of getting news to lots of people at once and on top of that, it allows people to engage with and discuss our publications, both with us and amongst each other. Of course, social media doesn’t come at the expense of our traditional marketing strategies and we still follow usual marketing techniques such as catalogue mailings, email newsletters, sending information to the book trade, attending conferences and book fairs and so on, but it does offer something new and different to our marketing repertoire.

Commissioning editors with books published in January

When using social media to market a book, it’s a real advantage if we have an author who is active themselves on social media and can help us to spread the word. Authors are best placed to reach their book’s key audience as their own colleagues and peers are likely to be those interested in the research. We often find that some of our bestselling books are ones where the author hasn’t been afraid of get stuck in! For example, you could create a Facebook page for your book like our authors Christian W. Chun and Leanne White did, where you can keep people up to date with the book’s progress and share useful information and news, including the 50% preorder discount flyer we create for all our books. In addition, if there are any relevant events that tie in with your book’s publication, do let us know! For example, we’ve previously promoted Hongliang Yan’s book, Heritage Tourism in China, in conjunction with World Heritage Day. Facebook is also the main place where we post photos of office goings on, so your book may well end up in a photo like the one above of our commissioning editors with their books published in January. If you have any ideas for a relevant photo opportunity for your book, just let us know and we’ll see what we can do!

Twitter is a great place to get book news out to the right people, and we do try to “mention” relevant accounts with publication news where we can. If you have any ideas about popular hashtags used by the community you’re trying to reach or users who would be especially interested in your work, let us know on your AQ and we’ll include them in our marketing plans. Each of our books are assigned three or four tweets during the month following its publication giving a taster of what to expect from the book, and we also announce it on both Twitter and Facebook on publication day. By using relevant hashtags, the word about a new book gets out to people who might not have heard about it otherwise, and we often see people mentioning friends or colleagues with recommendations of our books.

We ask all our authors to write a piece about their book for our blog, which we schedule to coincide with its publication. This is a really good way to publicise the book and provide interested readers with a “behind the scenes” insight into how the book came about, giving authors a chance to sell their book beyond the blurb on our website. If you can send us photos or even videos to include in the post to grab readers’ attention, even better! We always announce new blog posts on Facebook and Twitter ourselves, but again, the braver authors are about sharing their post and telling the world about their work, the greater the number of views and the more engagement we see.

One of the videos to accompany Optimizing Language Learners’ Nonverbal Behavior

For those authors that are feeling especially creative, we also have a YouTube channel where we post videos authors have produced to accompany their book. For example, we recently posted a video by Wayne E. Wright and Colin Baker where they spoke about the latest edition of Foundations of Bilingual Education and Bilingualism and one by Janet Enever and Eva Lindgren introducing their new book Early Language Learning. For their book, Optimizing Language Learners’ Nonverbal Behavior Tammy Gregersen and Peter MacIntyre produced a series of accompanying videos, such as “Say it with your Hands!”, all of which can be accessed on our YouTube channel. If you’d like to do something similar for the publication of your own book, just get in touch with us to discuss your ideas.

Nowadays social media is an invaluable tool for getting publication news out there, and we do our best to publicise your book as much as possible, but there’s no doubt that the more active the author is in promoting their book through their own channels, the better. So get Facebooking/Tweeting/Blogging/YouTubing!

Follow us on Twitter: @Multi_Ling_Mat / @Channel_View

Like our Facebook page: Multilingual Matters / Channel View Publications

Check out our YouTube channel


Power and Meaning Making in an EAP Classroom

6 January 2015

This month we are publishing Power and Meaning Making in an EAP Classroom by Christian W. Chun. In this post, Christian discusses the background to the book.

Power and Meaning Making in an EAP ClassroomLong before I became an academic researcher, I had taught English as an additional language and English for Academic Purposes (EAP) for over 15 years in Los Angeles. My own classroom and teaching practices were shaped not by any graduate course curriculum – I didn’t even begin my MA in TESOL studies until my 12th year of teaching – but by my own students’ lived experiences they shared with me. One seminal, searing moment that set my pedagogical and research approach on the present path was the 1992 uprisings over the Rodney King verdict, one year after I had started teaching. On April 29th 1992, four Los Angeles police officers (among others) who had been video-recorded beating and kicking a motorist who had been stopped – Rodney King – were acquitted of all charges. Many in the communities who had suffered police brutality revolted by burning and looting their own and adjacent communities. One such community affected was where many of my students resided and worked; some of them lost their livelihoods as a result. They came to class that week and the following weeks understandably angry and demanded to know why this had happened to them. My classroom was thus immediately transformed into a space in which critical pedagogy was called into being not by me or some agenda I wanted to impose, but by my students themselves, who began to articulate their lived identities and practices that attempted to connect their language use, culture, education, and politics to the society in which they were now living.

It was this event that has since informed my work on critical EAP examining how both teachers and students take up and talk about the dominant representations and discourses that attempt to frame and narrate our everyday lives in society. These ways of talking about and understanding the world are important, for they help shape not only how students use language in their engagements with new and unfamiliar texts, discourses, and academic language, but also just as importantly, in talking about topics and issues that traditionally have been avoided in the English language classroom (e.g., politics, race, economic issues, and religion to name just a few). These students, therefore, have ample opportunities to exercise academic literacy skills so crucial to success in tertiary studies.

Critical pedagogy in education and in English language teaching in particular has been much theorized as well as debated and contested. However, there have been very few case studies of critical pedagogy approaches in action by practitioners themselves. My book is a move to address this, for it has been described by Brian Morgan as “the first close examination of pedagogical relationships and practices within an EAP setting.” Working closely with the participant instructor for nearly a year, we explored how she could put the beginnings of a critical literacy pedagogy into her classroom practices. By implementing critical theories into classroom practices, Power and Meaning Making in an EAP Classroom: Engaging with the Everyday is not only addressed to researchers, but also teacher educators and practitioners with its accessible written style. By featuring our lived experiences and identities in our research discussions and the instructor’s accompanying changing teaching approaches and the ensuing enabled meaning makings by her students, I hope this book will contribute to new directions and developments of critical pedagogy that is much needed in our 21st century world.

For more information about this book please see our website.


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