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Growth in the academic use of online social networks (Seaman and Tinti-Kane, 2013; Van Noorden, 2014) has extended scholarly engagement outside traditional institutional channels. Many scholars now share research, build academic reputations, and connect with one another using online networks, creating a complex mesh of knowledge artifacts and communications. Yet although scholars are increasingly exhorted to go online to increase citations and impact (Mewburn and Thompson, 2013; Terras, 2012), the effects of networked scholarship are only beginning to be formally studied. This paper outlines the ways scholars build identity and connection in online scholarly networks, particularly on Twitter, and considers how Twitter as a platform may generate experiences, publics, and vulnerabilities very different from those of the academy. The emerging literature suggests a number of benefits to networked scholarship. Hurt and Yin (2006) note that networked practices allow pre-tenured scholars to network with more established faculty in their areas of teaching, increasing visibility and reputation. Name-recognition within areas of inquiry can lead to scholars being introduced to others who share their interests, or to invitations that further increase both visibility and network connections. Gruzd, Wellman, and Takhteyev (2011) have found that social media helps scholars strengthen existing relationships and build new ones in their areas of research, while Kirkup (2010) claims that academic blogging offers an opportunity to explore questions in a public but informal atmosphere, allowing scholars to develop voice. Digital, participatory networks …