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For many, upwardly mobile interactions are only a small part of their social media activities. Facebook and Twitter are also used to connect with peers and colleagues and tap into or create various types of supportive ... Via Terese Bird 
Dr Alan Cann from Leicester University gives an academic’s viewpoint on how social media can be used as part of the curriculum. His post considers how the effects of social media usage can be measured and what the future holds for such technology. The US White House Office of Science and Technology Policy recently issued a Request for Information on their existing policy requiring some federally-funded work to be submitted to Pubmed Central, where it’s freely accessible to the public. We were pleased to have the opportunity to respond and a summary of our response is below. Before getting into that, however, I’d like to take a little detour and talk a little about our mission and how that relates to the scholarly endeavor. Our mission at Mendeley is to help researchers organize research, collaborate easily with colleagues, and discover new research. Via Nicolas de Lavergne, MyScienceWork 
The purpose of this paper is to investigate disciplinary differences in the use of networked information for research and scholarly communication at Sultan Qaboos University (SQU), Oman. The paper produced quantitative data on how and why academics within different disciplines utilise networked information either made available internally through the university library, or externally through services accessed by the internet. I gave a talk this afternoon to the ISIS community about the practice of doing digital scholarship. The community had some great questions about how to get started and what types of concerns members might want to consider ... MLA Journals: Profession 2011 (pp. 169-181). In assessing digital humanities scholarship for purposes of tenure and promotion, committees must focus as much on process as on product, because digital work is situated in especially complex and collaborative networks of production and reception. Necessary shifts in evaluative practice require us to rethink internalized notions of solitary authorship, develop new standards for attribution, and revise institutional policies that govern intellectual property. This essay offers a set of preconditions for the evaluation of digital projects and argues that fair and full acknowledgment of the work of others (including non–faculty members and alternative academic contributors) will contribute to a scholarly communications ecosystem in which new work in the humanities is better fostered, designed, distributed, and preserved In 1823, at a small school in western Vermont, Frances Alsop Henshaw, the 14-year-old daughter of a prosperous merchant, produced a remarkable cartographic and textual artifact. Henshaw’s “Book of Penmanship Executed at the Middlebury Female Academy” is a slim volume containing – in addition to the expected, set copy-texts of a practice-book – a series of hand-drawn, delicately-colored maps of our nineteen United States, each one paired with a geometrically-constructed and embellished prose passage selected from the geography books available to a schoolgirl in the new American republic. A sampler in codex form, it constitutes a set of interrelated pedagogical and personal exercises in geospatial and textual graphesis, or subjective knowledge-production through the creation of images and texts-as-image. This essay builds outward from Henshaw’s lovely and deceptively naïve constructions to an analysis of the present state of geospatial scholarship in the humanities – particularly spatial analysis and practice as it relates to fields like literary and textual criticism, where geographic specificity may prove less important than interpretive possibility. Attention to the processes and products of Henshaw’s exercises can be as fruitful for modern scholars, grappling with the integration of geospatial technologies into the interpretive humanities, as geographers and literary historians demonstrate the exercises themselves to have been for meaning-making among an increasingly literate populace in the early years of the American republic. 
A Report on the MLA Preconference on Evaluating Digital Work for Promotion and Tenure 
The SAGE Handbook of Digital Dissertations and Theses sets out the processes and products of ‘digital’ research. It is a theoretical and practical guide on how to undertake and navigate advanced research in the arts, humanities and social sciences. 
The pedagogy of the Australian PhD has not been well theorised to date. Most published material has focussed on managing the supervision process rather than on the learning of candidates. The transmission of knowledge is essentially textual, but while attention has been focussed on the processes of text production necessary for the completion of of the disciplinary project (the thesis), candidates generally do not report or often write reflections on their development as scholars/researchers - a key aspect of doctoral development. This paper explores current discussion of PhD pedagogy and proposes the use of blogs to enhance scholar/researcher development, through the foregrounding they make possible of the pedagogical relationship implicit in the PhD process and consequent revelation of some of the hidden pedagogical practices that underpin it. 
This issue of The Journal of Community Informatics (JoCI) deals with research relationships between universities and university based ICT researchers and communities. These matters are, of course... 
Kathleen Fitzpatrick’s new book, 'Planned Obsolescence', may at first glance seem an act of betrayal from within the ranks of the Humanities. Is it time, she asks, to declare the traditional academic monograph dead?... |
The recent Berlin 9 Open Access Conference1 presented a striking reflection of the evolution of the scholarly community’s attitude towards open access. No debate, no controversy—this meeting of high-level research funders, policy makers, university administrators, librarians, publishers, and scholars focused squarely on the impact that open access can have on each phase of the research process. Hosted by the Howard Hughes Medical Institute, and sponsored by a broad spectrum of organizations from the National Endowment for the Humanities to the Marine Biological Laboratory to SPARC, the meeting underscored the central role that open access now plays as part of the research infrastructure in the humanities and social sciences, as well as in the hard sciences. Digital media have transformed the social practices of science communication. They have extended the number of channels that scientists, media professionals, other stakeholders and citizens use to communicate scientific information. Social media provide opportunities to communicate in more immediate and informal ways, while digital technologies have the potential to make the various processes of research more visible in the public sphere. Some digital media also offer, on occasion, opportunities for interaction and engagement. Similarly, ideas about public engagement are shifting and extending social practices, partially influencing governance strategies, and science communication policies and practices. In this paper I explore this developing context via a personal journey from an analogue to a digital scholar. In so doing, I discuss some of the demands that a globalised digital landscape introduces for science communication researchers and document some of the skills and competencies required to be a digital scholar of science communication. 
I'm still analyzing it--I'm clearly still stuck, for example, in my quest to find a term that captures much of what I like about "Digital Humanities", while including the social sciences and sciences as well--but I thought it might be ... 
A growing number of researchers say they can’t, now that their work trickles out to the world through social-media sites instead of journals. Jennifer Howard, a Chronicle reporter, explains how the altmetrics movement intends to pick up the slack. Interesting article in the Times about the push for “open science”, bypassing the traditional structure of refereed journals in favor of a sort of fluid, self-policing online community. I can’t and won’t weigh in on this issue with regards to hard science, but I think there are some interesting parallels with what has been happening in economics. Via cafonso MRes dissertation, submitted in October 2011 in partial fulfillment of requirements for the Master of Research in Educational and Social Research, Institute of Education, University of London.
Abstract This dissertation reports an interview project focusing on research practices being transformed by current digital landscape. This theme constitutes an under-researched area in higher education in Italy. This small-scale and exploratory study aims to highlight overlaps, contradictions and mutual influences of traditional and new research practices as currently mediated by personal and infrastructural technologies. In particular, it intends to probe whether and to what extent actual digital scholarship's practices are affecting cultures of sharing in different research fields, prompting emergent approaches such as open publishing, open data, open education and open boundary between academia and society. The study is carried out at the University of Milan and relies on scholars' voices to draw emergent research behaviours and needs of new values, rules, training and support. That said, the study aims to: 1) identify current and emergent digital scholarly practices being undertaken by researchers working in an higher education setting, in different subject areas; 2) explore whether, in which ways and to what extent such research practices in digital environment constitute a “break” against the tradition, and how open approaches in researching and teaching are implied. The study embeds an open research approach and consists in a series of interviews to 14 senior, young and doctoral researchers selected from different Departments. Convenience and snowball sampling strategies are applied to select informants from four different broad subject areas (Humanities, Social Sciences, Physics, Medicine). Interviews data are analyzed through comparison with previous empirical studies and by examining any implications for emerging modes of knowledge production and distribution, differences in ICTs appropriation in diverse subject areas and related problems of legitimation and motivation in part of individual researchers. This review summarizes the literature of a subset of the published research and commentary on peer review - the ethics of peer review. It attempts to track the various ethical issues that arise among the key participants in peer-review systems: authors, editors, referees, and readers. These issues include: bias, courtesy, conflict of interest, redundant publication, honesty, transparency, and training. It concludes that debates over such issues as open vs. blind reviews continue unresolved but that new technologies offer some prospects for resolving old issues while they also may create new challenges.
The paper comprises an extended discussion of the possibilities that Web 2.0 applications offer to doctoral researchers, and where such applications fit in the early twenty-first century in the research environment. It explores the main issues associated with their use by doctoral researchers, and how these factors have influenced the design of a series of four information and communication technologies (ICT) development courses. 
Academic institutions are facing a crisis in scholarly publishing at multiple levels: presses are stressed as never before, library budgets are squeezed, faculty are having difficulty publishing their work, and promotion and tenure committees are facing a range of new ways of working without a clear sense of how to understand and evaluate them. Planned Obsolescence is both a provocation to think more broadly about the academy's future and an argument for reconceiving that future in more communally-oriented ways. Facing these issues head-on, Kathleen Fitzpatrick focuses on the technological changes--especially greater utilization of internet publication technologies, including digital archives, social networking tools, and multimedia--necessary to allow academic publishing to thrive into the future. But she goes further, insisting that the key issues that must be addressed are social and institutional in origin. Springing from original research as well as Fitzpatrick's own hands-on experiments in new modes of scholarly communication through MediaCommons, the digital scholarly network she co-founded, Planned Obsolescence explores these aspects of scholarly work, as well as issues surrounding the preservation of digital scholarship and the place of publishing within the structure of the contemporary university. Written in an approachable style designed to bring administrators and scholars into a conversation, Planned Obsolescence explores both symptom and cure to ensure that scholarly communication will remain relevant in the digital future. |
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