Updating The Standard Model

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    Notes on slide 1

    Doesn’t describe data sharing – UNISIST does

    Of course Latour and Woolgar discuss the moderations and Fleck describes the handbook science

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    Updating The Standard Model - Presentation Transcript

    1. Updating the Standard Model of Scholarly Communication in Consideration of the Use of Social Computing Technologies Christina K. Pikas [email_address] Please feel free to blog, tweet, photograph, or otherwise share this presentation.
    2. Problem
      • The Garvey & Griffith model (1967, 1972, 1979) is frequently used as the standard model of scholarly communication in science.
      • It has several shortcomings that limit its utility in the current environment. These are due in part to the blurring of:
        • Informal ↔ Formal
        • Scholarly ↔ Popular
        • Archival ↔ Ephemeral
        • Production ↔ Distribution
    3. Agenda
      • The standard model
      • Other suggested updates
      • Social computing technologies
        • What they are
        • Why they matter
      • Additional dimensions for the model
    4. The Standard Model Research Initiated Research Completed Preliminary Reports A& I Services Conference Proceedings Conference Reports Manuscript Submitted Appearance In “Accepted” Journal Publication A&I Services Review Articles Article is Cited Pre-prints Distributed Hurd’s (1996) representation of the Garvey-Griffith Model
    5. Features
      • As you move from left to right
        • Work is less specific, details are lost
        • The audience is broader, less targeted
        • Time passes and immediacy is lost
        • Work is archived and retrievable
      • Omits
        • Popular communication
        • Sharing of datasets, modules, protocols
      • Formal: journal articles, books
      • Has been reviewed by peers (“certified”)
      • Is archived and retrievable
      • Is distributed widely
      • Informal: conference papers, posters, reports, hallway conversations, e-mail…
      • Typically not peer-reviewed to the same level
      • Might not be archived and difficult to retrieve
      • Provides more context
      • Scholarly: with other scientists, often within the discipline or invisible college
      • Shared background or training
      • Assertions are moderated by “it seems” and other rhetorical approaches
      • Popular: with “the public”
      • Not specifically included in the model
      • Textbooks are mentioned as the most abstract, with the fewest details, presenting “facts” in retrospect
      • Archival:
      • Materials are preserved indefinitely
      • Extensive infrastructure (publishing/libraries) has been developed to facilitate retrieval
      • Ephemeral:
      • Only available to participants
      • Remembered or saved in notes
    6. Agenda
      • The standard model
      • Other suggested updates
      • Social computing technologies
        • What they are
        • Why they matter
      • Additional dimensions for the model
    7. E-mail, Listservs, E-journals
      • Hurd (1996) suggests that changes to this system may be
        • Modernizations
        • Journal-less
        • Unvetted
        • Collaboratory
      • But Kling & McKim (2000), among others, noted that nothing is inevitable
      • Most prevalent model for e-Journals is the electronic version of the print (Hahn, 1999)
    8. Popularization Continuum
      • Communication with the press and outside of science happens at all stages of the work from the grant application through discussion of completed work after publication
      • Lewenstein (1995) suggests a sphere of science communication
      • Paul (1994) describes the use of popular works in scholarly works and vice versa
    9. Agenda
      • The standard model
      • Other suggested updates
      • Social computing technologies
        • What they are
        • Why they matter
      • Additional dimensions for the model
    10. SCTs
      • My term for Web 2.0, social software, social networking
        • Includes blogging, micro-blogging (e.g., Twitter), wikis, RSS, social networking sites (e.g., Facebook), social aggregators, social bookmarking…
      • Technologies that enable
        • Social interaction online
        • Contributions by individual authors
        • Easy linking and sharing of media
    11. In Science
      • Scientists are using these tools
      • Some are using these tools to do “open science”
        • Wikis as lab notebooks
        • Open collaboration tools
        • Sharing presentations – while they are being revised
      • Defined by format, but this format supports recent changes in how science is done
        • Increased pace
        • Sharing of data, modules, protocols
        • Annotation of information objects such as pictures, graphs, posters, conference presentations
        • Computational thinking
      • Do these tools change how science is done or facilitate/enable new ways of doing science?
    12. Are they different?
      • Mixed formal and informal
      • Distribution
        • Widely available
        • More easily retrieved than many journal articles
      • Content is not precisely ephemeral, but might not be preserved if care is not taken
      • Certification or authority
        • Peer review – stable text on Wikipedia?
        • In-links, “likes”, comments?
    13. Agenda
      • The standard model
      • Other suggested updates
      • Social computing technologies
        • What they are
        • Why they matter
      • Additional dimensions for the model
    14. Some Additional Dimensions
      • Instead of a linear model with stages, each with one or the other feature, we have diverse and multiple communication activities throughout scientific work.
      • Some dimensions are suggested:
        • Completeness
        • Access
        • Expected audience, actual audience
    15. Dimensions
      • Completeness
        • A journal article
        • A data set
      • Access
        • Is available?
        • What barriers? (code, cost, intellectual, etc.)
      • Audience
        • Intended – participants
    16. Take Home Messages
      • A new or revised model of communication in science is required to understand the interactions among ICTs, the social system of science, and how science is done.
      • New dimensions should address issues of access, completeness, and expected audience
      • Christina K. Pikas
      • Doctoral Student
      • University of Maryland
      • College of Information Studies
      • [email_address]
      • References
      • Garvey, W. D. (1979). Communication, the essence of science: Facilitating information exchange among librarians, scientists, engineers, and students . New York: Pergamon Press.
      • Garvey, W. D., & Griffith, B. C. (1967). Scientific communication as a social system. Science, 157 , 1011-1016.
      • Garvey, W. D., & Griffith, B. C. (1972). Communication and information processing within scientific disciplines - empirical findings for psychology. Information Storage and Retrieval, 8 (3), 123-136.
      • Hahn, K.L. (1999).  Electronic journals as innovations: A study of author and editor early adopters . Available from ProQuest Dissertations & Theses database. (UMI No. 9926786).
      • Hurd, J. M. (1996). Models of scientific communications systems. In S. Y. Crawford, J. M. Hurd & A. C. Weller (Eds.), From print to electronic: The transformation of scientific communication (pp. 9-33). Medford, NJ: Information Today.
      • Kling, R., & McKim, G. (2000). Not just a matter of time: Field differences and the shaping of electronic media in supporting scientific communication. Journal of the American Society for Information Science, 51 (14), 1306-1320
      • Lewenstein, B. V. (1995). From fax to facts: Communication in the cold fusion saga. Social Studies of Science, 25 (3), 403-436. doi:10.1177/030631295025003001
      • Paul, D. (2004). Spreading chaos: The role of popularizations in the diffusion of scientific ideas. Written Communication, 21 (1), 32-68. doi:10.1177/0741088303261035

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