This document discusses emerging altmetrics and measures of scholarly impact in the age of online communication. It defines scholarly communication broadly as the full lifecycle of research, from conducting work to disseminating outputs to various audiences. With the proliferation of online tools, the ways research is created and shared has radically changed, prompting questions about how to best track and reward impact in light of new forms of online interaction and citation. The document explores both traditional bibliometrics like Impact Factor and emerging altmetrics, noting limitations and the multi-dimensional nature of impact. It emphasizes thinking holistically about scholarly systems and influence on development when considering impact.
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Scientific Interactions and Research Evaluation: From Bibliometrics to Altmet...Stefanie Haustein
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Keynote at ISI2015 in Zadar, Croatia
http://isi2015.de/?session=keynote-c-i
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Altmetrics - Measuring the impact of scientific activitiesKim Holmberg
An introduction to altmetrics, the complementary metrics of research impact. The presentation covers some of the challenges with more traditional measures, and the potential of and challenges with altmetrics. The presentation gives a brief overview of the background to a new research project about measuring the societal impact of open science.
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Scientific Interactions and Research Evaluation: From Bibliometrics to Altmet...Stefanie Haustein
Haustein, S. (2015). Scientific Interactions and Research Evaluation: From Bibliometrics to Altmetrics
Keynote at ISI2015 in Zadar, Croatia
http://isi2015.de/?session=keynote-c-i
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Altmetrics and Emerging Measures of Impact
1. Altmetrics and
Emerging Measures
of Impact!
! Presentation
to
Emerging
Researcher
Programme
University
of
Cape
Town,
28
November
2012
!
Michelle
Willmers
Scholarly
Communication
in
Africa
Programme
CC-‐BY-‐SA
2. Defining Scholarly
Communication in the
internet era (Thorin, 2003)!
-‐
Conducting
research,
developing
ideas
and
informal
communications.
-‐ Preparing,
shaping
and
communicating
what
will
become
formal
research
outputs.
-‐ Disseminating
formal
outputs.
-‐ Managing
personal
careers,
and
research
teams
and
programmes.
-‐ Communicating
scholarly
ideas
to
broader
communities.
3. the world has
changed radically
(and so has scholarly
communication)
>
What
does
this
mean
for
how
we
think
about
the
impact
of
our
research,
and
how
we
reward
it?
>
Given
the
current
challenges
in
African
higher
education,
what
does
impact
assessment
mean
in
our
context?
>
How
do
we
move
beyond
journal
Impact
Factor
as
sole
measure?
5. … And new forms of citing
traditional scholarship!
6. What does a
scholarly
communication
activity system
look like?!
7. S C H O L A R L Y
C O M M U N I C A T I O N
Journal
Ar*cles
Conference
Papers
Technical
Reports
Working
Papers
T O O L S
A N D
S E R V I C E S
Policy
Briefs
Blog
Posts
Tweets
E-‐mails
Collabora*ve
Documents
Images
&
Videos
Anima*ons
&
Simula*ons
Presenta*ons
P R E S E R V A T I O N
A N D
C U R A T I O N
Digital
Repository
OER
Portal
Website
LMS
Library
8. We tend to treat the holistic system like an iceberg…
S C H O L A R L Y
C O M M U N I C A T I O N
Journal
Ar*cles
Conference
Papers
Technical
Reports
Working
Papers
T O O L S
A N D
S E R V I C E S
Policy
Briefs
Blog
Posts
Tweets
E-‐mails
Collabora*ve
Documents
Images
&
Videos
Anima*ons
&
Simula*ons
Presenta*ons
P R E S E R V A T I O N
A N D
C U R A T I O N
Digital
Repository
OER
Portal
Website
LMS
Library
9. How does this serve the
development agenda?
Rewards
and
Incen*ves
S C H O L A R L Y
C O M M U N I C A T I O N
Journal
Ar*cles
Conference
Papers
Technical
Reports
Working
Papers
T O O L S
A N D
S E R V I C E S
Policy
Briefs
Blog
Posts
Tweets
E-‐mails
Collabora*ve
Documents
Images
&
Videos
Anima*ons
&
Simula*ons
Presenta*ons
P R E S E R V A T I O N
A N D
C U R A T I O N
Digital
Repository
OER
Portal
Website
LMS
Library
10. How does this
influence what we
want to track and
reward?!
12. Impact is relative
Values
Mission
Impact
“Just
as
scientists
would
not
accept
the
findings
in
a
scientific
paper
without
seeing
the
primary
data,
so
should
they
not
rely
on
Thomson
Scientific’s
impact
factor,
which
is
based
on
hidden
data.”
(Rossner,
Van
Epps
&
Hill
2007)
“Our
results
indicate
that
the
notion
of
scientific
impact
is
a
multi-‐dimensional
construct
that
cannot
be
adequately
measured
by
any
single
indicator,
although
some
measures
are
more
suitable
than
others.”
(Bollen
et
al.
2009)
19. Predominant algorithms
utilised for calculating
bibliometric impact!
Impact
Factor
(Eugene
Garfield
1955)
A
=
the
number
of
times
articles
published
in
2009
and
2010
cited
by
indexed
journals
during
2011.
B
=
the
total
number
of
"citable
items"
published
by
that
journal
in
2009
and
2010.
("Citable
items"
are
usually
articles,
reviews,
proceedings,
or
notes;
not
editorials
or
letters
to
the
editor.)
2011
impact
factor
=
A/B.
h-‐Index
(Jorge
E
Hirsch
A
scientist
has
index
h
if
h
of
his/her
Np
papers
have
at
least
h
citations
each,
and
the
other
(Np
−
h)
papers
have
no
more
than
h
citations
each.
(i.e.
Sholar
with
an
index
of
h
has
published
h
papers
each
of
which
has
been
cited
in
other
papers
at
least
h
times)
20.
2. Altmetrics!
Bibliometrics
mined
impact
on
the
first
scholarly
Web.
Altmetrics
mines
impact
on
the
next.
(Priem
2012)
28. !
!
A few other things
to think about
when thinking
about impact!
!
“…
the
impacts
of
projects/programmes
cannot
be
understood
separate
from
an
understanding
of
the
capacity
of
users
to
absord
and
utilise
findings;
and
any
assessment
of
research
use
amongst
user
communities
has
to
pay
attention
to
the
availability
(or
otherwise)
of
usable
research
findings.”
(Davies,
Nutley
&
Walter
2005)
30. Impact is part of and needs
to be supported by
composite elements of the
system it assesses
Rewards
&
Incen*ves
Values
Mission
Impact
31. New ways of thinking about peer review: !
online collaborative
32. New ways of thinking about peer review: !
ongoing, iterative
33. What are the drivers
for understanding the
spread, use and
influence of research
findings? !
-‐ Political
imperatives
to
move
beyond
ideological
assertion
to
pragmatic
considersations
of
‘evidence’
and
‘what
works’.
-‐ Need
for
research
advocates,
funding
bodies,
research
providers
and
others
to
make
the
case
for
resources.
Greater
demand
for
rigour
in
the
prioritisation
of
research
efforts.
-‐
(Davies
et
al.
2005)
-‐ Demonstration
of
return
on
investment
to
funders
and
government/
taxpayers
>
accountability.
34. What kinds of impact
could (should) we expect
from research? (Davies
et
al.
2005)
!
-‐ Knowledge
production
(e.g.
peer-‐reviewed
papers)
-‐ Research
capacity
building
(postgraduate
training
and
career
development)
-‐ Policy
or
product
development
(incl.
input
into
official
guidelines
or
protocols)
-‐ Sector
benefits
(impacts
on
scientific
client
groups)
-‐ Societal
benefits
(economic
>
health
>
productivity)
35. References!
Davies
H,
Nutley
S
&
Walter
I
(2005)
Approaches
to
assessing
the
non-‐academic
impact
of
social
science
research.
Report
of
the
ESRC
Symposium
on
assessing
the
non-‐academic
impact
of
research,
12-‐13
May
2005
Thorin
SE
(2003)
Global
changes
in
scholarly
communication.
In
SC
Hsianghoo,
PWT
Poon
and
C
McNaught
(eds)
eLearning
and
Digital
Publishing.
Dordrecht:
Springer.
Available
at
http://www.springerlink.com/content/w873x131171x2421
Rossner
M,
Van
Epps
H
&
Hill
E
(2008)
Irreproducible
results:
a
response
to
Thomson
Scientific.
The
Journal
of
Experimental
Medicine
205(2):
260-‐261.
Available
at
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2213571/
Priem
J
(2012)
Toward
a
Second
Revolution:
altmetrics,
total-‐impact,
and
the
decoupled
journal.
Presented
at
Purdue
University,
14
February
2012.
https://docs.google.com/present/view?id=ddfg787c_362f465q2g5