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![three paradigms
conventional publishing – knowledge sharing – social engagement
search
store
analyse
write
edit
[publish]
locate
curate
create
disseminate
[share]
evaluate
collaborate
participate
[engage]
The time(s) at which, the degree to which and the ways in which
you allow in ‘the Other’](https://image.slidesharecdn.com/managingreferences2016-170105122838/75/Managing-your-references-2016-3-2048.jpg)
![Institutional
Identity
Blogger
WordPress Academia.edu
Scoop It!
Google
Sites (Wiki)
Diigo ResearchGate
Mendeley LinkedIn
Twitter
Piirus
ORCiD
[Facebook?]](https://image.slidesharecdn.com/managingreferences2016-170105122838/75/Managing-your-references-2016-4-2048.jpg)
![the resource field
[strategic literature search]](https://image.slidesharecdn.com/managingreferences2016-170105122838/75/Managing-your-references-2016-11-2048.jpg)
Uploaded byAllan Parsons
Managing your references 2016
The document discusses reference management and resource curation in academic research, emphasizing the importance of various tools and strategies to enhance knowledge sharing and engagement. It outlines different paradigms of publishing and highlights common pitfalls in the research process, such as failing to organize bibliographic information. Additionally, the text reviews reference management software as potential curation tools to foster collaboration within academic communities.
Managing your references 2016
- 1. managing your references or curatingyour resources? Allan Parsons, October 2016
- 2.
- 3. three paradigms conventional publishing– knowledge sharing – social engagement search store analyse write edit [publish] locate curate create disseminate [share] evaluate collaborate participate [engage] The time(s) at which, the degree to which and the ways in which you allow in ‘the Other’
- 4. Institutional Identity Blogger WordPress Academia.edu Scoop It! Google Sites(Wiki) Diigo ResearchGate Mendeley LinkedIn Twitter Piirus ORCiD [Facebook?]
- 5.
- 6. Machlup, F. (1982)Knowledge: its creation, distribution, and economic significance. Volume II: The Branches of Learning. Princeton, NJ: Princeton University Press. Godin, B. (2008) The Knowledge economy: Fritz Machlup’s construction of a synthetic concept. Quebec. Retrieved from http://www.csiic.ca/PDF/Godin_37.pdf Accessed on 3 November 2012
- 7.
- 8.
- 9.
- 10. research traps trying toread everything reading but not writing failing to keep bibliographic information organising chronologically
- 11. the resource field [strategicliterature search]
- 12. mendeleyzotero endnoterefworks colwiz readcube quiqqa Overviewof reference management software curation tools docear
- 13. Summary Reference management toolscan be adapted as ‘curation’ tools: • to avoid some of the traps inherent in the research situation • to facilitate the creation of the several orders underlying the research and writing process • to initiate participation in wider academic research communities • to initiate participation in a wider world
Editor's Notes
- #6 It is a fashionable term; Everybody on the web from the mid 2000s onwards ‘curates resources’ or ‘curates content’ It is sometimes said that ‘content curation’ is the future of the internet, the future of journalism, the future of librarianship, and so one, any profession or technology which deals with content.
- #7 Aside: In a discussion of "The Taxonomy of the Branches of Learning", Fritz Machlup (1982: 19) distinguishes among philosophers, encyclopaedists, bibliographers and librarians. Philosophers facilitate orderly thinking, systematic analysis of the universe. Their concern is to produce an overview of things, chiefly abstract, and an understanding of the inter-relationships among such things as exist. The encyclopaedists present their work in a systematic but not alphabetic order. They are concerned with the orderly presentation of their material, in which they outline and organise the universe in a methodical way so that the reader might understand where all things should be placed, and where they should look for them in order to gain deeper insights. Bibliographers help readers and researchers become aware of all, or of the most important, publications in their specialist fields. Their listings secure the cumulative character of knowledge formation, promote the generation of new or amended knowledge, and prevent loss of knowledge previously created, duplication of research previously completed and repetition of error previously corrected. The crunch comes in Machlup's description of the librarian. For Machlup, librarians are concerned with the orderly listing of published titles in all fields of knowledge, orderly stacking of volumes, and orderly cataloguing, to help the users of books and journals find what they want to read or consult.]
- #8 Aside: In a discussion of "The Taxonomy of the Branches of Learning", Fritz Machlup (1982: 19) distinguishes among philosophers, encyclopaedists, bibliographers and librarians. Philosophers facilitate orderly thinking, systematic analysis of the universe. Their concern is to produce an overview of things, chiefly abstract, and an understanding of the inter-relationships among such things as exist. The encyclopaedists present their work in a systematic but not alphabetic order. They are concerned with the orderly presentation of their material, in which they outline and organise the universe in a methodical way so that the reader might understand where all things should be placed, and where they should look for them in order to gain deeper insights. Bibliographers help readers and researchers become aware of all, or of the most important, publications in their specialist fields. Their listings secure the cumulative character of knowledge formation, promote the generation of new or amended knowledge, and prevent loss of knowledge previously created, duplication of research previously completed and repetition of error previously corrected. The crunch comes in Machlup's description of the librarian. For Machlup, librarians are concerned with the orderly listing of published titles in all fields of knowledge, orderly stacking of volumes, and orderly cataloguing, to help the users of books and journals find what they want to read or consult.]
- #9 Curating implies creating order along these four dimensions Metaphors for conceptual-topological order: tree of knowledge; circle of learning; book of nature; map of the sciences
- #10 The relationship between searching for resources and curating resources is iterative (a repeated cycle) and reflexive (the next turn of the cycle depends on what has gone before; reflection on what has gone before alters what comes next)
- #11 As identified in relation to an experimental molecular biology course Trying to read everything: relevance ; importance Reading but not writing: postponing the writing process Failing to keep bibliographic information: ‘managing your references’ Organising the review chronologically: conceptual/thematic/topological analysis The use of so-called curatorial tools, such as ‘reference management’ tools as a means of addressing these potential traps, e.g. RefWorks, EndNote and Mendeley (to put Zotero and the others to one side)