OA discussion at BILETA 2017, Universidade do Minho, Portugal, focusing on legal journal publication. Co-authored with Catherine Easton and Abhilash Hair
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
OA discussion at BILETA 2017, Universidade do Minho, Portugal, focusing on legal journal publication. Co-authored with Catherine Easton and Abhilash Hair
Presentation to the Legal Education and Scholarship: Past Present and Future Workshop in Honour of William Twining, 20.10.10. IALS, University of London.
Exploring information literacy through the lens of Activity TheoryHazel Hall
'Exploring information literacy through the lens of Activity Theory' is a paper presented by Bruce Ryan at the 5th European Conference on Information Literacy in St-Malo, France, 18th to 21st September 2017. It is concluded that Activity Theory is an appropriate tool for information literacy research. Its main strengths are found in the processes of preparing data collection tools and the extraction of ‘meaning’ from interview data. In addition, Activity Theory is especially powerful at identifying contradictions between the activities under scrutiny in research projects. In this case, since information literacy was viewed through the lens of Activity Theory, barriers to information sharing, and the stimulation of change in information practice, emerged as strong themes in the research project findings. **The full paper for this slide deck is available. Please see https://www.napier.ac.uk/research-and-innovation/research-search/outputs/exploring-information-literacy-through-the-lens-of-activity-theory **
Notes on the Importance of Guidelines for Citation of Comic Art in the Digita...Dr Ernesto Priego
Presented on Friday 18 November 2011 at Materiality and Virtuality: A Conference on Comics, Comics Forum 2011, Leeds Art Gallery, UK.
http://comicsforum.org/comics-forum-2011/
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Learning with the crowd? New structures, new practices for knowledge, learning, and education
Slides for talk at Oxford Internet Institute, Bellwether lecture series: for talk, see: http://webcast.oii.ox.ac.uk.
Learning has left the classroom. It is being re-constituted across distance, discipline, workplace, and media as the social and technical interconnectivity of the Internet challenges existing structures for learning and education. The new ‘e-learning’ is more than a learning management system – it is a transformation in how, where, and with whom we learn that supports formal, informal and non-formal learning, life-long learning, just-in-time learning, and in ‘as much time as I have’ learning. But to do so, e-learning depends on the power of crowds and the support of communities engaged in the participatory practices of the Internet. We are networked in our learning, but also in our joint construction of knowledge and its legitimation, and in the social and technical practices that support knowledge co-construction, learning and education. This talk explores the emerging trends and forces that are radically reshaping learning and knowledge practices. The talk further explores the changing landscape of learning and knowledge practices with attention to motivations for contributing and valuing knowledge in crowds and communities, and the implications for future knowledge practices.
Seminar for LERN, Legal Education Research Network, UK, @ IALS, 28 Jan 2015, on the use of new media tools and the need for digital research literacies in legal education research.
Slides used in a session on the SCI during the Legal Ethics Teaching Workshop, City University, October 2011, hosted by Clark Cunningham and Nigel Duncan.
Exploring information literacy through the lens of Activity TheoryHazel Hall
'Exploring information literacy through the lens of Activity Theory' is a paper presented by Bruce Ryan at the 5th European Conference on Information Literacy in St-Malo, France, 18th to 21st September 2017. It is concluded that Activity Theory is an appropriate tool for information literacy research. Its main strengths are found in the processes of preparing data collection tools and the extraction of ‘meaning’ from interview data. In addition, Activity Theory is especially powerful at identifying contradictions between the activities under scrutiny in research projects. In this case, since information literacy was viewed through the lens of Activity Theory, barriers to information sharing, and the stimulation of change in information practice, emerged as strong themes in the research project findings. **The full paper for this slide deck is available. Please see https://www.napier.ac.uk/research-and-innovation/research-search/outputs/exploring-information-literacy-through-the-lens-of-activity-theory **
Notes on the Importance of Guidelines for Citation of Comic Art in the Digita...Dr Ernesto Priego
Presented on Friday 18 November 2011 at Materiality and Virtuality: A Conference on Comics, Comics Forum 2011, Leeds Art Gallery, UK.
http://comicsforum.org/comics-forum-2011/
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Learning with the crowd? New structures, new practices for knowledge, learning, and education
Slides for talk at Oxford Internet Institute, Bellwether lecture series: for talk, see: http://webcast.oii.ox.ac.uk.
Learning has left the classroom. It is being re-constituted across distance, discipline, workplace, and media as the social and technical interconnectivity of the Internet challenges existing structures for learning and education. The new ‘e-learning’ is more than a learning management system – it is a transformation in how, where, and with whom we learn that supports formal, informal and non-formal learning, life-long learning, just-in-time learning, and in ‘as much time as I have’ learning. But to do so, e-learning depends on the power of crowds and the support of communities engaged in the participatory practices of the Internet. We are networked in our learning, but also in our joint construction of knowledge and its legitimation, and in the social and technical practices that support knowledge co-construction, learning and education. This talk explores the emerging trends and forces that are radically reshaping learning and knowledge practices. The talk further explores the changing landscape of learning and knowledge practices with attention to motivations for contributing and valuing knowledge in crowds and communities, and the implications for future knowledge practices.
Seminar for LERN, Legal Education Research Network, UK, @ IALS, 28 Jan 2015, on the use of new media tools and the need for digital research literacies in legal education research.
Slides used in a session on the SCI during the Legal Ethics Teaching Workshop, City University, October 2011, hosted by Clark Cunningham and Nigel Duncan.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
Slides based on the Editorial to a Special Issue on the subject published in The Law Teacher and edited by Maharg. Presented at the 2016 BILETA (British and Irish Law Education Technology Association) conference at the University of Hertfordshire.
Seminar on the use of digital resources, particularly webcasts & podcasts, in legal education, and their effects on the design of learning and teaching.
Shared space: regulation, technology and legal education in a global context
Professor Paul Maharg
Australian National University College of Law
Abstract
The LETR Report on legal services education and training (LSET), published in June 2013, is the most recent of a series of reports dealing with legal education in England and Wales. Many of these reports do not deal directly with technology theory and use in legal education, though it is the case that the use of technology has increased substantially in recent decades. This is a pattern that is evident in reports in most other common law jurisdictions. LETR does have a position on technology use and theory, however, and it positions itself in this regard against other reports in England and Wales, and those from other jurisdictions, notably those in the USA.
In this paper I shall set out that position and contrast it with regulatory statements on technology and legal education in England, Australia and the USA. Based on a review not just of recent practical technological implementations but of the theoretical educational and regulatory literatures, I shall argue that the concept of ‘shared space’ outlined in the Report is a valuable tool for the development of technology in education and for the direction of educational theory, but most of all for the development of regulation of technology in legal education at every level.
Librarians & altmetrics: Tools, tips and use casesLibrary_Connect
Altmetrics are becoming an integral part of looking at the impact and reach of research. Tracking social and online outlets, altmetrics provide quick feedback from a wide range of sources. In this webinar, library experts will discuss how altmetrics work, tools available, and the application of altmetrics in a range of institutions and for various user groups. Watch the webinar: http://ow.ly/vNeax
Social media for researchers: Increase your research competitiveness using We...Xavier Lasauca i Cisa
In this workshop, adressed to P-Sphere project researchers (European Postdoctoral Research Project, Marie S. Curie Actions, Universitat Autònoma de Barcelona, 28th November 2017) I summarised the benefits which can be gained from use of social media (specially blogs, Twitter and other social networks and repositories) to support research activities, and I provided examples of these innovative emerging resources as tools for scientific communication as well as discussed their implications for digital scholarship. Structure of the lecture: Introduction, Altmetrics, It's Europe!, Active listening, Blogging, Microblogging, Networking, Sharing, Health 2.0, Resources, Strategy, The ten commandments, To deepen, Conclusions.
Beyond the scientific article making your research social bec-a writing work...Simone Staiger-Rivas
This presentation was given as part of a seminar on the topic at the BecA 'technical/research paper writing' workshop, held in ILRI Addis campus, 15-18 November 2010. We also got the participants to try writing blog posts.
Altmetrics Day Workshop - Internet Librarian International 2014Andy Tattersall
Altmetrics in the Academy - Implementing strategies in the library for better academic engagement, dissemination and measurement
Workshop abstract:
Altmetrics are increasingly gaining support and interest as an alternative way of disseminating and measuring scholarly output. Championed by early career researchers, librarians and information professionals, Altmetrics are to research as MOOCs are to learning. Like MOOCs most still do not understand their potential or how they could fit with or replace existing modes of delivery and assessment.
The first half of the workshop will help delegates gain an understanding of what Altmetrics are and how they can fit within academic library services. The second half of the session will deliver case studies, tools and techniques to help LIS professionals encourage better usage of Altmetrics.
10:00: What do you want from the day? What are your experiences of Altmetrics
10.40am: Altmetrics: an overview or Altmetrics and the day/where are we now?
A history, roadmap, how it fits in
11 am: Altmetrics within institutions: data, IR integration/other tools/library catalogue integration
what data is there? coverage of articles/datasets/other research outputs, mendeley demographic data
case studies of uses
examples of IR integration/motivations
primo/summon/other ones..
altmetric for institutions - integration with existing platforms
free explorer (and we’ll explore the data using this later)
11.30 Break
12.00pm Altmetrics in the Academy - getting academics and librarians on board
12.40 Brainstorming session: Value in Altmetrics: what questions do people have around this? what are their biggest concerns?
13.00 Lunch
2 pm: Getting familiar with the tools - practical session experimenting with the Altmetric explorer - half an hour (set tasks - eg create a list, pull out the most interesting mentions)
Good practice, guidelines, tips
2:45pm: At the coal face - experiences of a researcher using Altmetrics in practice
3.30pm: Break
3.45 pm: Getting mobile, how using mobile apps can help you engage more with Altmetrics
4.05 pm What’s on the horizon? What does the future for scholarly dissemination and impact.
4.40 wrap up and questions
This is a presentation that I gave during a UK tour in Sept/Oct 2014 at a number of UK universities
Many of us nowadays invest significant amounts of time in sharing our activities and opinions with friends and family via social networking tools. However, despite the availability of many platforms for scientists to connect and share with their peers in the scientific community the majority do not make use of these tools, despite their promise and potential impact and influence on our future careers. We are being indexed and exposed on the internet via our publications, presentations and data. We also have many more ways to contribute to science, to annotate and curate data, to “publish” in new ways, and many of these activities are as part of a growing crowdsourcing network. This presentation will provide an overview of the various types of networking and collaborative sites available to scientists and ways to expose your scientific activities online. Many of these can ultimately contribute to the developing measures of you as a scientist as identified in the new world of alternative metrics. Participating offers a great opportunity to develop a scientific profile within the community and may ultimately be very beneficial, especially to scientists early in their career.
Stepping out of the echo chamber - Alternative indicators of scholarly commun...Andy Tattersall
This set of slides which was presented at Sheffield Hallam University and The London School of Hygene and Tropical Medicine. They showcase the many ways academics can leverage digital scholary communication tools to discover what is being said about their research and how best to respond to that conversation.
This is a revised version of my Chalk dust to star dust story. The point is simple: it is getting tough to publish in top journals, or any journal for that matter. Doing good work is necessary but not sufficient. But, using social media to enhance your academic footprint may help.
Using Social Media to Enhance Your Research Activitieslisbk
Slides for a workshop session on "Using Social Media to Enhance Your Research Activities" facilitated by Bran Kelly, Innovation Advocate at Cetis, University of Bolton at the DAAD 2013 conference, at Cumberland Lodge, Egham on 16-18 December 2013.
For further information see
http://ukwebfocus.wordpress.com/events/daad-conference-2013/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. preview
1. Digital media
2. Blogs and Wordpress
3. Example 1: Paul Maharg’s blog
4. Example 2: Michael Eburn’s blog
5. Bibliometrics > altmetrics
6. Some (personal) conclusions
3. what is blogging?
Blogging is to writing what extreme sports are to
athletics: more free-form, more accident-prone, less
formal, more alive. It is, in many ways, writing out loud.
Andrew Sullivan @
http://www.theatlantic.com/magazine/archive/2008/11/why-i-blog/307060/
4. why should we care about this?
What scandalized the serious scholar Erasmus (as it fascinated
Dürer) was the fact that, not much more than half a century
after the first appearance of the printed book, demand had
turned it into a product beyond the control of the scholars and
specialists. The book had taken over as the transmitter of
European written culture, before scholars and educators had
had time to come to terms with its power and influence.
(Jardine, 1996, p. 228)
5. why should we care about this?
What scandalized the serious scholar Erasmus (as it fascinated
Dürer) was the fact that, not much more than half a century
after the first appearance of the printed book, demand had
turned it into a product beyond the control of the scholars and
specialists. The book digital revolution will take over as the
transmitter of European written culture, before scholars and
educators have time to come to terms with its power and
influence.
(Jardine, 1996, p. 228)
7. digital media
Pros Cons
Wide dissemination, remains at a more or
less fixed place for readers to return &
download, etc
Can be time-consuming & addictive; are
you getting to the people you want to
read your stuff?
Gathering, sorting, archiving of digital
information very useful
Apps disappear or go corporate
Builds academic profile through altmetrics Can encourage narcissism & grandiosity if
used as vanity projects
Facilitates the Open – open access, open
education, OE resources
Privacy can be an issue (cf Facebook)
Supports knowledge as a public good Do we want that? Should knowledge
always be public?
1
8. deeper issues
1. What’s digital?
Specific devices, networks, assemblages? Technical, educational, research
affordances, modes of text and search, specific skills, competences, practices,
environments?
2. How does digital alter social?
Eg distributed communities, socio-material understandings, means of production
& modes of use
3. How does digital (+ social) alter literacies?
Eg artefacts and practices, formal and informal contexts of research, visual
artefacts, digital curation.
4. How does digital encourage metricization of our working lives, and what can we
do about it?
1
9. transforming features of digital…
– Replicability
– Mutability
– Connectivity
– Instantaneity (& the ‘nearly now’)
– Portability
– Identity (Jones 2013, 162-65)
All of which are key features of blogs.
1
10. and now impact comes over the horizon
In REF2014, it meant evidencing a narrative that was:
Instrumental
• Influencing the development of policy practice or service provision
• Shaping behaviour
• Altering legislation
Conceptual
• Contributing to our understanding of the above
• Reframing debates
1
11. Capacity-building
• Technical/professional skills development
Cultural change
• Increased willingness to engage in knowledge exchange activities – by
individuals, and/or institutions
• Changed mindsets
Enduring connectivity
• Establishment of enduring academic / non-academic relationships –
indicator of potential future achievements or impacts
1
17. why do I blog?
http://paulmaharg.com
17.3.2005 > present. Originally Typepad,
now Wordpress. Used for:
• Dissemination of ideas & research
• Construction yard for sections of papers & articles
• Sky-writing (Steven Harnard)
• Identity formation
• Reflections, insights
• Statement about use of digital for serious exploration
• Connecting on Blawg
3
20. publishing platforms: slidedecks & Twitter
http://slideshare.net/paulmaharg
Used for:
• Dissemination of slidedecks
• Set alerts for others’ presentations
• Re Twitter, use third-party apps & aggregators, eg
TweetDeck to manage the dataflow
3
27. Australian Emergency Law
• Why blog?
• Choice of platform.
• Who's reading it and how often?
• My [ie Michael’s] practice.
• Reflections.
28. Why blog?
• To learn how.
• To claim the territory.
• University outreach.
29.
30.
31. Choice of platform
• Wordpress allowed:
– easy setup;
– sharing with and ;;
– export to
(but that’s stopped working);
– a statistics page;
– allows readers to comment (subject to approval).
32. Who's reading it and how often? March 2013
• What?
– 147 posts.
– 353 comments.
• Who?
– 301 followers on
– 140 on
– 204 connections on
– 645
33. Who's reading it and how often? October 2015
• What?
– 477 posts.
– 1274 comments.
• Who?
– 1067 followers on
– 909 on
– 328 on twitter
– 638 followers on
+ 330
+ 921
+ 766
+ 769
+ 328
+ 434
+ 2297
41. In the week 2-8 October
• I made 10 posts.
• My blog ‘reached’ 23 683 people via Facebook.
• 2424 of them ‘engaged’ by clicking ‘like’, making a
comment or sharing the post.
• Add the followers on WordPress and LinkedIn and it
was received by not less than 25 061 people – in one
week!
42. My Practice
• Blog regularly, at least once a
fortnight.
• The blog is a site for discussion so I:
– Invite questions (and ask for permission
to blog the answer);
– Respond to comments;
– Edit the obvious errors;
– Maintain nettiquette; but allow robust
discussion.
44. Reflections
• The readership is larger than I ever imagined;
• The feedback is (so far) all positive;
• Of all the writing I do, I think this has the widest
reach and highest impact (but no DEST points);
• It's become my notebook.
45. It has opened huge doors
• I’m invited to travel around Australia and the world
because of the blog.
• For example, next week I’m off to Western Australia
and the Gold Coast to speak to
– The Navy;
– WALGA and LGIS; and
– National meeting of SES volunteers associations.
46. It has impact…
• I’ve been consulted by Governments and emergency
services on law and policy;
• The blog’s been cited (but I can’t point to a metric on
that).
• Senior officers use it and rely on the blog!
47. Comments –
• “Everyone reads it”;
• “You have a cult following”;
• “Michael Eburn may not know many people in this
room, but we all feel we know him”; and
• “You’re not Michael Eburn are you?”
50. existing impact: how we are judged
Existing filters:
• Peer-review
• Citation counting
eg h-index
• Journal Impact Factor (JIF)
5
51. existing impact: how we are judged
• … of a journal: A measure of the average number of citations
to articles published in science & social science journals in a 3-
year period (Eugene Garfield, ISI). Calculated annually for the
journals indexed in Thomson Reuters Journal Citation
Reports.
• Calculation: number of times articles were cited in indexed
journals divided by number of items published in journals.
• Pressure on authors to enter high-ranked journals
• Pressure on journals to stay high-ranked
5
52. existing impact: how we are judged…
BUT…
• JIF is easily gamed:
http://bit.ly/1uYDPgE
• And gives inaccurate views of
journal quality:
http://bit.ly/1Ddo8Be
5
53. … hence altmetrics
‘With altmetrics, we can crowdsource peer-review. Instead of waiting months for two
opinions, an article’s impact might be assessed by thousands of conversations and
bookmarks in a week. In the short term, this is likely to supplement traditional peer-
review, perhaps augmenting rapid review in journals like PLoS ONE, BMC Research
Notes or BMJ Open. In the future, greater participation and better systems for
identifying expert contributors may allow peer review to be performed entirely from
altmetrics.
Unlike the JIF, altmetrics reflect the impact of the article itself, not its venue. Unlike
citation metrics, altmetrics will track impact outside the academy, impact of
influential but uncited work, and impact from sources that aren’t peer-reviewed.
Some have suggested altmetrics would be too easy to game; we argue the opposite.’
altmetrics: a manifesto -- http://bit.ly/1tldeJA
5
55. ANU page – ‘Increasing your research impact’
http://libguides.anu.edu.au/content.php?pid=499217&sid=4105636
5
56. …so crowdsourcing via the Open movement, in
data & scholarship, might be the answer?
Eg
• Datacite
• DASH (Harvard)
• Caselaw
• Ravel Law
Further reading:
http://bit.ly/1LgPtbo
• ANU Digital Collections
5
60. The Metric Tide argues for metrics with …
• Robustness: basing metrics on the best possible data in terms of accuracy
and scope;
• Humility: recognising that quantitative evaluation should support – but
not supplant – qualitative, expert assessment;
• Transparency: keeping data collection and analytical processes open and
transparent, so that those being evaluated can test and verify the results;
• Diversity: accounting for variation by field, and using a variety of
indicators to support diversity across the research system;
• Reflexivity: recognising systemic and potential effects of indicators and
updating them in response.
www.hefce.ac.uk/rsrch/metrics
5
62. what can bloggers do?
• Acknowledge the ceaseless emergence of technology, and engage with it
as widely as our time & energy allows
• Base our practices on community and collaboration: share what we know,
learn from each other via blogs
• Be Open in teaching and research: support the Open movement
• Read & engage with the research eg on Impact Blog
• Blog: use new media to shape our research and our narratives of social
engagement and impact – before someone else shapes it for us.
6
63. some useful references
BIALL Legal Information Literacy Statement, http://www.biall.org.uk/data/files/BIALL_Legal_Information_Literacy_Statement_July_2012.pdf
Cheston, C.C., Flickinger, T.E., Chisholm, M.S. (2013). Social media use in medical education: A systematic review, Academic Medicine. 88, 6,
893-901.
Holmes, K. (2014). Going beyond bibliometric and altmetric counts to understand impact. http://libraryconnect.elsevier.com/articles/2014-
05/going-beyond-bibliometric-and-altmetric-counts-understand-impact#sthash.4stanFFN.dpuf
Jardine, L. (1996). Worldly Goods: A New History of the Renaissance. Macmillan, London.
Jones, C. (2013). The digital university: a concept in need of definition. In R. Goodfellow, M.R.Lea, eds, Literacy in the Digital University.
Critical Perspectives on Learning, Scholarship and Technology. SRHE, Routledge, London, 162-172.
Jordan, K. (2014). Academics and their online networks: Exploring the role of academic social networking sites. Available at:
http://firstmonday.org/ojs/index.php/fm/article/view/4937/4159
Konkiel, S. (2014) Playing with altmetrics. http://theresearchwhisperer.wordpress.com/2014/10/21/altmetrics-services/#more-3175
Maliniak, D., Powers, R., Walter, B.F. (2013). The gender citation gap in International Relations. International Organization, 67, 4, 889-922.
http://bit.ly/1yYFxym
SCONUL Seven Pillars of Information Literacy (2011). The Core Model.http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
Veletsianos, G. (2013). Open practices and identity: Evidence from researchers and educators’ social media participation. British Journal of
Education Technology, 44, 4, 639-51.
Yang, Kiduk and Meho, Lokman I. Citation Analysis: A Comparison of Google Scholar, Scopus, and Web of Science., 2006 . In 69th Annual
Meeting of the American Society for Information Science and Technology (ASIST), Austin (US), 3-8 November 2006. [Conference paper],
http://eprints.rclis.org/8605/