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Scholarly communication
- 2. Stuff Press record Registration Summer/Fall schedule Cultural Heritage Class Questions about papers? Upcoming events 2
- 4. What about research? University College Library 4
- 5. Communication in the Disciplines Science Humanities Social Sciences 5
- 6. Crisis in Communication Paperback Argument Documentation Thereotical/historical Pedagogic Commentary 6
- 7. The Cost Where is the cost to the library? 7
- 8. The Reward Structure 8
Editor's Notes
- The Royal Society to today…scholars have always wanted to share their information…in addition many have to share their information to keep their jobs…What do you think the purpose of scholary communication is today? Who uses it?
- The book touches on the teaching load and research load from university and college as a part of scholarly communication…the idea of publishing your “productive work” to enhance your national reputation…what does this mean for the library? How does an academic librarian take part in enhancing scholarly communication.
- What are the differences you think in the ways these groups communicate?Books, journals, conferences, videos, digital texts…How does this impact the academic library
- On pg 71 of the book a historian describes saving the scholarly monograph…do you see how this could be done or is being done in the world of scholarly communication?
- Buying journals, databases, etc…Furthering the research to the social sciences and the humanities (in essence we are the lab)…Budd 77Grad students factor in to the cost…what is the true cost of scholarly communicationResearch time, faculty time, student time, printers time, publishers time…all rolled up into the library’s costs…
- Citation counts are used as one source of scholarly evaluation…moves us into bibliometrics many research fields use bibliometric methods to explore the impact of their field,[2] the impact of a set of researchers, or the impact of a particular paper.Data from citation indexes can be analyzed to determine the popularity and impact of specific articles, authors, and publications. Using citation analysis to gauge the importance of one's work, for example, is a significant part of the tenure review process.[5][6]What does this mean for librarians? Information scientists also use citation analysis to quantitatively assess the core journal titles and watershed publications in particular disciplines; interrelationships between authors from different institutions and schools of thought; and related data about the sociology of academia. Some more pragmatic applications of this information includes the planning of retrospective bibliographies, "giving some indication both of the age of material used in a discipline, and of the extent to which more recent publications supersede the older ones;" indicating through high frequency of citation which documents should be archived; comparing the coverage of secondary services which can help publishers gauge their achievements and competition, and can aid librarians in evaluating "the effectiveness of their stock".[7] There are also some limitations to the value of citation data. They are often incomplete or biased; data has been largely collected by hand (which is expensive), though citation indexes can also be used; incorrect citing of sources occurs continually; thus, further investigation is required to truly understand the rationale behind citing to allow it to be confidently applied.[8]altmetrics is the creation and study of new metrics based on the Social Web for analyzing, and informing scholarship. Also could change the peer review process….the larger public decides what is worthy….Hhat do you think of alt metrics – check out the websites…How about meeting somewhere in the middle
- This is a new journal from the City University of New York…Mission StatementThe mission of the Journal of Interactive Technology and Pedagogy is to promote open scholarly discourse around critical and creative uses of digital technology in teaching, learning, and research. Educational institutions have often embraced instrumentalist conceptions and market-driven implementations of technology that overdetermine its uses in academic environments. Such approaches underestimate the need for critical engagement with the integration of technological tools into pedagogical practice. The JITP will endeavor to counter these trends by recentering questions of pedagogy in our discussions of technology in higher education. The journal will also work to change what counts as scholarship – and how it is presented, disseminated, and reviewed – by allowing contributors to develop their ideas, publish their work, and engage their readers using multiple formats.We are committed first and foremost to teaching and learning, and intend that the journal itself – both in process and in product – provide opportunities to reveal, reflect on, and revise academic publication and classroom practice.Back to topReview PolicyWe believe that peer review has much to offer the academic community, and therefore all work appearing in the Issues section of JITP is reviewed independently by two scholars in the field, who provide formative feedback to the author in order to produce the best quality final product. Our review board members are listed below.At the same time, we also believe that the academic community has much to gain in broadening the definition of peer review, and therefore our Tool Tips, Teaching Fails, Assignments, and Book Reviews sections operate under a publish-then-peer-review model. We invite our knowledgeable readership to join our editorial collective and esteemed board members in rich, constructive, public conversation with our authors about their ideas – and to start new conversations by becoming authors yourselves. Submissions for these sections will be accepted on a rolling basis. For more information, please see the Guidelines for Authors.Found this through a group I friended on facebook….found stuff on