e-Science

This open access book shows the breadth and various facets of e-Science, while also illustrating their shared core. Changes in scientific work are driven by the shift to grid-based worlds, the use of information and communication systems, and the existential infrastructure, which includes global collaboration. In this context, the book addresses emerging issues such as open access, collaboration and virtual communities and highlights the diverse range of developments associated with e-Science. As such, it will be of interest to researchers and scholars in the fields of information technology and knowledge management

MOVING: A User-Centric Platform for Online Literacy Training and Learning

Part of the Progress in IS book series (PROIS)In this paper, we present an overview of the MOVING platform, a user-driven approach that enables young researchers, decision makers, and public administrators to use machine learning and data mining tools to search, organize, and manage large-scale information sources on the web such as scientific publications, videos of research talks, and social media. In order to provide a concise overview of the platform, we focus on its front end, which is the MOVING web application. By presenting the main components of the web application, we illustrate what functionalities and capabilities the platform offer its end-users, rather than delving into the data analysis and machine learning technologies that make these functionalities possible

Mapping the Current Landscape of Research Library Engagement with Emerging Technologies in Research and Learning: Final Report

The generation, dissemination, and analysis of digital information is a significant driver, and consequence, of technological change. As data and information stewards in physical and virtual space, research libraries are thoroughly entangled in the challenges presented by the Fourth Industrial Revolution:1 a societal shift powered not by steam or electricity, but by data, and characterized by a fusion of the physical and digital worlds.2 Organizing, structuring, preserving, and providing access to growing volumes of the digital data generated and required by research and industry will become a critically important function. As partners with the community of researchers and scholars, research libraries are also recognizing and adapting to the consequences of technological change in the practices of scholarship and scholarly communication. Technologies that have emerged or become ubiquitous within the last decade have accelerated information production and have catalyzed profound changes in the ways scholars, students, and the general public create and engage with information. The production of an unprecedented volume and diversity of digital artifacts, the proliferation of machine learning (ML) technologies,3 and the emergence of data as the “world’s most valuable resource,”4 among other trends, present compelling opportunities for research libraries to contribute in new and significant ways to the research and learning enterprise. Librarians are all too familiar with predictions of the research library’s demise in an era when researchers have so much information at their fingertips. A growing body of evidence provides a resounding counterpoint: that the skills, experience, and values of librarians, and the persistence of libraries as an institution, will become more important than ever as researchers contend with the data deluge and the ephemerality and fragility of much digital content. This report identifies strategic opportunities for research libraries to adopt and engage with emerging technologies,5 with a roughly fiveyear time horizon. It considers the ways in which research library values and professional expertise inform and shape this engagement, the ways library and library worker roles will be reconceptualized, and the implication of a range of technologies on how the library fulfills its mission. The report builds on a literature review covering the last five years of published scholarship, primarily North American information science literature, and interviews with a dozen library field experts, completed in fall 2019. It begins with a discussion of four cross-cutting opportunities that permeate many or all aspects of research library services. Next, specific opportunities are identified in each of five core research library service areas: facilitating information discovery, stewarding the scholarly and cultural record, advancing digital scholarship, furthering student learning and success, and creating learning and collaboration spaces. Each section identifies key technologies shaping user behaviors and library services, and highlights exemplary initiatives. Underlying much of the discussion in this report is the idea that “digital transformation is increasingly about change management”6 —that adoption of or engagement with emerging technologies must be part of a broader strategy for organizational change, for “moving emerging work from the periphery to the core,”7 and a broader shift in conceptualizing the research library and its services. Above all, libraries are benefitting from the ways in which emerging technologies offer opportunities to center users and move from a centralized and often siloed service model to embedded, collaborative engagement with the research and learning enterprise

Scholarly Communication Librarianship and Open Knowledge

The intersection of scholarly communication librarianship and open education offers a unique opportunity to expand knowledge of scholarly communication topics in both education and practice. Open resources can address the gap in teaching timely and critical scholarly communication topics—copyright in teaching and research environments, academic publishing, emerging modes of scholarship, impact measurement—while increasing access to resources and equitable participation in education and scholarly communication. Scholarly Communication Librarianship and Open Knowledge is an open textbook and practitioner’s guide that collects theory, practice, and case studies from nearly 80 experts in scholarly communication and open education. Divided into three parts: *What is Scholarly Communication? *Scholarly Communication and Open Culture *Voices from the Field: Perspectives, Intersections, and Case Studies The book delves into the economic, social, policy, and legal aspects of scholarly communication as well as open access, open data, open education, and open science and infrastructure. Practitioners provide insight into the relationship between university presses and academic libraries, defining collection development as operational scholarly communication, and promotion and tenure and the challenge for open access. Scholarly Communication Librarianship and Open Knowledge is a thorough guide meant to increase instruction on scholarly communication and open education issues and practices so library workers can continue to meet the changing needs of students and faculty. It is also a political statement about the future to which we aspire and a challenge to the industrial, commercial, capitalistic tendencies encroaching on higher education. Students, readers, educators, and adaptors of this resource can find and embrace these themes throughout the text and embody them in their work

The relationship between research data management and virtual research environments

The aim of the study was to compile a conceptual model of a Virtual Research Environment (VRE) that indicates the relationship between Research Data Management (RDM) and VREs. The outcome of this study was that VREs are ideal platforms for the management of research data. In the first part of the study, a literature review was conducted by focusing on four themes: VREs and other concepts related to VREs; VRE components and tools; RDM; and the relationship between VREs and RDM. The first theme included a discussion of definitions of concepts, approaches to VREs, their development, aims, characteristics, similarities and differences of concepts, an overview of the e-Research approaches followed in this study, as well as an overview of concepts used in this study. The second theme consisted of an overview of developments of VREs in four countries (United Kingdom, USA, The Netherlands, and Germany), an indication of the differences and similarities of these programmes, and a discussion on the concept of research lifecycles, as well as VRE components. These components were then matched with possible tools, as well as to research lifecycle stages, which led to the development of a first conceptual VRE framework. The third theme included an overview of the definitions of the concepts ‘data’ and ‘research data’, as well as RDM and related concepts, an investigation of international developments with regards to RDM, an overview of the differences and similarities of approaches followed internationally, and a discussion of RDM developments in South Africa. This was followed by a discussion of the concept ‘research data lifecycles’, their various stages, corresponding processes and the roles various stakeholders can play in each stage. The fourth theme consisted of a discussion of the relationship between research lifecycles and research data lifecycles, a discussion on the role of RDM as a component within a VRE, the management of research data by means of a VRE, as well as the presentation of a possible conceptual model for the management of research data by means of a VRE. This literature review was conducted as a background and basis for this study. In the second part of the study, the research methodology was outlined. The chosen methodology entailed a non-empirical part consisting of a literature study, and an empirical part consisting of two case studies from a South African University. The two case studies were specifically chosen because each used different methods in conducting research. The one case study used natural science oriented data and laboratory/experimental methods, and the other, human orientated data and survey instruments. The proposed conceptual model derived from the literature study was assessed through these case studies and feedback received was used to modify and/or enhance the conceptual model. The contribution of this study lies primarily in the presentation of a conceptual VRE model with distinct component layers and generic components, which can be used as technological and collaborative frameworks for the successful management of research data.Thesis (DPhil)--University of Pretoria, 2018.National Research FoundationInformation ScienceDPhilUnrestricte

Vocational Teacher Education in Central Asia: Developing Skills and Facilitating Success

This open access volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia

Vocational Teacher Education in Central Asia: Developing Skills and Facilitating Success

teacher training; project based learning; educational technology; research methodology; network development; vocational teacher education; developing teaching skills; technical teacher education; Central Asia; GIZ Programme Professional Education in Central Asia; PBL; TVET; USPECH; Kazakhstan; Kyrgyzstan; Tajikistan; vocational educatio

Vocational Teacher Education in Central Asia: Developing Skills and Facilitating Success

teacher training; project based learning; educational technology; research methodology; network development; vocational teacher education; developing teaching skills; technical teacher education; Central Asia; GIZ Programme Professional Education in Central Asia; PBL; TVET; USPECH; Kazakhstan; Kyrgyzstan; Tajikistan; vocational educatio

Proceedings of the Association for Library and Information Science Education Annual Conference: ALISE 2018

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