Use, knowledge and assessment of the scientific digital social networks in the Galician universities

Scientific social networks (SSN) have been an important advance in the dissemination of knowledge in the scientific community. There are more and more researchers who agree on the need to join some SSN on account of the many advantages of visibility and impact they offer. This research paper studies the knowledge and use of SSN in the three Galician universities in 2017. Surveys of 552 professor/researchers from A Coruña, Santiago de Compostela and Vigo universities show that the knowledge and use of SSN have a growing trend, and that its management and usefulness assessment is positive, although their access frequency is still low

Cooperar para formar: movilidad, identidad digital, visibilidad y competencias profesionales para investigadores complutenses

Este trabajo contiene la propuesta de organizar una formación cooperativa entre la Biblioteca y otros servicios de apoyo de la universidad con el objeto de prestar un servicio integrado y transversal que ayude a los jóvenes investigadores a adquirir los conocimientos y competencias necesarias para el desarrollo de su carrera investigadora. La propuesta se basa en experiencias previas de éxito pero las amplía en alcance y contenidos. Está dividido en dos partes. La introducción contiene la justificación del proyecto y la descripción de los contenidos que la Biblioteca puede aportar, su pertinencia y utilidad en la forja del currículo de un investigador en materia de visibilidad, marca personal, identidad y reputación digital, optimización en buscadores (SEO), perfiles de autor, acceso abierto, redes sociales académicas y generalistas y métricas alternativas. La segunda parte comprende el proyecto propiamente dicho: el contexto de la universidad, de los servicios, de la Biblioteca y de la formación en competencias; la propuesta de valor del proyecto, los objetivos y los beneficios para las partes involucradas; el diseño; la planificación; la ejecución; la promoción incluido un plan de medios sociales; y finalmente la evaluación. En los anexos se ilustran algunos aspectos del proyecto que pueden servir de modelo como el calendario de publicaciones en medios sociales, imágenes que se pueden utilizar y un modelo de encuesta de satisfacción. Por último se aporta bibliografía sobre los contenidos expuestos

Unearthing the Tubers and Shoots of Thought, Talk, and Praxis: A Historiography of Classroom Discourse in Theory and Practice

This dissertation submits as its project a history of dialogue in the classroom, from early recitation practices to the era of the teacher as a “sage on the stage,” the subsequent role of a participating observer or “guide on the side,” and more refined teacher roles as well as sharper definitions of discussion and dialogical practices (King, 1993, p. 30). For this research, I adopted a conceptual methodology, using Foucault’s critique and Deleuze and Guattari’s assemblages and rhizomic structures, to inform the mapping and dynamic of the historiography. In terms of practical methodology, I collected over 650 theoretical, empirical, and instructional works related to forms of classroom discourse. By mapping the territory of research on discourse in the English classroom, this work noted trends in the method, manner, and focus of research. Several critical shifts might be suggested regarding theory, research, and practice in relation to dialogue: in practice, first, a shift from quantitative, monological positions to more dialogical, polyphonic stances; and second, from research examining teacher questioning and evaluation to that focused on student responsiveness. In theory and research, this review suggested several noticeable trends in research methods: first, that classroom practice lags behind the theoretical imagining of the dialogical; second, that scholars have increasingly relied on Mikhail Bakhtin’s theories in the pedagogical frames of their research on discourse in the classroom; and third, that scholarship has shown a greater interest in international sites of study. Overall, although scholars have made strides in conceptualizing the dialogical classroom, greater interventionist studies and instructional works are needed to bridge the gap between theory and practice