Analysis of Emerging Reputation and Funding Mechanisms in the Context of Open Science 2.0

This report covers the outcomes of two studies funded by JRC IPTS to explore emerging drivers for Open Science 2.0. In general, Open Science 2.0 is associated with themes such as open access to scientific outputs, open data, citizen science and open peer evaluation systems. This study, however, focused on less explored themes, namely on alternative funding mechanisms for scientific research and on emerging reputation mechanisms for scholars resulting from Web 2.0 platforms and applications. It has been demonstrated that both are providing significant new opportunities for researchers to disseminate, share, explore and collaborate with other researchers, but it remains to be seen whether they will be able to bring about more disruptive change in how science and research systems function in the future. They could well do so, especially if related changes being considered by the European Commission on ‘Science 2.0: Science in Transition’ are taken into account.JRC.J.3-Information Societ

Seeking Impact and Visibility: Scholarly Communication in Southern Africa

The Scholarly Communication in Africa Programme (SCAP) was a three-year research and implementation initiative that took place between March 2010 and August 2013. Hosted by the University of Cape Town, the programme engaged the Universities of Botswana, Namibia and Mauritius in a process aimed at better understanding the dynamics around scholarly communication in the Southern African higher education environment and advancing the open access agenda for the purpose of increasing the visibility of African research. This work was made possible by a grant from the Canadian International Development Research Center (IDRC). This report synthesizes research and findings from the four institutional case studies conducted at the Universities of Botswana, Cape Town, Mauritius and Namibia. It provides an overview the scholarly communication activity systems at work in these four Southern African universities

Scholarly use of social media and altmetrics : a review of the literature

Social media has become integrated into the fabric of the scholarly communication system in fundamental ways: principally through scholarly use of social media platforms and the promotion of new indicators on the basis of interactions with these platforms. Research and scholarship in this area has accelerated since the coining and subsequent advocacy for altmetrics—that is, research indicators based on social media activity. This review provides an extensive account of the state-of-the art in both scholarly use of social media and altmetrics. The review consists of two main parts: the first examines the use of social media in academia, examining the various functions these platforms have in the scholarly communication process and the factors that affect this use. The second part reviews empirical studies of altmetrics, discussing the various interpretations of altmetrics, data collection and methodological limitations, and differences according to platform. The review ends with a critical discussion of the implications of this transformation in the scholarly communication system

Scholarship in abundance: Influence, engagement, and attention in scholarly networks

In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks, yet networked scholarly engagement often remains unrecognized within institutional spheres of influence. The purpose of this dissertation study is to explore the meanings constructed and enacted within the networked practices of 13 scholars actively engaged in both institutional and networked participatory scholarship. Using ethnographic methods including participant observation, interviews, and document analysis, the study investigates networks as sites of scholarship, with the intent of furthering institutional academia’s understanding of networked practices. The three papers that make up the dissertation each articulate a specific thread of intersection between institutional and networked scholarship: the first focuses on what counts as academic influence within networked circles, the second on networks’ terms of value and reward, and the third on the relationships between attention, care, and vulnerability in scholarly networks. Together, the papers conclude that networked scholarly practices of engagement align broadly with those of academia, yet enable and demand scholars’ individual cultivation of influence, visibility, and audiences. Thus networked scholarship rewards connection, collaboration, and curation between individuals rather than roles or institutions, fostering cross-disciplinary and public engagement and a bridging of the personal/professional divide. The study contributes to knowledge by situating networked scholarly practices within the scholarly tradition, while articulating the terms on which knowledge abundance and networked practices open up new spheres of opportunity and vulnerability for scholars

B!SON: A Tool for Open Access Journal Recommendation

Finding a suitable open access journal to publish scientific work is a complex task: Researchers have to navigate a constantly growing number of journals, institutional agreements with publishers, funders’ conditions and the risk of Predatory Publishers. To help with these challenges, we introduce a web-based journal recommendation system called B!SON. It is developed based on a systematic requirements analysis, built on open data, gives publisher-independent recommendations and works across domains. It suggests open access journals based on title, abstract and references provided by the user. The recommendation quality has been evaluated using a large test set of 10,000 articles. Development by two German scientific libraries ensures the longevity of the project

E-visibility of environmental sciences researchers at the University of South Africa

Abstract : Research e-visibility in theory enables a researcher to establish and maintain a digital research portfolio utilising various research e-profiles on a number of research online communities and platforms. E-visibility embodies the online presence of the researcher and their research, researcher’s discoverability via research e-profiles and the accessibility of research output on online research communities. The rationale for this study has its foundation in the premise that enhancing the e-visibility of a researcher will increase the research and societal impact of the researcher. The development of an e-visibility strategy for the School of Environmental Sciences (SES) at the University of South Africa (Unisa) would be instrumental in enhancing the e-visibility of the researchers. This study aims at establishing guidelines for the development of an e-visibility strategy for SES researchers at Unisa as part of research support via the Library services. Altmetric and bibliometric data of the SES researchers, were collected during the 2-year period (December 2014 and December 2017) and e-visibility surveys were conducted at the beginning of the study (December 2014) and at the end of the study (April 2017) as part of a longitudinal e-visibility study. The data was analysed using statistical methods to ascertain: 1) the SES researchers e-visibility status, 2) the SES researchers’ perceptions about e-visibility, 3) the altmetric-bibliometric correlations (relationships) from the altmetrics sourced from the academic social networking tools and the bibliometrics derived from the citation resources, and 4) identifying e-visibility practices and actions increasing research and societal impact. The results reflected a total increase in online presence, discoverability, and accessibility therefore indicating an overall increase in the actual and perceived e-visibility of the SES researchers. The survey conducted at the end of the study, found that 73% of the SES researchers indicating that their e-visibility increased with online presence being enhanced, 69% were more discoverable and 76% of their research output was more accessible after applying what they learnt during the e-visibility awareness and training...Ph.D. (Information Management

Data, Metrics and Monitoring in CGIAR - a strategic study

This document contains the final report of the Panel together with the ISPC commentary. The Panel Report presents an analysis of the current activities within CGIAR concerning data, metrics and indicators, and offers a series of recommendations to address the key issues and challenges identified

Challenges 2017: aprender nas nuvens, learning in the clouds: atas da X Conferência Internacional de Tecnologias de Informação e Comunicação na Educação

A conferência Challenges comemora em 2017 a sua décima edição, consolidando, assim, o reconhecimento como um dos mais significativos eventos no âmbito da educação com as novas tecnologias em Portugal. Ao longo destas dez edições a Challenges afirma-se como um marco indelével na agenda dos investigadores, educadores e professores portugueses de todos os níveis de ensino, formando uma comunidade dinâmica que, recorrentemente, traz consigo novos colegas. A cada edição, a Challenges conquista novos “adeptos” e expande-se além-fronteiras, chegando à generalidade dos países lusófonos e a outros, como a Espanha ou a Venezuela, o Reino Unido ou a Mongólia, tornando-se num espaço de debate intercontinental! A X Conferência Internacional de Tecnologias de Informação e Comunicação na Educação – Challenges 2017, recebeu mais de 200 participantes, para além de oradores convidados e membros das diversas comissões, e contou com a apresentação pública de 109 comunicações orais e 22 apresentações em formato poster, cujos textos se publicam neste livro de atas. No contexto de uma sociedade cada vez mais digital, o envolvimento de cerca de 300 autores faz com que a Challenges se afirme como um espaço de partilha e de reflexão no domínio da investigação e da inovação educacional relacionada com as Tecnologias de Informação e Comunicação. O lema “Aprender nas nuvens, Learning in the clouds”, adotado nesta décima edição da Challenges, impõe-se pelas referências tecnológicas implícitas que nos remetem para a computação e para a aprendizagem em rede e na rede e para a mobilidade, mas, “Aprender nas nuvens, Learning in the clouds”, pelo seu plural, remete-nos também para leituras adicionais, para outros significados.“Aprender nas nuvens, Learning in the clouds”, por similitude com “andar nas nuvens”, remete-nos para a esfera do sonho e da fantasia, da paixão e do entusiasmo. Com “Aprender nas nuvens, Learning in the clouds” é a esse entusiasmo que quisemos prestar homenagem. O entusiasmo de aprender numa sociedade em constante mudança, num tempo em que o potencial das tecnologias nos leva para mundos muito diversos.info:eu-repo/semantics/publishedVersio

A Investigação e a escrita: Publicar sem Perecer

Research and Writing: Publish do not Perish is a collection of texts published in Portuguese, based on the problematization of a five-year experience of advanced extracurricular training in information literacy, writing and scientific publication (i.e., Publish do not Perish: Survive the Stampede). It is a questioning of the role of science in a context that appears to reproduce neoliberalism and the commodification of academia. This work results from the collaboration of national and international authors who consider a diversity of theoretical and empirical fields that deal with that phenomenon. This book aims to identify and question the subsequent problems, trying to point out solutions to the growing malaise in the academic world