| 1. |
- Francke, Helena, et al.
(author)
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Author Perspectives on Research Visibility and Impact
- 2018
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In: 23rd Nordic Workshop on Bibliometrics and Research Policy 2018.
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Conference paper (peer-reviewed)abstract
- The poster will present findings from a survey of 375 corresponding authors whose publications have beenpublished open access as part of the Springer Compact agreement between Bibsam and Springer Nature 2016-2018. In focus is how these authors reason about ways to make their research visible, how/if they themselves tryto track the attention gained by the publication, and what they think are good impact measures. The study thusadds to previous work on author attitudes and practices (e.g. Hammarfelt & Haddow, 2018; Tenopir et al., 2016)and can provide some input into the current work in Sweden on how to evaluate and assure high research quality(UKÄ, 2018).When asked about their arguments for publishing open access, a large proportion of respondents in freetextanswers indicated that open access is important because it increases a publication’s visibility, access to it,downloads and/or social and scientific impact. Consequently, it is interesting to investigate if open accesspublishing is the only way in which these authors try to find readers for their publication, or if they take furthersteps. Answers suggest researchers use general social media, academic networking sites, and more traditionaldigital channels to share their publications.Furthermore, the study asked which measures the authors think are the best ones for assessing the impactof their publications, and how they themselves find out how much attention their publications get. The responseswill be discussed in terms of traditional metrics, such as JIFs and citations, and altmetrics, such as how documentsare accessed or appraised (Haustein et al., 2016) through downloads or shares in social media. They will also berelated to more indirect forms of research evaluation, such as peer review and social impact.ReferencesHammarfelt, B. & Haddow, G. (2018). Conflicting measures and values: How humanities scholars in Australia and Swedenuse and react to bibliometric indicators. JASIS&T, 69(7), 924-935.Haustein, S., Bowman, T. D. & Costas, R. (2016). Interpreting ‘altmetrics’: Viewing acts on social media through the lensof citation and social theories. In Sugimoto, C. R. (Ed.), Theories of informetrics and scholarly communication (pp. 372-405). Berlin: De Gruyter Mouton.Tenopir, C. et al. (2016). No scholar is an island: The impact of sharing in the work life of scholars. Learned Publishing, 30,5-17.UKÄ - Universitetskanslerämbetet (2018). Kvalitetssäkring av forskning: Rapportering av ett regeringsuppdrag. (Report2018:2) Stockholm: Universitetskanslerämbetet.
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| 2. |
- Francke, Helena, et al.
(author)
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Digital Literacy and Social Inclusion in Public Libraries : A Review of Research
- 2018
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Conference paper (peer-reviewed)abstract
- The practices through which people manage and enrich their everyday lives rely increasingly on their ability to make use of digital and informational resources. In policy texts, physical and intellectual access to digital information has been framed as a problem of social inclusion to which the public library may be part of the solution (Thompson et al., 2014). In library research, there is some evidence that public libraries contribute positively in strengthening social capital and participation in society among its patrons (Johnson, 2010; Vårheim, 2014; Vårheim, Steinmo & Ide, 2008).The present study investigates how the work done by public libraries to support digital and information literacy and, thus, potentially digital and social inclusion, is portrayed in the literature.The literature review was based on publications from 2010-2017 collected through structured searches in the databases Web of Science, Scopus, and LISA. The publications were coded through qualitative content analysis (Altheide & Schneider, 2013) starting in the following analytical questions:which public library services or activities are described;which groups of patrons are intended beneficiaries;which methods and theoretical approaches were used;what were the main findings of the study;which aspects of digital and information literacies are emphasized; which kinds of knowledge, perceptions and attitudes are these literacies intended to support?Many of the publications describe community projects in which public libraries play a leading role. Several studies address concepts such as digital inclusion and social capital, although few studies actually engage with them theoretically. The types of activities, outcomes, literacies, and beneficiaries vary greatly, but much work is focused on supporting literacies for active citizenship and employability.This literature review is a building block in constructing a theoretical framework and a research design for empirical studies of the development of digital and information literacy activities in public libraries and the possible implications for physical and digital community participation.ReferencesAltheide, D. L., & Schneider, C. J. (2013). Qualitative media analysis (2nd ed.). Los Angeles, CA: SAGE.Johnson, C. A. (2010). Do public libraries contribute to social capital? A preliminary investigation into the relationship. Library & Information Science Research, 32(2), 147–155.Thompson, K. M. et al. (2014). Digital literacy and digital inclusion: Information policy and the public library. Lanham: Rowman & Littlefield.Vårheim, A., Steinmo, S., & Ide, E. (2008). Do libraries matter? Public libraries and the creation of social capital. Journal of Documentation, 64(6), 877–892.Vårheim, A. (2014). Trust in libraries and trust in most people: Social capital creation in the public library. The Library Quarterly, 84(3), 258–277.
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| 3. |
- Francke, Helena, et al.
(author)
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Institutional repositories as infrastructures for long-term preservation
- 2017
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In: Information research. - : Högskolan i Borås. - 1368-1613. ; 22:2
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Journal article (peer-reviewed)abstract
- Introduction. The study describes the conditions for long-term preservation of the content of the institutional repositories of Swedish higher education institutions based on an investigation of how deposited files are managed with regards to file format and how representatives of the repositories describe the functions of the repositories. Method. The findings are based on answers to a questionnaire completed by thirty-four institutional repository representatives (97% response rate). Analysis. Questionnaire answers were analysed through descriptive statistics and qualitative coding. The concept of information infrastructures was used to analytically discuss repository work. Results. Visibility and access to content were considered to be the most important functions of the repositories, but long-term preservation was also considered important for publications and student theses. Whereas a majority of repositories had some form of guidelines for which file formats were accepted, very few considered whether or not file formats constitute open standards. This can have consequences for the long-term sustainability and access of the content deposited in the repositories. Conclusion. The study contributes to the discussion about the sustainability of research publications and data in the repositories by pointing to the potential difficulties involved for long-term preservation and access when there is little focus on and awareness of open file formats.
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| 4. |
- Francke, Helena, et al.
(author)
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Källkritik i nya publiceringsformer
- 2016
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Other publication (peer-reviewed)abstract
- Internet med dess många publiceringsformer har inneburit en renässans för intresset för källkritik. När vem som helst kan publicera information om i det närmaste vad som helst blir tillvägagångssätt för att kunna värdera hur trovärdig en källa är av stor vikt. I många av dessa publiceringsformer finns det ingen förhandsgranskning av texter och ansvaret för att granska faller på läsaren. Det kan uttryckas som att vi i många av nätets publiceringsformer går från förhandsgranskning till efterhandsgranskning av texter. I Del 4 av denna modul resonerar vi om konsekvenserna av dessa, och andra, förändringar för källkritik. Vi utgår från konkreta exempel, bland annat Wikipedia, men kan givetvis inte täcka in alla olika publiceringsformer. Vi tar utgångspunkt i frågor om vad författarskap innebär i nya medieformat och hur man kan arbeta med källkritiska problemställningar när författarskapet inte alltid är tydligt. I texten behandlar vi främst publiceringsformer där författarskapet skiljer sig från så kallade traditionella medier på ett strukturellt vis som är inbyggt i den plattform eller de förutsättningar som gäller för publiceringsformen. Med traditionella publiceringsformer menar vi sådana som vuxit fram i den tryckta informationens era, exempelvis böcker och dagstidningar, men som nu ofta existerar parallellt med digitala medier. Det vi kallar för nya publiceringsformer är många gånger 15 år gamla så ”ny” är i sammanhanget en definitionsfråga. Det kan handla om det som vi ibland kallar användar- eller deltagargenererade medier där tröskeln för att bidra är låg, till exempel när man deltar i textproduktion genom att kommentera ett blogginlägg eller laddar upp en video på YouTube. I flera fall är dessa användargenererade medier också kollaborativt skapade, det vill säga de skapas gemensamt av personer, ibland hundratals, som ofta inte känner varandra. Andra benämningar som ofta används med liknande betydelse är sociala medier och webb 2.0.
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| 5. |
- Francke, Helena, et al.
(author)
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Källkritik och nya publiceringsformer
- 2019
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Other publication (peer-reviewed)abstract
- Internet med dess många publiceringsformer har inneburit en renässans för intresset för källkritik. När vem som helst kan publicera information om i det närmaste vad som helst blir tillvägagångssätt för att kunna värdera hur trovärdig en källa är av stor vikt. I många av dessa publiceringsformer finns det ingen förhandsgranskning av texter och ansvaret för att granska faller på läsaren. Det kan uttryckas som att vi i samband med många av nätets publiceringsformer går från förhandsgranskning till efterhandsgranskning av texter. I Del 4 av denna modul resonerar vi om konsekvenserna av dessa, och andra, förändringar för källkritik. Vi utgår från konkreta exempel men kan givetvis inte täcka in alla olika publiceringsformer. Vi tar utgångspunkt i frågor om vad författarskap innebär i nya medieformat och hur man kan arbeta med källkritiska problemställningar när författarskapet inte alltid är tydligt.
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| 6. |
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| 7. |
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| 8. |
- Francke, Helena, et al.
(author)
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Learning research data management in an active learning classroom
- 2019
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In: iConference 2019. - : iSchools.
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Conference paper (other academic/artistic)abstract
- Research data management (RDM) activities are increasingly becoming incorporated in the academic library as well as in iSchool curricula. This paper reports on how active learning classroom (ALC) pedagogy has been successfully used in a blended-learning professional-development course for university staff in RDM support. The course is a collaborative initiative between an iSchool and a national data archive. ALC tasks have been designed to allow participants to combine their respective experiences with learning from course material in order to solve problems, device solutions, and create reference material. Tasks are focused around cases that relate closely to activities the RDM support staff may meet and allow participants to compare local conditions in their respective institutions. The course combines practical, strategic and theoretical content. Both the use of ALC and collaboration between an iSchool and a data archive can fruitfully be transferred to other RDM training initiatives.
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| 9. |
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| 10. |
- Francke, Helena
(author)
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Nurturing academic literacy through a journal publishing assignment
- 2016
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Conference paper (other academic/artistic)abstract
- Academic literacy is often portrayed in terms of students’ writing and relates to issues concerning genre knowledge (Russell et al., 2009). However, academic literacy can also include an understanding of the social organization, power relations, and technology associated with how knowledge is produced and disseminated in various academic genres and disciplines (see Andersen, 2006; Lea & Street, 2006). Academic literacy is important not only for higher education but also for many professionals who produce, mediate or use these genres, such as researchers, librarians, teachers, journalists, and publishers.This contribution describes a post-graduate level course designed to aid students master the cultural tools (Wertsch, 1998; Säljö, 2005) of scholarly publishing by focusing on the social organization of publishing, on the technology used, and on writing in a social science journal article genre. The work methods were informed by a socio-cultural approach to learning, which emphasizes the importance of situating learning activities in the practices in which what is learnt will be used (e.g. Lave & Wenger, 1991).The students were given the task of setting up a scholarly (student) journal and to write and peer review articles for publication in the journal. The contribution considers some of the challenges met in the course, such as getting the students to align the constraints of the assignment with the real-life simulation of a scholarly journal. Furthermore, some of the benefits of the course are discussed, for instance the possibility of designing education that students perceive as being academic and at the same time relevant to professional fields.References:Andersen, J. (2006). The public sphere and discursive activities: Information literacy as sociopolitical skills. Journal of Documentation, 62(2), 213-228.Lea, M. R. & Street, B. V. (2006). The “Academic Literacies” model: Theory and applications. Theory into Practice, 45(4), 368-377.Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Russell, D. R., Lea, M., Parker, J., Street, B. & Donahue, T. (2009). Exploring notions of genre in “academicliteracies” and “writing across the curriculum”: Approaches across countries and contexts. In: Bazerman, C., Bonini, A. & Figueiredo, D. (Eds.). Genre in a changing world: Perspectives on writing (pp. 395-423). Fort Collins, CO: The WAC Clearinghouse and Parlor Press. Available at: http://wac.colostate.edu/books/genre/Säljö, R. (2005). Lärande och kulturella redskap: Om lärprocesser och det kollektiva minnet [Learning andcultural tools: On learning processes and the collective memory]. Stockholm: Norstedts akademiska förlag.Wertsch, J.V. (1998). Mind as action. New York, NY: Oxford University Press.
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