Catégorie : EN

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Knowledge without Borders : GEANT 2020 as the European Communications Commons

The GÉANT Expert Group’s report on the 2020 Vision for European Research and Education Networking was delivered today to Neelie Kroes, European Commission Vice-President for the Digital Agenda. The report presents the experts’ views on the future of the pan-European research and education network GÉANT. It makes specific recommendations to policy makers, funding bodies and the research and education networks community for supporting and expanding knowledge communities, pushing the state-of-the-art in technology and adapting to change both from a governance and funding point of view.

The GÉANT Expert Group, chaired by Prof. Žiga Turk and composed of six other high-level European experts in different fields of policy, technology and science, was set up in 2010 with the mission to “articulate a 2020 vision for European Research and Education networking and identify an action plan for realizing this vision”.

URL : https://www.terena.org/about/ga/ga36/GEANTExpertGroup.pdf

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Open Bibliography for Science, Technology, and Medicine

The concept of Open Bibliography in science, technology and medicine (STM) is introduced as a combination of Open Source tools, Open specifications and Open bibliographic data. An Openly searchable and navigable network of bibliographic information and associated knowledge representations, a Bibliographic Knowledge Network, across all branches of Science, Technology and Medicine, has been designed and initiated.

For this large scale endeavour, the engagement and cooperation of the multiple stakeholders in STM publishing – authors, librarians, publishers and administrators – is sought. BibJSON, a simple structured text data format (informed by BibTex, Dublin Core, PRISM and JSON) suitable for both serialisation and storage of large quantities of bibliographic data is presented.

BibJSON, and companion bibliographic software systems BibServer and OpenBiblio promote the quantity and quality of Openly available bibliographic data, and encourage the development of improved algorithms and services for processing the wealth of information and knowledge embedded in bibliographic data across all fields of scholarship.

Major providers of bibliographic information have joined in promoting the concept of Open Bibliography and in working together to create prototype nodes for the Bibliographic Knowledge Network.

These contributions include large-scale content from PubMed and ArXiv, data available from Open Access publishers, and bibliographic collections generated by the members of the project. The concept of a distributed bibliography (BibSoup) is explored.”

URL : http://www.jcheminf.com/content/3/1/47

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Implementing Web 2.0 Design Patterns in an Institutional Repository May Increase Community Participation

Objective: To investigate whether Web 2.0 can enhance participation in institutional repositories (IRs) and whether its widespread use can lead to success in this context. Another purpose was to emphasize how an IR with a Web 2.0 approach can connect individuals in their creative and intellectual outputs, no matter what form of shared material is contributed.

Design: Comparative study.

Setting: Two IRs at Teachers College, Columbia University, which is a graduate and professional school of education in New York City.

Subjects: Students, faculty, and staff using the PocketKnowledge and CPC IRs.

Methods: Cocciolo compared two different IRs called PocketKnowledge and Community Program Collections (CPC). PocketKnowledge had the following Web 2.0 design patterns: users control their own data; users should be trusted; flexible tags are preferred over hierarchical taxonomies; the attitude should be playful; software gets better the more people use it. The PocketKnowledge IR design patterns were compared with the traditional design of the CPC IR. The CRC IR organized information based on taxonomy (e.g., programs and departments), lack of user control of their own content, and centrality of authority. Data were collected during a 22-month period. The PocketKnowledge IR was studied from September 2006 to July 2008, compiling information on both contributions and contributors. Contributions made by library staff to aid availability in archival collections were excluded from the data sets, because the study was focused on community participation in the learning environment. The CPC was studied between November 2004 and July 2006. Data collected included the contributions made to the system and information on the role of the contributor (e.g., student, faculty, or staff).

Main Results: Participation was much greater in the Web 2.0 system (PocketKnowledge) than in the non-Web 2.0 system (CPC). Involvement in the latter, the CPC, was noted primarily for faculty (59%), with a smaller proportion of students (11%) contributing. This trend was reversed with the Web 2.0 system, in which 79% of the contributions came from students. However, as a group, faculty were better represented than the student body as contributors to the Web 2.0 system (23% and 8% respectively). Faculty members who created an account (without contributing) represented 30% of the population. These observations suggest that Web 2.0 is attractive to students as a space to share their intellectual creations, and at the same time it does not alienate the faculty. Notwithstanding, although 31% of the student body had created a user account for PocketKnowledge, the Web 2.0 system, only 8% of the students actually contributed to this IR. The study examined only the participation rates and was not concerned with what motivated contributions to PocketKnowledge. Accordingly, the results can be extrapolated by observing that the limitation of previous IRs is that they focused primarily on the library goals of collecting and preserving scholarly work, and did not consider what prompted faculty to contribute. Despite the satisfactory participation in the two IRs of interest, the author argued that the incentive is associated more extensively with the role as teacher than with the role as researcher. This is related to the ambition of faculty to improve classroom-based experience by ensuring that their students are as engaged as possible in the teachers’ areas of expertise. In other words, a faculty contribution is motivated by knowing that students will become familiar with what is contributed.

Conclusion: This study suggests that IRs can achieve greater participation by shifting the focus from the library goals to the objective of building localized teaching and learning communities by connecting individuals through their respective intellectual outputs. Creation of a system like the CPC that supports such exchange will advance library goals by storing faculty’s scholarly work, whereas Web 2.0 offers a set of approaches and design patterns for establishing systems that help promote community participation. Greater student participation in an IR may prompt increased faculty participation, because the IR will be more extensively focused on the teaching and learning community than on the research community. Thus, the major finding of the study is that greater community participation resulted from a Web 2.0 design pattern approach.

URL : http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/9932

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Digitize Me, Visualize Me, Search Me : Open Science and its Discontents

[…] Digitize Me, Visualize Me, Search Me takes as its starting point the so-called ‘computational turn’ to data-intensive scholarship in the humanities.

The phrase ‘the computational turn’ has been adopted to refer to the process whereby techniques and methodologies drawn from (in this case) computer science and related fields – including science visualization, interactive information visualization, image processing, network analysis, statistical data analysis, and the management, manipulation and mining of data – are being used to produce new ways of approaching and understanding texts in the humanities; what is sometimes thought of as ‘the digital humanities’.

The concern in the main has been with either digitizing ‘born analog’ humanities texts and artifacts (e.g. making annotated editions of the art and writing of William Blake available to scholars and researchers online), or gathering together ‘born digital’ humanities texts and artifacts (videos, websites, games, photography, sound recordings, 3D data), and then taking complex and often extremely large-scale data analysis techniques from computing science and related fields and applying them to these humanities texts and artifacts – to this ‘big data’, as it has been called.

Witness Lev Manovich and the Software Studies Initiative’s use of ‘digital image analysis and new visualization techniques’ to study ‘20,000 pages of Science and Popular Science magazines… published between 1872-1922, 780 paintings by van Gogh, 4535 covers of Time magazine (1923-2009) and one million manga pages’ (Manovich, 2011), and Dan Cohen and Fred Gibb’s text mining of ‘the 1,681,161 books that were published in English in the UK in the long nineteenth century’ (Cohen, 2010).

What Digitize Me, Visualize Me, Search Me endeavours to show is that such data-focused transformations in research can be seen as part of a major alteration in the status and nature of knowledge. It is an alteration that, according to the philosopher Jean-François Lyotard, has been taking place since at least the 1950s.

It involves nothing less than a shift away from a concern with questions of what is right and just, and toward a concern with legitimating power by optimizing the social system’s performance in instrumental, functional terms. This shift has significant consequences for our idea of knowledge.

[..] In particular, Digitize Me, Visualize Me, Search Me suggests that the turn in the humanities toward datadriven scholarship, science visualization, statistical data analysis, etc. can be placed alongside all those discourses that are being put forward at the moment – in both the academy and society – in the name of greater openness, transparency, efficiency and accountability.

URL : http://livingbooksaboutlife.org/pdfs/bookarchive/DigitizeMe.pdf

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Knowledge Sharing Among Inventors: Some Historical Perspectives

This chapter documents instances from past centuries where inventors freely shared knowledge of their innovations with other inventors. It is widely believed that such knowledge sharing is a recent development, as in Open Source Software.

Our survey shows, instead, that innovators have long practiced “collective invention” at times, including inventions in such key technologies as steam engines, iron, steel, and textiles.

Generally, innovator behavior was substantially richer than the heroic portrayal often found in textbooks and museums. Knowledge sharing promoted innovation, sometimes coexisting with patents, at other times, not, suggesting that policy should foster both knowledge sharing and invention incentives.

URL : http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1944201

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Open access institutional repositories for scholarly communication: A developing country perspective

Scholarly communication is the creation, transformation, dissemination and preservation of knowledge related to teaching, research and scholarly endeavours. Nowadays, Open Access Repositories (OARs) and Open Access (OA) has become the emerging ways to share research output, academic result and disseminating information to the academic community for better usability and visibility.

The purpose of this present study is to discuss the role of OAIR (Open Access Institutional Repository) in scholarly communication and focused how does developing country like Bangladesh may be benefited through this system.

The major focus of the present study is to familiar with different initiatives of building OAIR and Open Access (OA) in Bangladesh. In pursuing the above objectives, the present research posed the following research questions (RQs) that will guide the study as well. How OAIR can be used as an effective tool for scholarly communication?

What is the present status of the OAIR and OA initiatives in Bangladesh and what are the prospects of OAIR in Bangladesh? An analysis of the appropriate literature was carried out, focusing on papers explicitly referring to changing roles of OAIR. The study performed online searches and substantial amount of literature has been reviewed. Literature collected through internet, personal visits, and secondary sources of information has been analyzed.

Findings reveal that OAIR is very important for the scholarly communication and Bangladesh is not far behind to get the fullest advantages of the OAIR. It is suggested some directions for building OAIR and OA initiatives in Bangladesh.

It is believed that faculty and research scholars will be able to publish their research output in the proposed IR to visible their scholarly research output globally. This study no doubt will foster more research on OAIR for the improvement of Open Access scenarios in Bangladesh.

URL : https://www.researchgate.net/profile/Anup_Das7/publication/249774716_Open_Access_and_Institutional_Repositories_-_A_Developing_Country_Perspective_A_case_study_of_India/links/00b7d52bbf9f967a64000000.pdf