Uses and Reuses of Scientific Data: The Data Creators’ Advantage

Authors : Irene V. Pasquetto, Christine L. Borgman, Morgan F. Wofford

Open access to data, as a core principle of open science, is predicated on assumptions that scientific data can be reused by other researchers. We test those assumptions by asking where scientists find reusable data, how they reuse those data, and how they interpret data they did not collect themselves.

By conducting a qualitative meta-analysis of evidence on two long-term, distributed, interdisciplinary consortia, we found that scientists frequently sought data from public collections and from other researchers for comparative purposes such as “ground-truthing” and calibration.

When they sought others’ data for reanalysis or for combining with their own data, which was relatively rare, most preferred to collaborate with the data creators.

We propose a typology of data reuses ranging from comparative to integrative. Comparative data reuse requires interactional expertise, which involves knowing enough about the data to assess their quality and value for a specific comparison such as calibrating an instrument in a lab experiment.

Integrative reuse requires contributory expertise, which involves the ability to perform the action, such as reusing data in a new experiment. Data integration requires more specialized scientific knowledge and deeper levels of epistemic trust in the knowledge products.

Metadata, ontologies, and other forms of curation benefit interpretation for any kind of data reuse. Based on these findings, we theorize the data creators’ advantage, that those who create data have intimate and tacit knowledge that can be used as barter to form collaborations for mutual advantage.

Data reuse is a process that occurs within knowledge infrastructures that evolve over time, encompassing expertise, trust, communities, technologies, policies, resources, and institutions.

URL : Uses and Reuses of Scientific Data: The Data Creators’ Advantage

DOI : https://doi.org/10.1162/99608f92.fc14bf2d

Mapping the Publishing Challenges for an Open Access University Press

Authors : Megan Taylor

Managing a New University Press (NUP) is often a one-person operation and, with limits on time and resources, efficiency and effectiveness are key to having a successful production process and providing a high level of author, editor and reader services.

This article looks at the challenges faced by open access (OA) university presses throughout the publishing journey and considers ways in which these challenges can be addressed. In particular, the article focuses on six key stages throughout the lifecycle of an open access publication: commissioning; review; production; discoverability; marketing; analytics.

Approached from the point of view of the University of Huddersfield Press, this article also draws on discussions and experiences of other NUPs from community-led forums and events.

By highlighting the issues faced, and the potential solutions to them, this research recognises the need for a tailored and formalised production workflow within NUPs and also provides guidance how to begin implementing possible solutions.

URL : Mapping the Publishing Challenges for an Open Access University Press

DOI : https://doi.org/10.3390/publications7040063

Co-citations in context: Disciplinary heterogeneity is relevant

Authors : James Bradley, Sitaram Devarakonda, Avon Davey, Dmitriy Korobskiy, Siyu Liu, Djamil Lakhdar-Hamina, Tandy Warnow, George Chacko

Citation analysis of the scientific literature has been used to study and define disciplinary boundaries, to trace the dissemination of knowledge, and to estimate impact. Co-citation, the frequency with which pairs of publications are cited, provides insight into how documents relate to each other and across fields.

Co-citation analysis has been used to characterize combinations of prior work as conventional or innovative and to derive features of highly cited publications. Given the organization of science into disciplines, a key question is the sensitivity of such analyses to frame of reference.

Our study examines this question using semantically themed citation networks. We observe that trends reported to be true across the scientific literature do not hold for focused citation networks, and we conclude that inferring novelty using co-citation analysis and random graph models benefits from disciplinary context.

DOI : https://doi.org/10.1162/qss_a_00007

Intellectual and social similarity among scholarly journals: An exploratory comparison of the networks of editors, authors and co-citations

Authors : Alberto Baccini, Lucio Barabesi, Mahdi Khelfaoui, Yves Gingras

This paper explores, by using suitable quantitative techniques, to what extent the intellectual proximity among scholarly journals is also proximity in terms of social communities gathered around the journals.

Three fields are considered: statistics, economics and information and library sciences. Co-citation networks represent intellectual proximity among journals. The academic communities around the journals are represented by considering the networks of journals generated by authors writing in more than one journal (interlocking authorship: IA), and the networks generated by scholars sitting on the editorial board of more than one journal (interlocking editorship: IE).

Dissimilarity matrices are considered to compare the whole structure of the networks. The CC, IE, and IA networks appear to be correlated for the three fields. The strongest correlation is between CC and IA for the three fields.

Lower and similar correlations are obtained for CC and IE, and for IE and IA. The CC, IE, and IA networks are then partitioned in communities. Information and library sciences is the field in which communities are more easily detectable, whereas the most difficult field is economics.

The degrees of association among the detected communities show that they are not independent. For all the fields, the strongest association is between CC and IA networks; the minimum level of association is between IE and CC.

Overall, these results indicate that intellectual proximity is also proximity among authors and among editors of the journals. Thus, the three maps of editorial power, intellectual proximity, and authors communities tell similar stories.

DOI : https://doi.org/10.1162/qss_a_00006

Making FAIR Easy with FAIR Tools: From Creolization to Convergence

Authors : Mark Thompson, Kees Burger, Rajaram Kaliyaperumal, Marco Roos, Luiz Olavo Bonino da Silva Santos

Since their publication in 2016 we have seen a rapid adoption of the FAIR principles in many scientific disciplines where the inherent value of research data and, therefore, the importance of good data management and data stewardship, is recognized.

This has led to many communities asking “What is FAIR?” and “How FAIR are we currently?”, questions which were addressed respectively by a publication revisiting the principles and the emergence of FAIR metrics.

However, early adopters of the FAIR principles have already run into the next question: “How can we become (more) FAIR?” This question is more difficult to answer, as the principles do not prescribe any specific standard or implementation.

Moreover, there does not yet exist a mature ecosystem of tools, platforms and standards to support human and machine agents to manage, produce, publish and consume FAIR data in a user-friendly and efficient (i.e., “easy”) way. In this paper we will show, however, that there are already many emerging examples of FAIR tools under development.

This paper puts forward the position that we are likely already in a creolization phase where FAIR tools and technologies are merging and combining, before converging in a subsequent phase to solutions that make FAIR feasible in daily practice.

DOI : https://doi.org/10.1162/dint_a_00031

Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy

Authors : Kate Shuttleworth, Kevin Stranack, Alison Moore

This article presents a case study for developing course journals, an approach to student writing and publishing that involves students in the production of an online, open access journal within a structured classroom environment.

Simon Fraser University (SFU) Library’s Digital Publishing program has partnered with instructors in four different departments across the university to implement course journals in their classrooms using Open Journal Systems.

Two models of course journals have emerged, both of which offer valuable learning opportunities for students around scholarly communications, information literacy, and open pedagogy.

In Model 1, students act as both authors who write and submit their work for publication in the course journal and as reviewers who referee each other’s submitted work. In Model 2, students act as the course journal editors, crafting the course journal’s call for papers, soliciting content, recruiting reviewers, and managing the editorial workflow from submission to publication.

This article discusses challenges and opportunities of both models as well as strategies for smooth implementation and collaboration with classroom instructors.

URL : Course Journals: Leveraging Library Publishing to Engage Students at the Intersection of Open Pedagogy, Scholarly Communications, and Information Literacy