Academic Evolution

Scholarly Communications must be Mobile

Continuing my series on how scholarly communications must transform, I will argue here that scholarship must fit itself to mobile communications in order to be taken seriously in the future.

Of course traditional scholarship must be made available on hand-held devices, but more importantly, the full range of scholarly practices -- research, laboratory work, field work, presentations of findings, and publishing itself -- will all transform themselves in order to conform with the social and intellectual practices of ubiquitous, networked, interactive communication that mobile devices are enabling. The future of scholarship is literally in our hands, and the phone is ringing.

Scholarly Communications will Transform via Cybermetrics

Continuing my series on how scholarly communications must transform, I will argue here that scholarship is about to see "webometrics" or "cybermetrics" supplant traditional bibliometrics for gauging the impact of scholarship. But this is just the beginning. Cybermetrics applied to scholarship will revitalize traditional academic publishing and pave the way for new uses and genres of intellectual work. As scholars and their institutions begin to use cybermetrics they can enrich scholarly productivity and maximize the influence of their intellectual output.

The Impact Factor Factor
Impact is a big deal to scholars and their sponsors. Really big. The Impact Factor of the journal in which one publishes adds or subtracts value from one's publications. This algorithm is derived from a calculation based chiefly on the number of citations a publication generates. It has become a prominent determining factor in securing grants, academic posts, tenure, and advancement. And why not? Don't we want scholars to be making an impact?  With today's info glut, isn't it even more important to preserve and promote systems that help us to know what information should be given more authority?

I will first look into the history of Impact Factor and will claim that this early effort to grapple with information overload has improperly become institutionalized and is neither trustworthy nor adequate for today's information culture. Then I will open the discussion of what can or should be measured through cybermetrics with online scholarly communication. Academia has some very good places to go with its treasure trove of existing and ongoing scholarship; it can't get there by clinging to authority systems based on pre-Internet bibliometrics.

Western Civilization and the Digital World

Image by Gary Hayes via Flickr

What would you include in an undergraduate course on digital civilization -- a course beginning in the Renaissance and arriving at our current digitally-mediated state of communication, knowledge, and culture? Are there analogs to our digital world in the past? What authors or texts from history illuminate our present? What themes would you address? What fields of knowledge or cultural movements across the centuries have bearing on the digital now? If education itself is transforming, what's the recipe for teaching and learning both in and about the digital age? How would you structure such a course?

Faculty Perspectives on Open Educational Resources and Open Access

Below is the narrated version of the presentation I gave on 11-11-09 at the Association of Research Libraries Leadership Fellows Institute at Brigham Young University on the topic of "Faculty Perspectives on Open Educational Resources and Open Access."

I enjoyed putting together the Prezi presentation (about which I've blogged previously) because it truly helped me to think through the issues and to visualize these concepts for myself and for my audience. The public Prezi presentation (without narration) is available at Prezi.com, here, in case you'd like to use it yourself (or play with the great zooming and non-linear presenting features of Prezi).