1,720,963 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
What we know and where we’re going: In medias res on self-representation and identity in university use of ePortfolios
Full text linkePortfolios are slowly gaining credibility in Canadian universities as useful vehicles for a number of learning activities. In both graduate and undergraduate programs, ePortfolios are used to house and share the repertoire of students’ work. Sometimes, such portfolios are a necessary part of completing a program, or may replace other types of assessment, such as comprehensive exams. ePortfolios are also used for assignments in individual courses, both as a topic of study and as a presentation tool. In recognition and assessment of prior learning practices (RPL, APL, APEL), ePortfolios serve as the 21st century platform within which students bring forth or demonstrate, for assessment, their prior learning.
To date, ePortfolio use has followed on the heels of older, paper-based portfolio models, providing university students with a more flexible means of demonstrating their learning, as well as contributing to their sense of self and the creation of self-identity. Extended, long-term ePortfolio use, coupled with social networking and media sites, provides continuous opportunities for learners to both engage in identity-building activities and to reflect on those types of activities, both privately and collectively, within designated collaborative groups or learning communities.
This paper examines ePortfolio use with three questions in mind: 1) what lessons, relative to ePortfolio use and self-representation and identity, have already been learned at one progressive ODL Canadian university? 2) what research directions and initiatives arise from this history? and 3) what continuity with or relationship to the more established use of portfolios can practitioners and researchers draw upon for the same purposes?
The Canadian distance education university in question uses ePortfolios in a number of ways: as formative and summative assessment mechanisms within masters programs in nursing and distance education; as the assessment vehicle for learners engaged in recognized prior learning (RPL) practice; by students in professional programs in the areas of communication studies and heritage resource management, who use ePortfolios in the compilation of their work for display and assessment; and by partnering professional development associations for the on-going certification needs of their members. Each of these uses has transitioned, or is transitioning, to ePortfolio use from more traditional, paper-based strategies.
Developing and using paper-based strategies over many years has yielded extensive experience as well as the insight and accompanying wisdom to create “new ways” of practice for reviewing and assessing the efficacy of the new products. The shorter history of ePortfolio use has added to this body of knowledge. Although the uses of ePortfolios vary, each targets precise outcomes and holds at its central core the importance of learners’ self-representation and identity.
Data to support this presentation will be brought forward from across the populations noted above in various ways: through examination and analysis of historical practice; through qualitative questioning of current learners’ experiences; and through anecdotal recollections from distance educators using ePortfolios for RPL, assessment, and pedagogical purposes
Adventures in Building an Online Digital Collection: The Alberta Women's Institutes Project
No full text"This talk will address the inception and design of a new AU digital collection that focuses on self-representation in organizational histories. Our subject is the Alberta Women's Institutes, which celebrates its 100th anniversary in 2009. Although the WI is all but invisible these days, it was, for most of the 20th century, the largest rural women's organization in rural Alberta. Among its earliest members were Emily Murphy and Nellie McClung, who used the organization as a vehicle, both provincially and nationally, to promote the rights of women.
Contribution of AU's e-Lab initiative to Open Access and OER Development
No full textAll universities have labs where research and teaching are conducted, where the physical tools of research and teaching are stored, where people get together to talk about their work and their ideas, and where the results of teaching and learning can be displayed.
Increasingly, traditional universities are constructing media labs where students can also gain practice in using the tools of digital research and learning. While such labs are generally physically situated in actual buildings and house row upon row of computers, they are also beginning to take on a virtual life.
The e-Lab at AU is one vision of what a university lab might be if it were entirely virtual. It is intended to serve many of the practical functions that physical labs have served in the past. But it is a way that AU is imagining the future by providing an online environment that encourages new understandings of teaching, learning, research and professional growth. The e-Lab offers e-Portfolio opportunities, a virtual tool cupboard, social media space, online workshops, and demonstrations of online research and student projects in such areas as mobile learning.
The e-Lab also challenges current notions of pedagogy, as well as relationships between the University and the wider community. How does open access affect notions of teaching and learning, especially in an asynchronous undergraduate environment? How open can a university be with the resources it has developed? What are the copyright and FOIP implications of an open access lab? How does a commitment to open access affect the University’s partnering organizations? These are issues that must be re-examined with every technological change, but that are particularly interesting in the open access environment
Forget Beowulf to Virginia Woolf: Learning to be a Writer in Papua New Guinea
No full textFor students and instructors at colonial universities, the choice and availability of books for instruction was of central importance. Was the curriculum to replicate that of metropolitan universities? Or to accommodate the needs of colonial peoples? Or to be an amalgam of the two? Answers differed depending on local conditions, colonial policy and practice, and the era in which these questions were posed. Increasingly, after WW II, each university
department found answers by relying on the knowledge and energies of its own students. In history classes, students might be required to tape-record folklore when at home during the holidays. In literature classes, they might be asked to submit their creative writing for inclusion in the curriculum.
The hothouse of late colonial knowledge production was especially intense at the University of Papua New Guinea. Established in 1966, UPNG was literally at the end of the decolonizing trail. Many academics hired to teach there had prior experience in Africa and had thus arrived at UPNG with a clear notion of the role universities could play in nation-building.
This paper examines the first ten years of the literature curriculum at UPNG. From 1966-1976, instructors in the Literature Department purposely chose works from the tradition of European alienation, selected folklore traditions, new literatures of Africa, and Afro-American protest in order to channel anti-colonial sentiment amongst its first students. The creative texts that resulted from these classes were not only added to the curriculum, they were published abroad in a carefully managed fashion. Analysis of these practices
raises its own questions about knowledge-formation during late colonialism.Academic & Professional Development Fund (A&PDF
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