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Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Collaboration, movement and change: An intra-active action research approach
No full textThis article elaborates an intra-active approach to action research, with examples from a recently started action research project carried out in collaboration with three preschools. The aim of the article is to contribute to the discussion about how practice-based research for change can take shape. Therefore, these questions are asked: Which concepts are central and what is produced in intra-active action research? Which potentialities for change are enabled via an intra-active approach to action research? New materialism theories, starting with Barad, are used to rethink action research, focusing on collaboration, movements, and change. An analysis workshop within the project, starting in circular and horizontal movements, inspired by Deleuze and Guattari through the work of Lenz Taguchi, is revisited. The intra-actions in the workshop produce both generative and undermining processes. Therefore, the intra-active action research approach implies that staying in the complexity of practices, rather than seeking to reduce the ‘messiness’, holds potentialities for change that unwind from the middle.Validerad;2022;Nivå 1;2022-03-02 (sofila)</p
Variations on the Author
Get PDF“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
Teaching in Preschool Practices
No full textDet övergripande syftet med avhandlingen är att, inom ett praktiknära forskningsprojekt, utforska hur undervisning blir till i förskolans praktiker med utgångspunkt i framväxande lokala och situerade utvecklings- och forskningspraktiker. Genom att under närmare tre års tid arbeta i nära samverkan med förskollärare och barnskötare från tre olika förskolor har frågan om undervisning i förskolan kunnat undersökas på en mängd olika sätt, med utgångspunkt i förskolepraktikernas frågor. Med utgångspunkt i etisk-onto-epistemologiska (Barad, 2007; Haraway; 2016; Stengers; 2005) ställningstaganden och kritisk aktionsforskning (Carr & Kemmis, 1986: Kemmis et al., 2014a) har utvecklings- och forskningsprocesser kombinerats, med sikte på att producera kunskaper i och tillsammans med de förskolepraktiker som deltar. Teoretiska och metodologiska utgångspunkter hämtas från posthumanistisk teoribildning, främst via Barad (2003; 2007), Haraway (1988;2003;2008b;2016), Stengers (2005; 2010; 2018) samt Deleuze och Guattari (1980/2015). Tillsammans med en mångfald av aktörer så som förskollärare, barnskötare, barn, dokumentationer, styrdokument, lera och tidigare forskning har undervisningens tillblivelse i flera olika praktiker utforskats genom omtänkanden, kartograferanden, kollborativt samskrivande och berättanden. Det empiriska materials som har producerats och analyserats består av minnesanteckningar, transkriberade ljudinspelningar, skriftliga reflektioner och olika former av kollektivt skapade dokumentationer. I avhandlingen framträder undervisning som en praktik vilken sträcker sig bortom en specifik händelse och omfattar både det förberedande planeringsarbetet, de efterföljande reflektionerna och den fortsatta processen. Rörelser, i olika riktningar och hastigheter, skapar gränser kring undervisningen, gränser som visar på föreställningar och traditioner om vad undervisning i förskolan ska vara. Dessa gränser utmanas när pedagogerna med sina frågor och handlingar provar att tänka och göra på andra sätt. På detta sätt om(för)handlas undervisningen när utforskandet blir en plats där olika praktiker möts. I avhandlingen framträder en mängd berättelser om, med och för undervisning i förskolans praktiker som tillsammans visar på vikten av att behålla komplexiteten i frågor som rör såväl syfte med som innehåll i förskolans utbildning och undervisning, för att inte begränsa barns möjligheter att lära sig, utvecklas och bli till. Vidare argumenteras för vikten av att förskollärare och barnskötare, vilka utifrån sina situerade kunskaper kan ses som förskolepraktikens kännare, fortsätter att vara med och förhandla undervisningens tillblivelser både i förskolans praktiker och i forskning.The overall aim of this thesis is to explore the becomings of teaching in preschool practices, based on local and situated research and development practices, within a practice-based research project. By working closely with preschool practitioners from three different preschools for nearly three years, the issue of teaching in preschool has been explored in various ways, based on questions from the practices. Ethico-onto-epistemological positions (Barad, 2007; Haraway, 2016) and critical action research (Carr & Kemmis, 1986; Kemmis et al., 2014a;) have been used to combine development and research processes with the aim of producing knowledge in and with the participating preschool practices. Theoretical and methodological foundations are drawn from posthumanist theory, mainly through Barad (2003; 2007), Haraway (1988; 2003; 2008b; 2016), Stengers (2005; 2010; 2018), and Deleuze and Guattari (1987). Together with a multitude of actors such as preschool practitioners, children, documentation, policy documents, clay, and previous research, the becomings of teaching in various practices have been explored through rethinkings, cartographies, collaborative writing, and storytelling. The empirical material produced and analyzed consists of memory notes, transcribed audio recordings, written reflections, and various forms of collectively created documentation. In the thesis, teaching becomes a practice that extends beyond a specific event, encompassing both preparatory planning, subsequent reflections, and the continued processes. Movements, in different directions and speeds, create boundaries around teaching, boundaries produced by the conceptions and traditions of what preschool teaching should be. These boundaries are challenged when preschool practitioners, with their questions and doings, think and act in other ways. Teaching is renegotiated when the exploring becomes a place where different practices meet. This thesis presents multiple stories about, with, and for teaching in preschool practices. Stories that collectively highlights the importance of maintaining the complexity in questions concerning both the purpose and content of preschool education and teaching to not limit children’s opportunities to learn, develop, and become. Furthermore, it is argued that preschool teachers and child minders, who can be seen as connoisseurs of preschool practices based on their situated knowledge, should continue to negotiate the becomings of teaching, both in preschool and research practices
Teaching in Preschool Practices
No full textDet övergripande syftet med avhandlingen är att, inom ett praktiknära forskningsprojekt, utforska hur undervisning blir till i förskolans praktiker med utgångspunkt i framväxande lokala och situerade utvecklings- och forskningspraktiker. Genom att under närmare tre års tid arbeta i nära samverkan med förskollärare och barnskötare från tre olika förskolor har frågan om undervisning i förskolan kunnat undersökas på en mängd olika sätt, med utgångspunkt i förskolepraktikernas frågor. Med utgångspunkt i etisk-onto-epistemologiska (Barad, 2007; Haraway; 2016; Stengers; 2005) ställningstaganden och kritisk aktionsforskning (Carr & Kemmis, 1986: Kemmis et al., 2014a) har utvecklings- och forskningsprocesser kombinerats, med sikte på att producera kunskaper i och tillsammans med de förskolepraktiker som deltar. Teoretiska och metodologiska utgångspunkter hämtas från posthumanistisk teoribildning, främst via Barad (2003; 2007), Haraway (1988;2003;2008b;2016), Stengers (2005; 2010; 2018) samt Deleuze och Guattari (1980/2015). Tillsammans med en mångfald av aktörer så som förskollärare, barnskötare, barn, dokumentationer, styrdokument, lera och tidigare forskning har undervisningens tillblivelse i flera olika praktiker utforskats genom omtänkanden, kartograferanden, kollborativt samskrivande och berättanden. Det empiriska materials som har producerats och analyserats består av minnesanteckningar, transkriberade ljudinspelningar, skriftliga reflektioner och olika former av kollektivt skapade dokumentationer. I avhandlingen framträder undervisning som en praktik vilken sträcker sig bortom en specifik händelse och omfattar både det förberedande planeringsarbetet, de efterföljande reflektionerna och den fortsatta processen. Rörelser, i olika riktningar och hastigheter, skapar gränser kring undervisningen, gränser som visar på föreställningar och traditioner om vad undervisning i förskolan ska vara. Dessa gränser utmanas när pedagogerna med sina frågor och handlingar provar att tänka och göra på andra sätt. På detta sätt om(för)handlas undervisningen när utforskandet blir en plats där olika praktiker möts. I avhandlingen framträder en mängd berättelser om, med och för undervisning i förskolans praktiker som tillsammans visar på vikten av att behålla komplexiteten i frågor som rör såväl syfte med som innehåll i förskolans utbildning och undervisning, för att inte begränsa barns möjligheter att lära sig, utvecklas och bli till. Vidare argumenteras för vikten av att förskollärare och barnskötare, vilka utifrån sina situerade kunskaper kan ses som förskolepraktikens kännare, fortsätter att vara med och förhandla undervisningens tillblivelser både i förskolans praktiker och i forskning.The overall aim of this thesis is to explore the becomings of teaching in preschool practices, based on local and situated research and development practices, within a practice-based research project. By working closely with preschool practitioners from three different preschools for nearly three years, the issue of teaching in preschool has been explored in various ways, based on questions from the practices. Ethico-onto-epistemological positions (Barad, 2007; Haraway, 2016) and critical action research (Carr & Kemmis, 1986; Kemmis et al., 2014a;) have been used to combine development and research processes with the aim of producing knowledge in and with the participating preschool practices. Theoretical and methodological foundations are drawn from posthumanist theory, mainly through Barad (2003; 2007), Haraway (1988; 2003; 2008b; 2016), Stengers (2005; 2010; 2018), and Deleuze and Guattari (1987). Together with a multitude of actors such as preschool practitioners, children, documentation, policy documents, clay, and previous research, the becomings of teaching in various practices have been explored through rethinkings, cartographies, collaborative writing, and storytelling. The empirical material produced and analyzed consists of memory notes, transcribed audio recordings, written reflections, and various forms of collectively created documentation. In the thesis, teaching becomes a practice that extends beyond a specific event, encompassing both preparatory planning, subsequent reflections, and the continued processes. Movements, in different directions and speeds, create boundaries around teaching, boundaries produced by the conceptions and traditions of what preschool teaching should be. These boundaries are challenged when preschool practitioners, with their questions and doings, think and act in other ways. Teaching is renegotiated when the exploring becomes a place where different practices meet. This thesis presents multiple stories about, with, and for teaching in preschool practices. Stories that collectively highlights the importance of maintaining the complexity in questions concerning both the purpose and content of preschool education and teaching to not limit children’s opportunities to learn, develop, and become. Furthermore, it is argued that preschool teachers and child minders, who can be seen as connoisseurs of preschool practices based on their situated knowledge, should continue to negotiate the becomings of teaching, both in preschool and research practices
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe 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
Storying teaching together and with preschool practitioners: Renegotiating shapes of teaching in preschool education
No full textThis paper explores and renegotiates the shapes of teaching in preschool education. Therefore, I engage in storytelling drawing from Haraway and create encounters together and with preschool practices and practitioners in connection to a policy change that introduced teaching into the Swedish preschool curriculum. This multiple inquiry complexifies teaching, starting with the preschool practitioners’ questions and concerns about teaching in preschool. Through stories, teaching takes both place and space in preschool education, challenging and confirming ideas and traditions on how to do preschool. Teaching takes multiple shapes and becomes a practice that extends beyond a specific event, encompassing both preparatory planning and subsequent reflections, as well as the continued process, intertwined with global trends of formalising early childhood education. Resisting a simplified story of the purpose of preschool education, I propose storytelling as a way to acknowledge teaching in preschool practices.Fulltext license: CC BY</p
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe 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
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