1,720,961 research outputs found
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
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
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
You Can\u27t Go Back to Holding Hands. Reading Judy Blume\u27s Forever in the #MeToo Era
Get PDFJudy Blume’s Forever is a cultural artifact that gives readers a historical look at society’s attitudes about sex and sexuality at the time of publication in 1975. However, in the #MeToo era, Blume’s text is poised for new analysis in light of important conversations and concerns about sex, sexuality, and consent. In this article, Critical Youth Studies and Queer Theory are used to explore the ways in which young readers can critically engage with Blume’s novel and questions about virginity, sex, sexuality, and consent associated with the #MeToo movement
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
From Book Rating to Book Bans: A Critical Content Analysis of BookLooks.org’s Report Cards on LGBTQIA+ Titles
No full textWhen attempting to ban books, challengers often rely on book review and rating sources that are designed and authored by people working outside the field of librarianship and who may have little to no professional qualifications. These sources, while advertising themselves as impartial, are steeped in personal bias and partisan ideological positions. BookLooks.org is one of the resources used to support efforts to remove books from K-12 public schools. However, an empirical examination of these rating sources has not been undertaken. In this manuscript, we use Critical Content Analysis to examine the “report cards” created for Stonewall award-winning (and honored) LGBTQIA+ titles included on the BookLooks.org site. While the site’s mission statement claims to uncover “objectionable content, including profanity, nudity, and sexual content,” the analysis of annotations pulled from the report cards of LGBTQIA+ titles reveals a more insidious and far-reaching agenda. Findings from our study suggest that these report cards undermine allyship and support for LGBTQIA+ students, promote skepticism about factual data and objective definitions of terms, and systematically target gender presentation that lies outside of a masculine-feminine binary. By discussing and naming the rhetorical and ideological implications of resources like BookLooks.org, we offer support for practitioners looking to defend their school and public library LGBTQIA+ collections
You Can\u27t Say Pupusa Without Saying Pupusa: Translanguaging in a Community-Based Writing Center
Get PDFQueering the teacher as a text in the English language arts classroom: Beyond books, identity work and teacher preparation
Get PDFClassrooms reflect and contribute to normative sex, gender, and sexuality categories in school culture, rules, and rituals. Texts, materials, curriculum, and the discourse we employ as educators perpetuate the pervasiveness of these categories. This article explores the less visible ways sex and gender categories are constructed in English Language Arts (ELA) classrooms, and how institutionalized heteronormativity positions students within normative categories of sex, gender, and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. Merely addressing LGBTQ issues in the field of teaching reading, writing, and literacy is an incomplete strategy. I argue that to disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognizing the teacher as a text. For sustained challenges to institutionalized norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and I offer specific methods for disrupting mainstream narratives in ELA classrooms
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