1,720,985 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
Writing the book you'll teach
Get PDFAs the field of LIS education changes--re-engineering standard practices to become viable in a rapidly changing educational environment--LIS textbooks must change with the times. Students need to learn both the practicalities of librarianship and the history, ethics, and pedagogies of their chosen career. It's increasingly important for textbook authors to be innovative thinkers while still being deeply grounded in the area of their expertise. Textbooks are changing along with the field--professors require that books include the importance of diversity, equity, inclusion, and access. Students may read a big foundations textbook or a number of smaller texts more specific to a particular track. Student demographics and interests are changing with the times, and textbooks need to keep up. So who writes these textbooks? You and your colleagues do. In this informative and entertaining discussion designed to introduce you to textbook authorship and publication, you'll learn from a senior acquisitions editor and published authors how to propose, write, and market a textbook. Senior acquisitions editor Jessica Gribble will offer information about coming up with and refining an idea, writing a proposal, signing a contract, working with an editor, and the challenges and joys of writing the book. Coming up with and refining an idea: Professional development books do one of two things, and they're two sides of the same coin. Either a librarian has found a way to meet a challenge, or they've had an exciting new idea for a program or service. Ideas for textbooks are different; in some ways they're easier to come by, and in others they're far more difficult. Many textbooks come about because a professor has started teaching a new course and has cobbled together some reading materials, but wishes there were a textbook. That professor is a great potential author. Of course, we'll do some research together to learn if this class is being taught at other schools and if other professors would use a textbook. It can be more difficult to publish a textbook as an alternative to books that are already established in their courses, but sometimes it's warranted. This is when we (the potential author and publisher) need to determine what's missing or outdated in the current texts, what will make the new textbook different, and how we'll let professors know about it. Writing a proposal: I'll share our proposal document and some things to think about when proposing a textbook. What courses will use the book? How many schools are teaching that course? What will the table of contents look like? If the textbook is a revision, which parts will be updated? How will the author take pains to keep the textbook relevant in the 5 or so years between editions? Are there any new theories or practices that need to be included? How does it compare to the competition? How long should the book be? How long does it take to write a book? Signing a contract: Although most contracts are standard, what should potential authors understand? Areas for conversation include royalties, index preparation, the often-confusing "protection of the work from competing publications" clause, and registration of copyright vs. publication rights. Some important things aren't included in the contract, like title and cover decisions. Working with an editor (from the editor's perspective): I'm available to work with authors in many ways, depending on how they work best. I'll talk about my role as a therapist of sorts (guilt/nudging/check-ins) and tell a funny story about an author encounter at a conference. I'll describe what authors can expect from an acquisitions editor and what will happen later in the process, when the book is in production. Writing the book: Authors Marcia A. Mardis and Laura Saunders will share their experiences. Both have authored and edited books, and both have worked alone and with co-authors or co-editors. They'll share the nitty-gritty of what it's like to write a textbook, what makes it different from an article or professional development book, how to overcome writer's block and fatigue, and how to use your published textbook as part of your professional development moving forward. They'll talk about time management, collaboration tools, responding to changing community needs, new technologies, learning approaches, professional standards, strategies for engaging readers (students and faculty), ideas for formative feedback, managing multiple authors and drafts, and dealing with the "too much to cover" problem. Marketing the book: I'll give a brief overview of our general marketing efforts, including catalogs, e-mail marketing, and conferences. In our question-and-answer session, we'll encourage all participants to share their experiences with textbooks, both good and bad, and to ask questions about the publication process and the writing process. Our conversation will be open to discussion of the future of textbooks, open educational resources, and textbook affordability initiatives
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
Mardis, Marcia A., and Ellen S. Hoffman, Educational Digital Libraries: Platforms for Innovation and Equity, pp. 163-180 in Sharon Y. Tettegah and Richard C. Hunter, eds., Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools. New York: Elsevier, 2006.
No full textPresents a state-of-the-field report on policies and practices related to the development and use of digital libraries and the content available in them to teachers and students
Evidence or Evidence Based Practice? An Analysis of IASL Research Forum Papers, 1998-2009
No full textObjective - Conferences are essential opportunities for professional development and for learning about research. This study analyses papers presented in the Research Forum track of the International Association of School Librarians (IASL) conferences to determine whether the amount of school library research reporting increased or decreased over time; who (i.e., what author roles and affiliations) has written about research; which countries were represented in the research articles; what topics were discussed in research articles; and what research methodologies were used. The aim was to determine the extent to which the Research Forum provides research evidence that relates to practice.
Methods - This study continues the longitudinal analysis of published school library research begun by Clyde (1996) by analyzing Research Forum papers published in IASL conference proceedings from 1998-2009 and using the same approaches and metrics as previous studies by Clyde (e.g., 1996; 2002; 2004), Clyde and Oberg (2004), and Oberg (2006).
Results - Conference paper topics, author origins, quantities, and research approaches remained static through the 11 years analyzed. The analysis reveals that the papers’ authors, methods, and topics reflected those found in previous studies of school library research. As well as replicating previous studies, the role of academic research at a practitioner-based conference was investigated.
Conclusions - Based on long-established imperatives from leaders in the profession, the IASL conferences provide both evidence and evidence -based practice for school librarians from all over the world. However, when scholarly research is shared at practitioner venues, it is possible that school librarians may assume that research results constitute evidence -based practice (EBP), not evidence upon which practice should be based. This distinction is important if considering that the purpose of academic research is to objectively inform, not to advocate a particular position or practice.
The Research Forum can be a valuable venue for the presentation of empirical research findings and conclusions and objective program evaluations and provide a valuable complement to the evidence -based practice descriptions shared in the Professional Papers portion of the conference program. It is argued that the Research Forum must be clear in its purpose: to present the results of research; to present effective practice determined by rigorous evaluation; or to present research-supported arguments for the support of school libraries. Through a reconceptualization of EBP, the paper demonstrates how EBP is both a method and a methodology for the presentation of school library research and practice in a conference atmosphere
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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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