1,720,957 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
Beyond Numbers: Advancing Human-Centered Library Assessment Through Qualitative Understanding
Get PDFAssessment is a fundamental practice across professional domains, providing the basis for understanding effectiveness, identifying areas for improvement, and guiding evidence-based decision-making. Within libraries, assessment is often dominated by quantitative measures such as surveys and usage statistics, which, while valuable, offer only a partial view of user experience. This paper advocates for a shift toward qualitative approaches that capture the deeper, human dimensions of library engagement—emotions, belonging, confidence, and meaning. Drawing on current literature and recent case studies from academic libraries, this article demonstrates that qualitative assessment, though sometimes perceived as time- and labor-intensive, can be feasibly integrated into existing workflows, even with limited resources. Methods such as interviews, reflections, observations, and artifact analyses yield richer insights into how library services influence learning and community. By emphasizing understanding over measurement, qualitative assessment fosters empathy, inclusion, and continuous improvement. Ultimately, this human-centered approach repositions assessment as a process of learning rather than evaluation, aligning evidence with the lived experiences of library users
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
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
Perceptions About Pedagogical Challenges for College Instructors in the Flipped Classroom
No full textBackground: Flipped classroom as an instructional approach has received growing attention because of its perceived benefits, such as supporting personalized learning, effective use of time in class, and transforming traditional teaching. Most studies on flipped classroom focus on student learning outcomes. The instructor plays an essential role in designing and delivering flipped classroom experiences, yet there is limited research about instructor perceptions of the flipped classroom. Instructors initially face a myriad of challenges as they adopt the flipped classroom approach relating to the use of technology tools, instructional material organization, and adjustments to the new facilitative roles. Purposes: This study aimed to investigate the perceptions of higher education instructors who had taught using a flipped classroom approach for more than two semesters in order to identify instructor-experienced challenges relating to this pedagogical stance. In this study, the pedagogical stance is conceptualized as how instructors design and deliver flipped classroom experiences and how these experiences feed back into their understandings and applications of the flipped classroom. Research questions include (1) What do college instructors consider to be the essential elements in designing and delivering their flipped classrooms? (2) How do they implement the elements in their flipped classrooms? (3) How do the instructors view pedagogical challenges of implementing flipped classrooms? Methods: This study used a qualitative study design to address the research questions. Instructors who adopted the flipped classroom approach for more than two semesters were recruited through a purposeful sampling technique. Two rounds of semi-structured interviews with eleven participants were conducted for rich information about the participants’ experiences. Inductive thematic analysis was adopted to analyze the data following Braun and Clarke’s framework. Document analysis of syllabi and instructional handouts was conducted to triangulate the data. Results: The data show that the participants have an inconsistent understanding of the flipped classroom approach. Three essential elements were identified from the ways the participants define, design, and implement the flipped classroom; these center on preparation work, in-class interactivities, and the connectivity between the preparation work and interactivities. The ways instructors viewed the pedagogical challenges in flipped classrooms are presented from three aspects: instructor role change, the teacher-student relationship, and individualized instruction. Conclusion: The flipped classroom approach affords higher education instructors flexibility in instructional delivery. However, the teacher-student relationship is dynamic in a flipped classroom and provides a challenge for the instructors to let students be free to learn and, in the meantime, progress towards the designed goals and objectives. Furthermore, during the in-class time, the instructors need to make constant judgment calls to customize the instruction for each student. Future research is needed to examine the extent to which higher education instructors co-construct knowledge with students.Curriculum and Instruction, Department o
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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