Home Technology Emerging Trends in Digital Scholarship – Authorship: Part I

Emerging Trends in Digital Scholarship – Authorship: Part I

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By: Melissa Layne, Ed.D., Director of Research Methodology and Editor-in-Chief Internet Learning, American Public University System

458905969Have you ever created audio clips of yourself narrating a piece of your work? A video to supplement or illustrate your research? Do you have a blog to share your thoughts, your research, or to allow readers to comment or write guest postings? Answers to these questions will likely depend on your view on digital scholarship, how that view applies to your personal and professional life, and skill level using these mediums.

As the newly-appointed editor-in-chief for Internet Learning, one of the first items on my to-do list was to take a close look at today’s scholarship landscape in relation to the referenced criteria. . One of the first articles I found was Gross and Harmon’s (2013), The Future Is Already Here: The Internet Revolution in Science and Scholarship, an overview of digital advancements in academe. The authors acknowledged innovative projects developed over the last two decades, but deduced that, “mainstream publication has yet to be seriously affected.”

After combing through academic articles, blogs, etc., I also found that most of them that scholars are producing today are not representative of today’s digital age . Although researchers claim to routinely use electronic tools in their professional lives, this use doesn’t seem to have transformed their scholarship.

Why is this?

A recent survey by Housewright, Schonfeld, and Wulfson (2013) may shed some light. Their findings from faculty members at US institutions granting a bachelor’s degree or higher reveal that, even though digital practices may influence scholars’ work in a variety of ways, two-thirds of faculty in various disciplines said they do not know “how to effectively integrate digital research activities and methodologies” into their work and that they:

 

• believe this kind of work would not be valued by peers in tenure and promotion decision-making;

• need more technical support and advice on implementing digital research activities and methodologies into research;

need more time to learn about digital research activities and methodologies; and

• need help understanding how digital research activities and methodologies could be thoughtfully integrated into research.

Using the study findings as a baseline, this post introduces a five- part series focused on the reimagination and restructuring essential to developing scholarship around these innovative changes.

The first part will briefly outline the importance of expanding interpretation of scholarship as more of a collective, rather than isolated, practice. This notion proposes that behind every research study, white paper, experiment, opinion piece, blog, etc. there is an individual or group of individuals that may experience the transformative possibilities of digital collaboration . Subsequently, I briefly discuss emerging trends in digital scholarship as they pertain to collective authorship.

Trends in Digital Authorship: Expanding Conceptualization of “Scholarship”

Collective Scholarship

The proliferation of digital tools available to scholars will certainly open up opportunities for readers and writers to reflect upon, reimagine, and connect both in the traditional forms of scholarship and informal, social, digital spaces. Additionally, activities such as modelling, mentoring and engaging other researchers as collective practices allows us to be co-constructors of learning as well as participants in collective problem-solving.

Digital Authorship: Spaces and Tools

Although the skills required to use digital spaces may be minimal, taking the time to create them tends to be viewed as discretionary. Additionally, some of us in academe are less adept at acclimating to changing environments and situations; while some will be eager to embrace new opportunities, most will depend on traditional practices.

There are, however, several digital spaces that are fairly simple to create, maintain, and use to showcase scholarly work, including the following:

eJournals

eJournals have been largely fueled by the exponential growth in tablet computing, therefore the academic community will demand that eBooks and eJournals be more immersive and intuitive, including presentations, portfolios, brochures, and photo albums.

Academic Social Media Networks

Although Facebook remains the most widely-used social media network by academics, there are other more scholarly-focused hubs taking center stage: Academia.edu and ResearchGate. Both of these networks connect and support users by enabling them to: Add your publications and access others’ research

  • Connect with colleagues, peers, co-authors, and specialists in your field
  • Obtain statistics on views, downloads, citations of your research

Topics shared on these sites are specifically geared for scholarly exchange and cover a wide array of disciplines.

Blogs

I see one common mistake many bloggers make after deciding to create a blog: failing to establish a purpose or rationale for creating the blog. Without one, in all likelihood, the blog will end up unfocused, unorganized, and unappealing to potential readers.

As we look at digital authorship in future years, it will be necessary to continually re-imagine and re-structure our thoughts and actions around emerging definitions of digital authorship according to the world in which we live. New methods of communication will yield new methods of how our society is organized.

What will remain constant, however is that academics will continue to converse, address a problem with supporting evidence, and disseminate our findings to others. Digital authorship must support all of these tasks if it is to replace traditional scholarship and adhere to the mission of education alongside present-day opportunities.

Notes

1. Alan Gross and Joseph Harmon, The Future Is Already Here: The Internet Revolution in Science and Scholarship (forthcoming). The authors may be reached at agross@umn.edu and harmon@anl.gov.

2. Ross Housewright, Roger C. Schonfeld, and Kate Wulfson, “Ithaka S+R US Faculty Survey 2012,” April 8, 2013, p. 44, figure 24.

Melissa Layne, Ed.D., is the Director of Research Methodology at American Public University System. In addition to her role at APUS, she serves the Editor-in-Chief for the Internet Learning Publication.

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Wally Boston Dr. Wallace E. Boston was appointed President and Chief Executive Officer of American Public University System (APUS) and its parent company, American Public Education, Inc. (APEI) in July 2004. He joined APUS as its Executive Vice President and Chief Financial Officer in 2002. In July 2016, he retired as APUS president and continued as CEO of APEI. In September 2017, he was reappointed APUS president after the resignation of Dr. Karan Powell. In September 2019, Angela Selden was named CEO of APEI, succeeding Dr. Boston who will remain APUS president until his planned retirement in June 2020. Dr. Boston guided APUS through its successful initial accreditation with the Higher Learning Commission of the North Central Association in 2006 and ten-year reaccreditation in 2011. In November 2007, he led APEI to an initial public offering on the NASDAQ Exchange. During his tenure, APUS grew to over 100,000 students, 200 degree and certificate programs, and approximately 90,000 alumni. In addition to his service as a board member of APUS and APEI, Dr. Boston is a member of the Board of Advisors of the National Institute for Learning Outcomes Assessment (NILOA), a member of the Board of Overseers of the University of Pennsylvania’s Graduate School of Education, a board member of the Presidents’ Forum, and a board member of Hondros College of Nursing and Fidelis, Inc. He has authored and co-authored papers on the topic of online post-secondary student retention, and is a frequent speaker on the impact of technology on higher education. Dr. Boston is a past Treasurer of the Board of Trustees of the McDonogh School, a private K-12 school in Baltimore. In his career prior to APEI and APUS, Dr. Boston served as either CFO, COO, or CEO of Meridian Healthcare, Manor Healthcare, Neighborcare Pharmacies, and Sun Healthcare Group. Dr. Boston is a Certified Public Accountant, Certified Management Accountant, and Chartered Global Management Accountant. He earned an A.B. degree in History from Duke University, an MBA in Marketing and Accounting from Tulane University’s Freeman School of Business Administration, and a Doctorate in Higher Education Management from the University of Pennsylvania’s Graduate School of Education. In 2008, the Board of Trustees of APUS awarded him a Doctorate in Business Administration, honoris causa, and, in April 2017, also bestowed him with the title President Emeritus. Dr. Boston lives in Owings Mills, MD with his wife Sharon and their two daughters.

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