[journals: ranking and inventory]

~~ via scholarship 2.o


JournalBase *- *A Comparative International Study of Scientific Journal Databases in the Social Sciences and the Humanities (SSH)

Michèle Dassa et Christine Kosmopoulos / Cybergeo, The Electronic European Journal of Geography / Dossier publié le 25 juin 2009 / Document published on 25 June 2009 / Last updated : 17 July 2009.

Presented here for the first time in a comparative table are the contents of the databases that inventory the journals in the Social Sciences and the Humanities (SSH), of the Web of Science (published by Thomson Reuters) and of Scopus (published by Elsevier), as well as of the lists European Reference Index for Humanities (ERIH) (published by the European Science Foundation and of the French Agence pour l'Evaluation de la Recherche et de l'Enseignement Supérieur (AERES).

With some 20,000 entries, this is an almost exhaustive overview of the wealth of publications in the Social Sciences and the Humanities, at last made available in this table, adopting the same nomenclature for classing the journals according to their disciplines as the one used in 27 workstations of the European Science Foundation.

The multiple assignments reveal the multidisciplinarity of the journals, which is quite frequent in SSH, but also sometimes the incoherence of databases that have not been corrected.The research was carried out in 2008 with the financial support of the TGE Adonis of the CNRS.

An updated version will soon be presented online.The final objective of this project, which concerns the entire international community of the Social Sciences and the Humanities, is to put online, in a bilingual English/French version, the database of JournalBase in interactive mode on a collaborative platform, as well as the final report of the study, so that the decision-makers, the scientists, the experts in scientific information have access to up-to-date information, and so that they may contribute to forward movement in the reflection on these questions, through the exchange of experiences and of good working practices.

JournalBase has been updated on the 17 July 2009. It includes the information on open access journals indexed in the DOAJ.

Source

[http://www.cybergeo.eu/index22492.html]

Full Text

[http://www.cybergeo.eu/pdf/22492]

[open access journal pilot project]

Via Jacqueline Wilson, CDL Senior Associate for Shared Content:

"This ground-breaking agreement enables UC-authored articles accepted for publication in most of the 2000+ Springer journals to be published through Springer Open Choice, allowing full and immediate access to all readers. These articles will also be fully accessible through UC’s eScholarship publishing platform. UC authors pay no additional publication fees to support this open access model."

A task force appointed by the Scholarly Communications Officers (SCO) worked with the California Digital Library (CDL) to prepare information on the UC/Springer Open Access Journal Publishing Pilot, originally announced in January, for distribution to UC authors on each campus. The information can be found on the Reshaping Scholarly Communication site at http://osc.universityofcalifornia.edu/alternatives/springer_faq.html. This site includes a FAQ, a link to the Springer journals covered by the pilot as well as a short list of titles excluded from the program. It is expected that campuses will customize the information to suit their local audience.

As was noted in the original message about this arrangement, it will be important to the success of the pilot that as many UC authors as possible know about this open access opportunity. Scholarly Communications Officers and others will distribute information about this agreement to appropriate faculty and other authors on their campus as part of the local publicity plans that they have developed.

Final versions of the Springer journal articles published during the pilot will be available in the eScholarship Repository beginning in the fall.

CDL is pleased to have made this ground-breaking arrangement with Springer on behalf of UC authors and the Task Force is looking forward to assessing the results of this experiment as it unfolds over the next two years.

UC/Springer Open Access Journal Publishing Pilot Task Group:

Ivy Anderson (CDL)
Catherine Mitchell (CDL)
Margaret Phillips (Berkeley)
Jacqueline Wilson (CDL, Chair)

[cfp: interdisciplinary perspectives on e-learning]

Special Issue of E-Learning on globally networked learning in higher education

E-Learning, a peer-reviewed international journal directed towards the study of e-learning in its diverse aspects, invites submissions for a special issue on “Globalizing Higher Education Across the Disciplines: Innovative Partnerships, Policies, and Pedagogies for Globally Networked Learning Environments,” guest edited by Doreen Starke-Meyerring.

Early national and global policy discourses around the role of the internet in higher education advanced utopian and dystopian understandings of the internet as a new global market for existing industrial-model, locally produced higher education courses and programs to be repackaged for global delivery and global trade online. As a result, hundreds of millions of public and private dollars have been spent on global internet-based higher education marketing consortia, many of which have since failed. As initial responses to digital technologies, these initiatives had largely tried to reproduce established institutionally bounded practices in digital environments, disregarding the networked nature and peer production potential of digital technologies, and therefore lacking pedagogical innovation to re-envision learning in a globally networked world.

At the same time, however, many faculty across the disciplines in higher education have begun to develop alternative pedagogies and learning environments that take advantage of the globally networked nature of digital technologies. These globally networked learning environments (GNLEs) connect students with peers, instructors, professionals, experts, and communities from diverse contexts to help students develop new ways of knowledge making and learn how to build shared learning and knowledge cultures across traditional boundaries, especially with peers and communities that have been the most marginalized and disadvantaged in the emerging global social and economic order. However, such GNLEs are difficult to develop because they require robust partnerships, must negotiate a multitude of divergent national and institutional local policies, and as innovations, face challenges of institutional support infrastructures and policies designed around traditional local classrooms.

The purpose of this special issue is to understand the current state of globally networked learning environments across disciplines in higher education and to advance insights into their development and sustainability. The special issue therefore invites both conceptual contributions that address larger questions surrounding GNLEs as well as research studies of GNLE development across disciplines, addressing questions such as these (among others):

- What is the current state of globally networked learning in higher education?
- How have GNLEs addressed issues of global and local social justice?
- What kind of disciplinary and interdisciplinary knowledge making do GNLEs enable that would be difficult to achieve in traditional institutionally bounded classrooms? How?
- What challenges do educators face in designing, implementing, and sustaining such partnered learning environments? How do they overcome them?
- How do national and global policies regulating higher education as well as those regulating digital technologies (e.g. privacy, intellectual property, and censorship policies) enable or constrain the development of GNLEs?
- How do local institutional policies, including policies regulating digital technologies, enable or constrain the development of GNLEs?
- What institutional initiatives (e.g., task forces, innovator networks, centres for research and faculty support, integrated support networks) have emerged to support the work of faculty innovators?
- What research is needed to advance globally networked learning environments in higher education? Schedule:

• Proposals indicating the purpose, rationale, and possible approach of contributions (250-500 words): January 31, 2009
  
• Submissions (full manuscripts): May 31, 2009
  
• Accepted manuscripts revised for publication: September 1, 2009
  
• Scheduled publication of issue: Winter 2010
  

Please direct inquiries and proposals to the guest editor: Doreen Starke-Meyerring doreen.starke-meyerring@mcgill.ca

Please also contact the editor if you are interested in serving as a reviewer for this special issue. *****************************************************

[social media in education - cfp]

CALL FOR PAPERS

Electronic Journal of Communication (EJC)

Special Issue:

Communication Pedagogy in the Age of Social Media

Over the course of the last few years, social media technologies such as blogs, microblogs, digital videos, podcasts, wikis, and social networks, have seen a dramatic increase in adoption rates. To date, Internet users have uploaded roughly 80 million videos to YouTube and launched approximately 133 million blogs worldwide. Because of their ability to connect people and to facilitate the exchange of information and web content, social media technologies not only provide a powerful new way to interact with one another, but they also present exciting new pedagogical opportunities.

Earlier this year, the New Media Consortium and the EDUCAUSE Learning Initiative released the 2008 Horizon Report, which seeks to identify new technologies capable of affecting the way we teach and learn. Among the critical challenges outlined by this year’s report is the need for universities to equip students with new media literacy skills and to develop curricula that “address not only traditional capabilities like developing an argument over the course of a long paper”, but also “how to create meaningful content with today’s tools.” (The New Media Consortium, 2008, p. 6).

Considering that these tools center around the ideas of collaboration, participation, and conversation, they should hold special interest to communication researchers and educators alike. As a result, this special issue seeks to examine the pedagogical applications of social media technologies, especially with regard to the communication classroom. Examples of best practices in social media adoption in all areas of communication education are welcome, as are case studies or empirical research analyzing the effectiveness and/or effects of incorporating social media technologies into the communication classroom. Research examining the role these technologies play in the social construction of a collective knowledge pool would also fit within the scope of this special issue.

The special issue is scheduled for publication in the first half of 2010. Deadline for completed manuscripts is April 1, 2009. Submissions should be electronic (.doc or .rtf format) and must conform to the specifications of the Publication Manual of the American Psychological Association, 5th ed. Place author’s contact information in an email to the editor only, not on the title page of the submission.

Issue Editors:
Corinne Weisgerber, Ph.D. and Shannan H. Butler, Ph.D.
St. Edward’s University

Send inquiries and submissions to: corinnew AT stedwards DOT edu


via: Social Media for PR Class.

[ELO - collection 2: call for work]

The Electronic Literature Organization seeks submissions for the Electronic Literature Collection, volume 2. We invite the submission of literary works that take advantage of the capabilities and contexts provided by the computer. Works will be accepted from June 1 to September 30, 2008. Up to three works per author will be considered; previously published works will be considered. The Electronic Literature Collection is a biannual publication of current and older electronic literature in a form suitable for individual, public library, and classroom use. Volume 1, presently available both online (http://collection.eliterature.org) and as a packaged, cross-platform CD-ROM, has been used in dozens of courses at universities in the United States and internationally, and has been widely reviewed in the United States and Europe. It is also available as a CD-ROM insert with N. Katherine Hayles' full-length study, Electronic Literature: New Horizons for the Literary (University of Notre Dame Press, 2008). Volume 2, comprising approximately 50 works, will likewise be available online, and as a cross-platform DVD in a case appropriate for library processing, marking, and distribution. The contents of the Collection are offered under a Creative Commons license so that libraries and educational institutions will be allowed to duplicate and install works and individuals will be free to share the disc with others. The editorial collective for the second volume of the Electronic Literature Collection, to be published in 2009, is Laura Borràs Castanyer, Talan Memmott, Rita Raley and Brian Kim Stefans. This collective will review the submitted work and select pieces for the Collection. Literary quality will be the chief criterion for selection of works. Other aspects considered will include innovative use of electronic techniques, quality and navigability of interface, and adequate representation of the diverse forms of electronic literature in the collection as a whole. For volume 2, we are considering works of electronic literature in video. Works submitted should function on both Macintosh OS X (10.5) and Windows Vista. Works should function without requiring users to purchase or install additional software. Submissions may require software that is typically pre-installed on contemporary computers, such as a web browser, and are allowed to use the current versions of the most common plugins. To have a work considered, all the authors of the work must agree that if their work is published in the Collection, they will license it under a Creative Commons Attribution-NonCommercial-

NoDerivs 3.0 License, which will permit others to copy and freely redistribute the work, provided the work is attributed to its authors, that it is redistributed non-commercially, and that it is not used in the creation of derivative works. No other limitation is made regarding the author's use of any work submitted or accepted. To submit a work, prepare a plain text file with the following information: * The title of the work. * The names and email addresses of all authors and contributors of the work. * The URL where you are going to make your .zip file available for us to download. The editorial collective will not publish the address of this file. * A short description of the work — less than 200 words in length. * Any instructions required to operate the work. * The date the work was first distributed or published, or "unpublished" if it has not yet been made available to the public. Prepare a .zip archive including the work in its entirety. Include the text file at the top level of this archive, and name it "submisson.txt". Upload the .zip file to a web server so that it is available at the specified location. Place all of the text in the "submisson.txt" file in the body of an email and send it to elc2.elo@gmail.com with the name of the piece being submitted included in the subject line. The Electronic Literature Collection is supported by institutional partners including: Brown University, Literary Arts Program; Center for Program in Contemporary Writing at the University of Pennsylvania; Duke University, Program in Literature; Hermeneia at the Open University of Catalonia; Maryland Institute for Technology in the Humanities; Massachusetts Institute of Technology, Program in Writing and Humanistic Studies; nt2; Pomona College, Media Studies Program;UCSB, Department of English; University of Bergen, Department of Literary, Linguistic, and Aesthetic Studies, Program in Digital Culture; University of Dundee, School of Humanities. Institutional sponsorship opportunities are still available. If your organization or academic department is interested in more information, please contact Helen DeVinney, Managing Director of the ELO, at hdevinney@gmail.com.

[employment opportunity - Kairos is hiring]

Kairos - An online academic open-access peer-reviewed journal that focuses on digital and multimodal practises and pedagogy. They're hiring a Praxis section assistant editor(s) and a Reviews section assistant editor(s).

Get applications in by Friday, September 19, 2008. Interviews are scheduled for soon after. The start dates is November, 2008.

[Future of Creative Technologies - new IOCT journal]

The Future of Creative Technologies is a new journal just launched by the IOCT at DMU. In the first 18 months of the IOCT's lifespan (yup, it's only been 18 months) the IOCT has benefited from a wide range of significant and fruitful partnerships. This first issue of the journal reflects on those relationships and includes "thought pieces" and articles from each of the keynote speakers. Authors include Howard Rheingold, Claudia Eckert, Bruce Mason and Sue Thomas, Wendy Keay-Bright, Pauline Oliveros and Martin Rieser. All the pieces are extremely interesting and as they've been pulled together into this publication you can really see how transdisciplinary the IOCT is.

In the opening editorial director of the IOCT, Prof. Andrew Hugill says:

"The diversity of the content is deliberate, and is intended to stimulate readers not only from the range of disciplines represented herein, but also as a way of exploring further a discussion which lies at the heart of the IOCT: what does it mean to be transdisciplinary? how can we foster good practice in transdisciplinary research? and, what outcomes might we expect from such research?"

These are similar questions which will be taken up in an academic context in the conference I'll be organising (provisionally slated for 2010) and out of which will grow an academic publication.

[rae & metrics 2.0]

The other day I posted about Stevan Harnad's "Open Access Scientometrics and the UK Research Assessment Exercise" and today I've seen the "New-Media Scholars' Place in 'the Pool' Could Lead to Tenure" artile in the Chronical of Higher Ed. In the article Andrea Foster tells us about "Re:Poste, a Web application that encourages academics to pick apart online articles from the mass media." To those in the know Re:Poste is "the Pool," and might well help new media scholars and practitioners "measure" their imput levels. Gerry McKiernan at Scholarship 2.0 says "No college is yet using the site as a way to evaluate professors" but "once open to the public, could be a good barometer of a scholar's influence."

A bit about Pool:

"Titles of new-media projects are plotted on a two-dimensional graph. People log in and post the reviews of projects, rating their appearance, function, and concept on a scale from 1 to 10. As works garner more reviews, they move from left to right on the graph. If reviews become more positive, the works move toward the top.

Accordingly, the most highly regarded and widely reviewed works migrate to the upper right corner of the graph.

The program calculates the ratings and takes into account the credibility of the reviewers. If a reviewer receives a low appearance rating for his own projects, then his assessment of how others' projects look will not be given much weight.

The Pool also allows visitors to bore deep into a project via hyperlinks, in many cases viewing its evolution from conception to finish. They can see its creator or creators and read how others rated the project. They can see the works that inspired it and the works it inspired. Basic information about a project is posted by the developers."

There's more at the Chronicle on how tagging works in Pool and check out Scholarship 2.0 for an idea of future instantiations including maps of how articles fit into the larger landscape.

[rae, metrics & open source]

Maintaining an academic career means paying close attention to your publishing record and its effect on the RAE. I'm not up on the metrics and specific weighting of kinds of publications and how that might differ across disciplines but I've just come across this interesting paper: "Open Access Scientometrics and the UK Research Assessment Exercise" by Stevan Harnad. In this article Harnad gives us an idea of how metrics and open source might work as an alternative to the usual "academic bean-counting of publications for performance evaluation and funding."


"Open Access. Until now, the reference metadata and cited references of the top 25% of the c. 24,000 peerreviewed journals published worldwide, across disciplines and languages, have been systematically fed (by the journal publishers) to the Institutite for Scientific Information (ISI), to be extracted and stored. But soon this is will change. It has been discovered (belatedly) that the Web makes it possible to make the full-text (not just the reference metadata and cited reference) of every single one of the 2.5 million articles published annually in those 24,000 journals (not just the top 25%) freely accessible online to all users (not just those that can afford
paid access to the journals and the ISI dtabase).

[...]

Lawrence (one of the co-inventors of Citeseer) published a study in Nature
in 2001, showing that articles that were made freely available on the Web were cited more than twice as much as those that were not ; yet most researchers still did not rush to self-archive. The finding of an OA citation impact advantage was soon extended beyond computer science, first to physics (Harnad & Brody 2004), and then also to all 10 of the biological, social science, and humanities disciplines so far tested (Hajjem et al 2005) ; yet the worldwide spontaneous self-archiving rate continued to hover around 15%.
If researchers themselves were not very heedful of the benefits of OA, however, their institutions and research funders – co-beneficiaries of their research impact – were: To my knowledge, the department of Electronics and Computer Science (ECS) at University of Southampton was the first to mandate self-archiving for all departmental research articles published: These had to be deposited in the department’s own Institutional Repository (IR) (upgraded using the first free, open source software for creating OA IRs, likewise created at
Southampton and now widely used worldwide)."

Interesting...

As Harnad says, the RAE is "a very cumbersome, time-consuming and expensive undertaking, for the researchers as well as the assessors" so we should really be looking into other possibilities.

"The data-mining potential of an OA corpus is enormous, not just for research evaluation by performance assessors, but for search and navigation by reseacher-users, students, and even the general public."

I wonder how this kind of OS metrics might fit in with the new RAE:

• 2008 will mark the final appearance of traditional peer review systems for the UK research assessment exercise (RAE)
• The UK government has announced plans to use a metrics system to assess research quality and guide funding
• A metrics system could fit well to chemistry but some worry that an element of peer review will need to be retained for areas such as theoretical chemistry