Welcome to week 4! This is the last week of #DigPINS, though we hope, not our last week learning together.
We now turn our focus to how digital identities, environments, and teaching might influence scholarly practices. This of course will vary from discipline to discipline and field to field, so a rich conversation will be needed for us to understand each other’s perspectives. Chime in! Questions to consider:
- Who reads the scholarly work in your field?
- Are there important forms of communication in your field which you don’t think of as “scholarship”?
- How much of scholarly work in your field is available for those outside your field to access but also to understand?
- Why would or wouldn’t this matter?
- What impact does our scholarship have on those outside of our respective fields, in academia but also in the general public, and what is our responsibility to those people?
Things to do this week:
- Video Introduction –
- Continue the conversation! Continue to post questions and reflections, and listen and respond to others, on the blog, on Twitter, and in Slack.
- There are three readings this week. The first, by Leila Walker, is about what social media has to do with scholarship. Then Rick Anderson discusses what we could do to make open access scholarship more comprehensible to audiences outside the research field. And finally, from Tressie McMillan Cottom, we’ve got a blog post reflection on what institutions need to have prepared to support the inevitable controversies which public scholarship can cause. We also have an optional reading from Jim Ottaviani (University of Michigan, so he is local – didn’t plan this) which attempts to measure the way that open access archives of scholarship increase the reach and life span of that research. This one does get a little technical in the middle; remember that it’s not a short story and you can skip to the end.
- Hypothes.is annotation – this week we’ll be looking at social annotation as a way of tracking and sharing research online. We’ll be using the Hypothes.is tool which allows you to highlight and make notes on a web page while you read it. This is a tool you can use privately, in small groups, or as we will, in the open.
What we’re asking you to do this week is to make and share annotations on our readings. Look for passages which
- Help or complicate your understanding of the argument in the reading,
- Connect to other articles – you can link to them in your annotation,
- Resonate with your practice, or your institutional environment,
- Or prompt you to ask a question.
Don’t forget to look over other people’s annotations – you can reply to them and have a whole conversation in the margins!
Remember that along with (or instead of) a narrative annotation, you can add tags to your selected passages. This allows you to use Hypothesis as a powerful research tool, the electronic equivalent of sortable note cards. You can browse your own tags to see patterns developing across documents. You can also browse all public uses of a tag (like this view of the DigPINS tag) to see what other people have found relevant to that topic.
You’ll need to register for a Hypothesis account. We really like the Bookmarklet or Chrome extension but if you don’t want to install them you can use Hypothesis by attaching via.hypothes.is to the beginning of any URL. I made a video last summer to help introduce some of the Hypothesis features.
Content for This Week:
Access vs. Accessibility in Scholarship and Science – Rick Anderson (Hypothesis link)
Everything But The Burden: Publics, Public Scholarship, and Institutions – Tressie McMillan Cottom (Hypothesis link)