Message-ID: <1867939766.2240.1527079162890.JavaMail.app_confluence@devkit-prod-01.ist.berkeley.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_2239_2117117394.1527079162890" ------=_Part_2239_2117117394.1527079162890 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Share (includes Present, Publish, Perform)

Share (includes Present, Publish, Perform)

Share  (includes Present, Publish, Perform)

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Defini= tion

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This theme has been merged into Share (from Informal to Publication) and is now closed for edits. Please make any further changes on that the= me's page.

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In seeking themes centered on scholarly activities undertaken against re= search materials, a related set of themes that emerged for me might best be= summarized as "Share."  The Minnesota study uses this term as one of = its four Primitives for tools of analysis and ways of thinking.  To me= , "Share" has the connotation of providing Gathered or Analyzed research ma= terials to colleagues or other interested parties, either through open acce= ss methods or controlled release methods (as in sending a resource via emai= l to someone, or posting resources on a limited-access web site or server).=   Understandably, Sharing has lots of potential IP concerns for the pe= rson who has the research materials under their control.  Sharing typi= cally would presume the presence of a content Store from which Sharing can = occur, and typically is at the end of the basic research life cycle for a p= roject.

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"Present, Publish, Perform" might be a special case of Share, in that it= covers the possibly formal delivery of research materials and results, esp= ecially finished products of scholarship or creative endeavors.  Submi= tting a peer-reviewed journal article or book to a scholarly society journa= l or university press is an example, as is delivering a paper at a conferen= ce, staging the world premiere of a new dance choreography or composition, = putting up a museum exhibition around a newly-curated theme, discussing res= earch results materials in a seminar or colloquium, posting a video summary= on the Research Channel or YouTube, posting papers and associated material= s to a disciplinary or institutional repository for open access, or simply = putting results on the departmental website.  While promotion and tenu= re issues don't currently seem to value the Publishing of assembled researc= h materials per se (as in releasing a formal curated digital library of ass= embled materials), this seems to be another instance of this case.

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[Admittedly this theme may be rather broad and might be served by decomp= osition at some point. Much might be brought into this area, when one = considers issues of peer review, IP, P&T, scholarly communications and = publishing trends, and the like.  But it's a start....]

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[Late note - there's also a theme for "Communicate and Publish."  P= robably these two related themes need further analysis and combination.&nbs= p; More for another day, unfortunately....] 

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Name(s)

Institution(s)

Proposed/originated by:

Jim Muehlenberg

Univ. of Wisconsin, Madison

Current facilitator(s)

Facilitator_Name_Here_(optional)

Facilitator_Institution_Here_(optional)

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Back to Identify Themes page.= ..

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What tools, s= tandards, organizations, or efforts exist in this area of scholarl= y practice?

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Item

Description - what is it?

URL or other reference

Google Docs

Google Docs allows scholars to share documen= ts with others, inviting those others to be viewers or collaborators. = Google Docs also keeps a history of revisions allowing users to role back = to earlier versions. (Alex Chapin)

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http://docs.google.com/

MediaWiki
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MediaWiki is the software package behind Wik= ipedia.  Some scholars have used this to share their work. MediaWiki i= s great for allowing a large, relatively unrestricted groups of users to co= llaboratively create and edit articles. (Alex Chapin)

MediaWiki

Confluence

Confluence is an "enterprise" wiki where sch= olars can share work within an institution or project (such as Project Bamb= oo).  Confluence adds better content management than the traditional w= iki, allowing "pages" to be organized hierarchically and by tags. Confluenc= e has more granular access control, making it possible to create "spaces" t= hat are accessible to a particular group of users.  As well it has sup= port for blogging, file sharing and email archives and "integrates" with Mi= crosoft Office and OpenOffice and Microsoft SharePoint. (Alex Chapin)

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Confluence

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Segue

Segue is an open source curricular content m= anagement system that also has functionality for wikis and blogging and the= organization of content by hierarchy and tagging.  Segue may have eve= n more granular access control than Confluence, allowing roles to be define= d at the level of "microcontent" or individual posts within a page.  S= egue also allows individuals to manage their own namespace, allowing users = to create any number of personal sites, assign other users/groups roles in = those sites and efficiently move/copy and soon reference content across tho= se sites. (Alex Chapin - disclosure: I am one of the developers of Segue) <= /p>

Segue

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What t= ools, standards, organizations, or efforts are missing from this area of scholarly practice?

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Item

Description - what is it?

URL or other reference

sound_byte_name_or_description (your_name) <= /p>

summary_description (your_name)

http://www.interesting_thing.org<= /a>

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What part of this area of sc= holarly practice is within Project Bamboo scope, and why?<= /h4>=20
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Item

Description - what is it?

Why is it in scope?

sound_byte_name_or_description (your_name) <= /p>

summary_description (your_name)

explanation_of_why_in_scope (your_name)

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What part of this area of s= cholarly practice is outside Project Bamboo scope, and why= ?

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Item

Description - what is it?

Why is it out of scope?

sound_byte_name_or_description (your_name) <= /p>

summary_description (your_name)

explanation_of_why_out_of_scope (your_name) =

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References (e.g., material from Workshop 1 n= otes or flipcharts)

Contributor

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  • Write a text ... represent one's knowledge ... how to do this in a way = that is related to the underlying data one has assembled in the course of r= esearch. (Ex. 2 scribe notes, 1b-C)
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  • Who will use data, potential uses. ...  How to share & reuse r= esources. ...  distributing the end results. ...  Articulate data= to colleagues. ...  No way for outsiders to get access to information= stored in internal system. ...  Send for review.  Revised based = on editor, reviewer.  Publish. ...  Blogs, wikis, twitter.  = (Ex. 2 scribe notes, 1c-A)
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  • Video tools can last if it gets published formally, i.e. in broadcast.&= nbsp; Broadcast as different form of publication.  Video, until recent= ly, kept on a machine, copied and then watched.  Increasingly video is= streamed.  Likely to become a dominant paradigm of interaction with v= ideo.  (Ex. 2 scribe notes, 1c-B)
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  • R1 ... I want a safe place to collaborate.  I only want to share w= ith the people I want until I'm ready to publish.  I want to decide wh= en I'm ready to move it to an archival space with metadata; decide what's w= orthy.  A2 Scholars only want to put out the finished product; want to= hide all failures along the way.  One interesting thing about blogs, = etc. is it makes the "marginalia" of the research process more visible.&nbs= p; Provide more exposure of the working process.  R1 Blogs are like go= ing back to an earlier form of journals. Wonder what kind of changes we'll = see in 20 years, where young people have lived in collaborative open when a= ll their lives. They document everything.  W1 have been putting togeth= er scholar maintained communities; participation evaluated by peers.  = Researcher driven collaborative space.  Have graduate level of access = - "increasing levels of less and less trusted readers."  P1 as an arch= ivist, most of what I deal with is paper. "digital archive" doesn't exist.&= nbsp;Mostly work with undergrads or K-12 who need materials for class assig= nments.  M1 in museum, good deal of scholarly work goes into exhibitio= ns, but most of the viewers are non-scholars.  (Ex. 2 scribe notes, 1d= -G)
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  • Manifestation of your work... a deliverable (e.g. book & chapter).&= nbsp; Publish an article.  Create an edition, for instance a modern ed= ition of ancient music.  Transformational work.  Present at a con= ference or seminar.  Write grants.  Teaching, project-based learn= ing.  Teach your research to your students. ...  Making the under= lying data available.  (Ex. 2-3 flipcharts, 1a-A)
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  • Send to colleagues for review/comment.  Obtain copyright permissio= ns? ...  Find a publisher - for every publication.  (Ex. 2-3 flip= charts, 1a-G)
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  • Communicating knowledge derived from research & teaching (sticky 66= ). ... Re-presenting research for the scholarly audience (sticky 66).&= nbsp; Planning a syllabus that reflects/communicates research knowledge (st= icky 66). ...  Creating online communities (sticky 66).  Building= a formal/informal community of readers, commentators, advisors (sticky 66)= . ...  Becoming known in your field - creating and maintaining a reput= ation (sticky 66). ... Problem: Credit for reporting data developed in= research (sticky 66).  (Ex. 2-3 flipcharts, 1b-F)
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  • X1:  New hires want to communicate w. students via blogging, IM.&n= bsp; Faculty is posting everything teaching related.  Closely related = to research, as in sharing research via content mgmt system, but then also = use it to share work. =EF=80=A0Z5: We're seeing blogging for workflow manag= ement.  X2: Seeing much more focus on transparency.  X3: More soc= ial networking savvy among new folk.  (Ex. 6a scribe notes, 1a-D)
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Jim Muehlenberg

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  • If a requirement of a dissertation is to prove novelty, there's a disin= centive to share. (Ex. 6a scribe notes, 1a-D)
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  • Important to get what you're doing out there ASAP - but why expose your= work to competitors (Ex 2 & 3 flipcharts, 1a-G)
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  • Establish a pre-print archive to let people know what research is being= worked on, the methodology & general approach (Ex 2 & 3 flipcharts= , 1a-E)
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  • Better citation standards; Chains of credit in remixed data (Ex. 6b scr= ibe notes, 1a-G)
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  • conference in may on supplementary materials for journal articles, talk= of trying to get data sets out of cancer researchers, faced resistance abo= ut turning over data sets.  journals should require turnover of datase= ts for publication.  code of best practices proposed.  as editor,= do i have to edit datasets now? (Ex. 6b scribe notes, Ex 1d-D)
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  • publishing was in two forms, books and articles.  now there's crea= tion of databases.  story of a colleague with db of 5000 women writers= in china, with references to the writings.  new librarian decides "we= don't want to support this".  what's the clearinghouse to support dis= semination if a project loses support?  we need to solve the dissemina= tion problem. (Ex. 3 scribe notes, 1d-F)
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  • A tool that would allow easy exchange of info, in support of collaborat= ion (e.g. a wiki on steroids) (Ex. 7 flipcharts, 1a-B)
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Steve Masover

Steve Masover

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Back to Identify Themes page.= ..

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