It took me a bit longer to put these up, but here are the slides and video clip for my presentation in Osnabrück last week (in German). I was invited to speak at the ZePrOS (Center for Graduate Studies) at the University of Osnabrück on effective ways of communicating one’s research online. Alex Bergs gave a very flattering introduction after which I went on a long but practically-oriented rant on scholarly communication in the digital age. My audience was very patient and gave me some great questions to ponder.
I was grateful for the opportunity to present on this subject for several reasons. Firstly, I believe that a topic such as Open Access is best approached holistically, i.e. by taking on the researcher’s perspective. It makes much more sense in my opinion to embed a discussion of Open Access into the larger picture of communicating research results openly on the Web, instead of treating it as an isolated issue that is primarily about making publishing cheaper.
Another reason is that graduate education tends to neglect what are perceived as ‘peripheral’ issues, such as where/how to publish, the inner workings of the academic job market and why visibility (not just inside your own discipline) is important. We need to promote digital literacy among grad students, in the sense of teaching
- new methods, tools and infrastructure for doing research (e-science, e-social-science, e-humanities),
- new ways of presenting and making accessible one’s research (Open Access, self-archiving),
- new ways of communicating with colleagues and working collaboratively (tagging/bibliography-sharing, collaborative writing) and
- new approaches to teaching and learning (using video lectures, creating digital learning materials).
My impression is that the best way to achieve something like digital scholarly literacy is to take an integrative approach to these issues. E-science, virtual research environments, e-learning and social media tools for collaboration are hardly ever discussed in concert, but often treated as separate topics. While this may appear to be a more focused way of looking at things (especially if you’re a librarian, funding agency etc), all of these themes are connected in the daily lives of scholars. Cameron Neylon’s points on innovation in science blogging (“The natural unit of science research is the blog post”) go hand in hand in my view with Michael Habib’s observations on digital scholarly identity and a discussion of e-learning and e-teaching could easily be attached to this.
All of these things are part of digital scholarship as an integrated process – as opposed to analog scholarship with a few digital bits here and there.
