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Free Open-Access Medical Education (FOAMed) has transformed medical education in the past decade by complementing and substituting for traditional medical education when needed. The attractiveness of FOAMed resources is due to their inexpensive nature, wide availability, and user ability to access on demand across a variety of devices, making it easy to create, share, and participate. The subject of nephrology is complex, fascinating, and challenging. Traditional didactic lectures can be passive and ineffective in uncovering these difficult concepts and may need frequent revisions. Active teaching methods like flipped classrooms have shown some benefits, and these benefits can only be multifold with current social media tools. Social media will inspire the involvement of students and allow them to create and share educational content in a "trendy way," encouraging the participation of their peers and thus building an educational environment more conducive to them while promoting revision and retainment. FOAMed also promotes asynchronous learning, spaced learning, microlearning, and multimodal presentation with a meaningful variation. This article discusses the evolution of digital education, social media platforms, tools for creating and developing FOAMed resources, and digital scholarship. [ABSTRACT FROM AUTHOR]

Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf's (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market. [ABSTRACT FROM AUTHOR]

Academic libraries now host specialized units capable of digitally reproducing three-dimensional (3D) objects-of-study. Deployed in virtual and augmented reality, these surrogates provide the means for researchers and students to remotely experience diverse scholarly materials first-hand , though this content seldom finds its way into institutional repositories or peer-reviewed literature where it could be reused and cited. The following, then, is intended as a survey of interrelated - but administratively disparate - 3D data production, (immersive) analytics, and preservation methods, which combine to connect a range of computational processes. By illuminating the complete lifecycle of 3D data in this way, current and future practitioners – including those positioned withing more traditional library facilities and service units – can implement scalable processes that ensure the scholarly rigor of 3D contents, thereby preserving these materials as credible (i.e., FAIR) primary sources for downstream citation by researchers across disciplines. [ABSTRACT FROM AUTHOR]

For my digital monograph I worked with a traditional academic press to get my work peer-reviewed by colleagues in my field. But the digital aspect certainly added new wrinkles to that process. The peer reviewers evaluating my work did so before the final version of the project was ready—they did an early review of the written manuscript, images, and some videos, but they weren’t reviewing the fully final published project with all the interaction that was part of the final web-based publication. So I think it is clear that making a direct one-to-one transition between traditional book publishing and web-based publishing doesn’t necessarily work.We may decide that in the digital environment we should emphasize postpublication peer review in the form of scholarly reviews and critical engagement with digital publications instead….

Publishing in many arts disciplines is enriched by, and may rely on, the use of images. Authors have long found the hurdles and the fees for using these images to be daunting, and the move to digital publishing can make this problem worse. Open-access publishing can prove even more challenging. If scholarship in art history, art criticism, visual studies and other fields is going to thrive in a future where digital and open-access publishing are the norm, we need better options. Fortunately, we have already seen signs that a better future is possible, and communities have been creating resources to make it more likely. Raising the awareness of the individuals and organizations in the art scholarship publishing ecosystem about these resources is a crucial first step toward a shared vision for scholarly publishing in the arts: one that encourages academic freedom and broad engagement through openness and a better understanding of the law.

Though it may seem counterintuitive to digital publishing, reflecting on analog bookmaking practices underscores the multimodal potential that has always underpinned the production of scholarly communications. In a medieval manuscript, for example, the content on a page might include text, illustration, marginalia, commentary, and rubrication, and the relationship between these elements shapes the way in which the narrative is understood and approached by readers; any modification to these formal features could alter how the content is interpreted, and indeed, scholarship exists that addresses the consequences of such changes from one edition of a text to the next.

As an exercise, take a moment to consider: What is the most innovative eBook or electronic publication that you have read in the past couple of years? Alternatively, what is the most innovative electronic publication, broadly speaking, that you have ever read? You might be asking, what does innovative have to do with it? Isn’t an eBook essentially the same as print book, just one that you can read on a mobile device? How do you define innovative in terms of electronic publications? The mere fact that you are reading this, however, may predispose you to have some idea, or recollection, of something pioneering and inventive in the realm of digital texts.

The development of digital and mobile technology has led to the emergence of digital scholarship, which is a challenge but also an opportunity for higher education institutions to improve their space and relevant services to support students' success. The purpose of this study is to explore university students' needs and expectations on digital scholarship spaces and relevant services in an academic library, as well as the differences in this based on gender, academic identity, and subject being studied. We conducted a survey at Shipai campus of Jinan University in Guangzhou to collect and analyze users' needs and expectations. Among the digital scholarship service, the demand scores of the top three services are text recognition and full-text processing with 7.00, academic paper writing, submission, publication, and dissemination consulting services with 6.86, and digitization of printed documents with 6.72. Elsewhere, the demand score of the top three spaces are the online digital scholarship space with 6.57, the research project application and exchange space with 6.43, and the text analysis, data analysis, Big Data, and visualization service center with 6.27. With the improvement of academic identity, the demand for digital scholarship services is higher. Gender has led to differences in a small number of space needs, while the differences brought about by the subject being studied are more significant. This research contributes to the understanding of how the digital technology, the students' spaces needs, and relevant management practice merge in academic libraries for students' learning and research purposes. These have implications for universities to improve their libraries' space services oriented to the diverse users' digital scholarship needs in the current digital learning environment. [ABSTRACT FROM AUTHOR]

This study aims to explore how subjects identified as digital scholars use social media for sharing information and knowledge. A qualitative approach was used with in-depth semi-structured interviews to a purposive sample of 13 subjects. We adopted the Braun and Clarke Thematic Analysis approach and used NVivo QDA Software for the analysis of the data. The results point to 3 major themes: 1) Sharing 2) Interacting and Communicating and 3) Connecting and Networking. The participants in this study reveal a clear awareness of the importance of online presence and interaction with others in establishing shares, dialogues, relationships and bonds on the network. However, there is some heterogeneity among the participants, some being assumed as more active and participatory and others as less so, some clearly separating the work and non-work contexts and others for whom this distinction is less relevant. Motivations for sharing, such as altruism and generosity, are also related to possible gains in social capital. What is common to all participants is the need to find value in what is shared in networks, as well as the need for these actions to have some utility for themselves or for the collectives where information and knowledge are shared. [ABSTRACT FROM AUTHOR]

Have digital tools and methods accelerated the rate of scholarly production over the last 20 years? If so, has this acceleration been beneficial for scholarship? This article considers examples of accelerated historical scholarship as well as calls for a "slow history." Through an analysis of the author's own experiences with the digital humanities, it examines the advantages and disadvantages of digital technologies in the field of history. It concludes that online resources and digital technologies have expanded the archive for the historian and created new ways to reach other specialists and the general public. Nevertheless, historical scholarship must still rely on carefully crafted, well-argued prose whose production cannot be accelerated by new digital technologies, although recent developments in the field of artificial intelligence may ultimately challenge this situation. In recent decades, the field (or, at times, discipline) of digital humanities (DH) has revolutionized the scholarly profession and beyond—and with good reason. Seen at times as a democratizing force, DH has led to the creation of an increasing number of open- access databases and scholarly publications, the launching of massive archival digitization initiatives, and the development of numerous digital tools that help streamline the work of the academic researcher, student, and educator. In many ways, then, its benefits are manifest. Yet, recent years have also begun to reveal numerous problems that could influence various aspects of our trade as well as what—and how—information will be available in the future. This article discusses some of the advantages and disadvantages of DH and invites the reader to reflect on what we can do to help mitigate these problems. Exciting new modes of digital scholarship have emerged in recent years, providing us with expanded windows onto the past. This process has been accelerated by somewhat democratized ways of digitizing and analyzing source material. A main issue of contemporary knowledge production using digitized sources is how power can so easily be reinscribed into access to archives. The choice to digitize collections, even the existence of collections themselves, creates a great opportunity for research but also runs the risk of reinforcing the privilege and worldviews that have shaped and continue to shape the very processes of digitization and digitalization. Drawing on examples of Western and non-Western digital scholarship, this article argues that, although the digital facilitates greater public knowledge of collections, when it comes to decolonizing our research subjects, it also introduces significant layers of complexity. This article advances an analysis of the development and state of critical digital humanities. It posits two modalities for this approach to digital humanities (DH). The first is a modality of inward-looking, functional self-critique that comprises a rethinking of computational genesis stories, logics and methods, institutions and infrastructures, and digital capitalism, and the second is an outward-looking critique best understood as a form of situated sociopolitical engagement that embraces epistemic and social justice projects that are decolonial, anti-racist, inclusive, collaborative, and multilingual. Through these analyses, the article offers a vision of critical digital humanities in its mission to critique the ideologies, social inequities, and epistemological hierarchies that are built into technological products and computational logics and that are concomitantly fostered by knowledge- creation industries of universities, corporations, governments, and the GLAM[R] sector. In this way, the article shows how critical digital humanities helps us to envision the role that DH can play in processes of recovery, reparations, emancipation, and community-building. Drawing upon over 20 years as Editor-in-Chief of H-France, I argue that the scholarly profession, established in Cold War era, pre-digital institutions, has only begun to adapt to the transformations introduced by the global digital humanities. A generational shift is currently underway as younger scholars more natively adept with digital technologies use their skills and forms of new media to press for changes in hiring and tenure practices, to demand greater progress on diversity, equity, and inclusion (DEI) issues, and to insist that the academy confront the collapse of academic positions in the humanities and provide training for and recognition of alternative career paths. I call upon professional organizations to undertake difficult conversations and take leadership in reshaping professional organizations for a post–Cold War, digital age, especially in terms of funding priorities. Scholarly organizations will best gain influence through collaboration. [ABSTRACT FROM AUTHOR]

The digital scholarship department in Binghamton University's libraries was created in 2018 as part of a larger effort to bring digital humanities (DH) efforts to Binghamton. The initiative was largely spearheaded by one person who became one of the biggest digital scholarship (DS) champions on campus. They, along with the new DS librarian, founded a Digital Humanities Research Institute igniting the creation of smaller working groups and initiatives across campus. Our article discusses the role of DS champions on Binghamton's campus, including the types of advantages they were able to leverage, their interests and goals for a DS community, and what happens when they leave. Champions are a well-researched phenomenon in business and health sciences spaces, but there is sparse research on DS champions, despite the fact they often share characteristics with champions' roles in those areas. Understanding more about who champions are and what drives them would help DS communities plan for building sustainable and robust communities should their champions leave or no longer be able to participate in the communities they built. [ABSTRACT FROM AUTHOR]

Purpose Given the impact of information technologies, the research environment for humanities scholars is transforming into digital scholarship. This study presents a foundational investigation for developing digital scholarship (DS) research support services. It also proposes a plan for sustainable information services through examining the current status of DS in Korea, as well as accessing, processing, implementing, disseminating, and preserving interdisciplinary digital data. Methods Qualitative interview data were collected from September 7 to 11, 2020. The interviews were conducted with scholars at the research director level who had participated in the DS research project in Korea. Data were coded using Nvivo 14, and cross-analysis was performed among researchers to extract central nodes and derive service elements. Results This study divided DS into five stages: research plan, research implementation, publishing results, dissemination of research results, and preservation and reuse. This paper also presents the library DS information services required for each stage. The characteristic features of the DS research cycle are the importance of collaboration, converting analog resources to data, data modeling and technical support for the analysis process, humanities data curation, drafting a research data management plan, and international collaboration. Conclusion Libraries should develop services based on open science and data management plan policies. Examples include a DS project liaison service, data management, datafication, digital publication repositories, a digital preservation plan, and a web archiving service. Data sharing for humanities research resources made possible through international collaboration will contribute to the expansion of new digital culture research.

The digitization of academic practices has transformed how research output is shared and discussed, with academic social network sites (ASNS) like Academia.edu and ResearchGate emerging as pivotal platforms. However, their uptake and implications in contexts like Latin America still need to be explored. This study examines the emerging tensions related to using ASNS (Academia.edu and ResearchGate). As such, it offers a qualitative data analysis from 28 interviews with Chilean university researchers. It focuses on three emerging and overlapping tensions: the quantification of research via altmetrics, reputation building, and self-promotion. The findings underscore that altmetrics -despite providing a broader view of research impact- can mirror and perpetuate the problematic aspects of academic capitalism. Digital reputation, tied to high scores, conflicts with more qualitative aspects. The observed ambivalence towards self-promotion exposes a tension between the traditional scientific ethos and academic capitalism. Ultimately, this research unveils the multifaceted implications and paradoxes introduced by these platforms in the Chilean academic milieu.

Library evaluation has evolved across the decades to take account of the role of services and collections within their institutions. The framework of the United Nations Sustainable Development Goals (UN SDGs) enables consideration of the value and benefits of libraries within national and international development. Taking this approach, based on the theory of change, provides different insights to the work of libraries. The article provides an overview of library assessment and information on the development of the UN SDGs. Australian academic library activities are assessed using four SDGs to reveal a contribution beyond the walls of their institutions. Methodological comparisons frame a discussion about the nature of value. [ABSTRACT FROM AUTHOR]

The pursuit of greater research 'impact' has become embedded within Higher Education, through links to perceived value for money, and reified through institutional auditing processes. Academics are frequently encouraged to use social media to facilitate public engagement and enhance research impact, as it offers the potential to connect with more diverse, non-academic audiences. However, little is known about the relationship between the use of social media and academics' own perceptions of research impact and public engagement in practice. In this paper, an analysis of text responses from a survey of academics (n = 107) is presented. This includes what academics perceive to be examples of high-impact interactions through social media, and how this is mediated by different platforms. The findings have practical implications for social media training for academics and also suggest that institutional definitions of research impact may not account for the range of scholarly engagement social media platforms can facilitate. [ABSTRACT FROM AUTHOR]

As a new form of service derived from the concept of digital scholarship, digital scholarship services provide a key path for the digital innovation and transformation of university library services. On the basis of summarizing the connotations of digital scholarship service and its capability, this paper uses Delphi method and analytic hierarchy method to construct an evaluation index system of digital scholarship service capabilities and introduces the theory of capability maturity model, sets the ability maturity level judgment standards of indicators, combines scoring methods, constructs the digital scholarship service capability maturity model of university libraries, and evaluates the digital scholarship service capabilities of three university libraries in China. The model constructed in this paper provides scientific ability evaluation tools and developments standard frameworks for digital scholarship services of university libraries to promote the improvement of digital scholarship service capabilities and support the digital transformation of library services. [ABSTRACT FROM AUTHOR]

An examination of the potential for diversifying digital Shakespeare scholarship through a ludic approach. After arguing for game-making as a scholarly activity, a survey of the history of Shakespeare and digital games is followed by a discussion of how two interactive digital works—Golden Glitch's Elsinore and Lapin Lunarie Games's Elsinore: After Hamlet—offer models for thinking through creative/critical ways of diversifying digital Shakespeare.Il s'agit d'une étude du potentiel de diversification de la recherche numérique sur Shakespeare par une approche ludique. Après avoir défendu la création de jeux en tant qu'activité scientifique, une étude de l'histoire de Shakespeare et des jeux numériques est suivie d'une discussion sur la manière dont deux œuvres numériques interactives - "Elsinore" par Golden Glitch Studios et "Elsinore : After Hamlet" de Lapin Lunarie Games - offrent des modèles de réflexion sur les moyens créatifs et/ou critiques de diversifier le Shakespeare digital.

The study examines how open data can be used to generate meaningful insights into the cultural, historical, and geographical features of India and can be the best tool for digital humanities researchers, allowing them to access large datasets about the country's diverse landscape and interpret the data in meaningful and creative ways. An attempt is made to explore the potential of open data in digital humanities projects and discuss the need to create a comprehensive digital humanities platform that caters to the needs of different stakeholders as well as the advantages and challenges of open data and government initiatives in digital humanities. Additionally, the implications of open data and government initiatives in terms of improving access to digital humanities resources, increasing collaboration, and enhancing the quality of digital humanities projects and their contribution to creating a vibrant digital humanities community in India. The paper concludes that open data can be a powerful tool for digital humanities researchers in India, allowing them to access large datasets about the country's diverse landscape and to interpret the data in meaningful and creative ways. [ABSTRACT FROM AUTHOR]

Scholarship, required for academic advancement, has traditionally been defined narrowly, not keeping pace with the expansion of faculty academic activities in health professions schools. How can we refine the definition of scholarship so that it better aligns with the scope of current faculty practice within academic health systems? Revision of the academic policies for promotion and tenure at the University of Massachusetts Chan Medical School afforded an opportunity to redefine scholarship such that a broader platform was available for faculty recognition, aligning with current academic standards, yet providing flexibility for the future. The authors describe the historical context of the definition of scholarship and their institution's process to construct a definition of scholarship with three essential elements: advancement of knowledge, dissemination for critical review, and impact on a discipline, practice, or community. Application of this definition to team science and digital scholarship is also described. Following a widespread continuing education initiative, implementation of the new definition within promotion and tenure processes of the medical, nursing, and graduate schools resulted in broad acceptance across the institution. This forum article provides lessons in leading an academic health sciences institution to reassess academic processes and is a resource for advancing the vigorous debate on the evolving meaning and evaluation of scholarship. [ABSTRACT FROM AUTHOR]

The Fourth Industrial Revolution (4IR) has presented a paradigm shift in a paradigm in the field of Library and Information Science (LIS). The profession necessitates digital scholarship knowledge, skills, and competencies. Academic and special research council libraries have introduced numerous functions and activities related to digital scholarship, to accommodate the demands of the 4IR. Thus, librarians who practice in these types of libraries and others are called on to revisit their related knowledge, skills and competencies. Most librarians who have been trained by LIS schools received their qualifications before the advent of the digital scholarship activities which now form part of their profession. This has created some uncertainty as far as digital scholarship job requirements are concerned. This paper forms part of a doctoral study that aimed to explore the education and training of South Africa's LIS professionals in digital scholarship, specifically those now serving in academic and special research council libraries. The study adopted an interpretive paradigm using a qualitative approach. A multiple case study design was used, employing semi-structured interviews as data-collection tool to interview ten digital scholarship librarians and their directors from six libraries in South Africa. The researcher sought to determine to what extent digital knowledge, skills and competences, and digital scholarship units and activities were part of their job requirements. The study concluded that LIS digital scholarship librarians should acquire digital scholarship knowledge, skills and competencies through formal education, training courses, workshops and on-the-job training. LIS schools should develop short learning courses to assist librarians in gaining the relevant knowledge, skills and competencies, while parent organizations should establish the relevant infrastructure and provide funding for training. [ABSTRACT FROM AUTHOR]

Digital scholarship (the use of digital technology in research or teaching applications) is a new and growing field but many Mississippi libraries, including the University of Mississippi, are not officially supporting digital scholarship. To change this, librarians at the University of Mississippi sent out an online survey to faculty, staff, postdocs, and graduate students in order to gauge their interest in and experience with digital scholarship methods and tools and how the library can best support digital scholarship on campus. The results showed a wide variety of interest and expertise across several fields, mostly in the humanities, with important data and suggestions for future digital scholarship initiatives. The authors hope to use this data to improve digital scholarship support at the university library, and to offer it as a template to other libraries interested in digital scholarship that do not yet have a formal program of support. [ABSTRACT FROM AUTHOR]

This introduction to the special issue "Digital America" sketches some of the ways in which "the digital" has influenced both American culture and American studies scholarship before summarizing the contributions to this issue.

Digital Scholarship Services (DSS) fosters the use of digital content and transformative technology in scholarship and academic activities. We work with the campus community to publish, promote, and preserve the digital products of research in several areas:Scholarly Communication - Comply with UC Open Access Policies. Extend the reach of publications. Manage your reputation. Track impact.Data Curation - Write grant winning Data Management Plans. Deposit data into repositories for access and preservation. Increase reproducibility. Digital Production - Build collections. Digitize/reformat materials for preservation. Computationally mine, visualize, and annotate content.See more at https://www.lib.uci.edu/dss/what-we-do.

The Library and Information Science (LIS) profession is ever evolving partly as a result of the effects of the Fourth Industrial Revolution. For instance, new job requirements on digital scholarship have been noted across the LIS profession, especially in the academic and special research council libraries. Based on these changes, employers of LIS graduates expect that LIS graduates from LIS schools possess digital scholarship knowledge and skills as part of their exit attributes. This paper explores the perceptions of employers of LIS graduates on digital scholarship education. A construct from the Gap Service Quality Model was used as the conceptual framework of the study. The paper followed the interpretive philosophical perspective, through employing a qualitative approach to achieve the aim of the study. A multiple case study design using semi-structured interviews was conducted with directors of both academic and special research council libraries. Five directors were selected purposively as their libraries seemed to be on the forefront of digital scholarship initiatives. It was revealed that employers expected LIS qualifications to have content on digital scholarship. The study discovered that employers of digital scholarship librarians expected them to possess knowledge, skills, and competencies on digital scholarship-related activities. The other expectation was that graduates were supposed to be able to navigate digital scholarship activities at a basic level. Employers of digital scholarship librarians also expected graduates to be familiar with research data management and the ecosystem of digital publications. The survey also highlighted certain difficulties LIS employers had when hiring a LIS graduate. The study recommended that LIS schools should recurriculate to include content on digital scholarship. It was also recommended that LIS schools should have short courses on digital scholarship to cater for practising librarians. Librarians must be involved in lifelong learning in order to understand digital scholarship.

Increased computational and multimodal approaches to research over the past decades have enabled scholars and learners to forge creative avenues of inquiry, adopt new methodological approaches, and interrogate information in innovative ways. As such, academic libraries have begun to offer a suite of services to support these digitally inflected and data-intense research strategies. These supports, dubbed digital scholarship services in the library profession, break traditional disciplinary boundaries and highlight the methodological significance of research inquiry. Externally, however, these practices appear as domain-specific niches, e.g., digital history or digital humanities in humanities disciplines, e-science and e-research in STEM, and e-social science or computational social science in social science disciplines. The authors conducted a study examining the meaningfulness of the term digital scholarship within the local context at University of Colorado Boulder by investigating how the interpretation of digital scholarship varies according to graduate students, faculty, and other researchers. Nearly half of the definitions (46 percent) mentioned research process or methods as part of digital scholarship. Faculty and staff declined or were unable to define digital scholarship more often than graduate students or post-doctoral researchers. Therefore, digital scholarship as a term is not meaningful to all researchers. We recommend that librarians inflect their practices with the understanding that researchers and library users’ perceptions of digital scholarship vary greatly across contexts.

Der Begriff Digital Scholarship beschreibt die umfassende Transformation von Wissenschaftspraxen durch digitale, insbesondere datengetriebene Methoden. Forschende arbeiten mit spezifischen Datenbeständen, nutzen Data-Science-Methoden und Big-Data-Anwendungen. Um diesen Entwicklungen gerecht zu werden, sind wissenschaftliche Bibliotheken aufgerufen, eigene und erworbene Bestände strukturiert als Datenkonvolute aufzubereiten und einfach zu nutzende Zugänge zu diesen zu schaffen, entsprechende Werkzeuge und Infrastrukturen der Data Science vorzuhalten und Forschung, Lehre und Öffentlichkeit bei deren Nutzung beratend und vermittelnd zu unterstützen. Die Universitätsbibliothek Bern baut im Rahmen der universitären Digitalisierungsstrategie solche Services zur Unterstützung von Digital Scholarship auf. Grundlagen hierfür bilden neuere Konzepte wie Collections as Data und die Vermittlung von Digital Literacy. Der Beitrag erläutert zunächst das Konzept der Digital Scholarship und gibt einen Überblick über deren Voraussetzungen. Zentral werden Herausforderungen und Chancen in wissenschaftlichen Bibliotheken diskutiert, die Services für die datengetriebene Forschung bieten. Schließlich werden der Aufbau der Digital Scholarship Services und das aktuelle Service-Angebot der Universitätsbibliothek Bern vorgestellt und erste Erfahrungen rekapituliert.

Das Potential digitaler Kollektionen ist enorm: Auf der einen Seite stellen Bibliotheken und andere Gedächtniseinrichtungen in hoher Qualität digitale und digitalisierte Inhalte in grossem Umfang und inhaltlicher Breite zur Verfügung. Auf der anderen Seite gibt es zahlreiche und rasch wachsende Forschungsfelder, die einen grossen Bedarf an solchen Datensätzen haben, um sie für ihre digitale Forschung zu nutzen. An dieser Schnittstelle zwischen Beständen und innovativen Formen der Nachnutzung entstehen Freiräume, in denen das Zusammenspiel von bibliothekarischen Inhalten und Services, Open Science und Co-Creation gestaltet werden kann und in denen die Bibliothek eine aktive Rolle als Kooperationspartner einnimmt. Um dieses Potential zu nutzen, richteten die Sammlungen und Archive der ETH-Bibliothek Mitte 2021 die Fachstelle Digital Scholarship Services ein. Im Zentrum des Beitrags stehen Beweggründe und Einblicke in die Praxis der Aufbauphase der Fachstelle sowie (Pilot-)Projekte aus dem Machine-Learning-Bereich. Welche Forschungsinteressen haben etwa Informatikprofessuren an Kollektionen digitalisierter Alt- oder Archivbestände? Wie können entsprechende Kooperationen initialisiert und verstetigt werden? Welche Anforderungen an Kompetenzen, Daten und Infrastruktur werden seitens der Forschenden gestellt und wo müssen auch innerhalb der Bibliothek neue Formen der Zusammenarbeit erprobt werden? Welche Mehrwerte können zu gegenseitigem Nutzen realisiert werden? Ein erstes Fazit zum Beitrag der Digital Scholarship Services zum Fokus, bestehende Inhalte KI-gestützt anzureichern und damit neue Arten der Nutzung zu ermöglichen, rundet den Beitrag ab.

Introduction: Twitter may be used in disseminating scientific information that can be measured via citations by traditional systems. We aimed to investigate the relationship between Twitter mentions, traditional citations including Google Scholar and Scopus, and the metric value of Altmetric for articles published in emergency medicine journals.Methods: Articles published in emergency medicine journals between January 2018 and June 2018 were retrospectively analyzed in February 2021. Journals included with an impact factor of >1 and indexed in Q1. Metric data about citations in Google Scholar and Scopus, the metric value of the Altmetric system, and Twitter mentions were obtained.Results: There were 502 articles published in different seven emergency medicine journals. Fifty-four articles (10.8%) were never cited in Google Scholar or Scopus. There were 79 articles (15.7%) without Twitter mention. Twitter mentions as a tweet or no tweet impacted the number of articles with citation (p > 0.05). The number of citations per article was significantly higher in articles with Twitter mentions (p = 0.002 for Google Scholar citations, p = 0.005 for Scopus citations). Altmetric cited articles were significantly higher for articles with Twitter mentions (p < 0.001). There were significant positive correlations between the number of Twitter mentions and citations in Scopus (r = 0.30, p < 0.001), in both Google Scholar and Scopus (r = 0.19, p < 0.001), and in Altmetrics (r = 0.852, p < 0.001).Conclusion: There were positive correlations between numbers of Twitter mentions, traditional citations, including Google Scholar and Scopus, and metric values of the Altmetric system. This finding supports that increased social media citations are associated with increased dissemination and disclosure of publications. [ABSTRACT FROM AUTHOR]

This paper is part of a larger research project carried out to develop a digital scholarship services model for Vietnam National University Ho Chi Minh City. The research is in its earliest stages of building a theoretical framework of digital scholarship services through reviewing the literature. The paper reports results from a literature analysis of current digital scholarship research. The study used the bibliometric method to systematically analyze the subject areas and keywords of digital scholarship research articles published in English from 2015 to July 17, 2021 in journals indexed in Scopus. The study covers 202 publications, along with full bibliographic information for descriptive statistical data analysis. The data was also analyzed using VOS viewer online application to map co-authorship, co-citation and keyword co-occurrence. The results show that digital scholarship is an evolving topic, and there is a shift towards focusing on digital humanities, digital libraries, scholarly communication/networked scholarship, digital publishing and applications of digital technologies. Although scholars from developing countries have published a range of articles in the field of digital scholarship, researchers from developed countries still play a dominant role. The results provide an up-to-dated general analysis of the situation of research on digital scholarship in recent years, and help identify appropriate research topics for the future. [ABSTRACT FROM AUTHOR]

The trends of digital scholarship, the fourth-paradigm, and data sharing attract attention to issues on research data management (RDM). RDM involves a series of activities throughout the whole research life cycle, including the production, description, storing, backing-up, processing, analyzing, preserving, sharing and reusing of research data. RDM assures scientific research affordable, accessible, fair, re-producible, verifiable, and sustainable. This study explores Taiwanese scholars’ perceptions and practices of RDM via a questionnaire survey. It investigated issues including sources and types of research data, data storage and search, metadata of research data, data management plan (DMP) mandates or requirements, training and support, and data sharing and reuse. Furthermore, it attempts to understand if scholars’ perceptions and practices reveal significant differences regarding subject disciplines, years of research experiences, and profession titles. (Article content in Chinese with English extended abstract)

Building on the findings of a 2013 NEH Digital Humanities Start-Up funded project, in early 2016 we began working on an IMLS Sparks! funded project: Digital Scholarship Applications Dashboard. The project is a collaborative initiative between University IT and the Library's Center for Digital Scholarship. We are currently evaluating an efficient and user-friendly dashboard solution that will allow faculty and student to easily choose, configure, deploy, and evaluate any of a set of common web applications in a shared and virtual hosting environment. The service is similar to those offered by commercial hosting providers for deployment of popular web applications, but our Scholars Dashboard service will focus on tools more relevant to digital scholarship and digital humanities. The prototype leverages OpenNebula, an open source cloud-computing platform for managing distributed data center environments, and Amazon Web Services for deploying virtual machines. In this article, we will describe the work we have done in the last year and further discuss the role of digital scholarship teams within academic libraries in providing cloud-based infrastructure for digital scholarship and research. [ABSTRACT FROM PUBLISHER]

The article reports the results of an investigation on the practice of providing digital scholarship services at Vietnam National University Ho Chi Minh City, Vietnam. This study is part of an ongoing research project entitled Developing a digital scholarship service framework for universities at Vietnam National University Ho Chi Minh City. It employed a qualitative research approach through in-depth interviews with 31 individuals who are university managers, library managers, lecturers, and postgraduate and undergraduate students from six member universities and Central Library of Vietnam National University Ho Chi Minh City. Research results show that some digital scholarship services have been provided at Vietnam National University Ho Chi Minh City. However, they have not been yet systematically implemented and have not met users' needs. Lack of needed resources such as space, technology infrastructure, human resources, finance, and stakeholder support are among major challenges in developing digital scholarship services. The management of existing digital scholarship services is fragmented without a clear policy for developing digital scholarship and supporting services. The study contributes to the existing knowledge by adding substantially to current understanding of the practice of providing digital scholarship services in Vietnam's universities in the transition period, from state control to autonomy, which has not been much addressed in previous research. Furthermore, this study can be a useful reference for higher education institutions in developing countries regarding implementation of digital scholarship services. [ABSTRACT FROM AUTHOR]

The National Library of Scotland's Digital Scholarship Service has been releasing collections as data on its data-delivery platform, the Data Foundry, since September 2019. Following the COVID-19 lockdown, this service experienced significantly higher traffic, as library users increasingly made use of online resources. To ensure that as many users as possible were able to explore the datasets on the Data Foundry, the Library invested in a Digital Research Intern post, with a remit to provide introductory analysis of the Data Foundry collections using Jupyter Notebooks. This article provides a case study of this project, explaining the Library's work to date around its new Digital Scholarship Service and releasing datasets on the Data Foundry; the reasoning behind the decision to begin to provide Jupyter Notebooks; the Notebooks themselves and what types of analysis they contain, as well as the challenges faced in creating them; and the publication and impact of the Notebooks. [ABSTRACT FROM AUTHOR]

An interdisciplinary honors course titled "Minds, Machines, and Meaning incorporates the notion of the algorithmic imaginary, which explains how people make use of algorithms to create new information infrastructures and communities and how these algorithms shape us in turn. Describing a culminating writing assignment in speculative research, the author explains how this course facilitates interdisciplinary research while fostering student and faculty growth, and he reflects on the possibility of its future variation, the uncanny valley of algorithmic anti-humanism. [ABSTRACT FROM AUTHOR]