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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., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2023 The Authors. Published by Elsevier Ltd.)

In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks, yet networked scholarship often remains unrecognized within institutional spheres of influence. Using ethnographic methods including participant observation, interviews, and document analysis, this study investigates networks as sites of scholarship. Its purpose is to situate networked practices within Boyer’s (1990) four components of scholarship – discovery, integration, application, and teaching – and to explore them as a techno-cultural system of scholarship suited to an era of knowledge abundance. Not only does the paper find that networked engagement both aligns with and exceeds Boyer’s model for scholarship, it suggests that networked scholarship may enact Boyer’s initial aim of broadening scholarship itself through fostering extensive cross-disciplinary, public ties and rewarding connection, collaboration, and curation between individuals rather than roles or institutions.

This article describes the role of the University of Melbourne Library in relation to the roles and services provided by the eScholarship Research Centre (ESRC): how this relationship was established and how it is currently being maintained. Drawing primarily on the findings of the 2015 academic review of the Centre, the article also demonstrates how, within the changing information management environment, the ESRC provides immense value as a resource for the University and the research sector more generally. The article concludes by describing how, going forward, the recommendations from the review will strengthen the relationship between the ESRC and Library, and within the context of the growing field of digital humanities this relationship will help to position the University of Melbourne at the forefront of social and cultural informatics practice and knowledge infrastructure development. [ABSTRACT FROM AUTHOR]

Universities and the members of their faculties, by means of open access, open education, and social media engagement, contribute to many publicly accessible resources of academic values, i.e., open scholarship. To encourage universities to contribute even more to open scholarship, in a more focused and sustainable way, the methodology of Open Scholarship Ranking (OSR) was constructed after a thorough examination and several adjustments based on the Berlin Principles on Ranking of Higher Education Institutions (hereinafter referred to as 'the Berlin Principles'). The OSR has met most of the Berlin Principles, and new adjustments helped to improve its quality. A significant correlation has been observed between the OSR results of Chinese research universities and the results from existing comprehensive university rankings. The OSR provides an evaluation framework for universities' performance in open scholarship, and can be regarded as an acceptable way of ranking universities. [ABSTRACT FROM AUTHOR]

There has been a lack of large-scale research examining education scholars' (professors' and doctoral students') social media participation. We address this weakness in the literature by using data mining methods to capture a large data set of scholars' participation on Twitter (232 students, 237 professors, 74,814 unique hashtags, and 645,579 tweets). We report how education scholars use Twitter, which hashtags they contribute to, and what factors predict Twitter follower counts. We also examine differences between professors and graduate students. Results (a) reveal significant variation in how education scholars participate on Twitter, (b) question purported egalitarian structures of social media use for scholarship, and (c) suggest that by focusing on the use of social media for scholarship researchers have only examined a fragment of scholars' online activities, possibly ignoring other areas of online presence. Implications of this study lead us to consider (a) the meaningfulness of alternative metrics for determining scholarly impact, (b) the impact that power structures have upon role-based differences in use (e.g. professor vs. student), and (c) the richness of scholarly identity as a construct that extends beyond formal research agendas. [ABSTRACT FROM AUTHOR]

In this article we exploreWho Killed Sarah Stout? A Participatory Exhibitas a case study exploring how a multimodal approach to publishing special collections may facilitate dynamic engagement with historical evidence. Stout's murder in 1699 remains unsolved; framing the exhibit as a murder mystery, we consider several key goals: promoting critical engagement and use of primary source collections, advancing curricular and cocurricular learning, developing multimodal exhibitionary practices, creating learning opportunities through hybrid exhibitions, leveraging technology to generate new knowledge, and gaming as a mode of scholarly inquiry. The findings proved almost as interesting as the case itself. [ABSTRACT FROM AUTHOR]

The Internet has been the catalyst for the convergence of many subject areas and online platforms. Information professionals such as Archivists, IT developers and especially Librarians have been impacted in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. In this case study, relevant findings from research that sought to determine the level of awareness of digital humanities in Irish Libraries is examined. The research project,The Mary Martin Diary,is highlighted as an example of a multidisciplinary collaboration project that utilized library communication skills, project management skills, digital humanities tools and techniques, as well as other online resources in its development. These skills and tools have the potential to be applied to similar projects that librarians engage in. Recommendations derived from this research highlight the practical application of skills for information professionals and their roles in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. [ABSTRACT FROM AUTHOR]

Academic libraries enable a wide range of digital scholarship activities, increasingly as a partner rather than as a service provider. Communicating that shift in role is challenging, not least as digital scholarship is a new field with many players whose activities on campus can be disjointed. The library's actual and potential contributions need to be broadcast to a diverse range of internal and external constituencies, primarily academic staff, university management, library colleagues and related project teams, often with different perspectives. Libraries have significant contributions to offer and a focused communications strategy is needed to embed libraries in digital scholarship and to create new perceptions of their role as enabling partners. [ABSTRACT FROM AUTHOR]

Background: This article examines the role the Research Commons plays in supporting digital scholarship in the academic library. Analysis: Relevant literature from library and information science and digital humanities research was reviewed. An environmental scan of select Research Commons and digital scholarship organizations was completed. Conclusion and implications: The Research Commons model encourages interdisciplinary collaboration and takes a holistic approach to providing support services to scholars throughout the research life cycle. The team-based and interdisciplinary nature of digital scholarship production lends itself well to this model. In addition, the training and technology needs associated with digital scholarship align with expertise housed within the library, making the Research Commons a natural point of connection for scholars and librarians engaged in the creation of new modes of scholarly production. [ABSTRACT FROM AUTHOR]

This study aims at providing empirical evidence on how higher education scholars are using Social Media for personal, teaching and professional purposes. A survey tool was addressed to the entire Italian academic staff, with a response rate of 10.5% corresponding to 6139 responses. The study takes into account a number of socio-demographic variables such as gender, age, numbers of years of teaching, academic title, and academic discipline. It also explores the relationship between the different kinds of use, the relationship between frequency of use of Social Media and online and/or blended teaching, as well as the use of institutional e-learning systems. The results show that Social Media use is still rather limited and restricted and that the variable most associated with frequency of use is scientific discipline. In addition, age and seniority seem to influence the adoption of Social Media. The results also revealed that frequency of personal use is mostly associated with the frequency of professional use more than with the frequency of teaching use. They also show that prior experience with e-learning or blended learning is greatly associated with Social Media use. Overall, the study emphasises a generally more favourable attitude towards personal sharing and connecting with peers in professional networks rather than integrating these devices into their teaching practices. [ABSTRACT FROM AUTHOR]

Not all digital scholarship or digital humanities centers are created equal. Some focus on service, while others conduct research and analysis or are more experimental with research and development applications. All of these usually claim an important component of collaboration, whether that is the sharing of ideas, resources, tools, or staff expertise. However, collaboration is often talked about but not practiced, whether in the library or across campus. This article highlights how cross-campus collaboration is not just a phrase but an underlying foundation for the development and success of a digital scholarship lab at Middle Tennessee State University (MTSU). The start-up framework includes defining digital scholarship, leadership roles, steps to success, investing in partnerships, and the foundational documentation that has led to the successful establishment of the library as the digital scholarship hub of the university. [ABSTRACT FROM AUTHOR]

About twenty years ago, the Internet began to change the way people create, access, publish, and share information. The impact of this information revolution has been felt in every industry. For instance, the Internet has enabled new models in the publishing sector, which has subsequently impacted education and changed the landscape of teaching and learning. About a decade ago, the introduction of new buzzwords such asopen access,electronic publishing,digital humanities, anddigital scholarshipcontinued to challenge the scholarly production and dissemination of knowledge. Undoubtedly, these changes also created new opportunities for collaboration among multidisciplinary groups including researchers, scholars, students, technologists, librarians, and others. In this article, the author discusses four successful faculty-driven digital scholarship projects that his library system has supported in the last two years. His team's work serves as an example of how academic libraries and centers for digital scholarship at undergraduate institutions can support digital humanities and digital scholarship initiatives. Additionally, the case examples can contribute to the ongoing discussion of new roles for librarians and technologists in working with scholars and students to gain the skills necessary to implement digital scholarship projects. [ABSTRACT FROM AUTHOR]

Since the middle of the 1990's, higher education teaching, learning, and research have evolved to include an ever greater digital presence. These digital developments in the humanities have lagged most other areas in academia, retaining a preference for the physical print. A team of Latin American scholars, faculty, and digital librarians at a US institution of higher education has successfully collaborated since 2008 to publish the Inti: Revista de Literatura Hispánica journal's original, peer-reviewed literature and art as open-access digital resources for teaching, learning, and research. What began as a collaborative digitization project has, in 7 years, evolved into a full-scale digital publishing enterprise including print-on-demand for Inti's 350 continuing print-subscription libraries. Three leaders—the faculty-director, faculty head of digital publishing, and faculty library director—have established a publishing platform and infrastructure with multimedia components, which present over 40 years of unique, highly-regarded, and fully open-access digital collections of Latin American literature and art, most of which is available only in Inti. The contents are fully discoverable via all freely available search tools and are indexed in all the major indices, including the Modern Language Association (MLA) and JSTOR. Inti content visibility has evolved exponentially from the 2008 print maximum of 350 readers to over 12,000 readers (full PDF downloads) per month in 2015. The article relates the origin, process, value, sustainability, and scalability of the unique collaborative digital publishing project. The formerly print-only access to Inti has been significantly enhanced for researchers through provisions of the open-access digital files for all issues of Inti since its 1974 inception. [ABSTRACT FROM AUTHOR]

Nanyang Technological University (NTU) Libraries launched 'NTU Digital Projects' as a new service to showcase the innovative, digital research output of NTU faculty and researchers and facilitate the discovery and use of this valuable content by a global audience. Research output may include textual content, multimedia, images, creative works, new media and other nontraditional forms. Viewed as a kind of scholarly communication output, digital project content may differ in varied and diverse ways from more established types such as academic papers archived in institutional repositories, or datasets deposited in data repositories, which have clearer characterizations and descriptions in comparison. The focus of this paper is on sharing lessons learned from not-so-successful content recruitment efforts and describing sourcing strategies that worked better when finding engineering partners. We also discuss project team roles, concerns and key issues when collaborating with NTU faculty on the development of the Unsaturated Soil Mechanics for Sustainable Urban Living digital project. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the literature on Digital Scholarship, aimed at better understanding the collocation of this research area at the crossroad of several disciplines and strands of research. The authors analysed 45 articles in order to draw a picture of research in this area. In the first phase, the articles were classified, and relevant quantitative and qualitative data were analysed. Results showed that three clear strands of research do exist: Digital Libraries, Networked Scholarship and Digital Humanities. Moreover, researchers involved in this research area tackle the problems related to technological uptake in the scholar's profession from different points of view, and define the field in different - often complementary - ways, thus generating the perception of a research area still in need of a unifying vision. In the second phase, authors searched for evidence of the disciplinary contributions and interdisciplinary cohesion of research carried out in this area through the use of bibliometric maps. Results suggest that the area of Digital Scholarship, still in its infancy, is advancing in a rather fragmentedway, shaping itself around the above-mentioned strands, each with its own research agenda. However, results from the cross-citation analysis suggest that the Networked Scholarship strand is more cohesive than the others in terms of cross-citations. [ABSTRACT FROM AUTHOR]

This commentary, after outlining the broader rationale for open access in scholarly publishing, makes three arguments to support the claim that media and communication scholars should be at the forefront of the open access movement: (1) The topics that we write about are inescapably multimedia, so our publishing platforms should be capable-- at the very least--of embedding the objects that we study; (2) media studies, owing to their fragmentation and marginality, can sidestep the prestige "penalty" that drags down other disciplines' open access efforts; and (3) our rich research traditions on popular media dynamics are begging to be applied (and perhaps rethought) in the context of scholarly communication. [ABSTRACT FROM AUTHOR]

This article describes a small-scale study that explored the relationship between the pedagogical practices characterised as "open" and the existing model of undergraduate teaching and learning at a large research-intensive university (RIU). The aim was to determine the factors that might enable (conversely impede) the greater uptake of open educational resources (OER) in universities of this type. The research was informed by two theoretical frameworks. The first was derived from the literature on open educational practice and served as the basis for an interview schedule. The second was derived from the literature on RIUs and provided a structure for reflecting on the data in three areas of activity: pedagogy, outreach and governance. The researchers conducted semi-structured interviews with 14 academics, selected either for their involvement in open practices or for the recognition they had received for excellence in their teaching. The interview schedule was derived from a literature survey focusing on open pedagogic models. Topics discussed with interviewees included the "flattening" of the teacher-student relationship, students' assumption of responsibility for their own learning, learning as (or in) a community and the possible influence of open practices in research on teaching. Findings suggest that open educational approaches can be accommodated in a university's prevailing pedagogic model without compromising its integrity. However, openness can enhance the specifics of that pedagogy; for example, through aligning research-informed teaching with emergent open practices in research and equipping students with the skills necessary for living and working in an open world. There is a closer alignment between releasing OER and an RIU's strategic mission for outreach. Nevertheless, the spread of open practices in both pedagogy and outreach hinges on issues of governance, which in RIUs is characterised by considerable emphasis on the autonomy of individual academics. [ABSTRACT FROM AUTHOR]

[english] Digital technologies change how scientists access and process information and consequently impact publication forms in science. Even though the core of scientific publications has remained the same, established publication formats, such as the scientific paper or book, are succumbing to the transitions caused by digital technologies. At the same time, new online tools enable new publication forms, such as blogs, microblogs or wikis, to emerge. This article explores the changing and emerging publications forms in science and also reflects upon the changing role of libraries. The transformations of publishing forms are discussed in the context of open science.

The emergence of new platforms for public communication, public del liberation, and public action presents new possibilities for forming, organizing, and mobilizing public bodies, which invite philosophical reflection concerning the standards we currently look to for coordinating public movements and for evaluating their effects. Developing a broad understanding of public philosophy, this article begins with the view of philosophy and intellectual freedom articulated in Kant's publicly oriented writings. We then focus on the power of philosophical discourse to form and further articulate public bodies. Drawing on Dewey's work, we discuss the role of philosophical discourse in the articulation of publics into self-regulated, sovereign entities. We conclude with an account of how publishing itself might come to play an important role in the practice of public philosophy in a digital age. [ABSTRACT FROM AUTHOR]

Thirty years ago a debate broke out in humanities departments over word processing programs, new sothware that increased the speed of drathing, while simultaneously allowing continuous editing - a feature that some critics found problematic. Collaborative real-time editing (CRTE) represents a similar technological change to composition. CRTE is technology incorporated into Google Docs that allows multiple users to edit the same document simultaneously. However, the socialization of the drathing process brings new challenges: it exposes writing at an earlier stage, and changes composition from a private act into a semi-public one. CRTE could transform the lonely nature of drathing into a collective experience. We ought to consider how best practices, combined with interface design, can mitigate the drawbacks of socialized drathing, while maximizing its benefits. [ABSTRACT FROM AUTHOR]

Rumors of the deterioration of the historian-archivist relationship have been exaggerated. This article first traces the evolving historian-archivist bond over the last eight decades. Second, it discusses the methods scholars have employed in studying historians, namely bibliometrics, questionnaires, interviews, and a combination. Third, it describes the results and implications of those studies in three areas: locating sources, using primary and nontextual materials, and overall information-seeking and use. Fourth, it considers the evolving and still ambivalent role of information technology in historians' research. Finally, it suggests possibilities for future research, highlighting digital history, personal archiving, Web 2.0, democratization and public history, crowdsourcing and citizen archivists, digital curation, activist archivists and social justice, diversity and the changing demographics of the archival profession, and education and training. Though historians and archivists may not always have used their relationship to Clio's maximum advantage, digital technology and an improved knowledge of historians' work practices based on investigations by archival scholars engender new and better possibilities for collaboration. [ABSTRACT FROM AUTHOR]

African digital libraries have evolved beyond the ‘preservation or access’ debate of the 1990s, and the concomitant compulsion to (un-)systematically convert cultural heritage collections from analogue to digital formats. The challenge now lies in the agility to respond to user needs, to match the selection for digitisation with a more strategic approach towards research relevance and potential research outputs. This paper will examine the symbiotic relationship between preservation, cultural heritage and scholarship in a case study on the description and documentation of extinct African languages. It proposes that the new point of focus lies in digital scholarship, enabling both technical innovation and more intellectual engagement in revisiting the digital library to review, correct and augment transitory records through a new scholarly interpretation of African cultural heritage. [ABSTRACT FROM AUTHOR]