The DSpace system for long-term management of institutional scholarly research repositories is now in use at the MIT Libraries; we will demonstrate the system and provide more information about its design, use at MIT, and other potential uses.

Research data is essential to scholarship. The value of research data and its management has been increasingly recognized by policy makers and higher education institutions. A deep understanding of disciplinary practices is vital to develop culturally-sensitive policy, tools and services for successful data management. Previous research has shown that data practices vary across sub-fields and disciplines. However, much less is known about how disciplinary cultures shape data practices. There is a need to theorise research data practices based on empirical evidence in order to inform policy, tools and services. The aim of the thesis is to examine the interrelation between data practices and disciplinary cultures within geography. Geography is well-established and multidisciplinary, consisting of elements from the sciences, social sciences and humanities. By examining a single discipline this thesis develops a theoretical understanding of research data practices at a finer level of granularity than would be achieved by looking at broad disciplinary groupings such as the physical and social sciences. Data collection and analysis consisted of two phases. Phase one was exploratory, including an analysis of geography department websites and researcher web profiles and a bibliometric study of collaboration patterns based on co-authorship. Phase one aimed to understand the disciplinary characteristics of geography in preparation for Phase two. The second phase consisted of a series of 23 semi-structured interviews with researchers in geography, which aimed to understand researchers data practices and their attitudes toward data sharing within the context of the sub-discipline(s) they inhabited. The findings of the thesis show that there are contrasting intellectual, social and data differences between physical and human geography. For example, intellectually, these two branches of geography differ in terms of their research objects and methods; socially, they differ in terms of the scale of their collaborative activities and the motivations to collaborate; furthermore, the nature of data, how data is collected and data sharing practices are also different between physical and human geography. The thesis concludes that differences in the notion of data and data sharing practices are grounded in disciplinary characteristics. The thesis develops a new three-dimensional framework to better understand the notion of data from a disciplinary perspective. The three dimensions are (1) physical form, (2) intellectual content and (3) social construction. Furthermore, Becher and Trowler s (2001) disciplinary taxonomy i.e. hard-soft/pure-applied, and the concepts urban-rural ways of life and convergent-divergent communities, is shown to be useful to explain the diverse data sharing practices of geographers. The thesis demonstrates the usefulness of applying disciplinary theories to the sphere of research data management.

Submitted by Éder Freyre (ederfreyre@icict.fiocruz.br) on 2011-09-05T19:08:06Z No. of bitstreams: 1 dissertação_final_conceicao.pdf: 984492 bytes, checksum: 59dc9b02b7a705b20ebb56911f97b9c2 (MD5) / Made available in DSpace on 2011-09-05T19:08:06Z (GMT). No. of bitstreams: 1 dissertação_final_conceicao.pdf: 984492 bytes, checksum: 59dc9b02b7a705b20ebb56911f97b9c2 (MD5) Previous issue date: 2011 / Fundação Oswaldo Cruz. Instituto de Comunicação e Informação Científica e Tecnológica em Saúde. Laboratório de Ciência, Tecnologia e Inovação em Saúde. Rio de Janeiro, RJ, Brasil / A pesquisa analisou o papel do repositório institucional como um novo ambiente informacional para abrigar e disseminar a informação científica, produzida no âmbito de instituições de pesquisa em C & T, destacando-se a finalidade de reuso e elegendo o Instituto de Comunicação e Informação Científica e Tecnológica em Saúde (Icict) / Fiocruz como espaço privilegiado de investigação. As transformações na comunicação científica decorrentes do advento da Internet ensejaram a revisão de literatura, que abarcou autores de estudos clássicos sobre comunicação científica bem como autores que examinam tais mudanças nos dias atuais, considerando temas como os movimentos pelo acesso livre e o repositório digital como estratégia política destes movimentos. No centro destas alterações, buscou-se focalizar o conceito de reuso da informação em suas várias acepções. Além do Icict, tomou-se como campo empírico da pesquisa duas experiências de repositórios, um implementado no Instituto Nacional de Pesquisas Espaciais (INPE) / Brasil e outro na Universidade do Minho / Portugal. Para a coleta de dados, foram utilizados questionários aplicados a professores que coordenam disciplinas ou módulos nos cursos de pós-graduação lato sensu do Icict e foram realizadas duas entrevistas com os gestores dos mencionados repositórios. Constatou-se que o repositório institucional, embora seja um novo espaço informacional, já encontra na literatura e junto a atores significativos dos ambientes acadêmicos e de pesquisa, grande aceitação. Indica-se, porém, que as questões como direito autoral e auto-arquivamento sejam aprofundadas. Quanto ao reuso da informação, verificou-se que é um tema reconhecido como relevante, mas ainda pouco focalizado pela literatura da área da Ciência da Informação e pouco conhecido no meio acadêmico e informacional. No entanto, viu-se que a importância do reuso já é reconhecida para apoiar atividades de ensino que, neste sentido, pode beneficiar-se do repositório e, neste, do reuso da informação. Considera-se, portanto, o tema do reuso um rico veio a ser explorado pelos estudos da área da Ciência da Informação. / The present research examined the role of an institutional repository as a new informational environment for housing and disseminating scientific information; produced in the field of research institutions of Science and Technology, by highlighting the purpose of reuse of information and by electing Instituto de Comunicação e Informação Científica e Tecnológica em Saúde (Icict) / Fiocruz as a privileged space of research. The transformations in scholarly communication due to the advent of the Internet called for a literature review, which included authors of classical studies on scientific communication, as well as authors who examine these changes in today’s society, considering issues such as the movements for open access and digital repository as a political strategy of these movements. Central to these changes, we sought to focus on the concept of reuse of information in its various meanings. Besides Icict, two other repositories were taken as an empirical field research experience, one implemented at Instituto Nacional de Pesquisas Espaciais (INPE) / Brazil and another from the Universidade do Minho / Portugal. For the data collection, questionnaires were applied to teachers who coordinated courses or modules in the post-graduation lato sensu courses of Icict and two interviews were conducted with the managers of the other listed repositories. As a result, it was observed that the institutional repository, although it is a new informational space, has a wide acceptance in the literature and by important actors in the field. It is indicated however, that detailed issues such as copyright and self-archiving should also be addressed. This was confirmed by the scientific literature and by other significant actors of academia and research. As for the reuse of information, it was observed that the theme was recognized as relevant, but poorly focused on by the literature of Information Science and little is known in the academic and informational fields. However, it was noted that the importance of reuse has been recognized as a support for teaching activities. In this way, these teaching activities may benefit from the repository and by the reuse of information. We consider, therefore, that the issue of reuse is a rich field to be explored by studies of the area of Science Information.

Made available in DSpace on 2015-09-25T12:21:47Z (GMT). No. of bitstreams: 1 PDF - Jose Nivaldo Mangueira de Assis.pdf: 67462372 bytes, checksum: cc2959adde55c85922e1ab661b130f47 (MD5) Previous issue date: 2010-12-17 / Presente in various fields of research and becoming one of the most fascinating themes generators with recognized potential incentive, especially among young, the Astronomy has not found its place in the context of science teaching in Brazil and not even part of the curricullum of our basic education. Given this framework, we assume as hypotesis that the study of some topics of astronomy can achieve results satisfactory results in the classrooms of high school. So considering some experiences already lived in informal teaching of astronomy, this paper we investigate the possibilities and limitations of proposal for teaching some contents of astronomy, taught in connection with other sciences listed in the curriculum of schools. The survey was developed from a focus group composed of eight students from the public state of Rio Grande do Norte in the city of Passa e Fica. The group participated with special classes that involved workshops and use of innovative technologies. In this context the participants were invited to an ongoing evaluation process, gathering the necessary support to carry out a qualitative study that discussed and analyzed the results ofof the application of topics from astronomy to students through the making of Gnomon, Clock Solar, Stove Solar and Bezel with Lens Sunglasses. / Embora presente nos mais variados campos de pesquisa e constituindo-se um dos mais fascinantes temas geradores com reconhecido potencial mobilizador, principalmente entre os jovens, a Astronomia ainda não encontrou o seu lugar no contexto do ensino de ciências brasileiro e nem se quer faz parte do currículo de nossa educação básica. Considerado este quadro, assumimos como hipótese que, o estudo de alguns tópicos de Astronomia pode alcançar resultados satisfatórios em salas de aulas do Ensino Médio. Assim, considerando algumas experiências já vivenciadas no ensino informal de Astronomia, neste trabalho investigamos as possibilidades e limitações de uma proposta para o ensino de alguns conteúdos de Astronomia, ministrados em conexão com outras ciências constantes do currículo das escolas. A pesquisa foi desenvolvida a partir de um grupo focal composto por oito estudantes da rede pública Estadual do Rio Grande do Norte da cidade de Passa e Fica. O grupo participou de aulas especiais que envolveram a realização de oficinas e utilização de tecnologias inovadoras. Nesse contexto os participantes foram convidados a uma avaliação contínua do processo, reunindo os subsídios necessários para a realização de uma pesquisa qualitativa que discutiu e analisou os resultados da aplicação de tópicos de Astronomia para estudantes através da confecção do Gnomon, do Relógio Solar, do Fogão Solar e da Luneta com Lente de Óculos

Scholarly communication of all types is changing dramatically with the introduction of electronic technologies. This new environment means that standalone print publishing risks being left behind, and as many STM journals acquired or launched by commercial publishers have been subject to dramatic price rises in the last few years, there has been much talk of ways to by-pass commercial publishers. The scholarly publishing market is fertile ground for innovation and there has been a lack of objective research regarding the UK university press. Despite the many changes that have occurred in the scholarly publishing industry in recent years, university presses in the UK that have not been in the forefront of innovation have remained minor players. The research focused on the university press, it's current situation and it's role in the electronic future. The research included: case studies that were conducted at both UK and USA university presses, along with the corresponding libraries, a questionnaire which was sent to academic authors that had published with both a university press and a commercial publishing house, and both qualitative and quantitative questionnaires sent to all operating UK university press directors. The thesis argues that university presses (in particular the smaller presses), as not for-profit organisations, are in a prime position to increase their power in the scholarly publishing system and can make changes to provide valued services to the Higher Education Community. Findings show that university presses, both in the USA as well as the UK, have faced, and continue to face change. Lack of funding and HEI support continues to make the traditional publishing role of the university presses difficult, and, in many cases, has caused the closure and sale of university presses in the UK. The university press continues to play an important role, and will continue to do so in the near future. However, in order for smaller university presses in the UK to remain sustainable, they must continue to adapt to, and take advantage of, change, recognise the value they add to the scholarly communication system and not rely on others to improve their situation. They cannot remain static in a changing environment. Through the work with university presses three potential business plans are proposed for a UK organisation of university presses, along with two business models to help the presses adapt to the changing environment and continue to play a role that is required by the HEI. Based on the results and conclusions of the research recommendations are made to stakeholders and ideas for further research are identified.

Abstract This research seeks to answer the following questions: In which contexts are Finnish undergraduate university students taught to evaluate research literature? What kind of teaching is given? What kind of evaluation criteria are the students encouraged to use? The theoretical framework is based on Tony Becher's model of the cognitive and social features of academic disciplines and the differences among them, which he presented in his book Academic Tribes and Territories in 1989. Accordingly, the study examines what are the major features of the disciplines in question and analyses whether these features explain the way evaluation is taught. The study is based on a qualitative approach. The empirical material was gathered by interviewing 18 university lecturers and 14 students from the universities of Helsinki and Tampere in spring 2001. The interviewees represented Physics (University of Helsinki), Medicine, Social Policy and Social Work and Literary Studies. In addition, a content analysis of ten Finnish master's thesis handbooks published between 1995–2003 was carried out. Medicine demonstrated the most extensive and planned approach to the teaching of evaluation. In other disciplines, teaching was dependent on the interest of the individual lecturers. In Material Physics and in Applied Physics, students had to carry out extensive analysis and evaluation of articles. Some article analysis was carried out also in Social Policy and Social Work and Literary Studies. The evaluation criteria for the literature were most explicit in Physics and Medicine. In Physics, lecturers advised students to focus on approach, experimental methods and results, in Medicine on approach, research methodology, material and the strength of the evidence. In Social Policy and Social Work, methodology and different schools of thought played a significant role in evaluation. Schools of thought were also important in Literary Studies. In the different disciplines, the views on the criteria predicting the quality of publications varied. / Tiivistelmä Tutkimuksessa etsitään vastauksia seuraaviin kysymyksiin: Missä yhteyksissä tieteellisen kirjallisuuden arviointia opetetaan perustutkintokoulutuksessa suomalaisessa yliopistossa? Millä tavoin opetusta annetaan? Millaisia kirjallisuuden arvioinnin kriteerejä kehotetaan käyttämään? Tutkimuksen teoreettinen kehys on monitieteinen. Keskeisin aines on Tony Becherin kirjassaan Academic tribes and territories (1989) esittämä malli tieteenalojen kognitiivisista ja sosiaalisista piirteistä ja niiden eroavuuksista. Tämän mukaisesti selvitetään, mitkä ovat tarkasteltujen tieteenalojen keskeiset ominaisuudet ja selittävätkö nämä ominaisuudet arvioinnin ohjauksen luonnetta ja tieteenalakohtaisia eroja. Lähestymistapa on laadullinen. Empiirinen aineisto koottiin haastattelemalla 18 yliopisto-opettajaa ja 14 opiskelijaa Helsingin ja Tampereen yliopistoissa keväällä 2001. Haastatellut edustivat fysiikkaa (Helsingin yliopisto), lääketiedettä, sosiaalipolitiikkaa ja sosiaalityötä sekä kirjallisuudentutkimusta. Haastatteluja täydensi sisällönanalyysi kymmenestä suomenkielisestä tutkielmanteon oppaasta, jotka olivat ilmestyneet vuosina 1995–2003. Tampereen yliopiston lääketieteellisessä tiedekunnassa oli käytössä ongelmaperustainen opetusmenetelmä, muilla aloilla annettiin perinteistä luentoihin, harjoituksiin ja kirjallisuuden tenttimiseen painottunutta opetusta. Yhteisesti suunniteltua ja laajinta tieteellisen kirjallisuuden arvioinnin opetus oli lääketieteessä. Muilla tieteenaloilla ohjaus perustui yksittäisten opettajien harrastuneisuuteen. Materiaalifysiikassa ja sovelletussa fysiikassa opiskelijat harjoittelivat arviointia analysoimalla runsaasti artikkeleita. Jossain määrin artikkelien analysointia esiintyi myös sosiaalitieteissä ja kirjallisuudentutkimuksessa. Kirjallisuuden arviointikriteerit olivat selkeimmät fysiikassa ja lääketieteessä. Opettajat kehottivat opiskelijoita kiinnittämään fysiikassa huomiota menetelmään, koeasetelmaan ja tuloksiin, lääketieteessä tutkimusasetelmaan, menetelmään, aineistoon ja näytön riittävyyteen. Sosiaalipolitiikassa ja sosiaalityössä evaluoinnin kannalta tärkeitä olivat tutkimusmenetelmät ja mihin tutkimusperinteeseen julkaisu kuului. Koulukunta oli tärkeä myös kirjallisuudentutkimuksessa. Käsitykset julkaisun laatua ennustavista kriteereistä vaihtelivat, kuitenkin esimerkiksi lehden tasoa pidettiin yleisesti laadun takeena. Käsitys käyttökelpoisen kirjallisuuden iästä vaihteli aloittain. Tutkimus osoittaa, että tieteenalojen peruspiirteet vaikuttivat arvioinnin ohjauksen luonteeseen ja arviointikriteereihin. Toisaalta on havaittavissa paikallisten perinteiden vaikutusta.

The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.

The scope of this master thesis is the scientific publishing at Uppsala University's Faculty of Arts. The aim of the thesis is to investigate publication patterns and publishing strategies. To investigate how the publication patterns of the faculty is structured and what priorities and considerations the researchers have regarding scientific publishing.  Furthermore, the aim is to compare these publishing strategies and publication patterns to incentives and selection principles of the bibliometric indicators in the performance based research funding systems on the national and local scale. The thesis is based on the theories of disciplinary differences developed by Richard Whitley and Tony Becher and Paul R. Trowler. These theories suggest a framework based on organizational and sociological perspectives, that offers ways to explain differences in publication patterns between different scientific fields. The study is based on two empirical studies of the faculty. A survey of the researchers publication patterns has been conducted, and publications that are registered in the local publication database has been analyzed. Results from the study show that scientific journal articles, book chapters and monographs, are the most important publishing forms and occur at all departments at the faculty. Many respondents remarked that publication patterns are changing toward more international publishing and increased article publishing in scientific journals, which corresponds with the analysis of the actual publications. Overall, the respondents rank their knowledge of the bibliometric indicators in the lower scale, while the respondents' publication strategies are in fact consistent with the incentives in the allocation models. The selection principle of the local allocation model captures a larger share of the faculty’s publications in comparison to the national allocation model. However, results from the survey shows that there are significant differences at an institutional level, in how the local bibliometric quality indicator assess the respondents' most central and most respected publishing channels. The publishing channels of the Department of Literature have the lowest correlation and the highest correlations are found among respondents from the Department of Philosophy. The study also finds a correlation between the quality indicators’ assessment of the departments’ central publishing channels and the assessment of the departments' actual publications.

This thesis draws the line of a rise and a fall, an ironic pattern whereby the English stage of the long eighteenth century, in its relation to Shakespeare in particular, first acquired powerful influence, and then, through the very effects of that power, lost it. It also shows what contemporary literary criticism might learn from the activities that constitute this arc of evolution. My first chapter interrogates the relationship between text and performance in vernacular writings about acting and editing from the death of Betterton in 1710 to the rise of Garrick in the middle decades of the century. From the status of a distinct tradition, performance comes to rely on text as a basis for the intimate, personal engagement with Shakespeare believed necessary to the work of the sentimental actor. Such a reliance grants the performer new potential as a literary critic, but also prepares a fall. The performer becomes another kind of reader, and so is open to accusations of reading badly. My second chapter analyses the evolving definition of Shakespeare as a dramatic author from Samuel Johnson onwards. An untheatrical definition of the dramatic (Johnson's) is answered by one which recognises the power and vitality of the stage, especially in its representation of sympathetic character (Montagu and Kenrick). Yet that very recognition leads to a set of altered critical priorities in which the theatre is, once more, relegated (Morgann and Richardson). My third and fourth chapters consider the practices and critical implications of theatrical performance of Shakespeare during Garrick's career. I focus on the acting of emotion, the portrayal of what Aaron Hill called 'the very Instant of the changing Passion', and show that performance of this time, attentive to the striking moment and the transitions that power it, required from the actor both attention to the text and preternatural control over his own emotions. In return, it allowed Garrick and others to claim a special affinity with Shakespeare and to capture the public's attention, both in the theatre and outside it. Yet this situation, that of 'twin stars', does not last. French and German responses to English acting, the concern of my last chapter, show its decline particularly well. They also, however, show the power that existed in such a union between page and stage, and equal weight is given in both my third and my fourth chapter to how the theatrical-literary insights of eighteenth-century critical culture might also illuminate modern approaches.

Altmetrics derived from Twitter have potential benefits for institutional repository (IR) stakeholders (faculty, students, administrators, and academic libraries) when metrics aggregators (Altmetric, Plum Analytics) are integrated with IRs. There is limited research on tweets mentioning works in IRs and how the results impact IR stakeholders, specifically libraries. In order to address this gap in the literature, the author conducted a content analysis of tweets tracked by a metrics aggregator (Plum X Metrics) in a Digital Commons IR. The study found that the majority of tweets were neutral in attitude, intended for a general audience, included no hashtags, and were written by users unaffiliated with the works. The results are similar to findings from other studies, including low numbers of tweeted works, high numbers of tweets neutral in attitude, and evidence of self-tweets. The discussion addresses these results in relation to the value of tweets and suggested improvements to Twitter metrics based on IR stakeholders’ needs.