Cette thèse en cotutelle a été co-dirigée par Marcello Vitali-Rosati, professeur au département des littératures de langue française de l'Université de Montréal et titulaire de la Chaire de recherche du Canada sur les écritures numériques et par Manuel Zacklad, professeur de Sciences de l'information et de la communication au CNAM et directeur du laboratoire Dicen-IDF. Louise Merzeau, anciennement professeure de Sciences de l'information et de la communication à l'Université Paris Nanterre et co-directrice du laboratoire Dicen-IDF, a initié la co-direction en 2015 avant de nous quitter en juillet 2017. La thèse a été réalisée dans le cadre du labex Les passés dans le présent et a donc bénéficié de l’aide de l’Etat gérée par l’ANR au titre du programme Investissements d’avenir portant la référence ANR-11-LABX-0026-01. Elle a également bénéficié du soutien de la Chaire de recherche du Canada sur les écritures numériques, du FRQSC (Programme international 2017) et du CRIHN. Elle a été déposée en août 2020 et est diffusée depuis en libre accès sur le site https://these.nicolassauret.net. / Si l'on s'accorde à dire que les outils numériques ont modifié en profondeur nos pratiques d'écriture et de lecture, l'influence que ces nouvelles pratiques exercent sur les contenus d'une part, et sur la structuration de notre pensée d'autre part, reste encore à déterminer. C'est dans ce champ d'investigation que s'inscrit cette thèse, qui questionne la production des connaissances à l'époque numérique : le savoir scientifique aurait-il changé en même temps que ses modalités de production et de diffusion ? Je traiterai ce sujet à travers le prisme de la revue savante en lettres et sciences humaines, dont le modèle épistémologique, encore attaché au support papier, se voit profondément questionné par le numérique dans sa dimension technique aussi bien que culturelle. Je fais l'hypothèse que les modalités d'écriture en environnement numérique sont une opportunité pour renouer avec les idéaux de conversation scientifique qui présidaient l'invention des revues au 17eme siècle. La thèse propose une réflexion en trois temps, articulée autour de trois conceptions de la revue : la revue comme format, comme espace et, tel que je le propose et le conceptualise, comme collectif. La revue comme format, d'abord, émerge directement de la forme épistolaire au 17eme, favorisant alors la conversation au sein d'une communauté savante dispersée. Mais les limites conceptuelles du format nous invite à considérer la revue davantage comme un media. Pour penser alors sa remédiation, je montrerai que cette conversation trouve son incarnation contemporaine dans le concept d'éditorialisation. La revue comme espace, ensuite, où s'incarnait jusque-là l'autorité scientifique, fait émerger de nouvelles possibilités conversationnelles, en raison des glissements de la fonction éditoriale des revues et de leurs éditeurs dans l'espace numérique. Enfin, la revue comme collectif émerge d'une écriture processuelle, en mouvement, propre à l'environnement numérique. Un des enjeux de cette thèse réside dans la mise en évidence des dynamiques collectives d'appropriation et de légitimation. En ce sens, la finalité de la revue est peut-être moins la production de documents que l'éditorialisation d'une conversation faisant advenir le collectif. Au plan méthodologique, cette thèse a la particularité de s'appuyer sur une recherche-action ancrée dans une série de cas d'étude et d'expérimentations éditoriales que j'ai pu mener en tant que chercheur d'une part, et éditeur-praticien d'autre part. La présentation des résultats de cette recherche-action, ainsi que leur analyse critique, fournissent la matière des concepts travaillés dans la thèse. / Digital tools have profoundly modified our writing and reading practices. Yet the influence that these new practices exert on content and on the structuring of our thinking has to be determined. This thesis falls within this field of investigation and questions the production of knowledge in the digital age: has scientific knowledge changed along the transformation of its production and distribution means? I will deal with this subject through the prism of the scholarly journal in the humanities, whose epistemological model, still attached to the paper medium, is profoundly questioned by the digital age in its technical as well as cultural dimension. I hypothesize that the modalities of writing in a digital environment are an opportunity to revive the ideals of scientific conversation that presided over the invention of journals in the 17th century. The thesis proposes a reflection in three stages, articulated around three conceptions of the journal : the journal as a format, as a space and, as I propose and conceptualize it, as a collective. The journal as a format, first of all, emerges directly from the epistolary form in the 17th century, thus favoring conversation within a dispersed scholarly community. But the conceptual limits of the format invite us to consider the journal more as a _media_. In order to grasp its remediation, I will show that this conversation finds its contemporary incarnation in the concept of editorialisation. Then the journal as a space, where scientific authority was previously embodied, brings out new conversational possibilities due to the shifts in the editorial function of journals and their publishers in the digital space. Finally, the journal as a collective emerges from a processual and writing, in movement, peculiar to the digital environment. One of the challenges of this thesis is to highlight the collective dynamics of appropriation and legitimation. In this sense, the purpose of the journal is perhaps less the production of documents than the editorialisation of a conversation that brings the collective to life. From a methodological point of view, this thesis is the result of a practice-based research anchored in a series of case studies and editorial experiments that I have been able to carry out as a researcher on the one hand, and as an editor-practitioner on the other.

An expanding field of historical study is interested in examining the connection between gendered spaces in academia and the dynamic identities available within them, inspired by the theoretical framework of the “scientific persona”. By drawing on this discussion, the thesis aims to showcase the institutional and social circumstances through which early female university students came to produce and reshape academic identities in Sweden in the 1890s. It focuses on the establishment of “Uppsala kvinnliga studentförening” (UKSF), the first local university association for women students in Sweden, thus locating the process that produces academic identities at the crossroad of individual and collective strategies and forums. To this end, the thesis analyzes UKSF’s protocols in addition to autobiographical documents by two early members, Lydia Wahlström and Gulli Petrini. The study shows that by providing a collective forum, UKSF managed to enable a wholly new way of being a female student. This process, which shaped both collective and individual identities, was linked to socialization and assimilation. A complete assimilation through the embodiment of an available male academic persona was, however, not possible. Rather, the female students merged identities based on several repertoires. For instance, Lydia Wahlström crystallized a persona drawing on the position as president of UKSF. At times, however, she seems to have embodied male academic personae in male dominated academic spheres. The essay additionally offers approaches to analyzing the long-lasting challenge for female students to aspire an academic career.

The starting point of this study is a letter to the Swedish Research Council which maintained the difficulty to reconcile chemistry with open access. Previous studies show that when other sciences is increasing in both the deposition rate and selection of OA journals, there is a lull in chemistry. The purpose of the master thesis is to gain an understanding of chemists reluctance to open access in the light of the implementation of Chalmers' mandating open access policy and through field theoretical perspectives understand why. The survey is conducted with a qualitative approach and the empirical data consist of interview material from nine interviews that took place at Chalmers Department of Chemistry and Chemical Engineering. The interviews show that chemists believe that the idea of open access is certainly sympathetic but incompatible with the chemical sciences. It is believed that the discipline´s traditions, practice and publishing culture as well as opportunities for career differs from other sciences, including what open access is concerned. This uniqueness has not been taken into account in the implementation of OA policies of funding agencies and universities, according to the informants. Evaluations of other universities implementations of open acces policies have identified success factors like support, legal advice and hands-on help in self-archiving. According to the results of this thesis, functionality and infrastructure appears to be less significant if university management and funders does not establish an atmosphere of alliance and thus undermines confidence in the policy and its proponents. The study confirms the importance of the researchers feel invited and involved in the process of change.

This thesis seeks to demonstrate that the new facilities of Web of Science (WoS) online can be used in new ways to enhance understanding of scholarly communication. It investigates four aspects of scholarly communication: characteristics of highly cited articles, citation levels of collaborative articles, citation levels of multi-disciplinary articles, and patterns of annual citation of highly cited articles. For the first two topics it investigates the WoS category of ‘Information Science & Library Science’ (IS&LS), whereas for the other topics it compares diverse WoS categories in science and social science. Although its main data source is WoS, its investigation of disciplinarity also uses Scopus. The thesis finds: (a) Highly cited IS&LS articles tend to be multidisciplinary and cited late, but are not necessarily first-authored by influential IS&LS researchers, (b) Amongst un-cite IS&LS articles the proportion of collaborative articles has remained almost constant over the past three decades whereas for higher cited articles it has grown steadily with time, (C) In social science subjects the level of citation of multi-disciplinary research are generally similar to that of mono-disciplinary research, whereas in science the citations levels for multi-disciplinary research are substantially lower than that of mono-disciplinary research, and (d) In both science and social science many very highly cited articles continue to be heavily cited more than twenty years after publication. This thesis also introduces and uses an indicator for measuring the extent of collaboration called ‘average partner scores’ and indicates a way in which the subject categories of WoS can be investigated without requiring a licence for the WoS database. Finally, it identifies and addresses some of the technical problems of using WoS online to investigate scholarly communication.

This thesis is about information sharing in interdisciplinary research practices. It reports one conceptual and three empirical studies. The studies have been conducted through focusing on the field of design research, and in particular on a Nordic network of design researchers. From a practice-based perspective, the exploration of the study object oscillates between three nested and interconnected frames. The main contribution of this thesis is that it illustrates how activities of information sharing not only contribute to, but actually play a central role in the shaping of the practice of design research. It is shown how information sharing works as a contributor to the development, maintenance and shaping of practices in 1) design research as it is conducted in the Nordic network; 2) in the field of design research; and 3) within interdisciplinary research. Without losing sight of the empirical material, the theoretical analysis has made it possible to illuminate the connection between activities of sharing and the enactment of a discipline. Through analysis and discussion of the four studies as a whole, the reciprocal relationship between information sharing and the area of design research is elucidated. It is shown how information sharing, as it emerges in this interdisciplinary practice, functions as a unifying force towards the probable goal of establishing a discipline. / <p>Academic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Borås to be publicly defended on Friday 25 April 2014 at 13:00 in lecture room E310, the University of Borås Allégatan 1, Borås.</p>

Whereas scholarly malcontents and naifs in late Renaissance drama represent the actual notion of university graduates during the time period, scholarly tricksters have an obscure social origin. Moreover, their lack of motive in participating in the plays' events, their ambivalent value structures, and their conflicting dramatic roles as tricksters, reformers, justices, and heroes pose a serious diffculty to literary critics who attempt to define them. By examining the Western dramatic tradition, this study first proposes that the scholarly tricksters have their origins in both the Vice in early Tudor plays and the witty slave in classical comedy. By incorporating historical, cultural, anthropological, and psychological studies, this essay also demonstrates that the scholarly tricksters are each a Jacobean version of the archetypal trickster, who is usually associated with solitary habits, motiveless intrusion, and a double function as selfish buffoon and cultural hero. Finally, this study shows that their ambivalent value structures reflect the nature of rhetorical training in Renaissance schools.

The problem of this study was performance on selected mathematics and reading assessment tests as predictors of achievement in remedial mathematics. The purpose of the study was twofold. The first was to determine the internal consistency of a locally developed remedial mathematics placement test and the mathematics section of the Pre-TASP Test. The second was to determine the predictive validity of performance on (a) the local remedial mathematics placement test, (b) the mathematics section of the Pre-TASP Test, and (c) the Descriptive Tests of Language Skills, Reading Comprehension Test in combination with demographic variables for mid-semester achievement, end-of-semester achievement, and course success in three levels of remedial mathematics at Richland College, Dallas, Texas.

Ankylosing Spondylitis (AS) and Chronic Pain Syndrome (CPS) can be treated in many different ways. I found a problem in the balance of healing modalities surrounding diagnosis and care of illness and disease. This struggle is not singular to AS and CPS, but universal to physical and mental concerns. Some effective treatments and therapies are not recognized as such or are just beginning to become so. The scope of my work reflects on the course of my life. It was heavily influenced by the way my medical care was managed from an early age and how it evolved over the years. Through my educational program, I examined the necessity to bridge the gap between treatment paradigms and to expand on a broader, more inclusive, healing rubric. This rubric includes a broader emphasis on skill-based and complementary and alternative medicines. The viability to incorporate holistic health therapies earlier in life is explored through my use of the Scholarly Personal Narrative (SPN) qualitative research method. I chose this methodology because scientific fact could be argued either way for one therapeutic approach over another. By incorporating lived experience through SPN the union and cohesion necessary in all healing modalities, and their positive aspects, can be seen. The truth becomes self-evident. The results of this examination showed awareness earlier in life toward alternative and holistic treatments being paramount. Parents and educators lack information concerning modern therapeutic approaches. It also showed each situation will vary, but choice in treatment for ailments and illness of all kinds is not only viable, but highly recommended and researched. Access issues such as health insurance remain obstacles with some treatments and therapies, while others are a matter of cost prohibition, such as nutrition therapies. The implications of my work indicate a need for earlier incorporation of holistic healing programs and skill based therapies alongside perpetuated medical models in early childhood development and education. In conclusion, awareness towards medical concerns and how we as a society treat them can be improved upon by systemically incorporating less harmful therapies earlier in life. Fostering relations between medical providers, care providers and educators for students' wellbeing should be the foreground of any educational policy. Educators and parents alike should be made aware of and take advantage of effective skill-based treatments before a physical or mental condition surfaces or medication only approaches are authoritatively recommended. Integrating programs that build strong mental resilience and focus on youth development and education can reduce the necessity for more invasive treatments or medications should an ailment or illness develop.

Second-generation college students comprise a large majority of the collegiate population. The research on this population strongly suggests that their knowledge, capitals, and the support received from their parents gives them a “jump start” in higher education in comparison to their first-generation peers. The positive exposure to higher education received by second-generation college students is asserted to be directly linked to their parents' experiences in higher education. Second-generation college students are assumed to possess the basic knowledge for successful navigation of the college experience. As a second-generation, African-American college student, I carried a high level of expectation and numerous assumptions about what my experiences would be like in the academy. I assumed that my mother's college education would have a positive effect on my college journey. As my college experience unfolded, I found myself severely deficient when it came to basic collegiate knowledge and survival skills. The radical changes in higher education that had occurred during the twenty years between the collegiate experiences of my mother and me greatly decreased my mother's ability to pass on knowledge that was still up-to-date and practical for my experience. My journey through college was nothing like the second-generation student literature suggested. My experiences in higher education closely paralleled those associated with the first-generation student population. The challenges I faced included social, cultural and racial integration, course and major selection, reduced parental involvement and financial strain. I have since come to view myself as a first-generation college student amid second-generation college student assumptions and expectations. Through the use of Scholarly Personal Narrative methodology, this dissertation seeks to bring into focus a hitherto hidden population in higher education. These are the students, who in spite of having at least one parent or guardian with a college degree, do not know how to navigate the college journey; these are the students who feel like imposters in the academy because it is assumed they are better equipped to navigate the institution. In this dissertation I draw upon numerous studies of first-generation and second-generation college students to create an empirical understanding of the dual and dueling narrative I occupied during my undergraduate experience. I explore concepts of cultural and academic capital as being vital in my ability to master the college environment. I introduce for the first time in the literature a concept I call “values capital.” I also discuss the salience of social class identity in the pursuit of higher education in order to frame a narrative of my own self-empowerment and subsequent integration into higher education. In addition to a number of empirical studies, I will draw upon biographies and my own personal narrative to elucidate the universal themes of self-empowerment, authenticity, insecurity, ambition, and meaning-making—themes that all second-generation-on-the-outside but first-generation-on-the-inside students must confront if they are to be successful in higher education.

ABSTRACT In this dissertation, I explore my role as an administrator in higher education admissions at a major university and as a working mother who faces many real world challenges. The grueling travel demands, lofty enrollment goals, campus and inter-office politics, as well as the weekend and late night hours required, made it extremely difficult to achieve a healthy work life balance in admissions while also raising a small child. Additionally, "admissions" is increasingly becoming the "hot seat" within institutions of higher education. Gone are the days of an almost tenure like quality to enrollment professionals. If an enrollment director or vice president does not meet his numbers, their position is gone. Through Scholarly Personal Narrative methodology, I seek to inquire into my experiences and to understand and focus on my resilience and spirituality and how I have come to harness this power in my work with students and their parents in one of the most anticipated and often dreaded parts of individuation-- the college admissions process. I share how becoming a working (single) mother in this profession was especially challenging amidst the highest-ranking professional women where I worked, many of whom were not mothers. I could not find a role model at the top that had small children. In this process, I discovered that I could use my experience and education in a more family-friendly role--higher education consulting.