Nando summarized with notes of the session here.
In Martin’s Digital Scholarship session: “Blogging is sort of counter-intuitive and opposite to the training of scientists: It is supposed to be spontaneous, present incomplete ideas, parts of ideas, opinions. Scientists are trained to do the opposite (and publish in a peer reviewed journal).”
Blogging and publication in journals
This may be one of the differences between posting of critically peer-reviewed articles and the posting of articles on one’s blog, where the ideas may still be half-baked as shared by Jenny on her post and I have shared them here.
Is there a need to segregate scholarship from digital scholarship?
Lisa was concerned about the dangers of segregating the digital sphere, and she remarked that: “The distinction thus gets in the way of professional development, when good faculty feel they are entering a new and scary world instead of just extending something they already do skillfully — teach.”
May be that is one of the main reasons why so many professional teachers are still thinking about what it means to be teaching online, due to the many risks involved, especially the ones relating to digital identity – personal and professional identity online.
I have reflected on openness and personal identity here.
Should we encourage and support our learners and/or fellow educators to use their real names instead of pseudonyms? What are the implications and consequences of exposing “ourselves” with real identity in public or open online or virtual networks?
Dangers when learning with Social Media and Internet – as a scholar
Dunbar’s video highlights the dangers with learning with social media and over the internet, where the identity could be obscured.
Here Clay Shirky commented about privacy in social media, and the precautionary measure one should take.
What does it mean to expose one’s personal identity in digital scholarship?
In relation to digital scholarship, how would digital identity of scholars be shared? How would one strike a balance between private/personal and professional identity?
“Both of those issues are key to understanding the problem of whether engaging the public or the community should be taken into consideration in tenure and promotion decisions. So one issue I am left with is the option of either tolerating participation in public discourse (by not punishing it under any circumstances) or rewarding it (by having it count toward tenure, promotion, numbers of classes assigned, choice of classes to teach, etc.).”
This is where open scholarship may be a concern for scholars and researchers, whereas this is still not yet clear about engagement in those open scholarship activities are that worthwhile or not as shared by Chris: “It just means that I will adopt a balanced, pragmatic approach that should maximize my chances of success in these exciting times of changing scholarship.”
What could institutions do to support digital scholarship?
How could institutions support Digital, open, networked scholarhsip? Institution such as Princeton University is now encouraging Go open access when it comes to publication of scholarship work. There are many other strategies that could support digital scholarship, including an increase in funding and support of research into digital and networked learning and scholarship.
In conclusion, I think there are still many issues relating to digital scholarship, including the open access and publication, segregation, digital identity. There are currently institutions developing open access policy and opening up Open Educational Resources (OER) for scholars and educators to share.
Will continue to explore about the concerns and implications of Digital Scholarship in another post.