Promoting Scholarship Through Design
Bibliographic Data
| ID | 20508252 |
|---|---|
| Authors | Tamara Sumner (0000-0002-8785-3238, corresponding author) |
| Year | 2000 |
| Volume | 3 |
| Issue | 4 |
| Pages | 597-615 |
| Publication date | 2000-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Information Communication & Society (JOURNAL) |
| Journal identifiers | ISSN: 1369-118X • E-ISSN: 1468-4462 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13691180010002152 |
| OpenAlex | W2023100328 |
| Language | EN |
| References cited | 26 |
How can new media positively transform scholarly practices? One possible way is for scholarly archives such as e-journals and digital libraries to better support the needs and practices of their users, instead of the publishing process. This paper examines what it might mean to promote cognitive and social aspects of `scholarship' through innovative archive design. Design requirements for supporting both scholarly tasks and scholarly communities are derived by analyzing existing cognitive and social theories. A promising theoretical framework guiding archive design is introduced: the contextually-enriched document framework. This framework suggests that: (1) document interfaces should enable practitioners to progressively enrich documents with important contextual information arising from social processes and (2) archive managers should engage in proactive practices to facilitate use and assist practitioners in realizing the benefits of the new technology. Both the design requirements
Digital scholarship · Knowledge management · Political science · Public relations · Publishing · Scholarly communication · Scholarship · Social media · Sociology · World Wide Web · Computer Science · Open Education and E-Learning · Web and Library Services · Wikis in Education and Collaboration
Perspective Making and Perspective Taking in Communities of Knowing
Computer Support for Knowledge-Building Communities
Situating learning in communities of practice.
The reliability of peer review for manuscript and grant submissions
Technological frames
Is There a Text in This Class? The Authority of Interpretive Communities
Politics on the web
The Structure of Scientific Revolutions
Frontiers in electronic media
Using the World Wide Web to Build Learning Communities in K-12
Patterns of evaluation in science
Situated Cognition and the Culture of Learning
Situated Learning
Imagined Communities. Reflections on the Origin and Spread of Nationalism
| Highly cited | No |
|---|