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The participatory web in the context of academic research

Landscapes of change and conflicts
Cristina Costa ,    
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This thesis presents the results of a narrative inquiry study conducted in the context of Higher Education Institutions. The study aims to describe and foster understanding of the beliefs, perceptions, and felt constraints of ten academic researchers deeply involved in digital scholarship. Academic research, as one of the four categories of scholarship, is the focus of the analysis. The methods of data collection included in-depth online interviews, field notes, closed blog posts, and follow up dialogues via email and web-telephony.
The literature review within this study presents a narrative on scholarship throughout the ages up to the current environment, highlighting the role of technology in assisting different forms of networking, communication, and dissemination of knowledge. It covers aspects of online participation and scholarship such as the open access movement, online networks and communities of practice that ultimately influence academic researchers’ sense of identity and their approaches to digital scholarship. The themes explored in the literature review had a crucial role in informing the interview guide that supported the narrative accounts of the research participants. However, the data collected uncovered a gap in knowledge not anticipated in the literature review, that of power relations between the individual and their institutions. Hence, an additional sociological research lens, that of Pierre Bourdieu, was adopted in order to complete the analysis of the data collected. There were three major stages of analysis: the construction of research narratives as a first pass analysis of the narrative inquiry, a thematic analysis of the interview transcripts, and a Bourdieuian analysis, supported by additional literature, that reveals the complexity of current academic practice in the context of the Participatory Web.
This research set out to study the online practices of academic researchers in a changing environment and ended up examining the conflicts between modern and conservative approaches to research scholarship in the context of academic researchers’ practices. This study argues that the Participatory Web, in the context of academic research, can not only empower academic researchers but also place them in contention with traditional and persistent scholarly practice.
Von Cristina Costa in der Dissertation The participatory web in the context of academic research (2013)

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Personen
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Richard P. Adler, Terry Anderson, Marzieh Asgari-Targhi, Daniel E. Atkins, Albert Bandura, Curtis J. Bonk, John Seely Brown, Jerome S. Bruner, Vannevar Bush, Manuel Castells, Katie Clinton, Marianne Coleman, Emory M. Craig, Jay Cross, John Dewey, Elizabeth Eisenstein, Derek Glover, Mark Granovetter, Allen L. Hammond, Rudy Hirschheim, Henry Jenkins, Heinz K. Klein, Mark J.W. Lee, Amanda Lenhart, Lawrence Lessig, Catherine McLoughlin, John Naughton, Zizi Papacharissi, Meik Poschen, Neil Postman, Rob Procter, Kristen Purcell, Ravi Purushotma, Alice J. Robison, Clay Shirky, Aaron Smith, John D. Smith, Helene Snee, Robert Spector, James Stewart, James Surowiecki, Don Tapscott, Michael Thomas, Alex Voss, Margaret Weigel, Martin Weller, Etienne Wenger, Nancy White, Anthony D. Williams, Robin Williams, Kathryn Zickuhr

Aussagen
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ICT beeinflusst Wissenschaft

Begriffe
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AwarenessAwareness, ContentContent, Denkenthinking, Digitalisierung, Dilemma, Epistemologie (Erkenntnistheorie)epistemology, Ethikethics, Evaluationevaluation, Hochschulehigher education institution, Kommunikationcommunication, Komplexitätcomplexity, Kontextcontext, Open AccessOpen Access, Paradigmaparadigm, Vertraulichkeit /confidentialityconfidentiality, WWW (World Wide Web)World Wide Web
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
Experience And Education (John Dewey) 27000
1979   The Printing Press as an Agent of Change (Elizabeth Eisenstein) 2, 3, 1, 2, 6, 3, 2, 4, 3, 3, 4, 3923183
1991Acts of Meaning (Jerome S. Bruner) 20000
1992   Technopoly (Neil Postman) 5, 4, 6, 10, 5, 8, 5, 8, 6, 2, 1, 3438533141
1999Communities of practice (Etienne Wenger) 1, 3, 6, 4, 4, 10, 5, 5, 4, 2, 4, 28932655
2000amazon.com (Robert Spector) 3, 1, 1, 2, 5, 4, 1, 2, 1, 3, 1, 43741865
2001   The Internet Galaxy (Manuel Castells) 3, 2, 3, 4, 8, 4, 6, 4, 5, 5, 1, 212132152
2001Multimedia (Randall Packer, Ken Jordan) 9, 7, 10, 14, 12, 60, 21, 24, 22, 21, 25, 2411756242152
2003  The New Media Reader (Noah Wardrip-Fruin, Nick Montfort) 13, 12, 23, 22, 13, 86, 20, 18, 23, 14, 15, 2018291204224
2004   The Network Society (Manuel Castells) 2, 2, 2, 2, 4, 2, 5, 3, 3, 4, 1, 2141278
2004   Theory and Practice of Online Learning (Terry Anderson) 3, 1, 1, 1, 5, 2, 1, 2, 3, 1, 1, 4334168
2004    Free Culture (Lawrence Lessig) 2, 2, 4, 6, 5, 10, 7, 8, 2, 2, 1, 5222551637
2004    Die Weisheit der Vielen (James Surowiecki) 1, 2, 4, 4, 2, 10, 5, 5, 4, 3, 1, 24122858
2006     Confronting the Challenges of Participatory Culture (Henry Jenkins, Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel) 6, 4, 6, 18, 6, 32, 10, 11, 7, 6, 4, 445314618
2006    Informal Learning (Jay Cross) 8, 3, 4, 16, 7, 14, 7, 9, 7, 4, 2, 434984908
2007    Wikinomics (Don Tapscott, Anthony D. Williams) 44, 6, 25, 16, 6, 28, 26, 20, 20, 18, 18, 144495141256
2007    A Review of the Open Educational Resources (OER) Movement (Daniel E. Atkins, J. S. Brown, Allen L. Hammond) 3, 1, 1, 4, 2, 4, 5, 3, 4, 1, 3, 5745136
2008   Here Comes Everybody (Clay Shirky) 2, 3, 3, 6, 6, 6, 5, 2, 4, 3, 1, 23212256
2008Minds on Fire1, 1, 2, 4, 8, 4, 5, 1, 4, 3, 1, 29132314
2009   The World Is Open (Curtis J. Bonk) 3, 2, 2, 4, 8, 4, 4, 1, 3, 2, 1, 4534157
2009Digital habitats (Etienne Wenger, Nancy White, John D. Smith) 1, 2, 2, 2, 4, 2, 4, 2, 1, 2, 1, 2712155
2010   A Networked Self (Zizi Papacharissi) 2, 3, 1, 2, 2, 5, 2, 3, 3, 3, 1, 1451105
2010    Cognitive Surplus (Clay Shirky) 4, 1, 3, 8, 4, 6, 4, 4, 4, 4, 1, 321183256
2010   Educational Leadership and Management (Marianne Coleman, Derek Glover) 2, 2, 1, 2, 9, 2, 1, 2, 1, 2, 1, 2142121
2010   Web 2.0-Based E-Learning (Mark J.W. Lee, Catherine McLoughlin) 5, 5, 8, 10, 4, 8, 5, 9, 6, 4, 2, 513325405
2011   Digital Education (Michael Thomas) 2, 4, 1, 3, 4, 3, 4, 1, 3, 1, 1, 1251114
2011    The Digital Scholar (Martin Weller) 5, 4, 11, 16, 13, 16, 15, 9, 8, 5, 2, 623606615
2012From Gutenberg to Zuckerberg (John Naughton) 1, 2, 2, 4, 6, 2, 4, 3, 3, 2, 1, 2612103
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1945    As We May Think (Vannevar Bush) 4, 2, 7, 14, 7, 60, 12, 28, 16, 19, 22, 158713151927
1983    The Strength of Weak Ties (Mark Granovetter) 1, 1, 4, 4, 4, 4, 4, 2, 5, 3, 1, 31343261
1989    Four paradigms of information systems development (Rudy Hirschheim, Heinz K. Klein) 1, 1, 1, 1, 1, 1, 5, 1, 1, 2, 2, 1211179
1994   Self-Efficacy (Albert Bandura) 3, 1, 1, 2, 6, 6, 4, 5, 2, 3, 1, 21332687
2007    Changing paradigms: managed learning environments and Web 2.0 (Emory M. Craig) 3, 2, 2, 4, 1, 6, 6, 3, 4, 3, 2, 23162283
2008Minds on Fire (J. S. Brown, Richard P. Adler) 3, 1, 2, 6, 4, 6, 4, 1, 4, 3, 2, 49134267
2010   Social Media & Mobile Internet Use Among Teens and Young Adults (Amanda Lenhart, Kristen Purcell, Aaron Smith, Kathryn Zickuhr) 1, 2, 3, 4, 2, 2, 4, 2, 9, 3, 4, 119511201
2010    Adoption and use of Web 2.0 in scholarly communications (Rob Procter, Robin Williams, James Stewart, Meik Poschen, Helene Snee, Alex Voss, Marzieh Asgari-Targhi) 2, 2, 3, 4, 4, 4, 2, 3, 4, 5, 1, 4274175

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