A community-sourced glossary of open scholarship terms

Parsons, Sam; Azevedo, Flávio; Elsherif, Mahmoud Medhat; Guay, Samuel; Shahim, Owen N; Govaart, Gisela; Norris, Emma; O’Mahony, Aoife; Parker, Adam J; Todorović, Ana; Pennington, Charlotte Rebecca; Garcia‐Pelegrin, Elias; Lazić, Aleksandra; Robertson, Olly; Middleton, Sara L.; Valentini, Beatrice; McCuaig, Joanne; Baker, Bradley J.; Collins, Elizabeth; Fillon, Adrien; Lonsdorf, Tina B.; Lim, Michele C.; Vanek, Norbert; Kovács, Márton; Roettger, Timo B.; Rishi, Sonia; Miranda, Jacob Francisco; Jaquiery, Matt; Stewart, Suzanne; Agostini, Valeria; Stewart, Andrew J.; Izydorczak, Kamil; Ashcroft-Jones, Sarah; Hartmann, Helena; Ingham, Madeleine; Yamada, Yuki; Vasilev, Martin R.; Děchtěrenko, Filip; Albayrak‐Aydemir, Nihan; Yang, Yufang; LaPlume, Annalise A.; Wolska, Julia; Henderson, Emma; Zaneva, Mirela; Farrar, Benjamin G.; Mounce, Ross; Kalandadze, Tamara; Li, Wanyin; Xiao, Qinyu; Ross, Robert M.; Yeung, Siu Kit; Liu, Meng; Vandegrift, Micah; Kekecs, Zoltán; Topor, Marta; Baum, Myriam A.; Williams, Emily A.; Assaneea, Asma A; Bret, Amélie; Cashin, Aidan G; Ballou, N. E.; Dumbalska, Tsvetomira; Kern, Bettina; Melia, Claire; Arendt, Beatrix; Vineyard, G. H.; Pickering, Jade; Evans, Thomas Rhys; Laverty, Catherine; Woodward, Eliza A; Moreau, David; Roche, Dominique G.; Rinke, Eike Mark; Reid, Graham; García-Garzón, Eduardo; Verheyen, Steven; Kocalar, Halil Emre; Blake, A.; Cockcroft, Jamie P.; Micheli, Leticia; Beffara, Brice; Flack, Zoe M.; Szászi, Barnabás; Weinmann, Markus; Lecuona, Óscar; Schmidt, Birgit; Ngiam, William Xiang Quan; Mendes, Ana Barbosa; Francis, Shannon; Gall, Brett J.; Paul, Mariella; Keating, Connor Tom; Grose-Hodge, Magdalena; Bartlett, James E.; Iley, Bethan Joan; Spitzer, Lisa; Pownall, Madeleine; Graham, Christopher; Wingen, Tobias; Terry, Jennifer; Oliveira, Catia M.; Millager, Ryan A.; Fox, Kerry; Aldoh, Alaa; Hart, Alexander; Akker, Olmo R van den; Feldman, Gilad; Kiersz, Dominik A; Pomareda, Christina; Krautter, Kai; Al‐Hoorie, Ali H.; Aczél, Balázs

doi:10.1038/s41562-021-01269-4

Cited by 92 publications

(77 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Note that in common with both cases a questionable research practice (QRP) dedicated to preregistration called PARKing was also used. PARKing is an abbreviation for pre-registration after the results are known, and it is an act that severely diminishes the meaning of pre-registration and attempts to gain only superficial credibility (Parsons et al, 2022;Yamada, 2018). SPARKing and PARKing work very well together because sample size design is always done in pre-registration.…”

Section: Concealing the Process Of Making Significant Results By Incr...mentioning

confidence: 99%

“…First, if questionable manuscripts or papers have the corresponding preprints, then it can be checked whether there are differences in sample size justifications between them; however, this way is meaningless when no corresponding preprint exists, it has been uploaded after disguise, or a researcher just has added a description of sample size justification because of lefting it out initially. Second, in the case of using SPARKing in conjunction with PARKing (Parsons et al, 2022;Yamada, 2018), differences in timestamps between pre-registrations and all the files of unprocessed data in a repository might be helpful to guess these QRPs. However, the files of unprocessed data are unavailable or the timestamps of the files have been forged or tampered by some ways (e.g., changing the system date for the operating system), this way is inefficient, too.…”

Section: Solutions?mentioning

confidence: 99%

See 1 more Smart Citation

SPARKing: Sampling planning after the results are known

Sasaki¹,

Yamada²

2022

Preprint

Self Cite

View full text Add to dashboard Cite

In null hypothesis significance testing, it is important how sample size has been determined (i.e., sample size justification) before data collection. Here we introduce a new questionable research practice related to sample size justification: Sampling planning after the results are known (SPARKing). This paper shows two representative cases of SPARKing and discusses solutions to it; however, we think that effective countermeasures are almost non-existent at this time. The main aim of this paper is to introduce SPARKing to the scientific community and to stimulate discussion.

show abstract

Section: Concealing the Process Of Making Significant Results By Incr...mentioning

confidence: 99%

Section: Solutions?mentioning

confidence: 99%

SPARKing: Sampling planning after the results are known

Sasaki¹,

Yamada²

2022

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…The open scholarship movement seeks to make knowledge of all kinds openly shared, transparent, rigorously researched, and inclusive [ 1 , 2 ]. The movement is composed of many grassroots and top-down initiatives that have successfully accelerated adoption of open scholarship practices (e.g., study preregistration, data sharing, replication studies, and open access publishing), bringing well-needed change to research practice.…”

Section: Introductionmentioning

confidence: 99%

“…Another important initiative aimed to deal with the overwhelming new (and ever-evolving) nomenclature in open scholarships, which can act as a barrier to incorporating open scholarship into higher education. Here, over 100 members of the FORRT community produced a consensus-based, editable Glossary of over 250 terms and their concise definitions with supporting references ( https://forrt.org/glossary ; [ 1 ]). The glossary provides a shared perspective and language to benefit researchers and teachers alike, whether experienced or newcomers to open scholarship, whilst also highlighting important considerations for social justice by making a wide range of accessibility and inclusivity-related terms well-represented within its language.…”

Section: Introductionmentioning

confidence: 99%

Towards a culture of open scholarship: the role of pedagogical communities

Pennington

Pownall

et al. 2022

BMC Res Notes

Self Cite

View full text Add to dashboard Cite

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

show abstract

“…These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By (Asendorpf et al, 2013;Crüwell et al, 2019;Kathawalla et al, 2021;Munafò et al, 2017;Parsons et al, 2021). In the shift toward a more "open" way of doing research, there have been concerns about questionable research practices (QRPs), which include, for example, selective reporting of results, generating hypotheses after finding significant results, and concealing conflicts of interest.…”

mentioning

confidence: 99%

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

Shaw

Pownall

Aldoh

et al. 2021

Scholarship of Teaching and Learning in Psychology

Self Cite

View full text Add to dashboard Cite

Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.

show abstract

A community-sourced glossary of open scholarship terms

Cited by 92 publications

References 6 publications

SPARKing: Sampling planning after the results are known

SPARKing: Sampling planning after the results are known

Towards a culture of open scholarship: the role of pedagogical communities

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

Contact Info

Product

Resources

About