Assessment of humanities and social sciences monographs through their publishers: a review and a study towards a model of evaluation

Giménez-Toledo, Elea; Román-Román, Adelaida

doi:10.3152/095820209x471986

Cited by 44 publications

(22 citation statements)

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“…Therefore, the necessity for ad hoc citations analysis studies decreases. There also have been attempts to rank humanities and social science monographs (Giménez-Toledo & Román-Román, 2009;Giménez-Toledo & Tejada-Artigas, 2012). On the other hand, Google Scholar and the Book Citation Index might be useful in the future.…”

Section: Discussionmentioning

confidence: 99%

Sixty years of citation analysis studies in the humanities (1951–2010)

Ardanuy

2013

J Am Soc Inf Sci Tec

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This article provides an overview of studies that have used citation analysis in the field of humanities in the period 1951 to 2010. The work is based on an exhaustive search in databases—particularly those in library and information science—and on citation chaining from papers on citation analysis. The results confirm that use of this technique in the humanities is limited, and although there was some growth in the 1970s and 1980s, it has stagnated in the past 2 decades. Most of the work has been done by research staff, but almost one third involves library staff, and 15% has been done by students. The study also showed that less than one fourth of the works used a citation database such as the Arts & Humanities Citation Index and that 21% of the works were in publications other than library and information science journals. The United States has the greatest output, and English is by far the most frequently used language, and 13.9% of the studies are in other languages.

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Section: Discussionmentioning

confidence: 99%

Sixty years of citation analysis studies in the humanities (1951–2010)

Ardanuy

2013

J Am Soc Inf Sci Tec

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“…It is a well-documented fact (Engels, Ossenblok & Spruyt, 2012;Giménez & Román, 2009, Nederhof, 1991Archambault & al., 2006) that Social Sciences as well as Humanities have peculiarities in their behavior related to features such as the national environment and the preference for communication media other than journals. In some nationally delimited geographical settings, we can identify conditions and relations between disciplines that are substantially different to those observed between the same disciplines in other countries.…”

Section: The Theoretical Relation Between Communication and Educationmentioning

confidence: 99%

The multidisciplinarity in Spanish and foreign communication journals

Mañana-Rodríguez¹,

Arizmendiarrieta²

2013

Comunicar: Media Education Research Journal

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Communication can be understood, under an epistemological framework, as a macro-context from which education participates as a part. One of the objectives of this work is to contrast this theoretical consideration with the observed interaction between education and communication scientific journals defined by citations and relatedness towards other scientific journals. At the same time, there might be relevant differences between the citation patterns of Spanish and foreign (journals in Journal Citation Reports) communication journals, particularly with regard to their disciplinary composition. These differences might become a major problem for the interexchange of information between both sets of journals. The authors analyze the citations distribution by subject category for Spanish and JCR journals, as well as for the journal «Comunicar», and also the frequency of related journals per subject category in the case of JCR. It is concluded: a) that the aforementioned epistemological relationship is valid only for Spanish Communication journals, b) that there are relevant differences between both sets of journals in the disciplinary composition of their cited-citing and related journals and that Information Science & Library Science might serve as a suitable communication channel; finally, c) the characteristic multidisciplinarity of the journal «Comunicar» is corroborated, both at the national and international level. RESUMENLa comunicación puede entenderse como un macro-contexto epistemológico del que la educación participa como una parte. El análisis de la correspondencia entre esta relación teórica epistemológica y la interacción real entre las revistas de educación y comunicación es uno de los objetivos de este trabajo. Al mismo tiempo, los patrones de citación de las revistas españolas de comunicación, en cuanto a la procedencia de las citas recibidas o emitidas por las revistas de comunicación en el Journal Citations Report, pueden presentar diferencias que dificulten el intercambio de información entre ambos conjuntos. Se analiza la distribución de citas según disciplina citante para las revistas españolas y extranjeras de comunicación, así como para «Comunicar», y la frecuencia de aparición de revistas con tasa de afinidad según su disciplina para las revistas en la «Subjet Category Communication» de JCR. Se concluye que la relación epistemológica entre educación y comunicación se da únicamente en el caso español, que existen marcadas diferencias en la composición disciplinar de las revistas afines y citantes al comparar las revistas españolas con las indexadas en JCR. Además, la interacción con las revistas del área «Information Science & Library Science» podría ser un canal de comunicación entre ambos conjuntos de revistas. Finalmente, se corrobora la correspondencia de la característica multidisciplinariedad de «Comunicar» en el ámbito nacional e internacional.

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“…One of them is the prestige of the publisher (being the latest CNEAI Resolution of November 26, 2014, but included as quality criteria since at least 2007). Given the lack of specific data on the prestige of book publishers, the Research Group on Scholarly Books (ÍLIA) at CSIC (Spanish National Research Council) developed Scholarly Publishers Indicators (SPI) on the grounds of the research conducted in previous years (Giménez-Toledo & Román Román, 2009). SPI ranks the perceived prestige of book publishers in the social sciences and humanities (SSH), both Spanish and non-Spanish, according to the scores resulting from an extensive survey to Spanish lecturers, researchers and scholars specializing in all fields of SSH.…”

Section: A) Scholarly Book's Evaluation Practices At the Micro Level mentioning

confidence: 99%