Open notebook science as an emerging epistemic culture within the Open Science movement

The Social Turn in Communities, Professions and the Economy

“…There are obvious parallels here with the move towards open pedagogy (Hegarty 2015) and open notebook science (Clinio & Albagli 2017) in higher education, as well as echoes of the computer-supported cooperative work movement of the 1980s, the communities of practice concept in the 1990s (Brown & Duguid 1991;Wenger 1999) and related concepts of faculty learning communities (Cox, 1999) and personal learning networks (Cooke 2012;Siemens 2005;Warlick 2009) in education, in addition to the open innovation paradigm of the 2000s (Chesbrough, Vanhaverbeke & West 2006). In academic libraries, WOL and related practices are evident in librarians using blogs, Twitter and other Web 2.0 tools for online interaction with users and peers to update learning, share knowledge, test ideas and get feedback on services and research, and to engage in academic/social networking, professional conversation and political debate (Dalton, Kouke & O'Connor 2016;Jackson-Brown 2013;Mi 2015;Stranack 2012).…”

Post‐Transition Metal Electrodes for Sensing Heavy Metal Ions by Stripping Voltammetry

“…[86] Although adequate works have elucidated that ASV and hanging Hg drop could be utilized to analyze HMIs simultaneously, they mostly concentrated on the different media and the treatment of samples, while neglected the importance of enhancing the performance from the method fundamentally. [87,88] In this regard, Rodrigues et al proposed a method to increase the signal by applying over-anodic potential. [89] It was observed that the signals of voltammograms increased 5-10-folds when changing the deposition potential to a more negative value (Figure 3B).…”

Towards an Inclusive Agenda of Open Science for Communication Research: A Latin American approach

“…Understanding OS not only as a set of procedures but also in terms of universal access provides an opportunity to guarantee information and knowledge as a human right, enlarging the social base of science, as well as enhancing epistemic and social justice (Arza, Fressoli & Sebastian, 2017;Clinio & Albagli, 2017;Albornoz et al, 2018).…”