Supporting the Changing Research Practices of Historians

Rutner, Jennifer; Schonfeld, Roger

doi:10.18665/sr.22532

Cited by 45 publications

(57 citation statements)

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“…The chemistry survey (Long and Schonfeld 2013) interviewed 60 academics and 'support professionals' (librarians, IT support staff etc. ); the history survey (Rutner and Schonfeld 2012) interviewed 63 academics, graduate students and support professionals.…”

Section: Scholarly and Digitalmentioning

confidence: 99%

“…Rutner and Schonfeld (2012) argue that whilst scholars are 'thrilled' to be able to interact with artefacts from their own homes and offices (p. 12) the use of cameras also presents a challenge in that it can turn a visit to an archive from an interpretative intellectual engagement into a 'data collection' activity, which can significantly alter the analytical process, especially as digital photography software does not yet offer the affordances for extensive metadata and textual transcription which have conventionally played a central role in the collection of historical primary data (p. 13). Other new digital approaches to research in History are emerging in the use of Geographic Information Systems (GIS) to incorporate map data, and data mining census databases or text corpora.…”

Section: Scholarly and Digitalmentioning

confidence: 99%

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Scholarly, digital, open: an impossible triangle?

Goodfellow¹

2014

Research in Learning Technology

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Contemporary approaches to the digital transformation of practice in university research and teaching sometimes assume a convergence between the digital and openness. This assumption has led to the idea of ‘digital open scholarship,’ which aims to open up scholarship to participants from outside academic scholarly communities. But scholarship, digitality and openness exist in tension with each other – we can see the individual features of each, but we cannot make sense of the whole picture. It resembles an ‘impossible triangle’. Particularly confounding is the tension between digital scholarship and open knowledge, where the former is focused on the creation by specialist communities of knowledge of a stable and enduring kind, whilst the latter is characterised by encyclopaedic knowledge and participation that is unbounded by affiliation or location. However, we need not be permanently thwarted by the apparent impossibility of this triangle. It is a stimulus to look critically at the contexts of practice in which a relationship between scholarship, digitality and openness is sought. Constructive examples of such critique can be found in the emerging research field of literacy and knowledge practice in the digital university.Keywords: open scholarship, digital scholarship, research, public engagement, literacy, digital university(Published: 31 January 2014)Citation: Research in Learning Technology 2014, 21: 21366 - http://dx.doi.org/10.3402/rlt.v21.21366

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Section: Scholarly and Digitalmentioning

confidence: 99%

Section: Scholarly and Digitalmentioning

confidence: 99%

Scholarly, digital, open: an impossible triangle?

Goodfellow¹

2014

Research in Learning Technology

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“…Some studies also show that perceptions of historians towards digital materials is that they are not as reliable as traditional sources [36,37,38], and that digital technologies change patterns of behaviour [39]. Elena et al found that historians exhibit quite sophisticated retrieval competences, concluding that the perceptions of historians that digital resources are less useful and less reliable may be related to the limitations in the functionalities of archival information retrieval systems [37].…”

Section: Literature Review and Synthesismentioning

confidence: 99%

Information Competencies of Historians as Archive Users: A Slovenia/UK Comparison

Vilar

Šauperl

Rajh³

et al. 2016

Information Literacy: Key to an Inclusive Society

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Abstract. This paper reports a study of the characteristics, skills and competencies of historians, both amateur and professional, as users of archives. It makes two main comparisons: between professional historians and amateurs, typically genealogists and family historians; and between participants in Slovenia and in the United Kingdom. The study is in two parts. First, a detailed and comprehensive literature analysis, including information competencies of archivists where relevant, as well as those of users, to identify the main issues to be examined. Second, a Delphi study with a small panel of archivists from both countries, to establish consensus or divergence of opinion, and to explore the differences, if any, between amateur and professional historians, and will also investigate any national differences. The results show a high degree of consensus, and point to common issues in the skills and competencies needed by both groups, which should be explored in a larger study.

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“…Again, this workflow provides opportunities for us not only to support their information use, but to provide a nexus to scaffold their learning best practices in the research tradition for which they are being trained. For example, Rutner and Schonfeld (2012) found in a study of historians and graduate students of history that the best practices of information use from archives and libraries are missing from traditional training. A graduate student was quoted as saying, One of my big issues with graduate education in general right now is that there's almost no training with methodology and what you actually do in the archive and why that matters.…”

Section: Supporting Graduate Studentsmentioning

confidence: 99%

“…The previously cited workflow cases from Ithaka (Long & Schonfeld, 2013;Rutner & Schonfeld, 2012) both explicitly identify a need for tools to be integrated to facilitate better research practices, both for students and expert scholars alike.…”

Section: Research Tools Integration With Research Lifecycle and The Lmentioning

confidence: 99%

The Changing Role of Digital Tools and Academic Libraries in Scholarly Workflows: A Review

Favaro

Hoadley

2014

NORIL

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In this paper, we review the literature on how information literacies are manifested in scholarly workflows for undergraduates, graduate students, and scholars, and the need to support integrating library resources into their knowledge practices, and how available tools support their needs. We argue that research is needed on how libraries and digital tools both support, and indeed teach, knowledge-building practices across the entire lifecycle of knowledge. Finally, we advocate for studying researcher and student workflows as a way to both improve the tools we make available, and more importantly, to inform us on the role(s) libraries can play in the shifting practices of research in an information-rich world.

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Supporting the Changing Research Practices of Historians

Cited by 45 publications

References 0 publications

Scholarly, digital, open: an impossible triangle?

Scholarly, digital, open: an impossible triangle?

Information Competencies of Historians as Archive Users: A Slovenia/UK Comparison

The Changing Role of Digital Tools and Academic Libraries in Scholarly Workflows: A Review

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