Shaping the Future of Science: A Multi-Stakeholder Dialogue

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This paper develops insight into the way in which twenty-first century universities worldwide have performed in the changing world and challenges that they have undergone, in order to address the ever-changing demands of the global knowledge-based economy within the innovative ecosystem. It firstly reviews current theory and practice on entrepreneurial universities. It also analyses the current dispersion of science outside academia, via laws, policies and processes of marketization more broadly. It addresses governance issues which are relevant for both researchers and policy makers, and lastly, sketches the contours of a new research and policy agenda for entrepreneurial universities via reformulating their “third task”. The issues and questions on this agenda provide focal points in discussions and policy debates on the current state and governance of the ‘entrepreneurial’ university. They reflect the importance of (1) rethinking the relation between publicly funded universities cooperating with private parties, (2) the kind of professionals delivered to society by universities, (3) the role of universities as entrepreneurs in innovation ecosystems, (4) the relation between societal relevance and commercial relevance of research, (5) implications of increased dispersion of research activities outside academia, and (6) the independence of academics cooperating with private partners in research projects.

A variety of current developments are creating questions over present models of publishing and scholarly communication. Will new journals continue to be launched? Will open-access developments such as subject or institutional repositories reach a tipping point at which libraries will start to cancel journal subscriptions? Is the journal article too static a mechanism, by comparison to the ways in which scholars are able to interact using blogs and wikis? Steadily emerging is a new future for the journal as part of an overall network of knowledge creation and scholarly communication. We are moving away from a world in which a few producers generate content to transmit to a set of users. Instead, the world of knowledge creation has a variety of routes through which research can be disseminated and feedback mechanisms facilitated by a range of collaborative tools.

Serials: The Journal for the Serials Community has been digitised and can be accessed in full on this website. All content is freely available on an open-access basis. Serials was published between 1988 and 2011. In 2012, the journal was retitled and is now published as Insights: the UKSG journal.

We live in an exciting time. There are huge opportunities starting to open up for more effective research communication. The massive progress towards Open Access [1] is a core part of this. At the same time, the tools we have to display, manipulate, and interact with this content have become not just incredibly powerful, but easier to use. And as the web in general provides new kinds of services, new ways of communicating, telling stories, and manipulating data there is a profound cultural shift occurring as our expectations of what should be possible, indeed what should be easy, grow. But as this vista opens up, we also have to make choices. The possibilities are multiplying but where should we focus our attention? More particularly, in a world of limited research resources where are the most important opportunities for greater efficiency? The Open Access movement has changed from a small community advocating for change, with successes in specific disciplines, to the centre of research policy making. But as we move into implementation, disagreements on details and priorities come to the surface. These choices and the attendant disagreements are important and will occupy our attention for the next few years. But we also need to look beyond them. We need to ask ourselves what our overall priorities are for research and research communication. And we need a framework that we can use to critique the opportunities and costs that will arise as we look to extend the principles of Open Access from articles to books, grey literature, data, and materials, indeed to all the outputs of research. Increasingly researchers, institutions, and funders will be asking the question: with these resources for communication, how do I maximize the value of this research? Understanding how to answer these questions is possibly the core challenge for the next decade of scholarly communications. To meet this challenge we will need better frameworks to understand how scholarly communication works in a networked environment.

This study aimed to examine the experiences of a learning community that supports children's play for highly experienced teachers who are in charge of a class of 3-5 years old at childcare centers. For the study, six teachers who work at childcare centers located in G city and have more than 8 years of experience were selected as participants. The learning community held face-to-face meetings from June to September 2024, and held them for a total of 8 sessions, 2 hours per session. The recorded transcript of the learning community, the teacher journal, the recorded transcript of individual interviews, and the observation records through Padlet were collected as research data. As a result of the study, two major categories and 7 subcategories were extracted. As the sub-categories of the major category 'Putting down through the learning community', 'Heavyness as a highly experienced teacher', 'Equipped by teachers', and 'Burden toward play' were derived. And as the sub-categories of the major category 'Filling through the learning community', 'Courage to escape from custom', 'Observing the play in detail', 'faith that can be entrusted to children', and 'the value of education found in play' were derived. Through this study, it is expected to serve as basic data for the creation of research culture and improvement of teacher professionalism through the learning community of childcare teachers.

* Foreword, Nel Noddings * Prologue: Education for the 21st Century * Acknowledgments Part One: Partnership Education: The Basics * 1. Reconstructing Education: Basic Building Blocks * A journey of discovery * Nurturing childrens humanity * The partnership and dominator possibilities * Partnership process * Partnership content * Partnership structure * Schools as communities of learning * The partnership and dominator continuum * 2. Refocusing and Reframing Education: The Basic Design * Partnership and dominator values * Partnership and dominator structures * Partnership and dominator narratives * Partnership and dominator priorities * Partnership and dominator relations * The partnership curriculum loom and learning tapestry * Weaving the future: partnership schools * Six keys to partnership education Part Two: Reweaving the Educational Tapestry: The Vertical and Horizontal Threads * 3. Beginnings: From the Stars to Us * The unfolding drama * The emergence and evolution of our universe * A more balanced view of evolution * Humans and other primates * The evolution of love and empathy * Love and being human * 4. Our Human Adventure: Patterns and Possibilities * Two views of our cultural origins * The old stone age * The first farmers * The metamorphosis of mythand reality * From prehistory to history * The hidden patterns of history * The industrial or modern age * The postmodern age * Two possible futures * Maintaining domination * Creating partnership * 5. From Counting to Current Events: Making the Three R's Meaningful * The life sciences * Math * Art and art history * U.S. history * Literature * Language * The humanities * Current events * 6. Learning and Living: Interweaving Student Interests and Concerns * The mass media * Our bodies * Love and relationships * Sexuality * Self-regulation and life-planning * Our living planet * Six keys to the vertical and horizontal threads * Epilogue: Our Children's Future * Moving toward partnership education * Moving toward a partnership culture * The partnerships school of the future * Additional Resources * Sample Curriculum Materials and Handouts * More Curriculum Materials and Handouts * More on Books and Videos * Appendix A: Sample Curriculum Materials and Handouts * Appendix B: More on Books and Videos * Appendix C: More Curriculum Materials and Handouts * Endnotes * List of Illustrations * Bibliography * Index

This essay extends and enhances an understanding of human communication by framing a narrative-grounded approach to qualitative/interpretive communication research. Ronald C. Arnett’s application of philosophical hermeneutics in philosophy of communication inquiry supports our contentions that qualitative research (a) advances a public story of learning responsive to emergent questions; (b) contributes to and is validated by a community of learners; and (c) engages in practices of the scholarly craft, from questioning to reading, writing, editing, thinking, and interpretation. Our essay ties these three interpretive themes to Arnett’s tripartite description of narrative as story, practices, and communal buy-in. Narrative-grounded engagement of academic writing and editing exemplifies a philosophy of communication that acknowledges bias and seeks the revelatory, ever wary of reifying a given subject matter and always committed to tenacious learning.

This paper considers the concept of “the archive” in the digital age and the situation of libraries and archives within the lifecycle of information. After discussing the changing nature of books, records, scholarly communication, and the concept of “the archive,” this paper merges book and record lifecycle models into a new archival cycle. To avail themselves of the opportunities and to confront the challenges presented by digital materials, librarians and archivists are beginning to assume new roles and reposition themselves within this archival cycle. As professional trajectories converge, preservation can be linked with creation or distribution and it becomes easier to imagine a viable model for curating the archive in the twenty-first century.

– This​‍​‌‍​‍‌ work looks at how Library and Information Science (LIS) has changed over the 21st century and what has become of the roles of academic librarians. After examining primary documents and literature, the authors concluded that librarians have become indispensable to teaching, research, and innovation. The change was necessitated by the very rapid, data-intensive, open-science, and technology-driven world. Few would argue that librarians still only handle collections; they have become collaborators. Besides that, the review highlighted several emerging roles that librarians could assume. As an example, academic librarians can evolve into Research Data Management Officers, Scholarly Communication Specialists, and Technology Facilitators/Digital Skills Trainers. These are ways through which librarians can influence the knowledge process, and they end up being creators, organisers, distributors, preservers, and re-users of information and research data. To put it briefly, librarians today are the leading players in the entire knowledge management cycle. They are the ones that enhance transparency, reproducibility, open access, and digital literacy. Faculty and students are not only beneficiaries but also guided through the complicated worlds of information and technology. The paper contends that in the current world, the library profession is centrally situated at the intersection of information, technology, and user needs. By upgrading themselves and focusing on the future, they not only strengthen academic institutions but also celebrate the spirit of fair access to knowledge. Key Words: 21st century librarianship, Academic Librarians, Research data management, Scholarly Communication, Digital Literacy, Library and Information Science

This essay explores various ways in which bibliographies have exhibited "sociality." Bibliographies are both products of the social contexts that have created them and engines of social interaction in scholarly communities. By tracing the history of the Isis Bibliography, the longest-running and most comprehensive bibliography in its field, this essay explains how different Isis classification systems have been tied to major twentieth-century cataloging efforts. By looking at classification, the essay also attends to the ways in which aspects of the Isis Bibliography in different decades have reflected social mores of their period. Finally, it demonstrates how critical the Isis Bibliography was in the formation of the discipline of history of science and goes on to discuss how that disciplinary connection is evolving in the twenty-first century. By thinking of the bibliography as a network of scholars, not just scholarly works, the essay asks us to reflect on the nature and purpose of bibliography in the digital age.

Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.

One approach to learning information systems design is case-based reasoning (CBR). However, learning from design cases can be superficial, if cases are not accessible at the level of meaningful design components and are not contextualised in the situation in which they have been conceived. StoryNet is a learning environment inspired by CBR and by a methodology for information systems analysis and design grounded in scenario-based modelling. StoryNet features ‘cases’ produced by a community of learners and linked in a network to highlight how design solutions evolve across time and different groups of learners. This fosters in the learners the ability to perform a deeper analysis of the business organisation and stimulates innovative solutions. Also, the network of cases affords the opportunity to capitalise on the learners' differences. It provides a richer context, in which design quality can be better understood and advanced, through the interplay of the different roles, motivations and expectations of the actors involved and a collective process of selection of the best-fit design features.

Gateways to knowledge: The role of academic libraries in teaching, learning, and research: Edited by Lawrence Dowler. MIT Press, Cambridge, MA. (1997). 240 pages. $35.00

We present the main conclusions, lessons learned, and recommendations of the work carried out in the COVID-19 Rapid Review Initiative, published in a detailed report (https://doi.org/10.6084/m9.figshare. 17125394.v1), prepared by the Research-on-Research Institute (RoRI, http://researchonresearch.org/) in collaboration with researchers, publishers, and other scholarly communication experts. The coronavirus pandemic has highlighted the importance of an effective scholarly communication system. Traditional scholarly communication channels, particularly peer-reviewed journals, have been put under pressure to deal with Covid-19-related research in a timely way. At the same time, some alternative channels of scholarly communication have received more attention during the pandemic, partly in terms of the role they can play in easing pressure on traditional publication channels. One major alternative channel of scholarly communication is that of preprints. Preprints have become an essential part of the communication of research about Covid-19, but concerns remain about quality assurance, which is clearly associated with the recent emergence of new projects that streamline evaluative peer interactions (e.g., comments, recommendations, reviews) on Covid-19 preprints. These innovative projects center on providing a more transparent and rapid peer review process, improving the scientific publication workflow, offering different publication options to authors, and ensuring that research (Covid-19 or non-Covid-19) becomes more widely available, more transparent, and credible. Based on the lessons learned from the Covid-19 Rapid Review Initiative, we discuss the challenges and opportunities that these projects create for different stakeholders, especially researchers, publishers, funding agencies, and science policymakers, both in the Middle East and elsewhere.