Tuesday, 5 February 2019

How to Increase Your Research Visibility and Impact?

How to Increase Your Research Visibility and Impact?

Presentation
posted on by Nader Ale Ebrahim
Do you know “Over 43% of ISI papers have never ever received any citations?” (nature.com/top100, 2014). Publishing a high quality paper in scientific journals is only halfway towards receiving citation in the future. The rest of the journey is dependent on disseminating the publications via proper utilization of the “Research Tools”. Proper tools allow the researchers to increase the research impact and citations for their publications. This workshop will provide various techniques on how you can increase the visibility and hence the impact of your research work.

References

https://doi.org/10.6084/m9.figshare.7475036.v1
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Benefits of Digital Repositories

Source: https://qcc.libguides.com/c.php?g=301716&p=2019401

Academic Works: Your Institutional Repository: Benefits of Digital Repositories

Academic Works is CUNY's central repository to preserve publications and materials that demonstrate scholarship and teaching. The repository is an essential storage unit for scholarly materials that remain searchable by web search engines. Materials are s

Benefits of Digital Repositories


  • Opening up outputs of the institution to a worldwide audience;
  • Maximizing the visibility and impact of these outputs as a result;
  • Showcasing the institution to interested constituencies – prospective staff, prospective students and other stakeholders;
  • Collecting and curating digital output;
  • Managing and measuring research and teaching activities;
  • Providing a workspace for work-in-progress, and for collaborative or large-scale projects;
  • Enabling and encouraging interdisciplinary approaches to research;
  • Facilitating the development and sharing of digital teaching materials and aids, and
  • Supporting student endeavours, providing access to theses and dissertations and a location for the development of e-portfolios.

Institutional Repository - Some reading

Making Institutional Repositories Works - Table of Contents
  1. Choosing a repository platform: open source vs. hosted solutions
  2. Repository options for research data (dspace.mit.edu)
  3. Ensuring discoverability of IR content (http://scholarworks.montana.edu)
  4. Open-access policies: basics and impact on content recruitment
  5. Responsibilities and rights : balancing the institutional imperative for open access with authors' self-determination
  6. Campus open-access policy implementation models and implications for IR services
  7. Electronic theses and dissertations : preparing graduate students for their futures (http://vtechworks.lib.vt.edu)
  8. Systematically populating an IR with ETDS : launching a retrospective digitization project and collecting current ETDS at the University of Massachusetts Amherst (http://scholarworks.umass.edu)
  9. Faculty self-archiving (http://digitalcommons.iwu.edu)
  10. Incentivizing them to come : strategies, tools, and opportunities for marketing an institutional repository (http://docs.lib.purdue.edu/)
  11. Repository as publishing platform (http://academiccommons.columbia.edu)
  12. Publishing pedagogy : the institutional repository as training ground for a new breed of academic journal editors (escholarship.org/)
  13. Purposeful Metrics: Matching Institutional Repository Metrics to Purpose and Audience
  14. Social media metrics as indicators of repository impact
  15. Peer review and institutional repositories (College of Charleston’s IR is currently under construction)
  16. Defining success and impact for scholars, department chairs, and administrators : is there a sweet spot? (http://digitalscholarship.unlv.edu)
  17. Creating the IR culture (https://scholarsphere.psu.edu/ or http://dataspace.princeton.edu )
  18. On implementing an open-source institutional repository : a case study
  19. Interlinking institutional repository content and enhancing user experiences : a case study from Purdue University (http://docs.lib.purdue.edu/)
  20. Populating your institutional repository and promoting your students: IRs and undergraduate research  (http://digitalcommons.usu.edu)
  21. Next steps for IRs and open access (author is the Executive Director of SPARC)
  • Last Updated: Jan 7, 2019 1:24 PM
  • URL: https://qcc.libguides.com/c.php?g=301716
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The Institutional Repository: Benefits and Challenges

Source: http://www.ala.org/alcts/resources/papers/irs

The Institutional Repository: Benefits and Challenges

Purchase now: print  |  PDF e-book

Foreword

by Pamela Bluh and Cindy Hepfer
Despite the abundance of information on IRs, librarians consistently show an interest in learning more about their promises and pitfalls, and they seek practical advice on creating, maintaining, implementing, and marketing them. | more
Chapter 1

Institutional Repositories: The Promises of Yesterday, The Promises of Tomorrow

by Greg Tananbaum
As institutional repositories (IRs) reach their adolescence, the timing is appropriate to take a step back and assess their development. To do so requires asking a series of questions:
  • What were the initial promises of the IR concept?
  • What expectations were there for the IR and how well has the reality matched these expectations?
  • How have IRs impacted scholarly communication?
In short, how did IRs reach their present state of development, how bumpy has the road been, and what does this portend for the future?
Chapter 2

Approaches to Marketing an Institutional Repository to Campus

by Marísa L. Ramírez and Michael D. Miller
Basic marketing principles and how to apply them to marketing an institutional repository within a higher education setting.
Chapter 3

Perpetual Beta: Assessing the Institutional Repository

by Allison Sivak and Leah Vanderjagt
A thorough review and discussion of assessment and evaluation criteria for repositories based on recent research.
Chapter 4

Institutional Repositories, Libraries and the Academy

by Marilyn S. Billings
Many research and educational institutions are finding the promises of creating and maintaining an IR alluring, and in many cases libraries are intimately, often centrally, involved in this effort.
Chapter 5

Implementing Open Access Policies Using Institutional Repositories

by Ellen Finnie Duranceau and Sue Kriegsman
Pros and cons of establishing an institutional open access policy within the framework of the IR.  |  read this chapter now (free)
Chapter 6

Copyright and Institutional Repositories

by Lisa A. Macklin
Successfully managing copyright issues is essential to populating a repository with content.

About This Publication

This publication is being presented as an online-plus-print publication. The chapters were published online individually as downloadable PDF documents. Each chapter was for sale for $9. Now that the entire book is complete, it is available in its entirety from ALA's Online Store.

Other ALCTS Resources on Institutional Repositories

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Writing for a Nature journal

Source: https://www.nature.com/authors/author_resources/how_write.html

How to write a paper

Writing for a Nature journal

Before writing a paper, authors are advised to visit the author information pages of the journal to which they wish to submit (see this link for a full list of Nature Research publications). Each journal has slightly different format requirements depending on readership, space, style and so on. The journal's website will contain detailed information about format, length limits, figure preparation, and similar matters. If your questions are not answered on these pages or through our recommended guidelines below, we suggest you contact the journal’s editorial office for further guidance before submitting. Contact information for the editorial offices can be found on the journal websites.
We also strongly recommend that authors read a few issues of the journal to which they wish to submit, to obtain a sense of the level, length and readership of the journal. Looking at the print issue, or at PDFs in the online edition, is particularly useful for details such as presentation of figures or style of reference numbering. (All Nature Research journals have a free online issue of the journal for those who do not subscribe or have site-licence access, which can be accessed via the journal's "about" web page.)
Nature journals are international, so in writing a paper, authors should consider those readers for whom English is a second language. The journals are read mainly by professional scientists, so authors can avoid unnecessary simplification or didactic definitions. However, many readers are outside the immediate discipline of the author(s), so clarity of expression is needed to achieve the goal of comprehensibility. (See the section below for links to some websites that provide writing help and advice.)
Nature journals prefer authors to write in the active voice ("we performed the experiment...") as experience has shown that readers find concepts and results to be conveyed more clearly if written directly. We have also found that use of several adjectives to qualify one noun in highly technical language can be confusing to readers. We encourage authors to "unpackage" concepts and to present their findings and conclusions in simply constructed sentences.
Many papers submitted for publication in a Nature journal contain unnecessary technical terminology, unreadable descriptions of the work that has been done, and convoluted figure legends. Our journal subeditors and copyeditors edit the manuscript so that it is grammatically correct, logical, clear and concise. They also ensure that manuscripts use consistent search terms and terminology that is consistent with what is used in previous articles published in the journal. Of course, this process is assisted greatly if the authors have written the manuscript in a simple and accessible style, as the author is the best person to convey the message of the paper and to persuade readers that it is important enough to spend time on.
We ask authors to avoid jargon and acronyms where possible. When essential, they should be defined at first use; after first use, the author should use pronouns when possible rather than using the abbreviation or acronym at every occurrence. The acronym is second-nature to the author but is not to the reader, who may have to refer to the original definition throughout the paper when an acronym is used.
Titles need to be comprehensible and enticing to a potential reader quickly scanning a table of contents or performing an online search, while at the same time not being so general or vague as to obscure what the paper is about. We ask authors to be aware of abstracting and indexing services when devising a title for the paper: providing one or two essential keywords within a title will be beneficial for web-search results.
Within the text of papers, Nature journals use a numbering (Vancouver) system for references, not the Harvard method whereby the authors and year of publication are included in the text in parentheses. We adopt this numbering style because we believe the text flows more smoothly, and hence is quicker for the reader to absorb.
Our experience has shown that a paper's impact is maximized if it is as short as is consistent with providing a focused message, with a few crucial figures or tables. Authors can place technical information (figures, protocols, methods, tables, additional data) necessary to support their conclusion into Supplementary Information (SI), which is published online-only to accompany the published print/online paper. SI is peer-reviewed, and we believe that its use means that the impact of the conclusions of the study is enhanced by being presented in concise and focused form in the print/online journal, emphasizing the key conclusions of the research and yet providing the full supporting details required by others in the field in online-only form. We encourage authors to use SI  in this way to enhance the impact of the print/online version, and hence to increase its readership. Authors are asked to provide short "signposts" at appropriate points in their paper to indicate that SI is present to expand on a particular point (for example "for more details, see figure x in SI) so that readers can navigate easily to the relevant information.  We also encourage authors who are describing methods and protocols to provide the full details as SI.
We all face the challenge of how to make the best use of our time in an era of information overload. Judicious use of SI to ensure that the printed version of a paper is clear, comprehensible and as short as is consistent with this goal, is very likely to increase the paper's readership, impact and the number of times others cite it.
Nature Physics: the Editorial Elements of style explains the importance of clear and accessible writing. The advice contained within this Editorial applies to all the Nature journals.
Top of page

How to write a scientific paper

A number of articles and websites provide detailed guidelines and advice about writing and submitting scientific papers. Some suggested sources are:
Researchers whose first language is not English often find it useful to either ask a colleague whose native language is English to review the manuscript before submission to a journal, or to use one of the many services that will, for a fee, edit papers to ensure the English is clear and well written. Such services include Nature Research Editing Service and American Journal Experts.
Nature Research authors are entitled to a 10% discount on their first submission to either of these services. Claim 10% off English editing from Nature Research Editing Service or claim 10% off American Journal Experts.

For authors from China

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Sunday, 3 February 2019

Student guest post: 8 ways students and staff can engage in remote collaboration

Source: https://socialmediaforlearning.com/2019/02/02/student-guest-post-8-ways-students-and-staff-can-engage-in-remote-collaboration/

Student guest post: 8 ways students and staff can engage in remote collaboration

Posted on February 2, 2019 by

A guest blog post from Sheffield Hallam University Business and Technology students working within the SMASH team. A student partnership group researching Social Media for Academic Studies at Hallam.

As we enter into the second semester of university (or the last semester for final year students), with the cold weather upon us and deadlines looming – it is often difficult for students participating in group work to all be in the same place at the same time for meetings.
The SMASH team (Social Media for Academic Studies at Hallam) last year wrote a blog post following their struggles of meeting up as a group after the #BeastFromTheEast disrupted travel across the UK. This year, the team have decided to build upon this post, and create more ideas and suggestions into tools for remote collaboration. Not only does this list build upon some of the tools mentioned in the previous post, and demonstrating how these have been implemented within the students’ own courses; but also introduces new tools, which have been researched and used first-hand to ensure they are useful and sufficient for use by both staff and students.

8 Apps for Remote Collaboration

  1. .Trello
  2. Google Apps
  3. Google Hangout
  4. Messenger
  5. Github
  6. Zoom
  7. Blackboard Collaborate
  8. Padlet

1. Trello

How it can be used
Trello can be used to create Kanban style boards for group work. Users are able to create bespoke categories and add and move notes added to these. ‘Power-ups’ can also be downloaded, adding additional features to the Trello boards, including Google Calendars (mentioned below), and imagery such as ‘gifs’ and popular survey sites such as ‘SurveyMonkey’.
How to get started
Create a Trello account & add users to the board, setting privacy settings where necessary. Start building categories and notes within these, adding additional features where you see fit. Adjust the Trello board as you continue through a project.
Further support

2. Google Apps

How it can be used
Google applications contain a wide variety of collaboration tools, spanning from Google Drive, where shared folders, documents and presentation slides can be added; to Google Calendar where group meetings and Google Hangouts can be organised, for when students are not able to meet up at the same time or for staff to plan Academic Adviser meetings.
How to get started
More examples of Google Apps can be found below, including Google Trips maybe for a student organised trip and Google Duo which could be used for one-to-one meetings between students and staff.
More Google Apps

3. Google Hangout

How it can be used
Google Hangout is a free Google application, which can be used for messaging and video-chatting amongst staff and students. As an alternative to Whatsapp (which requires a mobile number to add contacts and create groups), this application only requires an email address to begin contact. You can also add Google Hangout as a Google Chrome extension, and allow notifications for constant communication between groups and individuals.
How to get started
You can either download the Google Hangout app on your phone or alternatively download the extension quickly from the Google Play store. Alternatively for Sheffield Hallam users you can search for the tool on Blackboard, and login automatically with your SHU credentials (and access the SHU student and staff directory).
Further support

4. Messenger

How it can be used
Facebook Messenger is a free messaging app which is used for instant messaging, setting plans, sharing photos and videos and many other additions Messenger provides for group communication. Messenger also has a video and call option which allows for group calls and meetings in real time. This tool is used widely by students as it’s part of Facebook so your contacts are instantly linked with the account or you can choose to message new contacts.
How to get started
To get started simply download the Messenger app from the website and it will redirect you to the right system you need to download for your device.
Further support

5. Github

How it can be used
Github is a tool for developers which allows you to work on code, to host and review projects you are working on and build software alongside other developers who are working on parts of the code and creating a final software solution that works. GitHub brings teams together to work through problems, move ideas forward, and learn from each other along the way. The GitHub tool allows you to write better code, manage your chaos & finds the right tools to help you.
Further support on how to signup your team
How to get started
GitHub can be joined for free, all you need to do is sign up with the link above, which gives you unlimited public repositories, unlimited private repositories, 3 collaborators for private repositories, issues and bug tracking as well as project management which is more than enough for a beginning non-business team.
Further support and info about more features within GitHub and what you can do with it

6. Zoom

How it can be used
Zoom is an audio and video collaboration tool, wherein students & staff can organise virtual meetings – if they’re based at home or in another location, rather than having to meet face-to-face at the same time. Online video meetings, video webinars (for student or tutor presentations or marketing events for open days) & zoom rooms (collaboration-enabled conference rooms) can all be used within this tool.
How to get started
For meetings which have already been set up, use this link to join:
https://zoom.us/join (entering a meeting ID)
Or to host a meeting, sign up to Zoom https://zoom.us/signup, and follow the ‘Host a Meeting’ link to choose which service you would like to use. There are unlimited free 1 to 1 meetings and up to 40 free mins for group meetings.
Further support

7. Blackboard Collaborate

How it can be used
The primary use for this tool is to maintain remote relationships where physical participation is not possible. Used by lecturers, remote sessions can be set up that enable screen recordings to be shared alongside voice calls to give the look and feel of an ordinary lecture/seminar. This is also more than a live tool, as it allows sessions to be saved as recordings, allowing students to revisit the content.
An example of its use is during our Business and Technology Professional Practice module where students who are on placement can receive content delivery and ask questions whilst away from university about their final year assessments.
How to get started
When accessing your module sites on MyHallam (the name of our Blackboard VLE), at the bottom of the subheadings on the left you will see a “Blackboard Collaborate” option. Clicking this link will take you to the Blackboard collaborate main page, where live and scheduled sessions can be found. Clicking these sessions will allow you to view the content. During these sessions, a live chat will be present where questions can be asked from anyone present.
To access previous Blackboard Collaborate sessions, expanding the hamburger menu on the top left, going to recordings and changing the date range from the drop-down menu on the right, allows you to view all previous recordings in the date range. Selecting a recording allows you to watch back the recording.
Further Support

8. Padlet

How it can be used
At a high level, Padlet is an online tool based around ‘Bulletin Boards’, where creators can invite others to modify or view their boards. Among some of the uses for this tool are; Idea Creation, To-Do Lists, Blogging, Mood Boards and storing ideas in a central location through adding photos, videos, links and attachments. The social feel of this tool is supported by functionality that enables you to create networks with other members, liking people’s posts and create folders.
An example of where this has been used is during our module Developing Strategies for Change where every student contributed to compiling examples of mergers and acquisitions.
How to get started
Signing up to create a Padlet is easy via Google, Facebook and Microsoft accounts (as well as traditional means) and once you’re in, you can begin making boards via the “+ Make a Padlet” button. A wide variety of boards are shown, from templates to blank ones, depending on what the intended use is. The background styles are completely customisable and once this is selected, double click anywhere on the board and begin adding to the board. There is also an option to allow users to rate or comment on posts.
Sharing Padlets can be done from inside the board via the share button, and to see shared padlets return to the home screen and go to the shared sidebar option.
Further support

We hope you have found this post useful, and encourage you to add in the comments any other tools you have found helpful for remote collaboration.

Contributors

Students from the SMASH team at Sheffield Hallam University
Jess Paddon – IT with Business Studies – @JessPaddonSHU
Joe Gilbert – BSc IT with Business Studies – @JoeGiIbert
Ola Mazur – BSc IT with Business Studies – @SheffAleksandra
Matthew Trueman – BSc IT with Business Studies – @Matty_Trueman
Image credit: Harry Whitaker  – BSc Graphic Design (image used with permission)

About Sue Beckingham

A National Teaching Fellow, Educational Developer and Principal Lecturer in Computing with a research interest in the use of social media in higher education.
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1 Response to Student guest post: 8 ways students and staff can engage in remote collaboration

  1. Pingback: Student guest post: 8 ways students and staff can engage in remote collaboration – Socisl Media Article – Social Media Blog

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