Open Password – Wednesday June 16, 2021
#935
EconBiz Academic Career Kit – Young Researchers – Economics – Open Educational Resources – Nicole Krüger – Tamara Pianos – Online Tutorial – Open Access – Predatory Journals – Copyright – Scientific Communication – Collaborative Working – Networking – Metrics – Research Data Management – Open Source Software – Reuse – Information literacy – Framework for Information Literacy for Higher Education – Collaborative work – Information and knowledge management – Data literacy – Libraries – Library cooperation – First publication – IMWF Institute for Management and Economic Research – Press departments – Relevant topics – Content assessments – Jörg Forthmann – Reputation – RTL /ntv trend barometer – Corona – Forsa – More free time – Holidays abroad – Everyday work life – Everyday school life
Cover story: EconBiz Academic Career Kit – learning materials for young researchers in economics
II.
What PR departments really know: The gap between desire and reality
III.
RTL/ntv trend barometer: Return to everyday life after the pandemic?
EconBiz Academic Career Kit
Learning materials for young researchers
in economics as Open Educational Resources (OER)
By Nicole Krüger and Tamara Pianos, ZBW
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- Summary
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The EconBiz Academic Career Kit (1) is an interactive online tutorial for young academics in economics. The three modules cover the topics: first publication, open access, predatory journals and copyright – scientific communication, collaborative work, networking and metrics – research data management. Information literacy offerings are not yet widespread in these fields and for this target group in Germany. For this reason – and because researchers usually obtain information about these questions online – the Academic Career Kit is published as OER under the CC-BY license and is therefore released for editing and further use by third parties.
To provide the Academic Career Kit, it was important to select open source software that allows interactive materials to be published as OER and edited by third parties. Questions had to be clarified about the subsequent use of works that were available under different CC licenses and ultimately the OER had to be published in such a way that it could be found in search engines and platforms by the target group.
This article aims to present the initial situation, didactic design and content of the EconBiz Academic Career Kit and describe approaches to solving the challenges mentioned in the publication and distribution of an interactive OER tutorial.
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2 Information literacy, open science and science communication for young scientists ___________________________________________________________________________
As a rule, academic libraries have established a portfolio of learning units for students to teach information skills. It’s about using the library, finding scientific information, critical reflection, access to literature and correct citation. For this purpose, the “Framework for Information Literacy for Higher Education” from the ACRL (2016) provides six “frames” that serve as suggestions for the design of interactive and reflective learning units (2). It is not for nothing that the framework mentions higher education as a target group in the title.
If you look at the requirements for doctoral students, for example, with regard to the handling of information, they change considerably compared to the standard course of study. There are also questions about the dissemination and measurement of research output, questions about the publication of data and cooperation in the research process. The publication processes are subject to major changes. Collaborative work is becoming more important, so tools for file sharing and tools for simultaneous content editing are becoming more important. Developments in the field of open science have also changed the field of science communication and the sharing of information and data in the research process. Ince, Hoadly & Kirschner (2019) identify information literacy, information and knowledge management, and scientific communication as needs for doctoral studies. They view data literacy as part of knowledge management. The six frames of the ACRL do not reflect competencies that only become relevant at the start of a doctoral program (3). The ACRL framework can be seen as a further indication that students have so far been the focus of academic library training to improve information literacy. Young researchers who have completed their regular studies are often overlooked as a target group for training in libraries (Monroe-Gulick & Petr, 2012, page 315).
Traditionally, the introduction of young scientists to the practice of the respective scientific community takes place at the chairs. However, requirements for scientific work after graduation are characterized today by an increasing degree of specialization and require knowledge that is not available at all chairs.
Not all supervising scientists are equally open to the topic of open science and the digitalization of science communication (Ince, Hoadley, & Kirschner, 2018, page 169). It can be seen that young researchers usually look to each other for support in their scientific work. They post tips on blogs or contact their personal contacts (ibid., page 159). The library and its offerings are less perceived in this context (ibid., page 163) (4).
A challenge for training researchers is certainly that, unlike students, they have a high level of specialist knowledge that people outside of research usually cannot compete with. You should definitely be aware of this when you start working together. It can and should be clearly stated that the participants in the training courses primarily have specialist knowledge, but the library has further-reaching competencies in the areas of information literacy, open science and research data management.
If libraries want to take on the task of structured and comprehensive communication and advice for this target group, a further challenge is that knowledge and responsibility for the subject areas that make up the training portfolio for researchers are not always bundled in one person. In most cases, the expertise for the management of research data, advice on copyright issues and open access and the technical knowledge of databases and tools that are relevant in the respective community are available across the library. It is particularly difficult for smaller libraries to maintain competencies for the various specialist contexts relating to the publication and dissemination of research as well as open science. As a result, collaborations are becoming even more important for the teaching of information literacy – between different departments of the library, between the library and the department or other university facilities and between different libraries or in the form of the reuse of open educational materials (OER) from the Internet.
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3 The tutorial “EconBiz Academic Career Kit” for researchers in economics __________________________________________________________________________________
The need for further materials for teaching information literacy is also seen in research. The EconBiz scientific advisory board suggested providing learning content for young scientists and PhD students in economics. The result is the EconBiz Academic Career Kit, published in 2019 as OER under the CC-BY license. It comes in the form of three interactive toolkits on the following topics:
(1) First publication : finding suitable journals, open access, predatory journals and copyright,
(2) networking and metrics : science communication, collaborative research, greater visibility and impact measurement; and
(3) research data management : finding, documenting, sharing and reusing data.
Researchers can find answers to the following questions in the three toolkits:
(1) How do I find a suitable journal for my publication? What is Open Access – and what influence does it have on the citation frequency of papers? What are predatory or fake journals and how do I recognize them? What about my right to a secondary publication in Open Access?
Figure 1: Home page of the “Publish your Paper” module
(2) How can I use social media for scientific communication – and thus inform other researchers, but also the public and the media, about my research? How can I record my impact – find citation numbers for my publications, but also altmetric data to disseminate my research via social media and blogs? What does a unique researcher ID like ORCID have to do with this? Which tools are suitable for research collaboration and where can I find contacts and exchange online and at conferences?
Figure 2: Home page of the “Metrics and Networking” module
(3) How can I find and cite research data from others? What is the advantage of sharing your own research data? How can I document data in a comprehensible way? In which repositories and under which licenses can I make data publicly available?
Figure 3: Home page of the “Find and Share Research Data” module
In the individual modules there are sub-points and tips on very specific questions such as “Use Twitter professionally”, but also cross-references such as “Beware of fake conferences!” or “Pros and cons of magazine rankings”.
The Academic Career Kit was published in English because linked, further materials are also predominantly available in English and researchers in Germany and around the world mostly read and work in this language. The only exceptions are some German-language documents on open access conditions and copyright in Germany.
In order to create the EconBiz Academic Career Kit, it was necessary to include competencies from the various departments of the ZBW – the “Publication Services and Open Access”, the “Web Science” research group, the “Go FAIR Initiative” (5) on the subject of research data Specialist departments for economics and the department for information transfer and information literacy. This was the only way to successfully bundle such a comprehensive offering in one place.
Read in the next episode: The academic concept of the Academic Career Kit – The provision of interactive learning content as OER – Licenses in practice
What PR departments really know
The gap between desire and reality
(IMWF) It seems most important for press departments to know the relevant topics that are being discussed. 56 percent of all PR people want to know the relevant topics that are being discussed about their company. At least 53 percent have this information within a day.
The lack of knowledge about the second most important topic from the perspective of those responsible for PR is more serious: 46 percent would like a content assessment of relevant topics, but only 29 percent can obtain this at short notice. “Knowledge about topics has no value without a classification of the content,” says IMWF managing director Jörg Forthmann. “The press departments lack tools to obtain this information at short notice. Figures are only collected irregularly and are neither consistently evaluated nor stored in a digitally available manner.”
Even basic knowledge such as the current reputation of the company is not available to all PR specialists. 40 percent of press departments would like to know current reputation scores, but only 15 percent have access to them.
These are the results of a survey of PR decision-makers by the Institute for Management and Economic Research (IMWF) in February and March 2021.
RTL/ntv trend barometer
Return to everyday life after the pandemic?
70% of German citizens want more free time
(RTL) Because you couldn’t do so much during the corona pandemic, many people had more time for leisure activities at home or in nature. According to a current Forsa survey commissioned by RTL and ntv, the vast majority of German citizens surveyed (70%) would like to take more time for such leisure activities (even) after the end of the pandemic. Respondents aged 30 to 44 say this more frequently than average (83%).
Those who want to take more time for leisure activities after the end of the corona pandemic were asked what these activities were. Those surveyed would (still) prefer to take more time for sports (64%), walks (62%) or being with the family (55%). Even after the pandemic, 45 percent would like to take more time for reading, 37 percent for cooking or baking and 23 percent for creative activities. 14 percent would like to (continue to) take more time to learn new things, such as an instrument.
Holiday abroad? Half of those surveyed (50%) stated that they would like to take more vacations abroad again after the end of the corona pandemic. This is particularly true for those under 45 (18 to 29 year olds: 61%, 30 to 44 year olds: 61%). When asked what type of vacation they would like to take abroad, 64 percent said they would prefer to go on a relaxing vacation, for example on the beach. 51 percent long for city trips, 41 percent for hiking or active holidays and 36 percent for tours.
Return to normal everyday life. The vast majority (78%) do not find it difficult that with the falling number of Corona cases and the gradual openings, a return to normal everyday life is gradually possible. Only a few respondents (19%) stated that it would be difficult for them to take the first steps back into normal everyday life. Of those who find it difficult to take the first steps back into normal everyday life, 35 percent say it would be difficult for them because they now have more appointments and can no longer organize their lives as freely. 21 percent now have less time for themselves. For 12 percent, everyday working life is now becoming more stressful, for example because they can no longer work from home. 10 percent can now spend less time with their family. 62 percent say they have other reasons why it is difficult for them to return to normal everyday life.
Return to everyday school life. Of those surveyed with children of school age (6 to 16 years), only a few (19%) stated that their child or children had difficulty getting back into everyday school life. According to their parents, this does not cause any problems for the majority of children (65%).
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