On “New Forms of Scholarly Communication”
Presented below are remarks prepared for a meeting of Indiana University Bloomington (IUB) Department Chairs and Academic Associate Deans hosted by the IUB Office of the Vice Provost for Faculty and Academic Affairs. The focus of the larger gathering was a campus-wide discussion of tenure and promotion issues, with a special emphasis on current draft revisions to campus-level tenure and promotion guidelines. The task assigned to me was to reflect on the place of new forms of scholarly communication in the tenure and promotion mix. Other speakers were recruited to address diversity, interdisciplinarity, and public scholarly engagement. Speakers were grouped into two person panels and allotted five (and only five) minutes for a statement. Ten minutes of discussion was scheduled on each theme following the two presentations.
Because it was a campus-wide event and because it was anticipated by the vice provost that my co-presenter Ruth Stone would speak about issues in the digital humanities, I endeavored to draw my examples from further afield. The brevity of the assignment precluded discussion of many of my favorite examples and many relevant issues (ex: the role of scholarly societies or issues of open access) were not raised at all. To help my listeners find their way to the conversations that I evoked, I offer my text here with the links that oral presentation could not facilitate.
There are countless resources available for the purpose of gaining an introduction to the subject of change in scholarly communication. One very reasonable and appropriate overview–inclusive of a call for wider discussion among researchers–is available in Karla L. Hahn’s (2008) “Talk About Talking About New Models of Scholarly Communication.”
My thanks go to Vice Provost Tom Gieryn for the opportunity to make this presentation.
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While I will use a few examples, my task is to reinforce four general themes that you are probably already are carrying into discussions with your departmental and disciplinary colleagues—change, genres, processes, and metrics.
Change. As reflected in the draft guidelines, junior faculty are pursuing careers that bear less and less resemblance to those of their mentors. As with most forms of cultural change, there will be losses and gains attendant to these shifts. Regardless of our own hopes and fears, we have an obligation to engage with the shifts happening to us. A fringe benefit of moments of discontinuity is that they help us focus more intensively on our persistent core values. How we do peer-assessment and how impactfulness is achieved and assessed are very much in flux, but their centrality as values is not. Read more



