Rochat, Désirée (2021) Imagining open-access scholarship dissemination for a community-centered research project. Project Report. UNSPECIFIED. (Submitted)
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Abstract
This project documentation is the initial seed of modelling scholarly stacks for open-access dissemination for a community-centered research project. The documentation was produced as part of the project Scholarly Stack for Open Educational Workflows, which aimed to craft collaborative workflows with scholarly stacks that support open education and open scholarship. Some of the guiding questions were: What may be the digital tools to support workflows and habits to sustain communities around the emergence of open educational resources and related open scholarship? What are the missing pieces around Zotero and Open Textbooks (Pressbooks)? Could a scholar with a pedagogical dedication leverage classroom blogging and storytelling tools to curate learning outcomes around students sustaining their own open textbook? The Concordia Library Research grant (P.I. Dr. Rachel Harris, 2023-2024) that supported the project aimed to build avenues of collaboration, between librarians and non-librarian scholars, using information flows including WordPress, for the benefit of a wider public. The non-librarian collaborator and author of the project reports, Dr. Désirée Rochat, came to this research project as a FRQSC Postdoctoral Fellow, Centre for Oral History and Digital Storytelling, invested in community-anchored research, archival pedagogy, and popular education.
Report 1 outlines the scope and content of the Black lives in/and archives project and explores different elements of a web platform that would support the other activities of the project. It presents different technological tools that could be stacked to enhance knowledge dissemination and proposes the initial frame of an editorial chart.
Report 2 presents an annotated bibliography of articles about blogging and websites for research, visualization tools and editorial charts. It also presents an analysis of elements of different web platforms and technological tools that can be stacked.
Report 3 details my learning journey through the collaboration and a proposal for a teaching framework based on my learning outcomes.
| Divisions: | Concordia University > Research Units > Centre for Oral History and Digital Storytelling |
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| Item Type: | Monograph (Project Report) |
| Authors: | Rochat, Désirée |
| Editors: | Harris, Rachel and Charbonneau, Olivier |
| Institution: | Concordia University |
| Date: | August 2021 |
| Projects: |
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| Funders: |
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| ID Code: | 994555 |
| Deposited By: | Rachel Harris |
| Deposited On: | 06 Sep 2024 21:48 |
| Last Modified: | 13 Sep 2024 13:53 |
References:
Brady, M. (2005). Blogging: personal participation in public knowledge-building on the web. In R. Finnegan (Ed.) Participating in the knowledge society: Researchers beyond the university walls (212-228). Springer.Beauchef, H. (2014). Concevoir un projet éditorial pour le web. Dans Michael E. Sinatra, Marcello Vitali-Rosati (dir.), Pratiques de l’édition numérique (édition augmentée) (Chapitre 13). Presses de l’Université de Montréal.
Byington, T. A. (2011). Communities of practice: Using blogs to increase collaboration. Intervention in School and Clinic, 46(5), 280-291.
Charbonneau, O. (2006). Confessions d’un blogodépendant. Argus, 35(1), 6-8.
Charte éditoriale (22 mai 2023). Dans Wikipédia.
Crestodina, A. (n.d.) 9 Editorial Guidelines for Your Blog [Blog post]. Orbit Media Studio. Retrieved January 19, 2024.
Mitchell, K. M. (2019). Social media storytelling: Using blogs and Twitter to create a community of practice for writing scholarship. Discourse and Writing/Rédactologie, 29, 1-23.
Gunawardena, C. N., Hermans, M. B., Sanchez, D., Richmond, C., Bohley, M., & Tuttle, R. (2009). A theoretical framework for building online communities of practice with social networking tools. Educational Media International, 46(1), 3-16.
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