Diese Datenbank enthält über 40.000 Dokumente zu Themen aus den Bereichen Formalerschließung – Inhaltserschließung – Information Retrieval.
© 2015 W. Gödert, TH Köln, Institut für Informationswissenschaft / Powered by litecat, BIS Oldenburg (Stand: 04. Juni 2021)
1Kousha, K. ; Thelwall, M. ; Abdoli, M.: Goodreads reviews to assess the wider impacts of books.
In: Journal of the Association for Information Science and Technology. 68(2017) no.8, S.2004-2016.
Abstract: Although peer-review and citation counts are commonly used to help assess the scholarly impact of published research, informal reader feedback might also be exploited to help assess the wider impacts of books, such as their educational or cultural value. The social website Goodreads seems to be a reasonable source for this purpose because it includes a large number of book reviews and ratings by many users inside and outside of academia. To check this, Goodreads book metrics were compared with different book-based impact indicators for 15,928 academic books across broad fields. Goodreads engagements were numerous enough in the arts (85% of books had at least one), humanities (80%), and social sciences (67%) for use as a source of impact evidence. Low and moderate correlations between Goodreads book metrics and scholarly or non-scholarly indicators suggest that reader feedback in Goodreads reflects the many purposes of books rather than a single type of impact. Although Goodreads book metrics can be manipulated, they could be used guardedly by academics, authors, and publishers in evaluations.
Inhalt: Vgl.: http://onlinelibrary.wiley.com/doi/10.1002/asi.23805/full.
Themenfeld: Informetrie ; Elektronisches Publizieren
2Kousha, K. ; Thelwall, M. ; Abdoli, M.: ¬The role of online videos in research communication : a content analysis of YouTube videos cited in academic publications.
In: Journal of the American Society for Information Science and Technology. 63(2012) no.9, S.1710-1727.
Abstract: Although there is some evidence that online videos are increasingly used by academics for informal scholarly communication and teaching, the extent to which they are used in published academic research is unknown. This article explores the extent to which YouTube videos are cited in academic publications and whether there are significant broad disciplinary differences in this practice. To investigate, we extracted the URL citations to YouTube videos from academic publications indexed by Scopus. A total of 1,808 Scopus publications cited at least one YouTube video, and there was a steady upward growth in citing online videos within scholarly publications from 2006 to 2011, with YouTube citations being most common within arts and humanities (0.3%) and the social sciences (0.2%). A content analysis of 551 YouTube videos cited by research articles indicated that in science (78%) and in medicine and health sciences (77%), over three fourths of the cited videos had either direct scientific (e.g., laboratory experiments) or scientific-related contents (e.g., academic lectures or education) whereas in the arts and humanities, about 80% of the YouTube videos had art, culture, or history themes, and in the social sciences, about 63% of the videos were related to news, politics, advertisements, and documentaries. This shows both the disciplinary differences and the wide variety of innovative research communication uses found for videos within the different subject areas.
Behandelte Form: Videos