Scholarly communication strategies in Latin American´s research-intensive universities

Juan Pablo  Alperin; Gustavo E.  Fischman; John  Willinsky

doi:10.54674/ess.v16i2.659

Juan Pablo Alperin Simon Fraser University: Vancouver, British Columbia, CA https://orcid.org/0000-0002-9344-7439
Gustavo E. Fischman Arizona State University: Tempe, AZ, US https://orcid.org/0000-0003-3853-9856
John Willinsky Stanford University: Stanford, CA, US https://orcid.org/0000-0001-6192-8687

DOI: https://doi.org/10.54674/ess.v16i2.659

Mots-clés: Amérique latine, communication scolaire, libre accès

Résumé

Les universités qui se consacrent à la production de recherches de haute qualité existent depuis des siècles en Amérique latine, mais ce n'est qu'au cours des deux dernières décennies que le modèle à forte intensité de recherche est devenu la norme pour la plupart des universités publiques de la région. L'importance croissante accordée à l'édition savante dans la région a coïncidé avec les progrès de l'internet et l'émergence et la croissance du mouvement de l'accès ouvert (OA). Comment l'accès libre a été compris et intégré dans les pratiques de publication des universitaires dans les universités à forte intensité de recherche ; 2. comment l'accès libre a été compris et intégré dans les pratiques des systèmes nationaux de recherche et développement (R&D) ; et 3. comment nous pouvons comprendre la dynamique de convergence entre la croissance de la recherche et la croissance de l'accès libre dans la région. Nous constatons que l'inclusion de SciELO et de RedALyC dans les systèmes d'évaluation des universités à forte intensité de recherche et des systèmes nationaux de R&D a donné la prédominance à l'OA dans la région. Bien qu'il soit impossible de déterminer la relation directe entre ces initiatives d'OA (et les technologies associées) sur la quantité et la qualité de la recherche en Amérique latine, nous concluons qu'elles ont constitué un mécanisme de soutien pour les chercheurs, les universités et les systèmes d'innovation nationaux.

Bibliographies de l'auteur

Juan Pablo Alperin, Simon Fraser University: Vancouver, British Columbia, CA

Dr. Juan Pablo Alperin is a co-director of the ScholCommLab, as well as an associate professor at the Canadian Institute for Studies in Publishing and an associate director of research of the Public Knowledge Project at Simon Fraser University, Canada. He is a multi-disciplinary scholar, with training in computer science (BMath, University of Waterloo), social science (MA Geography, University of Waterloo), and education (PhD, Stanford University), who believes that research, especially when it is made freely available (as so much of today’s work is), has the potential to make meaningful and direct contributions to society, and that it is our responsibility as the creators of this research to ensure we understand the mechanisms, networks, and mediums through which our work is discussed and used. A few publications are listed below. A full list of publications and presentations can be found at in his full CV, and he can be found on Twitter at @juancommander.

Gustavo E. Fischman, Arizona State University: Tempe, AZ, US

Gustavo E. Fischman is professor of educational policy and comparative education at the Mary Lou Fulton Teacher's College, Arizona State University. Dr. Fischman focuses his work on understanding and improving the processes of knowledge-production and exchange between scholars, educators, activists, practitioners, administrators, media workers, policymakers, and the broader public. He is currently leading two research projects. The first project focuses on issues of sustainability education and the uses (and misuses) of global learning metrics and large-scale assessments in educational reform projects. The second project explores systems reforms to improve assessment practices in higher education and organizational strategies for mobilizing research knowledge. Has authored more than 150 academic publications, as well as numerous commentaries and interviews. He has been a visiting scholar in several graduate programs in Europe and Latin America. Dr. Fischman has received many awards and appointments, including selected as a New Century Fulbright scholar (2010), fellow of the International Academy of Education, (2013) and fellow of the American Educational Research Association (2015)and appointed to the W. T. Fulbright Senior Scholar roster (2017). He is also the chair of the International Relations Committee at AERA and is the ad-honorem coordinator of the program of internationalization of the Pontificia Universidade Católica de Rio de Janeiro (Brazil). In addition to his service on numerous editorial boards, he is the editor of Education Review, consulting editor of Education Policy Analysis Archives, and a co-editor of the 2018 and 2020 Review of Research in Education (AERA). Among his best-known books are Imagining Teachers: Rethinking Teacher Education and Gender, Dumb Ideas Won't Create Smart Kids co-authored with Eric M. Haas, and Made in Latin America: Open Access, Scholarly Journals, and Regional Innovations co-edited with Juan P. Alperin.

John Willinsky, Stanford University: Stanford, CA, US

John Willinsky. Professor Emeritus at Stanford Graduate School of Education. After working for some time on the educational implications of such knowledge systems as literary theory, curriculum theory, lexicography, and European imperialism, I have come to focus my studies on both analyzing and altering scholarly publishing practices to understand whether this body of knowledge might yet become more of a public resource for education and deliberation and whether we can develop software tools to help make that happen.

Stratégies de communication savante dans les universités à forte intensité de recherche en Amérique latine

Résumé

Bibliographies de l'auteur