Scholarly Communication and science Studies, Constituent elective A2

Course content

Actors, institutions and processes in scientific and scholarly communication. Actors include researchers, mediators (with, for example, peer reviewers and information specialists) and users. Institutions include, for example, publishers, libraries, journals, databases, disciplines and Cochrane centers. Processes include, for example, knowledge production, information seeking and retrieval, research evaluation, and information dissemination.   

The actors, institutions and processes are studied from different perspectives, including sociological, philosophical, science studies and bibliometric perspectives, but always with a specific focus on information studies. 

Among the concepts covered are the information chain, UNISIST model, digital media, Wikipedia, information quality, theories and traditions, (including Robert K. Merton' normative view and social epistemology) and their importance for the study of scholarly communication.

Learning outcome

Modulet giver den studerende

Viden om og forståelse af:

  • forskellige typer af metadatasystemer herunder vidensorganiserende systemer,
  • teorier og metoder i relation til metadatasystemer og vidensorganiserende systemer og processer,

  • automatiske og intellektuelle indekseringssystemer.

færdigheder i:

  • at reflektere over centrale modeller og metoder i relation til vidensorganiserende systemer,

  • at vurdere egnede metoder, og kombination af disse, til studier/evaluering af metadatasystemer og vidensorganiserende systemer i relation til systemets kontekst,

  • at eksemplificere anvendelsen af vidensorganiserende systemer i forskellige typer af informationssystemer.

kompetencer i:

  • at opstille/designe et metadatasystem,

  • at gennemføre evaluering af et vidensorganiserende system herunder automatisk og intellektuel indeksering.

Class teaching, lectures, group work, and seminars based on the interests and projects of the participants.

Eksempler på litteratur der tænkes anvendt på kurset:

  • Cotta-Schønberg, Michael (2012). Forskningsbibliotekernes strategiske situation 2012. I: Viden i spil: Forskningsbibliotekernes funktioner i forandring. (21-66). Frederiksberg: Samfundslitteratur (or corresponding text in English) 
  • Hjørland, Birger (2016). Informetrics needs a foundation in the theory of science. In Cassidy Sugimoto (red.). Theories of Informetrics and Scholarly Communication (pp. 20-46) Berlin: Walter de Gruyter.
  • Regazzi, John J. (2015). Big data, big science, and social acedemic networks. In Scholarly communications: A history from content as king to content as kingmaker (pp. 209-222). Lanham: Rowman & Littlefield.
  •  Willinsky, John & Moorhead, Laura (2014). How the rise of open access is altering journal publishing. In The future of the academic journal. 2nd. edition (pp. 195-222). Oxford: Chandos.
Continuous feedback during the course of the semester
Type of assessment
Written assignment
All aids allowed
Marking scale
7-point grading scale
Censorship form
No external censorship

Single subject courses (day)

  • Category
  • Hours
  • Class Instruction
  • 56
  • Exam
  • 120
  • Preparation
  • 234,8
  • English
  • 410,8