Use Of Scholarship Research Articles

Primary Sources as Linked Data: Exploring Motives Across the Sciences and Social Sciences

ABSTRACTWhile long recognized in the humanities, there is growing recognition in the sciences and social sciences that primary sources—as diverse as manuscripts, photographs, cultural belongings, and specimens—hold vast data about scientific and human knowledge for use in scholarship, community research, and global knowledge. Yet, data embedded in these sources are largely disconnected from the systems of discovery, access, and structured data that support reuse and insights across globally dispersed repositories. In this paper, we share select findings of a systematic review to explore the use of primary sources, and the data embedded in them, via linked data across the sciences and social sciences. Our results confirm the use of a variety of primary source data across diverse disciplines, particularly those requiring longitudinal studies and data integration from diverse repositories and contexts. We highlight how linked data are understood to: connect collections to communities; support highly granular credit, attribution, and assessment of impact; and interrelate diverse sources of knowledge. While these results suggest the value of linked data for the specific research needs of anthropology, the effectiveness of linked data in achieving these objectives and the suitability of this approach for a diversity of institutions and communities need further study.

THE USE OF SCHOLARSHIP BY THE EUROPEAN COURT OF HUMAN RIGHTS

AbstractThe relationship between scholarship and adjudication has attracted considerable attention in recent years, especially in those areas where significant academic expertise has been developed and academic scrutiny of decisions is common. Yet the role of scholars and scholarship in the context of the adjudicatory practices of the European Court of Human Rights (ECtHR) has remained palpably under-investigated. This article begins to fill this gap in the literature by carrying out the first large-scale empirical study of the use of scholarship by the ECtHR. The authors rely on a purpose-built dataset comprising all the citations made by the Grand Chamber of the Court in judgments and separate opinions appended to it. The study finds that the Court's majority uses scholarship for the purposes of reviewing facts and interpreting international and domestic law but does so rarely. The majority of the ECtHR does not use scholarship to interpret the European Convention on Human Rights or for persuasive purposes, unlike the individual Judges in their separate opinions. Indeed, individual Judges refer to scholarship more often, for more varied and arguably different purposes. This use, however, is inconsistent in terms of both frequency and the types of sources referred to.

Straddlers not spiralists: Critical questions for research on fixers, local-foreign news work, and cross-border journalism

This article challenges current trends in the study of fixers and other forms of “local-foreign news work” through discussion of questions crucial to future investigations. Responding to Kotišová and Deuze’s call to complicate the existing “repertoire of concepts, theories, and epistemic categories” now in use in scholarship on fixing (2022: 1172), we provide theoretical frameworks relevant to, but thus far unutilized by, this scholarship. Considering local-foreign news work as a process of straddling political, cultural, and epistemic boundaries allows us to interrogate the conceptual binaries operating in the relevant research, such as west/nonwest, local/foreign, fixer/journalist. By engaging the liminality of local journalistic labor, this article brings into relief dynamics often obscured in current studies, namely, the impact of race and gender identities, and the post-colonial contexts within which much local-foreign news work takes place. Attention to these dynamics challenges the conceptual divisions upon which studies of cross-border journalism often rely, while revealing the consequential – and boundary-defying – positionality of local news workers. Finally, examination of the “cosmopolitanism” of local-foreign news work, and the “situatedness” of the knowledge produced by local news workers, serves to thicken scholarship on the topic in ways that deactivate essentialisms, deepen empirical foundations, and address problematic configurations of power critical to the study of news production today. By diversifying the research queries we pose, and the theoretical perspectives we employ, future research can better account for the dynamism of local-foreign news work in the contemporary global news landscape.

Representing Russia’s Orient: From Ethnography to Art Song Adalyat Issiyeva.

At the heart of Adalyat Issiyeva’s impressively researched, richly documented, and persuasively argued new monograph lies a simple, yet powerful thesis: namely, that ‘Russia’s (musical) ethnographies about its Asian and Caucasian neighbors played a pivotal role in the formation and development of Russia’s own musical identity’ (p. 4). To be sure, the question of Russian musical orientalism is hardly new. In 1883, Vladimir Stasov identified the ‘eastern element’ as one of the features that distinguished Russian national music from that of western Europe, particularly the Austro-German tradition. More recently, studies by scholars such as Marina Frolova-Walker and Richard Taruskin have exposed the ideologies that shaped the emergence of Russian musical nationalism, including its oriental element, and Issiyeva duly incorporates their insights into her own analysis. What distinguishes her approach from almost all preceding scholarship, however, is the detailed attention it pays to ethnographic approaches to the music of the non-Russian peoples of the Russian empire, and its particular focus on the art song repertory, rather than the more familiar genres of opera and programme music (both orchestral and instrumental). As Issiyeva observes in her introduction: ‘little has been said about how the ethnographic knowledge and construction of the Russian Orient contributed to the formation of Russian identity in general, and to music identity in particular. Nineteenth-century music histories generally treated Russian music and Russia’s Asian music as separate, nonoverlapping categories’ (p. 5). While drawing productively on ideas advanced by Frolova-Walker and Taruskin, Issiyeva makes equal use of scholarship on British and French colonialism, and of work by historians of the Russian Empire, in order to fashion a thoughtful, flexible, and fruitful methodology.

Exploring the Role of Doctoral Education in Scholarly Practice

Building on conceptual literature on the scholar-practitioner, this study explored higher education and student affairs practitioner’s perceptions of what influenced their use of scholarship in practice and the role of doctoral education in their scholar-practitioner identity development. The resultant findings and discussion give particular focus to the roles of socialization and mentoring and the potential of doctoral education to transform higher education and student affairs practice.

What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching

The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature by surveying inservice teachers about their perceptions and practices for using education research. In our analysis of the data collected from 452 teachers, we found teachers are interested in research and perceive value in research to inform their work. However, we also found that teachers struggle to identify sources of quality research and how to translate research to inform their teaching. Our findings have implications for school administrators seeking to promote teacher engagement in evidence-based practice and educational researchers hoping to have their research translated into K-12 teacher practice.

Bridging the Gap Between Research and Policy: Fostering Advocacy and Policy Engagement in Special Education Doctoral Students

For decades, policy scholars have noted a disconnect between educational expertise, research, and policy-making, undermining the potential for coherent and effective policy development and implementation of reform initiatives. To help leverage the use of scholarship in the policy-making process, we argue that the scholarly community must refocus its efforts and adopt multiple strategies for ensuring engagement with policy-making, including strategies implemented during doctoral training. This article presents results of an exploratory mixed-methods study conducted to assess the effectiveness of a doctoral student professional development opportunity referred to as the “Short Course,” established to introduce special education doctoral students to the policy-making process through an applied experience in Washington, D.C. Survey data gathered over 3 years from participants and sponsoring faculty suggest the potential for this type of an approach to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.

Decoding Academic Fair Use: Transformative Use and the Fair Use Doctrine in Scholarship

Fair use in copyright law is an enormously complex legal doctrine. Although much scholarly attention has been paid to fair use in the context of teaching -- particularly in on-line education -- relatively little research exists on the problem of fair use in scholarship. This article analyzes reported federal cases on fair use in scholarly contexts, with a particular emphasis on the transformative use doctrine that has become enormously influential in fair use determinations. The article explores insights from this body of case law that may assist future scholars wishing to fairly use copyrighted expression in their scholarship.

“Make your own religion”: The fictive religion assignment as educational game

AbstractThis article considers the “create your own religion” or “fictive religion” assignment as a pedagogical tool, contextualizing it within the scholarship of teaching and learning, and positioning it as a tool for broad adoption in a variety of courses. I argue that we ought to conceptualize the fictive religion assignment as an instructional game, and make use of scholarship on teaching through games as a foundation for my analysis. While I offer the example of my own fictive religion assignment as a case study, the overall argument is a theoretical one, namely that the assignment works because of the nature of games.

Information Literacy Instruction Programs: Supporting the College of Agriculture and Life Sciences Community at Virginia Tech

When developing instructional programs related to information literacy at a university, a logical audience to focus on is undergraduates. However, information literacy spans far beyond the traditional ability to find, access, evaluate, use, and properly cite information. It also encompasses the ability to evaluate the impact of scholarship, determine appropriate data-management practices, understand author rights, promote ethical use of scholarship, and maintain an awareness of changes in scholarly communication. Between 2010 and 2016 librarians at Virginia Tech have focused on developing programs to strengthen several of these information literacy skills across the continuum of students, faculty, and extension agents in the College of Agriculture and Life Sciences (CALS). Starting with undergraduates, traditional information literacy skills were incorporated into the two CALS First-Year Experience programs. A scientific writing workshop and online information literacy course were designed for CALS graduate students. Extension agents and faculty were introduced to both traditional and more advanced applications to explore how changes in the information landscape impacts their work. This paper will discuss how these librarians have partnered to create and promote these information literacy initiatives.

Resilience and trauma: Expanding definitions, uses, and contexts.

Resilience concepts have gained widespread use in scholarship and practice, yet definitions, measures, and uses of resilience remain complex and multifaceted. Resilience has been described as both an outcome and a process and has been used to refer to both individuals and communities. Scholars have

Teaching Domestic Violence in the New Millennium

This article describes an intersectional approach to teaching about domestic violence (DV), which aims to empower students as critical thinkers and agents of change by merging theory, service learning, self-reflection, and activism. Three intersectional strategies and techniques for teaching about DV are discussed: promoting difference-consciousness, complicating gender-only power frameworks, and organizing for change. The author argues that to empower future generations to end violence, educators should put intersectionality into action through their use of scholarship, teaching methods, and pedagogical authority. Finally, the benefits and challenges of intersectional pedagogy for social justice education are considered.

The Use of Scholarship by the WTO Appellate Body

The Use of Scholarship by the WTO Appellate Body

Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

Poe and the Remapping of Antebellum Print Culture

Poe and the Remapping of Antebellum Print Culture

Introducing the Leadership in Enabling Occupation (LEO) Model

Occupational therapy is a broad profession yet access to services remains restricted and uneven across Canada. Access to the potential breadth of occupational therapy is severely restrained by complex supply, retention, and funding challenges. To improve access to occupational therapy, widespread leadership is needed by all practitioners. This brief report introduces the Leadership in Enabling Occupation (LEO) Model, which displays the inter-relationship of four elements of everyday leadership as described in "Positioning Occupational Therapy for Leadership," Section IV, of Enabling Occupation II: Advancing a Vision of Health, Well-being and Justice through Occupation (Townsend & Polatajko, 2007). All occupational therapists have the power to develop leadership capacity within and beyond designated leadership positions. LEO is a leadership tool to extend all occupational therapists' strategic use of scholarship, new accountability approaches, existing and new funding, and workforce planning to improve access to occupational therapy.

Religious Experience Reconsidered as an example of theoretical assertiveness in the study of religion

The publication of Religious Experience Reconsidered is one more indication that the incoherent mixture of coyness and braggadocio that for decades has characterized the study of religion and other disciplines, is finally giving way to honest theoretical assertiveness. Taves’ book is a careful treatment of experience deemed religious that manages to do justice to the recurrent features of what people tend to experience in such contexts, while also taking into consideration the culture-bound components of those experiences. What is especially welcome is that instead of seeking to establish a bland middle ground, she has pursued an independent path, making use of scholarship in a variety of disciplines, especially psychology of religion.

Editor's Note

“Teaching Theology and Religion endeavors to sustain an international discourse among faculty about teaching and learning in the several sub-disciplines in the study of religion” (“Aims and Purposes,” inside front cover of TTR). That statement expresses an intention and a conviction. The intention is to cultivate an international discourse. TTR does this by soliciting submissions from and publishing authors who teach theology and religious studies in institutions around the globe. And, by publishing articles that incorporate international, comparative approaches to the diverse origins, aims, contexts, constraints, and practices of the fields of theology and religious studies. Why promote an international discourse? Because an international discourse better advances understanding of teaching and learning in the fields of theology and religion than does a discourse situated within a single nation. This issue of TTR is particularly rich in international discourse. India, Japan, and the United States are the working venues for the three articles. Two focus on theological education in two different settings – South Asia and the United States. In a jointly authored piece, Joshva Raja and Peniel Rajkumar discuss the convergence of conflicting purposes and possibilities for theological education in South Asia. Multiple cultures, agenda, and models for teaching, many with their own deep cultural roots, meet in South Asian seminaries. Understanding how they do so is, argue the authors, especially important at this historical moment of heightened tension between Christians and some Hindus. Timothy Lincoln, working from a midwestern U.S. context, offers a model for understanding how theological education changes students. Drawing on “life course theory” promoted by Urie Bronfenbrenner, Lincoln works to take into account multiple interrelated factors that influence the dynamics of students' receptivity, resistance, and composition of meaning as they move through theological education. Read together, these two articles invite multiple comparisons that reveal an array of similarities and differences; a comparison that provokes insight into theological education and a reader's own assumptions. Satoko Fujiwara offers an incisive analysis of complex pedagogical, disciplinary, guild, and political issues that became visible through the project of attempting to construct a qualification system for undergraduate students in Japan, one that would certify them as “specialists in religious cultures.” Fujiwara's elaboration of the project's unfolding set of tasks and tensions, and her use of scholarship from the United States and Europe, results in a genuinely international discussion of religious literacy. Her comparative approach expands perspective and awareness of the stakes in discussions of religious literacy. The nuance that international perspectives bring to discussions of teaching and learning continues in this issue's “conversation.” Richard Ascough employs an historically comparative Canadian-United States perspective in his response to Hugh Heclo's On Thinking Institutionally (Paradigm Publishers, 2008). Ascough and the other contributors to the conversation, Michael McLain, Tat-siong Benny Liew, and Nancy Lynne Westfield, appreciate Heclo's issue – the nature and importance of institutions and how individuals contribute constructively to institutional projects. Precisely because the issue is so important, they offer crisp criticism of Heclo's argument on two fronts. The first is internal flaws within the argument itself. The second is lacunae in conceptualization and analysis occasioned in no small part by Heclo's failure to consider the topic from more diverse perspectives, notably how persons of different races, genders, classes, institutional settings, age cohort, and stage of career encounter and interact with institutions. Heclo's book is important because it is being widely read and discussed in educational and religious institutions. TTR is publishing the conversation on the volume to contribute to that larger discussion, one in which much is at stake. Those who have not read Heclo will find helpful Robert C. Fennell's review of the book that opens TTR's conversation. The other distinctive feature of 13:3 is an abundance of teaching tactics. At the 2009 meeting of the American Academy of Religion in Montreal, the AAR and the Wabash Center co-sponsored a workshop recognizing the Tenth Anniversary of the AAR Teaching Excellence Awards. Most of the award winners from the past decade shared favorite teaching strategies in a jointly presented workshop. This issue includes those tactics with brief explanations. This issue also contains three more responses to TTR's earlier call, “The Absent Professor.” Each brief essay also offers a teaching tactic. Hannah Schell has students “take it to the streets,” by applying key concepts learned in a philosophy of religion course in an actual conversation with a peer. Laura Simmons prompts student self-observation and analysis through absence in a seminary-based group communication course. Benjamin Zeller borrows Thomas E. Boyce and Philip N. Hineline's “interteach” method for structuring discussions among undergraduates in his absence from the classroom. This issue also contains reviews of books on a variety of topics, including the faith commitments of a professor, “teaching Black,” international service learning, and chairing departments.

A Passion for Nature: The Life of John Muir (review)

Reviewed by: A Passion for Nature: The Life of John Muir Rochelle Johnson A Passion for Nature: The Life of John Muir. By Donald Worster. London: Oxford University Press. 2008. Celebrated as the ultimate, glacier-running mountain man who survived on stale bread, John Muir often stands in the popular imagination as the founder of environmental conservation, the national park system, and American nature writing. In this recent biography, noted environmental historian Donald Worster allows readers to revel in some of the tales that typically define his legendary subject: the painstaking recovery from the eye injury that left Muir temporarily blind and permanently filled with zest for seeing nature's beauty, for example, and his traumatic childhood as the son of a religious zealot. Nonetheless, Worster makes here a signal contribution to American studies—first, by sharing the fruits of his expert research labors into Muir's journal fragments, manuscripts, and letters, and, second, by nudging readers toward a realistic assessment of Muir's contributions to the conversation movement. Rather than presenting Muir to readers as the heralded father of environmentalism, Worster sensibly depicts him as merely an eager participant in a movement already well underway: "he added his voice to a conservation movement that in the post-Civil War era was emerging across the nation" (232). Similarly, Worster clarifies Muir's legendary status: "others preceded him, others showed up at critical moments, and others contributed important ideas" (331). Worster also notes Muir's marked disengagement from pressing environmental issues that were right under his nose, and he clearly hopes that readers will understand that Muir's relationship to the natural world was one not only of worship but also of manipulation. Too often later admirers "would miss the significance of [Muir's] years as a farmer whose goal was to reorder the earth's resources" (277). At his best, Worster creates a magisterial narrative out of seemingly inconsequential details. For example, Wordsworth's 1803 pilgrimage to the grave of Robert Burns may appear to have little to do with Muir, who was not born until thirty-five years after the event, but in Worster's hands this historic moment is about Muir, essential to understanding the Romantic thinking that shaped his belief in the spiritual elixir of nature. Worster also [End Page 159] traverses cultural history, incorporating into his discussion of Muir's days such topics as the Civil War, the rise of science, the development of the transcontinental railroad, and the San Francisco earthquake of 1906. Yet Worster's tendency to conceptualize grandly is also this volume's weakness: the biography is characterized by a graceful—but sometimes troubling—economy of ideas. In explaining Muir's rejection of the religious bigotry of his father, for example, Worster suggests that conservative evangelical Christianity stands in contrast to the "Romantic and democratic religion of nature" that Muir would come to embrace (68). As Worster undoubtedly well knows, however, this dichotomous pitting of evangelical Christianity against environmental appreciation grossly misrepresents the relationship between conservative Christianity and environmental history: much environmental destruction remains propelled by a complex conflation of Romantic ideals, democratic idealism, and evangelical Christianity. A Passion for Nature nonetheless makes a welcome contribution by "mak[ing] Muir a more complicated figure in the [cultural] landscape than a simple lover of the wild" (277). Worster takes a figure of mythic proportions and, through historical contextualization and a prudent use of scholarship, brings him down to size. Rochelle Johnson The College of Idaho Copyright © 2011 Mid-America American Studies Association

Place, language, and identity in Afro-Costa Rican literature

Place, Language, and Identity in Afro-Costa Rican Literature. By Dorothy E. Mosby. (Columbia: University of Missouri Press, 2003. Pp. xiii + 248, preface, acknowledgments, introduction, notes, bibliography, index. $34.95 cloth) In her preface to Place, Language, and Identity in Afro-Costa Rican Literature, Dorothy E. Mosby notes that the Creole saying, me navel-string bury dere, articulates an intersection of place, identity, and belonging. Persons of African descent have not been in Costa Rica from the time of earliest European settlement but were brought in as workers relatively recently, at the turn of the twentieth century. Afro-Costa Rican creative writers, whom Mosby identifies as first, second, third, and fourth generation, demonstrate through their literary works how the location of home, nation, and belonging has evolved according to the generation to which particular writers belong. Those born early, close to the turn of the twentieth century, located home firmly within a West IndianAnglophone construct and tended to have a more intimate connection with Jamaica, Barbados or Trinidad than with Costa Rica, even if only through parents who were born in the islands. The creative writings of these earliest residents of African descent in Costa Rica identify their culture as West Indian, their national affiliation with Britain as former subjects, and their language as English. They tended to consider their sojourn in Costa Rica as temporary, believing they would make money and return to their islands of origin. Instead, economic circumstances deriving from the advancements of capitalism in the late nineteenth and early twentieth centuries, along with the caste system, relegated Caribbean workers of African descent to the bottom of the economic ladder in Costa Rica. Political and social circumstances, then, combined with thwarted opportunities, prevented the early migrant laborers from returning home and negated their desire to do better. Later AfroCosta Rican creative writers evinced a sense of longing and of loss in their writing through evocations both of the injustices meted out to them as Blacks denied formal legal status until the civil war in Costa Rica in 1948 and of the racial prejudice Blacks have experienced there from the beginning and on into the twenty-first century. Mosby deftly analyzes Afro-Costa Rican literature published between 1938 and 1999. The introduction gives a thorough analysis of the historical background, provides a review of relevant literature, and describes her use of scholarship by Edward Said, Ian Smart, Donald Gordon and others to provide a framework for examining how language, the fluidity of identity with regard to place and displacement, and the notion of diaspora have become central to the fiction and poetry of Costa Rican writers of African descent. …