Table of Contents
Cyberscience
- Front matter
- PART ONE METHODS AND THEORY
- 0 Project outline and
background
- 0.1 The status quo
of research on cyberscience
- 0.1.1 Various research streams pertinent for the
study of cyberscience
- 0.1.2 STS and cyberscience
- 0.1.3 TA and cyberscience
- 0.2 Innovative
aspects of the project, aims and methodology
- 0.3 Outline of the
empirical research
- 0.3.1 The selection of disciplines
- 0.3.2 The Internet enquiry
- 0.3.3 The interviews
- 0.3.4 Practical tests of E-tools
- 0.4 Outline of the
book
- 1 Conceptual framework:
definitions and a model
- 1.1 What is
cyberscience?
- 1.1.1 Cyberscience as an encompassing
phenomenon
-
1.2 Modelling
ICT impact on academia
- 1.2.1 The basic model
- 1.2.2 Scholarly communication and its
dimensions
- 1.2.3 The diffusion of ICT in the scholarly
communication system
- 1.2.4 Impact assessment
- 1.2.5 The complete model
- PART TWO TECHNOLOGICAL PERSPECTIVES AND STATUS QUO
- 2 Cyberscience: the new tools
– the new working environment
- 2.1 Basics
- 2.1.1 Computers: stand-alone and networked
- 2.1.2 Internet and WWW
- 2.2
Machine-to-machine communication
- 2.2.1 Distributed computing
- 2.2.2 Semi-autonomous information
retrieval
- 2.3
People-to-machine communication
- 2.3.1 Screen technology
- 2.3.2 Interactive electronic reading
devices
- 2.3.3 Telework and ubiquitous computing
- 2.3.4 Databases: digital libraries, archives et
al.
- 2.3.5 Web search-engines and directories
- 2.3.6 Web forms
- 2.3.7 Remote control et al.
- 2.3.8 Speech recognition
- 2.4
People-to-people communication
- 2.4.1 E-mail
- 2.4.2 E-lists
- 2.4.3 Homepages et al.
- 2.4.4 Academic E-publishing
- 2.4.5 E-conferencing
- 2.4.6 Content management systems
- 2.4.7 Groupware
- 2.4.8 E-teaching tools
- 2.4.9 Translation tools on the web
- 2.5
Archiving
- 2.6
Outlook
- 3 Cyber-sciences –
cyber-humanities – cyber-social-sciences
- 3.1
Introduction
- 3.2
(Sub-)disciplinary case studies
- 3.2.1 Humanities and cultural studies
- 3.2.2 Social sciences
- 3.2.3 Natural sciences and applied/engineering
sciences
- 3.2.4 “Formal” sciences
- 3.3
Cross-disciplinary comparison: the status quo
- 3.3.1 E-mail as standard communication
channel
- 3.3.2 E-journals fighting for recognition
- 3.3.3 The early days of hyper/multimedia
applications
- 3.3.4 E-conferencing only in exceptional
cases
- 3.3.5 Importance of E-lists varies
- 3.3.6 E-(pre-)print servers established in some
fields
- 3.3.7 Disciplinary databases as a standard
tool
- 3.3.8 Digital libraries spreading
- 3.3.9 Groupware not yet well-known
- 3.3.10 Growing number of virtual institutes and
extended research groups
- 3.3.11 Synopsis: how “cyber” is academia
today?
- 3.4 Explaining the
differences: a few hypotheses under scrutiny
- 3.4.1 General co-ordinates of disciplines
- 3.4.2 Functional explanations
- 3.4.3 Economic factors
- 3.4.4 The disciplinary culture
- 3.4.5 Agency
- 3.5
Summary
- PART THREE IMPACT ASSESSMENT
- 4 Cyberscience and the spatial
dimension
- 4.1 Elements of a
new spatial layout of academia
- 4.2 Key issues on
the path to the new spatial layout of academia
- 4.2.1 On the suitability of E-mail for academic
communication
- 4.2.2 Prospects of virtual seminars and
conferences
- 4.2.3 Can multimedia eventually replace
face-to-face?
- 4.2.4 Informal research activities: the importance
of the “Café”
- 4.2.5 Establishing virtual contacts
- 4.3 Impact
assessment of the new spatiality
- 4.3.1 Distant collaboration
- 4.3.2 Enhanced efficiency
- 4.3.3 Written culture
- 4.3.4 Academic infrastructure in the
future
- 4.3.5 The virtual re-constitution of scientific
communities
- 4.4 On balance:
De-materialisation of research?
- 5 Cyberscience and the
distribution of roles in academia
- 5.1 Scholars: new
skills, new roles
- 5.2 Researchers as
teachers
- 5.3 From librarian
to cybrarian
- 5.3.1 Information brokering, consultancy,
information management
- 5.4 Role dynamics
in the publishing sector
- 5.4.1 The age of outsourcing
- 5.4.2 Slow re-definition of institutional
roles
- 5.5 The changing
role of academic computer departments
- 5.6
Democratisation? Status and hierarchy in cyberscience
- 5.6.1 The case in favour of
democratisation
- 5.6.2 The Matthew effect in contrast to
democratisation
- 5.6.3 Empirical evidence and conclusions
- 5.7 Conclusions:
the new distribution of roles in the age of cyberscience
- 6 Cyberscience and knowledge
representation
- 6.1 Knowledge
representation today
- 6.2 Cyberscience
developments
- 6.2.1 Digitisation
- 6.2.2 Multimedia – hypermedia – new forms
of visualisation
- 6.2.3 Hypertext
- 6.3 From text to
knowledge base – one plus five scenarios
- 6.3.1 Scenario 1: “Layered”
E-publications
- 6.3.2 Scenario 2: Field-wide thematic
“hyperbases”
- 6.3.3 Scenario 3: Open disciplinary
“hyperdiscussions”
- 6.3.4 Scenario 4: “Hyperbooks”
- 6.3.5 Scenario 5: Consolidated knowledge
bases
- 6.4 Impact
assessment of cyber-knowledge representation
- 6.4.1 Changing character and type of texts
- 6.4.2 Effects on authors
- 6.4.3 Readability of digital media
- 6.4.4 Enhanced communication?
- 6.4.5 On balance
- 6.5 Analysis of
factors influencing the development
- 6.5.1 Technical and functional factors
- 6.5.2 Institutional factors
- 6.5.3 Agency
- 6.5.4 The likelihood of the scenarios
- 6.6
Conclusions
- 7 Cyberscience and
publishing
- 7.1 The status quo:
P-publishing, E-publishing and hybrid forms
- 7.1.1 The increase of academic publishing, its
reasons and its consequences
- 7.1.2 E-publishing today
- 7.2 What is new
about E-publishing?
- 7.2.1 Speeding up publishing and
dissemination
- 7.2.2 Advantages for searching
- 7.2.3 New modes of distribution and enhanced
reach
- 7.2.4 New forms of academic publishing
- 7.2.5 Quoting E-publications
- 7.3 The end of
scholarly publications on paper?
- 7.3.1 The future of print publications and their
digital alternatives
- 7.3.2 Discussion
- 7.3.3 The P-to-E scenario matrix
- 7.3.4 Expectations within the academic
community
- 7.4 Archiving
scholarly E-publications
- 7.4.1 What is to be archived?
- 7.4.2 Responsibility
- 7.5 Assessment and
outlook
- 8 Cyberscience, quality control
and crediting academic output
- 8.1 The traditional
quality control system
- 8.1.1 Quality criteria and prestige
- 8.1.2 Traditional quality control systems
- 8.2 Cyberscience
developments and opportunities
- 8.2.1 New forms of ex ante quality control
- 8.2.2 New forms of ex post quality control
- 8.2.3 Quality labelling, selective databases,
levelled archives and the “control zone”
- 8.2.4 Miscellaneous new aspects
- 8.2.5 Outlook
- 8.3 The path to a
cyberscience certification system
- 8.3.1 Does E-publishing lead to less
quality?
- 8.3.2 Re-establishing and reforming
peer-review
- 8.3.3 Implementation issues
- 8.4 Academic
credentials for online publications
- 8.4.1 Publication record and
E-publications
- 8.4.2 Credentials for new forms of
cyber-scholarliness
- 8.5
Conclusions
- 9 Cyberscience: economic and
legal aspects
- 9.1 Economics of
E-publishing
- 9.1.1 Cost comparisons between E- and
P-publishing
- 9.1.2 Charging mechanisms for
E-publications
- 9.1.3 (Re-)De-commodification of academic
publishing?
- 9.2 Legal aspects
of academic cyber-publishing
- 9.2.1 Intellectual property law
- 9.2.2 Academic providers: link setting, liability
and data protection
- 9.2.3 Legal rules for archiving
E-publications
- 9.3
Conclusions
- 10 Cyberscience and the content
of research
- 10.1 Introductory
remarks
- 10.2 Effects due
to changes in methodology
- 10.2.1 Outcomes, otherwise impossible
- 10.2.2 Initial input changes
- 10.2.3 Impact on choice of topic
- 10.2.4 Creative potential of the new media
- 10.2.5 Favouring inter- and
transdisciplinarity
- 10.3 Effects due
to changes in work modes
- 10.3.1 Collaboration effects
- 10.3.2 Time effects
- 10.4 Effects due
to representational changes
- 10.4.1 The shadow of the format
- 10.4.2 Standardisation
- 10.4.3 Preliminarity
- 10.4.4 Transparency
- 10.4.5 Connectivity/interconnectedness
- 10.5 Does ICT
influence thinking and analysis?
- PART FOUR CONCLUSIONS
- ANNEXES