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Thursday, October 27 • 10:15am - 11:15am
Does researcher participation in online networks democratize knowledge production and dissemination?

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Democratic Scholarly Networks: Knowledge, wealth, power, ability, scholarly tribes, and the romance of the public domain.


An assumption of the open scholarship movement is that by participating in online networks, scholars can democratize knowledge production and dissemination. This feat is accomplished through openly sharing, reflecting, critiquing, improving, validating, and furthering their scholarship via publicly-availably online venues (e.g., blogs, Twitter, etc). To participate productively in online scholarly networks, however, scholars not only need to understand the participatory nature of the web, they also need to develop the social and digital literacies and skills essential to effective engagement with the open scholarship commons. Lack of digital literacies leads to a participation gap (cf. Jenkins et al., 2006), which, in the context of scholars, refers to those scholars who participate in networked spaces and are able to take advantage of digital literacies to advance their career vis-à-vis those who have had no exposure to participatory cultures or who do not have the essential literacies to engage in such activities online.
Understanding participatory cultures, developing digital literacies, and participating in online scholarly networks, however, does not necessarily mean that scholars will become equal participants in online spaces. Social stratification and exclusion in online environments and networks is possible. Indulging in idealized notions of participation and sharing may be misguided because interaction and collaboration may not be the norm across all individuals or scholarly subcultures. As Chander and Sunder (2004, p. 1332) point out while discussing what they term the romance of the public domain, [c]ontemporary scholarship extolling the public domain presumes a landscape where each person can reap the riches found in the commons  [b]ut, in practice, differing circumstances - including knowledge, wealth, power, and ability - render some better able than others to exploit a commons. Thus, in the case of open scholarship, issues surrounding the accessibility and use of scholarly networks by diverse audiences will arise and should be a matter of concern for participants when considering who profits from their collaborative work.
At the moment, the open scholarship movement largely reflects the values of the early adopters who already engage with it and includes notions of openness, sharing, and social-collaborative research. As with those in any community, scholars engaging in the open scholarship commons are susceptible to the risks of making decisions about the future of their community which may be arbitrary, prejudiced, or otherwise harmful to the community's well-being. Thus, scholars should be vigilant and reflective of open scholarly practices as such practices continue to emerge and develop. Such vigilance should focus both on determining who profits from such practices and who is excluded from them, so as to combat both under-use by some (i.e. those lacking entry to or knowledge of useful networks) and over-use or exploitation by those with the wealth, power, and prestige necessary to effectively strip mine sources. While solutions to these problems may not be simple, we need to acknowledge, discuss, and act upon these issues proactively rather than retrospectively.


avatar for Royce Kimmons

Royce Kimmons

Interested in Social Networks, New Literacies, Sharing, and Identity.
avatar for George Veletsianos

George Veletsianos

Canada Research Chair - Associate Professor, Royal Roads University
open scholarship, social media, emerging technologies, emerging pedagogies, networked participatory scholarship, learners’, educators’, and scholars’ practices and experiences in emerging online settings (e.g., social networks, social media, and open learning environments).

Thursday October 27, 2011 10:15am - 11:15am

Attendees (19)