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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Gustavo Candela; Sally Chambers; Tim Sherratt;

    AbstractGLAM organizations have been digitizing their collections and making them available for the public for several decades. Recent methods for publishing digital collections such as “GLAM Labs” and “Collections as Data” provide guidelines for the application of computational methods to reuse the contents of cultural heritage institutions in innovative and creative ways. Jupyter Notebooks have become a powerful tool to foster use of these collections by digital humanities researchers. Based on previous approaches for quality assessment, which have been adapted for cultural heritage collections, this paper proposes a methodology for assessing the quality of projects based on Jupyter Notebooks published by relevant GLAM institutions. A list of projects based on Jupyter Notebooks using cultural heritage data has been evaluated. Common features and best practices have been identified. A detailed analysis, that can be useful for organizations interested in creating their own Jupyter Notebooks projects, has been provided. Open issues requiring further work and additional avenues for exploration are outlined.

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    Journal of the Association for Information Science and Technology
    Article . 2023 . Peer-reviewed
    License: CC BY
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Journal of the Assoc...arrow_drop_down
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      Article . 2023 . Peer-reviewed
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Birkholz, Julie M.; Börner, Ingo; Byszuk, Joanna; Chambers, Sally; +27 Authors

    The aim of this poster is to provide an overview of the work carried out in the CLS INFRA project and its conclusions for the field of Computational Literary Studies.

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    Article . 2023
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    Conference object . 2023
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      Article . 2023
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  • Authors: Tasovac, Toma; Romary, Laurent; Tóth-Czifra, Erzsébet; Ackermann, Rahel C.; +14 Authors

    Research assessment reform is crucial for the social sustainability of research infrastructures (RIs): RIs can only thrive in the long term if the researchers who contribute to their development and growth receive academic credit for the kind of work they do in and around research infrastructures. To put it bluntly, research infrastructures have a vested interest in supporting the reform of research assessment. But, conversely, ongoing attempts to reform research assessment can also benefit from the work of research infrastructures because RIs have a great deal of experience creating and maintaining public services for producing, curating and harvesting both traditional and non-traditional academic outputs. The goal of this paper is to outline DARIAH’s position on the importance of research assessment reform for thematic RIs and the importance of thematic RIs for research assessment reform at the European level.

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    Authors: Carla Salvaterra; Alice Bencivenni; Marta Fogagnolo; Tom Gheldof; +1 Authors

    Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster awareness of the importance of digital competences and to use a structured framework to introduce people to the available innovative teaching and learning materials and opportunities for organizing (self-)training in this field of research. For specialists in the humanities, there is often an unexpected reluctance to go beyond simply using digital tools and to deepen their understanding of the implications of the digital transitions of research fields, as well as considering the readiness of young graduates to acquire digital competences. This MOOC, which is easily accessible, affordable, sustainable, and flexible, may achieve the initial aim of the project, namely, bridging the gap between the highly specialized competences in the humanities and the innovative digital skills needed in open science practices. The main methodological issue concerns the design and adaptation of cooperative tools in order to implement a common pedagogical approach and to produce MOOC content that integrates the different competences and insights of the project participants. This report on the experiment provides useful insights into the differing expectations of academic staff as content producers, issues surrounding MOOC-cooperative design between universities in different countries, the usability of the tested platform and of the different features provided, and sustainability, as guaranteed through the connection with digital infrastructures. In the concluding section, the originality of the MOOC at a more general scale is emphasized. The ways in which the MOOC can facilitate and support the digital transition are assessed according to the FAIR principles in Higher Education Institutions. Moreover, the MOOC offers models for hands-on experiences of digital training and the evaluation of learning outcomes according to shared European frameworks; it demonstrates the importance of being connected with larger projects and digital infrastructures. ispartof: Education Sciences vol:13 issue:43 pages:1-12 status: Published online

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    Education Sciences
    Article . 2022
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    Education Sciences
    Article . 2022 . Peer-reviewed
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      Education Sciences
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Stefano De Paoli; Emilie Blotière; Paula Forbes; Sona Arasteh-Roodsary;

    Previous research on indicators for measuring the success of Open Science tends to operate at a macro/global level and very rarely addresses the need to measure success at the level of a single project. However, this previous research has the merit of arguing for the definition of indicators that offer an alternative to more traditional bibliometric measures or indicators that focus on mere performance. This paper is the outcome of work conducted for a specific project that aims to build a discovery platform for social sciences and humanities, the platform GoTriple. GoTriple is designed taking inspiration from Open Science principles and has been built through a user-centered approach. The paper details the practice-led work conducted by the GoTriple team for assessing the meaning of the term success for the project and to identify indicators. To this end, this paper proposes the concept of compass indicators and presents how the project team arrived at the definition of this concept. The paper also highlights a distinction between compass indicators, which are modest measures, and key performance indicators, which tend to be tied up with measurable objectives. Compass indicators are defined as indicators that do not aim to achieve a specified numerical target of success but rather explain the journey of a project toward achieving certain desirable outcomes and offer insights to take action. Compass indicators defined for the project embrace areas such as diversity, inclusivity, collaboration, and the general use of the platform. In the final discussion, the paper offers reflections on the potential relevance of the notion of compass indicators and closes with a discussion of the next steps for this work.

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    Other literature type . Article . 2022 . Peer-reviewed
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      Other literature type . Article . 2022 . Peer-reviewed
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Brandon Bloch;

    AbstractDuring the early-Cold-War controversy over West German rearmament, the Protestant Church emerged as a center of activism for the right of conscientious objection to military service, departing from decades of precedent. This article uses the dramatic about-face of the Protestant Church to throw new light on how West Germans reimagined democratic politics after Nazism. Building on recent challenges to paradigms of postwar liberalization, it argues that illusory narratives of the Nazi past played a key role in West Germany's transition to democracy. Protestant activists for the right of conscientious objection drew on an imagined legacy of anti-Nazi resistance to reframe the idea of “conscience,” long associated with patriotic loyalties, as a uniquely Protestant contribution to democratic culture. In doing so, they came to identify their church as a pillar of West German democracy, even as they ensconced tendentious accounts of the Nazi past in postwar law and politics.

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    Central European History
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  • Authors: Uetani, Toshinori; Porte, Guillaume;

    International audience

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  • Authors: Gouet-Brunet, Valérie; Kosti, Ronak; Weng, Li;
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  • Authors: Lauren M. Puzier; Rebecca A. Nous;
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    Authors: Vandewalle, Eline;

    The presentation was held during the DARIAH Bibliographical Data Working Group workshop – "Databases and information systems for research output: digital humanities outlook" (September, 30th 2022). 

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Gustavo Candela; Sally Chambers; Tim Sherratt;

    AbstractGLAM organizations have been digitizing their collections and making them available for the public for several decades. Recent methods for publishing digital collections such as “GLAM Labs” and “Collections as Data” provide guidelines for the application of computational methods to reuse the contents of cultural heritage institutions in innovative and creative ways. Jupyter Notebooks have become a powerful tool to foster use of these collections by digital humanities researchers. Based on previous approaches for quality assessment, which have been adapted for cultural heritage collections, this paper proposes a methodology for assessing the quality of projects based on Jupyter Notebooks published by relevant GLAM institutions. A list of projects based on Jupyter Notebooks using cultural heritage data has been evaluated. Common features and best practices have been identified. A detailed analysis, that can be useful for organizations interested in creating their own Jupyter Notebooks projects, has been provided. Open issues requiring further work and additional avenues for exploration are outlined.

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    Authors: Birkholz, Julie M.; Börner, Ingo; Byszuk, Joanna; Chambers, Sally; +27 Authors

    The aim of this poster is to provide an overview of the work carried out in the CLS INFRA project and its conclusions for the field of Computational Literary Studies.

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  • Authors: Tasovac, Toma; Romary, Laurent; Tóth-Czifra, Erzsébet; Ackermann, Rahel C.; +14 Authors

    Research assessment reform is crucial for the social sustainability of research infrastructures (RIs): RIs can only thrive in the long term if the researchers who contribute to their development and growth receive academic credit for the kind of work they do in and around research infrastructures. To put it bluntly, research infrastructures have a vested interest in supporting the reform of research assessment. But, conversely, ongoing attempts to reform research assessment can also benefit from the work of research infrastructures because RIs have a great deal of experience creating and maintaining public services for producing, curating and harvesting both traditional and non-traditional academic outputs. The goal of this paper is to outline DARIAH’s position on the importance of research assessment reform for thematic RIs and the importance of thematic RIs for research assessment reform at the European level.

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    Authors: Carla Salvaterra; Alice Bencivenni; Marta Fogagnolo; Tom Gheldof; +1 Authors

    Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster awareness of the importance of digital competences and to use a structured framework to introduce people to the available innovative teaching and learning materials and opportunities for organizing (self-)training in this field of research. For specialists in the humanities, there is often an unexpected reluctance to go beyond simply using digital tools and to deepen their understanding of the implications of the digital transitions of research fields, as well as considering the readiness of young graduates to acquire digital competences. This MOOC, which is easily accessible, affordable, sustainable, and flexible, may achieve the initial aim of the project, namely, bridging the gap between the highly specialized competences in the humanities and the innovative digital skills needed in open science practices. The main methodological issue concerns the design and adaptation of cooperative tools in order to implement a common pedagogical approach and to produce MOOC content that integrates the different competences and insights of the project participants. This report on the experiment provides useful insights into the differing expectations of academic staff as content producers, issues surrounding MOOC-cooperative design between universities in different countries, the usability of the tested platform and of the different features provided, and sustainability, as guaranteed through the connection with digital infrastructures. In the concluding section, the originality of the MOOC at a more general scale is emphasized. The ways in which the MOOC can facilitate and support the digital transition are assessed according to the FAIR principles in Higher Education Institutions. Moreover, the MOOC offers models for hands-on experiences of digital training and the evaluation of learning outcomes according to shared European frameworks; it demonstrates the importance of being connected with larger projects and digital infrastructures. ispartof: Education Sciences vol:13 issue:43 pages:1-12 status: Published online

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    Authors: Stefano De Paoli; Emilie Blotière; Paula Forbes; Sona Arasteh-Roodsary;

    Previous research on indicators for measuring the success of Open Science tends to operate at a macro/global level and very rarely addresses the need to measure success at the level of a single project. However, this previous research has the merit of arguing for the definition of indicators that offer an alternative to more traditional bibliometric measures or indicators that focus on mere performance. This paper is the outcome of work conducted for a specific project that aims to build a discovery platform for social sciences and humanities, the platform GoTriple. GoTriple is designed taking inspiration from Open Science principles and has been built through a user-centered approach. The paper details the practice-led work conducted by the GoTriple team for assessing the meaning of the term success for the project and to identify indicators. To this end, this paper proposes the concept of compass indicators and presents how the project team arrived at the definition of this concept. The paper also highlights a distinction between compass indicators, which are modest measures, and key performance indicators, which tend to be tied up with measurable objectives. Compass indicators are defined as indicators that do not aim to achieve a specified numerical target of success but rather explain the journey of a project toward achieving certain desirable outcomes and offer insights to take action. Compass indicators defined for the project embrace areas such as diversity, inclusivity, collaboration, and the general use of the platform. In the final discussion, the paper offers reflections on the potential relevance of the notion of compass indicators and closes with a discussion of the next steps for this work.

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    Authors: Brandon Bloch;

    AbstractDuring the early-Cold-War controversy over West German rearmament, the Protestant Church emerged as a center of activism for the right of conscientious objection to military service, departing from decades of precedent. This article uses the dramatic about-face of the Protestant Church to throw new light on how West Germans reimagined democratic politics after Nazism. Building on recent challenges to paradigms of postwar liberalization, it argues that illusory narratives of the Nazi past played a key role in West Germany's transition to democracy. Protestant activists for the right of conscientious objection drew on an imagined legacy of anti-Nazi resistance to reframe the idea of “conscience,” long associated with patriotic loyalties, as a uniquely Protestant contribution to democratic culture. In doing so, they came to identify their church as a pillar of West German democracy, even as they ensconced tendentious accounts of the Nazi past in postwar law and politics.

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  • Authors: Uetani, Toshinori; Porte, Guillaume;

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  • Authors: Gouet-Brunet, Valérie; Kosti, Ronak; Weng, Li;
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  • Authors: Lauren M. Puzier; Rebecca A. Nous;
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    Authors: Vandewalle, Eline;

    The presentation was held during the DARIAH Bibliographical Data Working Group workshop – "Databases and information systems for research output: digital humanities outlook" (September, 30th 2022). 

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