GLAM, Ciencia Abierta y humanidades digitales
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Presentació a càrrec de Lluís Anglada, director de Ciència Oberta al CSUC, dins el IX Encuentro de Centros de Documentación de Arte Contemporáneo al Museo Artium Vitoria-Gasteiz celebrat el 24 i 25 de d'octubre de 2018.
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GLAM, Ciencia Abierta y humanidades digitales
- 1. GLAM, Ciencia Abierta y humanidades digitales L. Anglada (CSUC. Àrea de Ciència Oberta) IX Encuentro de Centros de Documentación de Arte Contemporáneo Museo Artium Vitoria-Gasteiz, 24 y 25 de octubre de 2018
- 2. La música que viene y los nuevos bailables que se llevarán Lluís Anglada (CSUC. Àrea de Ciència Oberta) IX Encuentro de Centros de Documentación de Arte Contemporáneo Museo Artium Vitoria-Gasteiz, 24 y 25 de octubre de 2018
- 3. Guión 1. El público y sus gustos cambiantes 3. Las canciones que triunfan 4. Algunas salidas al desconcierto de los intérpretes 2. La música que suena
- 4. Guión El público y sus gustos cambiantes La música que suena Las canciones (del verano) que triunfan Algunas salidas al desconcierto de los intérpretes
- 5. El público ha cambiado porqué los tiempos han cambiado • Infoabundancia o McDonalización de la información • De proporcionar información dentro a proporcionarla fuera • Del conocimiento a la experiencia
- 6. No todos los cambios son iguales Los cambios: aparentes, circunstanciales, pasajeros, temporales, definitivos, profundos, fundamentales, … Algunos cambios ‘profundos’ – Accesibilidad de grandes cantidades de información e- – Accesibilidad ubicua y de 24x7 – La información quiere ser libre – Casi todos los usuarios están en la red – La accesibilidad sustituye a la calidad (‘good enough’) – El instrumento personal de acceso es el portal – … – … Pero el cambio fundamental y director es la Infoabundància • Antes, la información era escasa y el tiempo para buscarla, abundante • Ahora, el tiempo para buscar información es escaso y la información, abundante La visión negativa del cambio • McDonalización de la información La visión positiva del cambio • Personalización de la información
- 7. La infoabundancia En un contexto de infoabundancia, lo importante No es tener, sino enseñar No es tener la información a mano, sino vivirla como experiencia
- 8. Guión El público y sus gustos cambiantes La música que suena • Ciencia Abierta • Humanidades Digitales Las canciones que triunfan Algunas salidas al desconcierto de los intérpretes
- 9. La Ciencia Abierta no es un cambio, es un conjunto de cambios, un movimiento con más música que letra (de momento)
- 10. Ciencia Abierta: el ciclo de la investigación no ha cambiado, pero sí sus instrumentos Las nuevas herramientas tecnológicas han cambiado de forma substancial como se hace y disemina la ciencia • ‘Science 2.0’ as a holistic approach, therefore, is much more than only one of its features (such as Open Access) and represents a paradigm shift in the modus operandi of research and science impacting the entire scientific process. La ciència, bajo este nuevo paradigma, es: • Abierta, • Colaborativa, y • Orientada a la sociedad
- 11. OS: motivaciones políticas, econòmiques, sociales y científicas Para el bienestar futuro • Debemos cambiar el modelo económico europeo i pasar de ser una sociedad industrial a ser una sociedad basada en el conocimiento Para dar respuesta a los grandes retos sociales actuales • Más información y transparencia, más implicación y participación ciudadana Porqué el conocimiento científico es un bien público • La ciencia abierta hace ciencia mejor y más rápida
- 12. Open Science: planes nacionales, hojas de ruta, declaraciones … Finlandia (2014) • Open science and research roadmap 2014–2017 Eslovènia (2015) • National strategy of open access to scientific publications and research data in Slovenia 2015-2020 Portugal (2016) • Princípios orientadores para a implementação de uma Política Nacional de Ciência Aberta Holanda (2017) • National Plan Open Science França (2018) • National plan for open science Sèrbia (2018) • Open Science Platform YERUN, mayo 2018 • Statement on Open Science European University Association, junio 2018 • Roadmap on Research Assessment in the Transition to Open Science LERU, junio 2018 • Open Science and its role in universities: a roadmap for cultural change LIBER, junio 2018 • Open Science Roadmap European Comission, julio 2018 • OSPP – REC: Open Science Policy Platform Recommendations,
- 14. Para la ciencia abierta, la investigación debe emanar de la sociedad y volver a ella Participación social en la ciencia • Dirigir los objetivos de la investigación a los retos sociales actuales • Alinear la investigación (métodos y objetivos) con los valores éticos y sociales vigentes Ciencia ciudadana • Contribución de los ciudadanos a la ciencia, normalmente de forma voluntaria aportando datos (crowdsourcing) • No incluiría (pero si reforzaría) los procesos de aprendizaje por co- creación
- 16. Humanidades digitales Humanidades (Diccionario de la RAE() • 8. f. pl. Conjunto de disciplinas que giran en torno al ser humano, como la literatura, la filosofía o la historia. • 9. f. pl. Antiguamente, lengua y literatura clásicas. Características de los métodos digitales (computacionales) • Manipulan (a través de ordenadores) grandes conjuntos de datos (imposibles de tratar de forma manual), a partir de los cuales • Construyen modelos o patrones de comportamiento, establecen correlaciones, crean simulaciones, construyen representaciones gráficas ... Las humanidades digitales necesitan • objetos digitales (o digitalizados) para que puedan ser tratados con • instrumentos computacionales – Metadatos, formatos, estándares, reusabilidad, preservación … Humanidades digitales vs Digital scholarship
- 19. Guión El público y sus gustos cambiantes La música que suena Las canciones que triunfan Algunas salidas al desconcierto de los intérpretes
- 21. Museo del Prado Francisco Ribalta. Cristo abrazando a San Bernardo 1. Interactuar 2. Comunicar 3. Relacionar 4. Reutilizar 1 2 3 4
- 22. Transcribe Bentham: a participatory initiative
- 25. Espais escrits Espais escrits = red (asociación) de instituciones dedicadas a autores literarios catalanes Actividades: [fomentar experiencias alrededor de la literatura] • Agenda, rutas literarias, club de lectura, jornadas …
- 27. Guión Algunas salidas al desconcierto de los intérpretes El público y sus gustos cambiantes La música que suena Las canciones (del verano) que triunfan
- 29. Crear (reforzar) comunidades “Bad libraries only build collections. Good libraries build services (and a collection is only one of many). Great libraries build communities.” • R. David Lankes, “Expect More: Demanding Better Libraries For Today's Complex World”
- 30. Vehicular (fomentar) la participación ciudadana
- 31. Una reflexión final ¿para qué somos? “… we need to recognize that … what should be about is not saving the library. Rather, … it should be about providing a product or service that can help students and faculty to more effectively, conveniently, and affordably do a job they’ve been trying to do in their scholarly lives.” (David W. Lewis) Vivimos momentos de cambios transformativos
- 32. Y el concierto se acabó ¿Preguntas? langlada@gmail.com @lluisanglada http://www.csuc.cat
Notas del editor
- Elena Roseras Carcedo Desde el año 2002, ARTIUM organiza con carácter bienal los Encuentros de Centros de Documentación de Arte Contemporáneo, un foro de debate e intercambio de conocimiento sobre el trabajo que se desarrolla en ellos y sus perspectivas de futuro. Los Encuentros son sobre todo un punto de encuentro donde se analizan los nuevos soportes documentales y la irrupción de las nuevas tecnologías en los centros de documentación, así como las transformaciones que dichas tecnologías han provocado en el desarrollo de las actividades de las bibliotecas.
- Elena Roseras Carcedo Desde el año 2002, ARTIUM organiza con carácter bienal los Encuentros de Centros de Documentación de Arte Contemporáneo, un foro de debate e intercambio de conocimiento sobre el trabajo que se desarrolla en ellos y sus perspectivas de futuro. Los Encuentros son sobre todo un punto de encuentro donde se analizan los nuevos soportes documentales y la irrupción de las nuevas tecnologías en los centros de documentación, así como las transformaciones que dichas tecnologías han provocado en el desarrollo de las actividades de las bibliotecas.
- https://www.20minutos.es/noticia/2165064/0/festival-sonar/conciertos/musica-avanzada/ https://www.pinterest.co.uk/pin/565272190701303580/
- La biblioteca moderna, centrada en el llibre is the book-centered paradigm, which has its origins in nineteenth-century industrial techniques for paper production and printing, which then led to an explosion in the volume of printed material. This led to the need to house ever more expansive stacks of physical volumes, with study areas increasingly arranged around the perimeter of these stacks. This paradigm perhaps reached its height in the second half of the twentieth century, in the form of multistory library buildings with extensive stacks, perhaps augmented by off-site storage. The architectural legacies of this paradigm are still concretely apparent in many existing academic library buildings. La biblioteca postmoderna, centrada en les persones digital technologies are now supporting a new learning-centered paradigm, in which users engage in solo and group learning, often with digital resources. Digital tecnologies are eliminating many of the spatial and temporal barriers to obtaining information (articles, papers, and the like), thus creating space within libraries for the provision of “good public spaces” alongside their existing information services. Such good públic spaces should support learning in ways that are social and immersive in nature. In this paradigm, book stacks are becoming less visible, while spaces for learning and collaboration (tables, chairs, couches, nooks, and so on) are moving to the center (for instance, in the form of information commons and learning commons). “A Really Nice Spot”: Evaluating Place, Space, and Technology in Academic Libraries Michael J. Khoo, Lily Rozaklis, Catherine Hall, and Diana Kusunoki doi: 10.5860/crl.77.1.51 January 2016 College & Research Libraries, vol. 77 no. 1 51-70 https://crl.acrl.org/index.php/crl/article/view/16490
- https://www.20minutos.es/noticia/2165064/0/festival-sonar/conciertos/musica-avanzada/ https://www.pinterest.co.uk/pin/565272190701303580/
- European Commission. Directorates-general for research and innovation (RTD) and communications networks, content and Technology / Public consultation. ‘Science 2.0’: science in transition: Background document. https://ec.europa.eu/research/consultations/science-2.0/background.pdf Altres : Amsterdam Call for Action on Open Science Open science Open science is about the way researchers work, collaborate, interact, share resources and disseminate results. A systemic change towards open science is driven by new technologies and data, the increasing demand in society to address the societal challenges of our times and the readiness of citizens to participate in research. Increased openness and rapid, convenient and high-quality scientific communication - not just among researchers themselves but between researchers and society at large - will bring huge benefits for science itself, as well as for its connection with society. Public Consultation: ‘Science 2.0’: Science in Transition ‘Science 2.0’ describes the on-going evolution in the modus operandi of doing research and organising science. These changes in the dynamics of science and research are enabled by digital technologies and driven by the globalisation of the scientific community, as well as the need to address the Grand Challenges of our times. They have an impact on the entire research cycle, from the inception of research to its publication, as well as on the way in which this cycle is organised.
- European University Association, juny 2018 (+ prèvia d’oct. 2017) Roadmap on Research Assessment in the Transition to Open Science https://eua.eu/component/attachments/attachments.html?id=348 LERU, maig 2018 Open Science and its role in universities: a roadmap for cultural change https://www.leru.org/files/LERU-AP24-Open-Science-full-paper.pdf YERUN, maig 2018 Statement on Open Science https://www.yerun.eu/wp-content/uploads/2018/05/YERUN_OpenScience_Statement-3.pdf LIBER, juny 2018 Open Science Roadmap https://zenodo.org/record/1303002#.W6NuFej7SUm European Comission, juliol 2018 OSPP – REC: Open Science Policy Platform Recommendations, https://publications.europa.eu/en/publication-detail/-/publication/5b05b687-907e-11e8-8bc1-01aa75ed71a1 Finlàndia Ministeri d’Educació I Cultura Open science and research leads to surprising discoveries and creative insights: Open science and research roadmap 2014–2017, 2014 http://julkaisut.valtioneuvosto.fi/handle/10024/75210 Eslovènia Govern de la República d’Eslovènia National strategy of open access to scientific publications and research data in Slovenia 2015-2020, setembre 2015 http://www.vlada.si/en/media_room/government_press_releases/press_release/article/national_strategy_of_open_access_to_scientific_publications_and_research_data_55387/ Portugal Resolução do Conselho de Ministros n.º 21/2016 Princípios orientadores para a implementação de uma Política Nacional de Ciência Aberta, abril 2016 https://dre.pt/pesquisa/-/search/74094659/details/maximized Països Baixos Plataforma d’institucions National Plan Open Science, febrer 2017 https://www.openscience.nl/binaries/content/assets/subsites-evenementen/open-science/national_plan_open_science_the_netherlands_february_2017_en_.pdf França, Ministère de l’Enseignement supérieur, de la Recherche et de l'Innovation, MESRI) National plan for open science, juliol 2018 https://libereurope.eu/wp-content/uploads/2018/07/SO_A4_2018_05-EN_print.pdf Sèrbia Ministry of Education, Science and Technological Development of the Republic of Serbia (MESTD) Open Science Platform, juliol 2018 https://www.openaire.eu/public-documents?id=911&task=document.viewdoc
- https://americanlibrariesmagazine.org/2016/01/04/special-report-digital-humanities-libraries/ How libraries are supporting digital humanities Contemporary research in the humanities has expanded beyond anything that could be considered traditional. Historians are building interactive digital maps, literary scholars are using computers to look for patterns across millions of books, and scholars in all disciplines are taking advantage of the internet to make their work more dynamic and visually engaging. Digital humanities (DH) is the umbrella term that describes much of this work. It is neither a field, a discipline, nor a methodology. It is not simply the humanities done with computers, nor is it computer science performed on topics of interest to the humanities. DH is the result of a dynamic dialogue between emerging technology and humanistic inquiry. For some, it is a scholarly community of practice that is engaged in a wide variety of projects but that collectively values experimentation, collaboration, and making. For others, it is a contentious label that signifies elitism and is characterized by a fetishization of technology and a lack of critical reflection. However it is defined, DH has had a significant impact on the academic landscape for more than a decade. Libraries and librarians have played a crucial role in the story of DH. From the earliest days, librarians were eager partners on collaborative digitization projects, and now they can be found negotiating text mining rights with researchers and vendors, hosting open access journals, and making room for makerspaces within their buildings. We have been such valuable collaborators over the years because the values of librarianship inform a deep interest in information access, a concern for information preservation, and a desire to make room for our diverse user communities. While DH is evolving, certain types of projects have become common ways for libraries and researchers to collaborate. Digital scholarly publishing. One of the most prominent examples of scholarly publishing in DH is the digital edition (sometimes known as digital scholarly edition or digital archive). Many libraries are already equipped with the basics for launching researchers on a digital edition project, such as scanning equipment; optical character recognition software for enhancing the accuracy of scanned text and making it editable, searchable, and encodable (via the extensible markup language, or XML); and guidance on tools for XML editing and transformation to make the output human-readable. Methods like text encoding enable critical, editorial, and scholarly explorations not otherwise possible. Digital libraries and digital collections. Libraries are also deploying digital collections in myriad file formats—essentially as data—to allow downloading en masse and, in turn, expedite submission to computational or other methods for analysis, modeling, and visualization. Stripping digital collections down to core components could render everything old new again in terms of what libraries might offer to the humanities research community. A leading example of an initiative providing this type of multiformat access is DocSouth Data, an extension of the Documenting the American South project, hosted by the University of North Carolina at Chapel Hill Libraries. The representation of digital collections in various data formats may lead to creative programs and partnerships for instruction, collection development and strategy (as suggested in the section on text mining below), digitization, and training or “skilling up” opportunities for both librarians and researchers, including students, to name just a few possibilities. Text mining. In 2001, Italian literary scholar Franco Moretti introduced the phrase “distant reading” into literature studies as a way to describe work that used computers to study larger numbers of books than he could reasonably read. The name is a play on “close reading,” carefully analyzing the nuances in a single passage. Moretti’s distant reading looks at the literature of an entire nation in an attempt to see common features, distinctive patterns, and signs of evolution. Libraries can be critical partners in this work. For example, scholars are often limited in what they can study by the availability of machine-readable texts. Librarians are negotiating for access to digital collections that facilitate distant reading and making sure their own collections are accessible as well. Library instruction sessions are also expanding to include training on tools and techniques for text analysis. Digital pedagogy. Whether it takes the form of a one-shot session or an ongoing, embedded relationship, class-based library instruction is a common responsibility for librarians. At the most basic, library instruction sessions give students the essentials of how to find library resources; librarians often go beyond this and develop complex assignments with instructors that are designed to give students experience doing deep research. Emerging technology is making it easier than ever to expand these kinds of assignments so students not only engage in meaningful research but also develop original projects that can be shared online. For example, students can contextualize their research temporally and spatially by incorporating their findings into digital time lines or online maps. Thanks to freely available content-management tools like Omeka, classes can easily build online exhibits that allow them to tell stories with primary-source material. Assignments like this can be an engaging way for students to connect with library resources and help them develop new skills. Common characteristics Many libraries are currently providing excellent examples of how to go beyond being a service provider by becoming a valuable research partner. These libraries share certain characteristics: They encourage their librarians to stay engaged with both their users and their peers, they build on existing strengths, and they aren’t afraid to experiment. 1. Stay engaged. Because people define DH differently, librarians must be engaged with their communities. Librarians need to know what kinds of projects interest researchers and what is holding them back. Thomas Padilla, digital scholarship librarian at Michigan State University Libraries in East Lansing, found that his users who were interested in text mining said that “getting access to data and learning how to work with it is a challenge.” For Padilla, this provides an opportunity for librarians to “add additional value to their collections by treating them as data and helping their communities work with them as such.” Engagement should also expand to the global networks of researchers and librarians at other institutions, who can be vital sources of ideas, inspiration, and support. Librarians may find that their local communities are unsure where to start thinking about incorporating technology into their work and could benefit from seeing examples. Staying connected to other librarians and digital humanists via social media and professional organizations is a great way to learn about what people are working on and how they are dealing with common challenges. Sarah Potvin, coeditor in chief at dh+lib and digital scholarship librarian at Texas A&M in College Station, highlights the value of these networks, describing digital humanities as “a community of learners, where no one person or group can wield total authority or knowledge. It’s that spirit—of learning and curiosity, of looking at questions from such different disciplinary angles—that I find most welcoming and fruitful.” 2. Play to your strengths. While it may seem like a new direction for libraries, getting involved in DH can be a great way for librarians to build on what they do best: working with users on research projects and helping students learn valuable research skills. Laurie Allen, coordinator for digital scholarship and services at Haverford (Pa.) College, says that “library organizations already include people who are fluent in so many parts of DH: Reference librarians understand scholarship, are good listeners, and know their communities; catalogers understand how to organize information; and technologists can figure out how tools work, and how to improve upon them.” The American Libraries/Gale Cengage survey supports Allen’s assertion, noting that libraries are leveraging their best-known strengths for DH, including preservation assistance, metadata enhancement, and accommodation of digital objects in institutional repositories. Just as DH produces new forms of scholarship, it also demands new research skills. This gives librarians an opportunity to expand their role in instruction. To this end, Padilla and colleagues in the library at Michigan State received a small grant from the Association for Computers and the Humanities “to bring together disciplinary faculty and librarians from around the state of Michigan to test the utility of cross walking Association of College and Research Libraries’ Framework for Information Literacy for Higher Education, competencies from the Data Information Literacy Project, and disciplinary learning competencies in order to design more effective digital humanities instruction.” The team at Michigan State learned that by working collaboratively, they were able to “foster mutually beneficial conversations about digital humanities instruction design between librarians and disciplinary faculty.” 3. Don’t be afraid to experiment. While librarians will find that their core strengths are vital to DH work, new tools and techniques are constantly emerging. Allen, reflecting on her experiences working with students at Haverford, says, “The more our libraries can build our technical, labor, and administrative infrastructures to facilitate experimentation, the easier DH will be.” Unfortunately, experimentation is sometimes one of the hardest things for libraries to do because it resists standardization, often requires additional spending, and raises difficult questions about long-term preservation. While there are certainly ways to experiment thoughtfully by managing expectations and making informed decisions about tools and methods, embracing experimentation also means embracing the possibility of failure. Potvin says, “By acknowledging that failure itself can be productive and instructive, I think we are freeing ourselves and our institutions to embrace change and all the bumps and knocks that may accompany it.”
- https://www.20minutos.es/noticia/2165064/0/festival-sonar/conciertos/musica-avanzada/ https://www.pinterest.co.uk/pin/565272190701303580/
- http://www.openculture.com/2018/08/hundreds-classical-sculptures-uffizi-gallery-now-digitized-put-online-explore-collection-3d-interactive-scans.html
- • TRANSCRIBE BENTHAM: A PARTICIPATORY INITIATIVE http://blogs.ucl.ac.uk/transcribe-bentham/jeremy-bentham/ • Transcriu-me http://transcriu.bnc.cat/
- Mapa literari Català Espais Escrits. Xarxa del Patrimoni Literari Català crea el projecte del Mapa Literari Català d’Espais Escrits amb la voluntat de dinamitzar el coneixement de la literatura catalana a través de les tecnologies de la informació i la comunicació. Accedeix a l´MLC Amb els anys l’MLC s’ha convertit en un repositori de la literatura catalana a internet, conté més d’un miler i mig de fragments d’obres literàries, acompanyats d’un important contingut multimèdia, amb fotografies, vídeos i locucions. Igualment, l’MLC ofereix la possibilitat de recórrer rutes literàries, tant virtuals com practicables.
- https://www.20minutos.es/noticia/2165064/0/festival-sonar/conciertos/musica-avanzada/ https://www.pinterest.co.uk/pin/565272190701303580/
- The first step in reimagining the academic libraries is to determine the jobs we are being hired to do. As we do so we need to recognize that at the end of the day what we should be about is not saving the library. Rather, as Christensen suggests, it should be about providing a product or service that can help students and faculty to more effectively, conveniently, and affordably do a job they’ve been trying to do in their scholarly lives. If the library is to provide value, it needs to find those jobs it can do that cannot be done more effectively by others. Unless we find those jobs, we have no good reason to exist. As we will explore in in the coming chapters, I believe such jobs exist and that libraries and librarians are uniquely positioned to do them, but most of them are different from what we have done in the past. P 91