Metrics Literacies
Developing online material to develop ‘metrics literacies’—an integrated set of competencies, dispositions and knowledge that empowers individuals to recognize, interpret, critically assess and effectively and ethically use scholarly metrics.
Scholarly metrics, such as the h-index or impact factor, are widely applied in academic tenure and funding decisions, but often inappropriately. The quantification and oversimplification of research impact harms all scholarly disciplines by creating adverse effects, such as self-plagiarism, gratuitous self-citation and honorary authorship. This project aims to reduce the misuse of metrics and adverse effects by improving understanding and use of scholarly metrics across academia. Specifically, it seeks to support researchers and research administrators in developing metrics literacies—an integrated set of competencies, dispositions and knowledge that empowers individuals to recognize, interpret, critically assess and effectively and ethically use scholarly metrics.
The project brings together an interdisciplinary team of bibliometricians, science communicators, media producers, and education technology scholars. Leveraging subject expertise of research evaluators and technical expertise of film producers, Youtubers and podcasters, we will produce, test and disseminate multimedia resources that explain scholarly metrics in an efficient, effective and engaging manner. Based on Mayer’s cognitive theory of multimedia learning, the resources will combine auditory and visual elements to reduce the load for a single channel. The h-index, one of the most popular scholarly metrics, will be used as a case study.
Collaborators
Stefanie Haustein, Lauren Maggio, Alyssa Jeffrey, Robin Champieux, Carey Ming-Li Chen, Isabelle Dorsch, Elizabeth Gadd, Marie-Josée Archambault, Peter Musser, Alli Torban, Michelle Riedlinger, Germana Barata, Fiona Smith Hale
All research output of the Metrics Literacies project will be made available on Zenodo.
Related Publications
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