New Scenarios in Scholarly Publishing and Debate

Buckingham Shum, S; Sumner, T

New Scenarios in Scholarly Publishing and Debate

Buckingham Shum, S

Sumner, T

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Publisher:: Kogan
Publication Type:: Chapter
Citation:: The Knowledge Web: Learning and Collaborating on the Net, 1998, 1, pp. 135 - 151
Issue Date:: 1998-01

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Field	Value	Language
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429	en_US
dc.contributor.author	Sumner, T	en_US
dc.contributor.editor	Eisenstadt, M	en_US
dc.contributor.editor	Vincent, T	en_US
dc.date.issued	1998-01	en_US
dc.identifier.citation	The Knowledge Web: Learning and Collaborating on the Net, 1998, 1, pp. 135 - 151	en_US
dc.identifier.isbn	0-7494-2726-4	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29549
dc.description.abstract	This chapter describes how we are seeking to exploit the potential of interactive Web media through user-centred analysis of a mode of working that defines academic lifecritical, structured debate about documents. We are as interested in supporting school and university students critiquing course texts and publishing essays, as in professional scholars and researchers engaged in journal peer review and publishing. We question the replication of papyrocentric models which do not stop to question whether the new media make possible new modes of working, and new forms of document. We then describe the design principles underpinning the environments for reading and critiquing Web documents that the D3E Publishing Toolkit generates, and illustrate how things might be different by working through two scenarios of academic document-centred discourse, as supported by D3E. We conclude by pointing to directions in which future work could develop.	en_US
dc.publisher	Kogan	en_US
dc.relation.ispartof	The Knowledge Web: Learning and Collaborating on the Net	en_US
dc.title	New Scenarios in Scholarly Publishing and Debate	en_US
dc.type	Chapter
utslib.location	London	en_US
utslib.for	0803 Computer Software	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.edition	1	en_US
pubs.place-of-publication	London	en_US

Abstract:

This chapter describes how we are seeking to exploit the potential of interactive Web media through user-centred analysis of a mode of working that defines academic lifecritical, structured debate about documents. We are as interested in supporting school and university students critiquing course texts and publishing essays, as in professional scholars and researchers engaged in journal peer review and publishing. We question the replication of papyrocentric models which do not stop to question whether the new media make possible new modes of working, and new forms of document. We then describe the design principles underpinning the environments for reading and critiquing Web documents that the D3E Publishing Toolkit generates, and illustrate how things might be different by working through two scenarios of academic document-centred discourse, as supported by D3E. We conclude by pointing to directions in which future work could develop.

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http://hdl.handle.net/10453/29549