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ERIC Number: EJ984789
Record Type: Journal
Publication Date: 2012-Jan-29
Pages: 0
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0009-5982
Scholars Seek Better Ways to Track Impact Online
Howard, Jennifer
Chronicle of Higher Education, Jan 2012
In academe, the game of how to win friends and influence people is serious business. Administrators and grant makers want proof that a researcher's work has life beyond the library or the lab. But the current system of measuring scholarly influence does not reflect the way many researchers work in an environment driven more and more by the social Web. Research that used to take months or years to reach readers can now find them almost instantly via blogs and Twitter. That kind of activity escapes traditional metrics like the impact factor, which indicates how often a journal is cited, not how its articles are really being consumed by readers. An approach called altmetrics--short for alternative metrics--aims to measure Web-driven scholarly interactions, such as how often research is tweeted, blogged about, or bookmarked. Interest in altmetrics is on the rise, but it is not quite right to call it a movement. The approach could better be described as a sprawling constellation of projects and like-minded people working at research institutions, libraries, and publishers. They have been talking on Twitter (marking their messages with the #altmetrics hashtag), sharing resources and tools online, and developing ideas at occasional workshops and symposia. They're united by the idea that "metrics based on a diverse set of social sources could yield broader, richer, and timelier assessments of current and potential scholarly impact," as a call for contributions to a forthcoming altmetrics essay collection puts it.
Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; Tel: 202-466-1000; Fax: 202-452-1033; e-mail: circulation@chronicle.com; Web site: http://chronicle.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A