https://tantek.com/2023/051/t1/five-years-ago-w3c-social-web

Crystal, J. (2020, April 23). The Behavioral science response to COVID-19 Working Group: Recommendations to increase social distancing. Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/the-behavioral-science-response-to-covid-19-working-group-recommendations-to-increase-social-distancing/

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this is a critical juncture in building the next generation of scholarly information infrastructure. The technology has advanced much more quickly than has our understanding of its present potential uses. Social research on scholarly practices is essential to inform the design of tools, services, and policies. Design decisions made today will determine whether the Internet of tomorrow enables imaginative new forms of scholarship and learning – or whether it simply reinforces today's tasks, practices, laws, business models, and incentives.

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Borgman on the relationship of knowledge mobilization scholarship, similarities and differences:

once collections of information resources are online, they become available to multiple communities. Researchers can partner across disciplines, asking new questions using each other's data. Data collected for policy purposes can be used for research and vice versa. Descriptions of museum objects created for curatorial research purposes are interesting to museum visitors. Any of these resources may also be useful for learning and instruction. nevertheless, making content that was created for one audience useful to another is a complex problem. Each field that is on vocabulary, data structures, and research practices. People ask questions in different ways, starting with familiar terminology. Repurpose sing of research data for teaching can be especially challenging. Scholars goals are to produce knowledge for their community, while student schools are to learn the concepts and tools of a given field. These two groups have different levels of expertise in both disciplinary knowledge in the use of data and information resources. Different descriptions, tools, and services may be required to share content between audiences.

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Borgman on why we need a common effort in building a scholarly Commons

Striking contrast exists between disciplines and artifacts, practices, and incentives to build the content layer. Common approaches are none the less required to support interdisciplinary research, which is a central goal of the research. Scholarly products are useful to scholars and related fields and sometimes to scholars in distant fields as the boundaries between disciplines becomes more porous, the interoperability of information systems and services becomes indispensable.

Page 225

Here is a great statement as to the need for a self-conscious commons :

The content layer of the scholarly information infrastructure will not be built by voluntary contributions of information artifacts from individuals. The incentives are too low and barriers too high. Contributing publications through self archiving has the greatest incentives and the fewest barriers, but voluntary contributions remain low. Contributing data has even fewer incentives and even greater barriers. Scholars continue to rely on the publishing system to guarantee that the products of their work are legitimized, disseminated, reserved, curated, and made accessible. Despite its unstable state, the system does exist, resting on relationships among libraries, publishers, universities, scholars, students, and other stakeholders. No comparable system exists for data. Only a few fields have succeeded in establishing infrastructures for their data, and most of these are still fledgling efforts. Little evidence exists that a common infrastructure for data will arise from the scholarly community. The requirements are diverse, the common ground is minimal, and individuals are not rewarded for tackling large institutional problems. Building the content layer is the responsibility of the institutions and policymakers rather than individuals. Individual behavior will change when the policies change to offer more rewards, and when tools and services and prove to decrease the effort required….

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In the section “Description and Organization in the Sciences” Borgman discusses some of the ways in which scientific literature is better organized: for example these include uniform language, taxonomies, thesauri, and ontologies.

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the sciences create a variety of objects the salt in the gray area between documents and data. Examples include Laboratorio field notebooks, slicer talks, composition objects such as graphic visualization of data. Laboratorio notebooks are often classified as data because their records research. Slides from talks, which were once ephemeral forms of communication, now our compost and competent person websites are distributed to accomplish proceedings. Graphic visualization data can be linked to scarlet documents to report research or to the underlying data.

Chapter 8 is an excellent overview of the nature of the commons its differences and similarities

Page 182 Borgman on the disciplinary differences in scholarly practice

Despite many common activities, both the artifacts and practices of scholarship very by discipline. The artifacts very as scholars make choices about the sources of data, along with what, when, where, and what form to disseminate the products of their work. Scholarly practices vary in the way that scholars create, use, and share documents, data, and other forms of information.

Chapters 4 and 5 the continuity of scholarly publishing and the discontinuity of scholarly publishing

These are both useful and important chapters for the scholarly Commons working group. They discuss the things that are common across scholarly communication as well as the different functions comma and they also discuss a new technology is disrupting this common area.