Among the many emerging forms of digital scholarship, “Networked Participatory Scholarship” (NPS) is garnering increased attention for its potential to liberate scholarly communications from the slow, closed, and expensive methods of the pre-digital era. This paper will argue that different forms of NPS contribute to different forms of student consciousness, or how students conceive of the role of their scholarship, and the means of producing and communicating that scholarship in both the academic and public sphere.
The desire for and influence of a larger audience for academic work is the focus of Erin Rose Glass as she describes the background and process of #SocialDiss, a project in which she posted drafts of her dissertation to a variety of online platforms for public review. Gauging the reviews and the many types of public and community engagement produced, Glass argues that academic writing, especially at the student level, would benefit from digital infrastructure, practices, and incentives that emphasize collaboration and community building.
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