The Citation Diversity Statement: A Practice of Transparency, A Way of Life

Zurn, Perry; Bassett, Danielle S.; Rust, Nicole C.

doi:10.1016/j.tics.2020.06.009

Cited by 112 publications

(70 citation statements)

References 11 publications

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“…In the twilight of an academic article, sections emerge such as acknowledgements, author contributions, ethics statements or even, very late in the day, citation diversity statements (Zurn et al 2020 ; Dworkin et al 2020 ). Stories tend not to have these.…”

Section: Discussionmentioning

confidence: 99%

Books (Are Not Like People): A Postdigital Fable

2021

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What are books? In 2054, where reading and writing have been banned, a scholar in a dystopian academy known as University V might legitimately pose such a question. This article uses speculative fiction as a form of narrative enquiry to explore the socio-materiality of the iconic educational artefact of the textbook. It gives an empirical account of socio-material practices of textbook use (and non-use) gathered from a series of interviews with online distance education students. We analyse these interviews via speculative fiction. We engage in a sense-making activity of the student testimony by narrating their story, via a scholar looking back at our times from a post-literature future. We seek to contribute to a relative dearth of future studies that use real student data. We give an example of how speculative fiction may be used as a form of research method to analyse and interpret such data. In so doing, we seek to cast a light on current educational practices, to show how books and people are entangled. As people, objects and spaces of education intertwine, they call our attention to the interplay of form and function. They decentre the human actor. We attempt to show how form legitimates certain types of knowledge, certain people, indeed people themselves from other non-human actors. We conclude that knowledge is not disembodied, is not stable and is not locked up in books. In our final analysis, we conclude what may seem obviously true, that books are not like people.

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Section: Discussionmentioning

confidence: 99%

Books (Are Not Like People): A Postdigital Fable

2021

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“…Recent work in neuroscience and other fields has identified citation biases suggesting that women and minorities are undercited 65 , 66 . To increase transparency 67 we here report the citation statistics based on the inferred gender 65 of the first/last authors. Excluding self-citations to the authors of this paper, the references in this paper are 58.6% man/man, 19.0% woman/man, 12.1% man/woman, and 10.3% woman/woman.…”

Section: Methodsmentioning

confidence: 99%

Decision-related feedback in visual cortex lacks spatial selectivity

et al. 2021

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Feedback in the brain is thought to convey contextual information that underlies our flexibility to perform different tasks. Empirical and computational work on the visual system suggests this is achieved by targeting task-relevant neuronal subpopulations. We combine two tasks, each resulting in selective modulation by feedback, to test whether the feedback reflected the combination of both selectivities. We used visual feature-discrimination specified at one of two possible locations and uncoupled the decision formation from motor plans to report it, while recording in macaque mid-level visual areas. Here we show that although the behavior is spatially selective, using only task-relevant information, modulation by decision-related feedback is spatially unselective. Population responses reveal similar stimulus-choice alignments irrespective of stimulus relevance. The results suggest a common mechanism across tasks, independent of the spatial selectivity these tasks demand. This may reflect biological constraints and facilitate generalization across tasks. Our findings also support a previously hypothesized link between feature-based attention and decision-related activity.

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“…Recent work in several fields of science has identified a bias in citation practices such that papers from women and other minorities are under‐cited relative to the number of such papers in the field (Zurn et al., 2020). We have manually checked the first and the last author's names and inferred gender.…”

Section: Citation Diversity Statementmentioning

confidence: 99%

Developing capabilities: Lifelong learning in the age of AI

Poquet

Laat

2021

Brit J Educational Tech

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Due to the ongoing digitalisation of workplaces and educational settings, human activity underpinning learning and work is increasingly mediated by technology. The advancement of artificial intelligence (AI) and its integration into everyday technologies influences how people are exposed to information, interact, learn and make decisions. We argue that technology, data and evolving AI applications affect how humans enact and experience life and work, changing the context for learning. Hence, as this paper argues, the current notion of lifelong learning needs a revisit to embrace technology at its foundation. To bring freely chosen goals and ownership in one's learning to the fore, in the context of the coming AI age, we argue for the telos of learning to shift from human capital to human development, with the spotlight on capabilities. The paper draws on the capability approach to inform individuals and organisations of how they can support human development throughout lifelong learning. We then move to provide examples of how technologies underpinning workplace practices can be seen with the focus on capabilities as individuals learn to create value. What is known about the topic? The primary notion of lifelong learning refers to adult learning processes. The policy perspective that dominates organisation of lifelong learning opportunities focuses on human capital development. Technologies mediate learning and work. What this paper adds Technology is not explicitly addressed in meanings associated with lifelong learning. AI‐based technologies dynamically interact with human cognitive and social practices. The paper argues for a stronger focus on human development instead of human capital in the telos of lifelong learning opportunities. Capability approach is a viable alternative to human capital perspective on LLL. Data used to support learning can focus on learner agency and systemic factors that enable and constrain lifelong learning. Implications for practice and/or policy LLL interventions should promote systemic support for learner agency and ownership. LLL interventions should focus on negotiated value creation. Workplaces should embrace human‐machine integration but in ways that support capability and human development, not human capital.

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The Citation Diversity Statement: A Practice of Transparency, A Way of Life

Cited by 112 publications

References 11 publications

Books (Are Not Like People): A Postdigital Fable

Books (Are Not Like People): A Postdigital Fable

Decision-related feedback in visual cortex lacks spatial selectivity

Developing capabilities: Lifelong learning in the age of AI

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