Social Media and the Production of Knowledge: A Return to Little Science?
Social Media and the Production of Knowledge: A Return to Little Science?
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社交媒体和知识生产：回归小科学？
DOI：
10.1080/02691728.2010.499177
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发表时间：
2010
影响因子：
1.7
通讯作者：
L. Lievrouw
中科院分区：
文献类型：
--
作者：
L. Lievrouw
在经典的研究小科学，大科学(纽约：哥伦比亚大学出版社，1963)中，德里克·普莱斯追溯了从他所说的小科学--以从事小规模、非正式互动和个人通信的早期现代“隐形学院”为例--到20世纪由专业科学家和富有的机构主导的大科学的历史转变，在那里，科学信息(主要以印刷形式及其类似物)被大规模生产、营销和在全球范围内流通。本文考虑了当今科学中越来越多地使用参与性、互动性更强的“Web 2.0”技术和社交媒体(例如维基、博客、标签和书签、会议等)。这可能标志着小科学交流模式的复兴，这与继续主导研究政策、科学机构和出版业的大型科学公约形成了鲜明对比。本文简要回顾了20世纪初以来对科学“信息爆炸”的反应，特别侧重于大规模自动化信息系统的理想化，以及正式(文件制作)优先于非正式(人际)的科学交流模式。将文献和互动结合在一起的科学传播的替代框架被用来研究所谓的科学2.0和公民科学项目的当代例子，以确定这些项目是否表明科学传播领域出现了新的传播模式，将隐形大学的直接性和参与性与同行评议出版的严格性联系起来。对传统的纪实形式，如期刊文章，也进行了讨论。
In the classic study Little science, big science (New York: Columbia University Press, 1963), Derek Price traces the historical shift from what he calls little science—exemplified by early‐modern “invisible colleges” of scientific amateurs and enthusiasts engaged in small‐scale, informal interactions and personal correspondence—to 20th‐century big science, dominated by professional scientists and wealthy institutions, where scientific information (primarily in print form and its analogues) was mass‐produced, marketed and circulated on a global scale. This article considers whether the growing use of more participatory, interactive “Web 2.0” technologies and social media in science today (e.g. wikis, blogs, tagging and bookmarking, conferencing, etc.) may signal a revival of little science modes of communication that contrast with big science conventions that continue to dominate research policy, scientific institutions, and the publishing industry. A brief historical review of responses to the scientific “information explosion” since the early 1900s is presented, with a particular focus on the idealization of large‐scale, automated information systems and the privileging of formal (document‐producing) over informal (interpersonal) modes of scientific communication. Alternative frameworks for scientific communication that incorporate both documents and interaction are used to examine contemporary examples of so‐called Science 2.0 and citizen science projects to determine whether such projects indicate the emergence of new modes of communication in science that bridge the immediacy and involvement of invisible colleges and the rigor of peer‐reviewed publishing. The implications for traditional documentary forms such as the journal article are also discussed.