Open Research Practices and Cultural Change: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Isabel Steinhardt, Sylvi Mauermeister, Rebecca Schmidt
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Abstract

In their article, Marsden and Morgan-Short argue that “open research is indeed a large part of our future, and most—if not all—challenges are surmountable, but doing so requires significant changes for many aspects of the research process.” We share Marsden and Morgan-Short's premise that open research practices will play an important role in the future but that many questions about how to implement them successfully are still open and need to be discussed. Taking up and extending their thoughts on the cultural embeddedness of open research practices, this commentary argues that open research can only be the future if there is a cultural change based on changes in practices. We ask why and how change can occur from a praxeological perspective.

Marsden and Morgan-Short's article identified and comprehensively reflected on the opportunities and challenges of open research. This makes it a wonderful starting point for exposing practices in science and the prevailing inequalities of the science system. Therefore, to reduce inequalities in an open research culture, researchers must continue to engage in a critical reflection and analysis of open science practices.

开放研究实践与文化变迁:评《(为什么)开放研究实践是语言学习研究的未来?》
在他们的文章中,马斯登和摩根-肖特认为,“开放研究确实是我们未来的很大一部分,大多数(如果不是全部的话)挑战是可以克服的,但这样做需要对研究过程的许多方面进行重大改变。”我们同意Marsden和Morgan-Short的前提,即开放式研究实践将在未来发挥重要作用,但关于如何成功实施它们的许多问题仍然是开放的,需要讨论。这篇评论吸收并扩展了他们对开放研究实践的文化嵌入性的思考,认为开放研究只有在实践变化的基础上发生文化变革时才能成为未来。我们问为什么以及如何改变可以从行动学的角度发生。马斯登和摩根-肖特的文章确定并全面反映了开放研究的机遇和挑战。这使它成为揭示科学实践和科学体系中普遍存在的不平等的一个很好的起点。因此,为了减少开放研究文化中的不平等,研究人员必须继续对开放科学实践进行批判性的反思和分析。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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