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Scholarly communication in education journals

Raf Vanderstraeten (UGent)
(2011) SOCIAL SCIENCE HISTORY. 35(1). p.109-130
Author
Organization
Abstract
The rise of disciplines is connected with the formation of groups or networks of specialists. It is connected with the emergence of "scientific communities," theorized about since Thomas Kuhn and Robert Merton. But how is such a community of specialists brought together; how are common orientations among members of a scientific community upheld? In this article it is argued that scholarly journals play a key role in the modern scientific disciplines. Journals both secure the shared values of a scientific community and endorse what that community takes to be certified knowledge. Publications in scholarly journals have become the basic units of scientific communication in a discipline. Against this theoretical background, I analyze in this article the evolution of the leading scholarly journal in the field of education in the Dutch-language community, Paedagogische Studien (Studies in Education). The analyses illuminate a number of historical evolutions in this journal in the period 1920-75: the increase in coauthorship and the concomitant standardization of publication formats; the changing role of the editorial board, especially in its function of gatekeeper of scientific communication; and the increase and the shifting "global" nature of cited work in the journal. Because of the close relationship between journal and discipline, this analysis highlights basic characteristics of the patterns of communication and the constitution of disciplinary identity in Dutch-language educational science.
Keywords
SOCIAL-SCIENCES, SCIENTIFIC PRODUCTIVITY, DEPARTMENTS, INFORMATION, SOCIOLOGY, CITATION

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Citation

Please use this url to cite or link to this publication:

MLA
Vanderstraeten, Raf. “Scholarly Communication in Education Journals.” SOCIAL SCIENCE HISTORY, vol. 35, no. 1, 2011, pp. 109–30, doi:10.1215/01455532-2010-018.
APA
Vanderstraeten, R. (2011). Scholarly communication in education journals. SOCIAL SCIENCE HISTORY, 35(1), 109–130. https://doi.org/10.1215/01455532-2010-018
Chicago author-date
Vanderstraeten, Raf. 2011. “Scholarly Communication in Education Journals.” SOCIAL SCIENCE HISTORY 35 (1): 109–30. https://doi.org/10.1215/01455532-2010-018.
Chicago author-date (all authors)
Vanderstraeten, Raf. 2011. “Scholarly Communication in Education Journals.” SOCIAL SCIENCE HISTORY 35 (1): 109–130. doi:10.1215/01455532-2010-018.
Vancouver
1.
Vanderstraeten R. Scholarly communication in education journals. SOCIAL SCIENCE HISTORY. 2011;35(1):109–30.
IEEE
[1]
R. Vanderstraeten, “Scholarly communication in education journals,” SOCIAL SCIENCE HISTORY, vol. 35, no. 1, pp. 109–130, 2011.
@article{1930257,
  abstract     = {{The rise of disciplines is connected with the formation of groups or networks of specialists. It is connected with the emergence of "scientific communities," theorized about since Thomas Kuhn and Robert Merton. But how is such a community of specialists brought together; how are common orientations among members of a scientific community upheld? In this article it is argued that scholarly journals play a key role in the modern scientific disciplines. Journals both secure the shared values of a scientific community and endorse what that community takes to be certified knowledge. Publications in scholarly journals have become the basic units of scientific communication in a discipline. Against this theoretical background, I analyze in this article the evolution of the leading scholarly journal in the field of education in the Dutch-language community, Paedagogische Studien (Studies in Education). The analyses illuminate a number of historical evolutions in this journal in the period 1920-75: the increase in coauthorship and the concomitant standardization of publication formats; the changing role of the editorial board, especially in its function of gatekeeper of scientific communication; and the increase and the shifting "global" nature of cited work in the journal. Because of the close relationship between journal and discipline, this analysis highlights basic characteristics of the patterns of communication and the constitution of disciplinary identity in Dutch-language educational science.}},
  author       = {{Vanderstraeten, Raf}},
  issn         = {{0145-5532}},
  journal      = {{SOCIAL SCIENCE HISTORY}},
  keywords     = {{SOCIAL-SCIENCES,SCIENTIFIC PRODUCTIVITY,DEPARTMENTS,INFORMATION,SOCIOLOGY,CITATION}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{109--130}},
  title        = {{Scholarly communication in education journals}},
  url          = {{http://doi.org/10.1215/01455532-2010-018}},
  volume       = {{35}},
  year         = {{2011}},
}
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