Open Scholarship Awards
Sponsored by the Canadian Social Knowledge Institute and its partners
Open Scholarship Award (2020), for open scholarship carried out by scholars, librarians, citizen scholars, research professionals, and administrators.
- Award: William J. Turkel (Western U) and Adam Crymble (U Hertfordshire), working with the Programming Historian Editorial Board and Project Team, The Programming Historian
- Honourable Mentions:
- Eduardo Viana da Silva (U Washington), Bate-Papo: An Introduction to Portuguese
- Kenton Rambsy (U Texas, Arlington), #TheJayZMixtape
Emerging Open Scholarship Award (2020), for open scholarship carried out by undergraduate students, graduate students, postdoctoral fellows, and early stage professionals.
- Award: Nastasia Herold (U Leipzig), Wiki Club Wikipetcia Atikamekw Nehiromowin, and Wikimedia Canada, The Atikamekw Knowledge, Culture and Language in Wikimedia Project
- Honourable Mentions:
- Melanie Walsh (Cornell U), Tweets of a Native Son
- Ela Przybylo (Illinois State U), Feral Feminisms, Intersectional Apocalypse, The Labor of Open
- Darren Reid (U Victoria), Peter O’Reilly Mapping Project
Open scholarship incorporates open access, open data, open education, and other related movements that have the potential to make scholarly work more efficient, more accessible, and more usable by those within and beyond the academy. By engaging with open practices for academic work, open scholarship shares that work more broadly and more publicly.
Nature of the Awards
Award recipients demonstrate exemplary open scholarship via research, projects, or initiatives. These awards are intended to acknowledge and celebrate exemplary open scholarship, nominated via an open process. In addition to the recognition of accomplishment that comes with such acknowledgement, the Canadian Social Knowledge Institute will also offer one tuition scholarship for each recipient to the Digital Humanities Summer Institute (DHSI; dhsi.org).
The Canadian Social Knowledge Institute would like to thank Clare Appavoo (Canadian Research Knowledge Network), Alyssa Arbuckle (ETCL, U Victoria), Jonathan Bengtson (U Victoria, Canadian Association of Research Libraries), Jannaya Friggstad Jensen (ETCL, U Victoria), Rachel Hendery (Western Sydney U), Amanda Lawrence (Royal Melbourne Institute of Technology), Gabriel Miller (Federation for the Humanities and Social Sciences), Tanja Niemann (Érudit), Jon Saklofske (Acadia U), and Ray Siemens (U Victoria) for their involvement in the 2020 awards.
About the Canadian Social Knowledge Institute
The Canadian Social Knowledge Institute (C-SKI) actively engages issues related to networked open social scholarship: creating and disseminating research and research technologies in ways that are accessible and significant to a broad audience that includes specialists and active non-specialists. Representing, coordinating, and supporting the work of the Implementing New Knowledge Environments (INKE) Partnership, C-SKI activities include awareness raising, knowledge mobilization, training, public engagement, scholarly communication, and pertinent research and development on local, national, and international levels. Originated in 2015, C-SKI is located in the Electronic Textual Cultures Lab in the U Victoria Digital Scholarship Commons.
C-SKI’s partners, through INKE, include: Advanced Research Consortium (ARC), Canadian Association of Research Libraries (CARL), Canadian Institute for Studies in Publishing (CISP), Canadian Research Knowledge Network (CRKN), Compute Canada, Canadian Writing Research Collaboratory (CWRC), Digital Humanities Research Group (DHRG; Western Sydney U), Digital Humanities Summer Institute (DHSI), Electronic Textual Cultures Lab (ETCL), Edith Cowan U, Érudit, Federation for the Humanities and Social Sciences, Iter: Gateway to the Renaissance, J.E. Halliwell Associates, Public Knowledge Project (PKP), Simon Fraser U Library, U Victoria Libraries, and Voyant Tools, among others.
William J. Turkel (Western U) and Adam Crymble (U Hertfordshire), working with the Programming Historian Editorial Board and Project Team, 2020 Open Scholarship Award Winners
The Programming Historian
The Programming Historian publishes novice-friendly, peer-reviewed tutorials that help humanists learn a wide range of digital tools, techniques, and workflows to facilitate research and teaching. Originally an open source, open content, and open access textbook, William J. Turkel and Alan MacEachern founded a site based on the original textbook for community creation and peer review of tutorials.
Nastasia Herold (U Leipzig), Wiki Club Wikipetcia Atikamekw Nehiromowin, and Wikimedia Canada, 2020 Emerging Open Scholarship Award Winners
The Atikamekw Knowledge, Culture and Language in Wikimedia Project
The Atikamekw language is spoken by about 97% of the Atikamekw indigenous communities in Quebec, but because it is not represented in online spaces, many members of these communities resort to their second language (French) to surf the web. Working closely with the Atikamekw community, linguist Nastasia Herold has led the effort to create Atikamekw content on Wikipedia, a project supported by the Wikimedia Foundation.
Eduardo Viana da Silva (U Washington), 2020 Open Scholarship Award Honourable Mention
Bate-Papo: An Introduction to Portuguese
Bate-Papo is a Portuguese e-textbook (CC BY) developed with university students who speak English as their first language in mind, as well as speakers of Spanish. This e-book emphasizes meaningful communicative activities for classroom settings and was written with minority groups in mind, offering a more inclusive perspective of cultural aspects of Brazil.
Kenton Rambsy (U Texas, Arlington), 2020 Open Scholarship Award Honourable Mention
#TheJayZMixtape presents an interactive, visually engaging qualitative and quantitative discussion of the literary contributions of the creative artist Jay-Z. Drawing on a rich dataset that includes the lyrics from 189 songs, it uses computational approaches to explore Jay-Z’s musical influences and allusions to other Black artists and historical figures, revealing new dimensions of Jay-Z’s body of work and making a compelling case for Jay-Z’s place in the greater African American literary tradition.
Melanie Walsh (Cornell U), 2020 Emerging Open Scholarship Award Honourable Mention
Tweets of a Native Son
Though James Baldwin—the prolific essayist, novelist, and civil rights activist—died in 1987, his words, voice and visage now circulate widely on the internet. Tweets of a Native Son is a web-based resource that features data visualizations and companion narratives about James Baldwin’s 21st-century digital afterlives, enabling students, fans, and scholars to explore Baldwin’s significance in the contemporary world through #BlackLivesMatter tweets, popular YouTube videos, library circulation data, and more.
Ela Przybylo (Illinois State U), 2020 Emerging Open Scholarship Award Honourable Mention
Feral Feminisms, Intersectional Apocalypse, The Labor of Open
In 2012, Ela Przybylo founded Feral Feminisms, an open access, inter-media, peer-reviewed journal with the following goals: publishing invigorating intersectional feminist scholarship, making knowledge free and open to all, making the process of publishing transparent and welcoming to people from all walks of life, and celebrating work across mediums such as academic articles, art, video, sound, and creative writing. In addition to teaching a class which asks students to collectively develop an open access journal using OJS, Przybylo is also a part of a group of librarians, scholars, and students called “The Labor of Open,” which is developing a toolkit and worksheet for people who want to think about the hidden labor involved in open access publishing.
Darren Reid (U Victoria), 2020 Emerging Open Scholarship Award Honourable Mention
Peter O’Reilly Mapping Project
Developed in collaboration with Point Ellice House Museum in Victoria, the Peter O’Reilly Mapping Project is based on a lesson plan for grade 9 students that features archival research about Peter O’Reilly’s personal diaries and official reports from his time as Indian Reserve Commissioner, from 1880–1897. The lesson plan has two components: a field trip to Point Ellice House to learn about the competing narratives about it as a symbol of Anglo-Canadian “civilization” and settler colonialism and a classroom lesson in which students explore an interactive map that visualizes the boundaries of the reserves O’Reilly demarcated against the boundaries of the Nations’ traditional territories, supplemented by archival materials.