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Permanent link (DOI): https://doi.org/10.7939/R3D795Q8R

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Who Wrote This? Creator Metadata Quality on Academia.Edu Open Access

Descriptions

Other title
Subject/Keyword
creator metadata
metadata
metadata quality
online social networks
metadata assessment
academia.edu
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Schoenberger, Zachary
Supervisor and department
Shiri, Ali (Library and Information Studies)
Engel, Maureen (Humanities Computing)
Examining committee member and department
Oliphant, Tami (School of Library and Information Studies)
Quamen, Harvey (Humanities Computing)
Engel, Maureen (Humanities Computing)
Shiri, Ali (Library and Information Studies)
Department
Humanities Computing
School of Library and Information Studies
Specialization

Date accepted
2017-05-11T14:21:08Z
Graduation date
2017-11:Fall 2017
Degree
Master of Arts/Master of Library and Information Studies
Degree level
Master's
Abstract
Academic social networking services (SNSs) such as ResearchGate.com or Academia.Edu have recently experienced a surge in popularity (Ortega, 2016). Existing research into academic SNSs have focused on population parameters and social networking usage patterns. Currently, no research has been conducted on the quality of bibliographic metadata on academic SNSs. Bibliographic metadata functions to support user tasks, including finding, identifying, selecting, and obtaining information resources. “Creator” metadata, which describes resource authorship, helps users find and identify digital works in a repository. Additionally, academic researchers rely on author attribution for their professional promotion and prestige, and they are accustomed to scholarly environments which implement standards that support accurate author attribution. This study therefore examines “creator” metadata for University of Alberta publications posted on Academia.Edu, and compares these with publisher created records of the same titles. Metadata quality is assessed through the measurement of completeness, consistency, and accuracy. The study reveals that Academia.Edu “creator” metadata is significantly incomplete compared to publisher metadata, and the frequency of incomplete records increases in proportion to the size of the author cohort. This incompleteness is evidence of poor metadata quality on Academia.Edu. Academia.Edu “creator” metadata is, however, much more consistent than publisher metadata. Finally, accuracy is found to be an inadequate determiner of metadata quality, as the presence of user generated metadata calls into question the conceptual stability of “authenticity” and “authority,” upon which a measure of accuracy depends. This study of metadata quality therefore reveals the complexity and contradiction that underlies this topic. In terms of completeness, Academia.Edu metadata is poor in quality. In terms of consistency, Academia.Edu metadata excels in quality. Finally, the study recommends further investigation into the definition of authority in relation to user-contributed metadata.
Language
English
DOI
doi:10.7939/R3D795Q8R
Rights
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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