“Scholarly Communication” is a frequent topic of both the professional and research literature of Library and Information Science (LIS). Despite efforts by individuals (e.g. Borgman, 1989) and organizations such as the Association of College and Research Libraries (ACRL) to define the term, multiple understandings of it remain. Discussions of scholarly communication infrequently offer a definition or explanation of its parameters, making it difficult for readers to form a comprehensive understanding of scholarly communication and associated phenomena.
This project uses the evolutionary concept analysis (ECA) method developed by nursing scholar, Beth L. Rodgers, to explore “Scholarly Communication” as employed in the literature of LIS. As the purpose of ECA is not to arrive at “the” definition of a term but rather exploring its utilization within a specific context, it is an ideal approach to expand our understanding of SC as used in LIS research.
“Scholarly Communication” as employed in the LIS literature does not refer to a single phenomenon or idea, but rather is a concept with several dimensions and sub-dimensions with distinct, but overlapping, significance.
The concept analysis (CA) method calls for review of a named concept, i.e. verbatim. Therefore, the items included in the data set must include the phrase “scholarly communication”. Items using alternate terminology were excluded from analysis.
The model of scholarly communication presented in this paper provides language to operationalize the concept.
LIS lacks a nuanced understanding of “scholarly communication” as used in the LIS literature. This paper offers a model to further the field's collective understanding of the term and support operationalization for future research projects.
