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• Provocations
• What are data?
• Data scholarship
• Data diversity
• Data scholarship in the sciences
• Data scholarship in the social sciences
• Data scholarship in the humanities
• Sharing, releasing, and reusing data
• Credit, attribution, and discovery of data
• What to keep and why to keep them.

An examination of the uses of data within a changing knowledge infrastructure, offering analysis and case studies from the sciences, social sciences, and humanities. "Big Data" is on the covers of Science, Nature, the Economist, and Wired magazines, on the front pages of the Wall Street Journal and the New York Times. But despite the media hyperbole, as Christine Borgman points out in this examination of data and scholarly research, having the right data is usually better than having more data; little data can be just as valuable as big data. In many cases, there are no data-because relevant data don't exist, cannot be found, or are not available. Moreover, data sharing is difficult, incentives to do so are minimal, and data practices vary widely across disciplines. Borgman, an often-cited authority on scholarly communication, argues that data have no value or meaning in isolation; they exist within a knowledge infrastructure-an ecology of people, practices, technologies, institutions, material objects, and relationships. After laying out the premises of her investigation-six "provocations" meant to inspire discussion about the uses of data in scholarship-Borgman offers case studies of data practices in the sciences, the social sciences, and the humanities, and then considers the implications of her findings for scholarly practice and research policy. To manage and exploit data over the long term, Borgman argues, requires massive investment in knowledge infrastructures; at stake is the future of scholarship.
(source: Nielsen Book Data)

• Introduction Stefan Collini-- Preface to the second edition-- Part I. The Rede Lecture,
• 1959:
• 1. The two cultures--
• 2. Intellectuals as natural luddites--
• 3. The scientific revolution--
• 4. The rich and the poor-- Part II. The Two Cultures: A Second Look-- Notes.
• (source: Nielsen Book Data)

The notion that our society, its education system and its intellectual life, is characterised by a split between two cultures - the arts or humanities on one hand, and the sciences on the other - has a long history. But it was C. P. Snow's Rede lecture of 1959 that brought it to prominence and began a public debate that is still raging in the media today. This 50th anniversary printing of The Two Cultures and its successor piece, A Second Look (in which Snow responded to the controversy four years later) features an introduction by Stefan Collini, charting the history and context of the debate, its implications and its afterlife. The importance of science and technology in policy run largely by non-scientists, the future for education and research, and the problem of fragmentation threatening hopes for a common culture are just some of the subjects discussed.
(source: Nielsen Book Data)