Towards A Seamful Design Of Networked Knowledge: Practical Pedagogies In Collaborative Teams

Collaboration is an ethically charged relationship that challenges traditional modes of authorship attribution, institutional norms, and expectations of teaching and learning. A careful reflection on the needs and expectations of project participants demands an exposure of the seams and social dynamics inherent in research-driven relationships. In this paper, we ask: How does integrating digital scholarship into undergraduate pedagogy challenge systems of evaluation and credit and affect collaboration in research environments tuned to promotion and tenure? Emerging from our participation in the Scholarly Communication Institute (2015) in the Research Triangle of North Carolina, this article presents the findings of a team tasked with evaluating best practices and better understanding how authorship and contributorship models emerge in heterogeneous teams of students, faculty, staff, #alt-ac roles, librarians, programmers, and community partners.([1])