{"found":50047,"hits":[{"document":{"abstract":"*depending strongly on who you are buying from, what the topic and preferred venue are and what authorship slot you want","archive_url":null,"authors":[{"contributor_roles":[],"family":"Richardson","given":"Reese"}],"blog":{"archive_collection":null,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"engineeringAndTechnology","community_id":"9fd043ee-3a61-4c8f-8cd1-86bd7c4104c8","created_at":1721839864,"current_feed_url":null,"description":"Case studies in scientific reproducibility","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/40570e0b-b289-4145-9c60-6fb881efaa45/logo","feed_format":"application/atom+xml","feed_url":"https://reeserichardson.blog/feed/atom","filter":null,"funding":null,"generator":"WordPress.com","generator_raw":"WordPress.com","home_page_url":"https://reeserichardson.blog","id":"09a10db2-1049-40ae-ad18-952788601632","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":"https://mastodon.social/@three_body_problem","prefix":"10.59350","registered_at":1728997684,"relative_url":null,"ror":null,"secure":true,"slug":"reeserichardson","status":"active","subfield":"1802","subfield_validated":null,"title":"Reese Richardson","updated_at":1777366080.270282,"use_api":false,"use_mastodon":false,"user_id":"b4591919-6189-40a9-a853-2d228796a743"},"blog_name":"Reese Richardson","blog_slug":"reeserichardson","content_html":"
*depending strongly on who you are buying from, what the topic and preferred venue areand what authorship slot you want.
\n
For the uninitiated: paper mills are illicit organizations that sell services to boost an academic\u2019s publication profile. Although a paper mill can operate by a variety of business models, the prototypical paper mill mass produces fraudulent scholarly manuscripts, sells authorship slots on those manuscripts and colludes with editors at target journals to get those manuscripts published.
\n
I and others researching paper mills are frequently asked how much these services cost. In part to make answering this question easier, myself and my colleagues Spencer Hong and Anna Abalkina created BuyTheBy, to date the largest structured dataset of paper mill advertisements. BuyTheBy v1.0 contains price data from 18,710 advertisements made by seven paper mills operating out of seven different countries.
The study of paper mills and similar businesses operating in the market for academic and education fraud services is frustrated by the lack of market price data on their various offerings. Here, we assemble BuyTheBy, a large, annotated dataset of timestamped, text-based paper mill advertisements from seven businesses operating out of seven different countries. The dataset consists of 18,710 individual advertisements, of which 15,839 have prices listed. Among these there are 20,598 positions listed as for sale on 5,567 unique products in 14 different product categories with 51,812 timestamped price data points. We perform elementary analysis of this dataset to demonstrate its utility for quantitative understanding of markets for academic fraud services and suggest future use cases.
There are many useful things you can do with this dataset and interesting tidbits contained therein (for ideas of analyses that could be performed here and what you mind find, I defer to the preprint and coverage by Nature, Science, Retraction Watch, C&ENand Times Higher Education). I\u2019ll use this post to take at the recurrent question that launched the development of this dataset: how much does a paper mill product actually cost?
\n
The prices offered for authorship slots on articles vary dramatically, even within a single paper mill\u2019s catalog. For instance, the advertisements we processed from an Uzbekistani paper listed prices between $100 and $2000 for first authorship. Clearly, paper mills will offer a variety of products at a variety of price points. Prices also varied wildly between paper mills; while our Indian paper mill was not selling any article authorship positions at a price greater than $200, our Russian paper mill was selling positions for as much as $5,600.
\nBoxplots showing distributions of prices for authorship slots on articles for the seven paper mills included in BuyTheBy v1.0 (see Figure 3 in the preprint).\n
Then the answer is, predictably, it depends. If this answer doesn\u2019t cut it for you, you can look past all limitations and conditionals for a single central estimate, which the dataset will provide: the median first authorship slot offered by these seven paper mills goes for about $800. Based on median listed prices, buying every slot on a five-author manuscript probably costs around $3,000.
I hope that one way others use ByTheBy is by mapping titles offered in these advertisements to their eventually-published products. For a demonstration of this, check out this impressive piece of work by Anna Abalkina, Marie Kune\u0161ov\u00e1, Yagmur Ozturk and Solal Pirelli, for which they tracked more than 1700 advertised titles to articles that were eventually published in conference proceedings:
Paper mills are a growing threat to the integrity of science, yet their penetration in conference proceedings remains underexplored despite conferences being more important than journals in some scientific subfields. This study aims to identify papers in conference proceedings whose titles have been offered for sale on social media platforms. We collected more than 4,000 unique publication offers from more than 200 social media channels and used semi-automated methods along with human assessment to match offers with papers published in IEEE conference proceedings. We identified 1,720 papers in 286 IEEE conference proceedings, accounting for up to 23.51% of an individual conference. These problematic papers are co-authored by more than 6,500 researchers from over 3,500 affiliations in 55 countries. The identified papers demonstrate collaboration anomalies, high diversity of affiliations per paper, citation manipulation, a predominance of six-author papers, and content-based irregularities. Our findings show that paper mills are a large, organized, and often public market that commercializes scientific misconduct, not limited to papers, but infiltrating multiple parts of the research ecosystem.
\n
\n
Both of these manuscripts demonstrate that paper mills offer a variety of different products, from authorship slots on journal articles to authorship slots on conference proceedings to editorship on textbooks to bogus prizes to citation boosting to \u201cdesign patents\u201d (which are actually not patents in the jurisdictions being advertised, more on that here). More generally, they demonstrate that although paper mills operate largely in secret, they conduct enough business out in the open that we do not have to content ourselves with just guessing.
\n
The header image for this post is an illustration from a manuscript of Nicole Oresme\u2019s 14th century translation of Aristotle\u2019s Ethics, Politics, and Economics.
\n","doi":"https://doi.org/10.59350/9cshf-6tj25","funding_references":null,"guid":"http://reeserichardson.blog/?p=4758","id":"980d2b13-d028-47b3-b6f4-a3efe12e262e","image":"https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1024","images":[{"height":"343","sizes":"(max-width: 1024px) 100vw, 1024px","src":"https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1024","srcset":"https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1024, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=2048, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=150, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=300, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=768, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1440","width":"1024"},{"alt":"an illustration","src":"https://commons.wikimedia.org/wiki/File:Medieval_market.jpg"}],"indexed":true,"indexed_at":1777371849,"language":"en","parent_doi":null,"published_at":1777369674,"reference":[],"registered_at":0,"relationships":[],"rid":"fxkr2-q5x09","status":"active","summary":"\n *depending strongly on who you are buying from\n\n,\n\n what the topic and preferred venue are\n\n\n and what authorship slot you want.\n\nFor the uninitiated: paper mills are illicit organizations that sell services to boost an academic\u2019s publication profile.","tags":["Paper Mills"],"title":"A scientific paper will cost you around $800*","updated_at":1777369674,"url":"https://reeserichardson.blog/2026/04/28/a-scientific-paper-will-cost-you-around-800/","version":"v1"}},{"document":{"abstract":"Science is often described as a universal enterprise, but for many researchers in low- and middle-income countries (LMICs), especially across Africa, it does not feel universal at all. It feels fragmented, under-resourced, and difficult to enter on equal terms. The barriers are not only financial or technical.","archive_url":null,"authors":[{"contributor_roles":[],"family":"Olufemi","given":"Seun"}],"blog":{"archive_collection":22124,"archive_host":null,"archive_prefix":"https://wayback.archive-it.org/22124/20231105103706/","archive_timestamps":[20231105103706,20240505132151,20241105103657,20250505103918],"authors":null,"canonical_url":null,"category":"humanities","community_id":"aeaafcbb-94b5-477a-a89f-8fba5925e926","created_at":1673568000,"current_feed_url":"https://upstream.force11.org/atom/","description":"The community blog for all things Open Research.","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/b56ef314-34f7-4c7f-b0e2-d0bf13bfe83b/logo","feed_format":"application/atom+xml","feed_url":"https://upstream.force11.org/atom-complete/","filter":null,"funding":null,"generator":"Ghost","generator_raw":"Ghost 5.25","home_page_url":"https://upstream.force11.org","id":"e3952730-ffb7-4ef9-b4a5-6433d86b2819","indexed":false,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":"https://scicomm.xyz/@upstream","prefix":"10.54900","registered_at":1729244339,"relative_url":null,"ror":null,"secure":true,"slug":"upstream","status":"active","subfield":"1802","subfield_validated":null,"title":"Upstream","updated_at":1777366460.852419,"use_api":true,"use_mastodon":false,"user_id":"08014cf6-3335-4588-96f4-c77ac1e535b2"},"blog_name":"Upstream","blog_slug":"upstream","content_html":"
Science is often described as a universal enterprise, but for many researchers in low- and middle-income countries (LMICs), especially across Africa, it does not feel universal at all. It feels fragmented, under-resourced, and difficult to enter on equal terms. The barriers are not only financial or technical. They are built into the infrastructure, incentives, and systems that shape who gets to participate fully in research and who is left working around the edges. As artificial intelligence (AI) begins to reshape scientific work, it offers both a new opportunity and a new test: whether emerging tools will help repair those inequities or deepen them.
Artificial intelligence offers a powerful opportunity to mend this fragmentation. It can help researchers work around barriers that have long limited participation. But that promise is not guaranteed. AI is still shaped by the same inequalities embedded in the broader scientific system, and without more deliberate investment in access, infrastructure, and inclusion, it may end up reinforcing the very gaps it seems to address.
As part of my work with the Bioinformatics Outreach Nigeria (BON), a community-driven effort to build capacity in bioinformatics and open science, we conducted a survey of 212 respondents in our community. This survey offers insights into a few of the systemic issues facing LMIC-based scientists and how AI affects these dynamics.
The everyday barriers of scientific work
For researchers in LMICs, scientific work and access to learning opportunities often look very different from what researchers in well-resourced countries experience. In our recent survey, one key baseline insight was the overall observation that LMIC-based bioinformatics researchers perceive their work as difficult, with 50% describing it as very difficult and another 33.5% as somewhat difficult. This is not difficult to understand as modern bioinformatics research relies on many factors that can be out of reach of many LMIC-based scientists: reliable internet, computational power, and stable electricity, etc. Slow connections turn simple tasks into ordeals, while power outages disrupt workflows entirely, as this makes research learning processes almost impossible, and research processes very daunting.
Just as important, even when infrastructure hurdles are cleared, knowledge itself stays locked behind paywalls. Subscriptions to major journals are often unaffordable, and open access publishing frequently brings high article processing charges that institutions cannot cover. This creates a paradox: researchers are expected to contribute to global science while being largely excluded from its latest developments. The result is skewed research agendas that prioritize high-income contexts, reduced visibility for local knowledge, and a persistent cycle where LMIC scientists remain primarily consumers rather than producers.
Beyond the difficulty of conducting research, access to training and mentorship forms another major bottleneck. The same survey showed strong demand for practical support, with the majority of respondents prioritizing workshops, requesting one-on-one training, and seeking online courses or tutorials. These types of structured opportunities for advanced skills are scarce in LMICs, and many online resources assume high-bandwidth access or prior expertise that beginners may lack. It further highlighted lack of training or knowledge (24.5%) and lack of access to resources or equipment (23.1%) as the top challenges when using bioinformatics tools. Without localized guidance, aspiring scientists often navigate complex fields in isolation. Community initiatives like BON address this by offering workshops, hands-on sessions, and mentorship tailored to real constraints. These efforts show how quickly capacity can grow when barriers drop. Yet they typically run on volunteer energy and limited funding, operating at the margins rather than as part of sustained national systems.
The survey also pointed to a deeper structural problem: the incentives surrounding scientific work are often poorly aligned with openness, collaboration, and capacity building. Systems reward high-impact publications but do little to recognize openness, data sharing, collaboration, or capacity building. Concerns about misuse or lack of credit further discourage open practices, even among motivated researchers. Together, infrastructure gaps, knowledge barriers, training shortages, and poor incentives reinforce one another, producing an ecosystem where global science participation stays uneven.
AI as Opportunity and Risk
Artificial intelligence offers a powerful opportunity to ease some of this fragmentation. AI can democratize knowledge by summarizing complex research papers, translating content across languages, and adapting formats for easier understanding, helping researchers in LMICs stay current with global developments when access is uneven. In resource-scarce environments like those highlighted in our survey, AI can act as a personalized tutor, providing real-time guidance through coding challenges, analytical methods, and bioinformatics workflows.
More specifically, what makes AI especially important in this context is that it maps so clearly onto the challenges our survey identified. When research is difficult because infrastructure is weak and access is uneven, AI can help lower some of the friction around discovery, analysis, and technical work. When training and mentorship are hard to access, it can offer a form of immediate, practical support. And when scientific incentives do little to reward openness or collaboration, AI can at least make some of the labor behind documentation, metadata, and reproducibility easier to manage. It cannot fix these deeper structural problems by itself, but it can help relieve some of the pressure they place on researchers. Yet these benefits are not automatic. AI systems trained predominantly on data from high-income countries risk embedding biases that perform poorly in LMIC contexts, potentially widening rather than closing existing gaps. Uneven access to advanced tools could deepen inequalities, and concentrated control by a few institutions or companies might centralize power in new ways. The real challenge lies in ensuring AI is deployed inclusively, with models developed or fine-tuned using diverse, locally relevant data.
Rebuilding science as a truly global enterprise will require more than technological fixes. It will require deliberate investment in reliable infrastructure, equitable models for knowledge access, institutionalized training programs, and incentives that reward openness and collaboration. Grassroots efforts like BON show that focus on meaningful change can begin locally through targeted mentorship and community programs. Scaling these efforts will require sustained funding, policy integration, and institutional support.
The fragmentation of science in LMICs is not inevitable. It reflects deliberate choices about infrastructure, access, training, and reward systems that have left too many LMIC-based researchers working at the margins. AI will not solve these problems on its own, but will create a real opportunity to ease some of the burdens they impose. The question is whether these tools will be developed and deployed in ways that make science more equitable, or whether they will simply make an already uneven system more efficient for those who are already well served by it.
","doi":"https://doi.org/10.54900/69s4r-kd236","funding_references":null,"guid":"https://doi.org/10.54900/69s4r-kd236","id":"e3796049-a565-4297-b1c9-b2ea8038477d","image":"https://images.unsplash.com/photo-1596220023937-06cd0679a7aa?crop=entropy&cs=tinysrgb&fit=max&fm=jpg&ixid=M3wxMTc3M3wwfDF8c2VhcmNofDI3fHxhZnJpY2ElMjBkb2luZyUyMHNjaWVuY2UlMjB3aGVuJTIwaXRzJTIwbm90JTIwYnVpbHQlMjBmb3IlMjB5b3V8ZW58MHx8fHwxNzc3MTQyMTAwfDA&ixlib=rb-4.1.0&q=80&w=2000","images":[],"indexed":true,"indexed_at":1777366490,"language":"en","parent_doi":null,"published_at":1777363208,"reference":[],"registered_at":0,"relationships":[],"rid":"pfjdf-c3507","status":"active","summary":"Science is often described as a universal enterprise, but for many researchers in low- and middle-income countries (LMICs), especially across Africa, it does not feel universal at all. It feels fragmented, under-resourced, and difficult to enter on equal terms. The barriers are not only financial or technical.","tags":["Insights","Thought Pieces"],"title":"Doing Science in the Age of AI, when the system isn\u2019t built for you","updated_at":1777363208,"url":"https://upstream.force11.org/doing-science-in-the-age-of-ai/","version":"v1"}},{"document":{"abstract":null,"archive_url":null,"authors":[{"contributor_roles":[],"family":"Openness","given":"&"}],"blog":{"archive_collection":24082,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":[{"name":"Leiden Madtrics","url":null}],"canonical_url":null,"category":"socialScience","community_id":"d8304840-75c2-4164-bc37-ec879c4f065b","created_at":1682899200,"current_feed_url":null,"description":"Leiden Madtrics","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/atom+xml","feed_url":"https://www.leidenmadtrics.nl/atom/","filter":null,"funding":null,"generator":"Other","generator_raw":"Other","home_page_url":"https://www.leidenmadtrics.nl/","id":"a0920819-e194-4514-bca4-5f0837e10c51","indexed":false,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1728549179,"relative_url":null,"ror":"https://ror.org/027bh9e22","secure":true,"slug":"leidenmadtrics","status":"active","subfield":"1804","subfield_validated":null,"title":"Leiden Madtrics","updated_at":1777365614.381261,"use_api":null,"use_mastodon":false,"user_id":"ae88df6b-e1cf-4743-86a8-c032659cf5d2"},"blog_name":"Leiden Madtrics","blog_slug":"leidenmadtrics","content_html":"
The need for open research information
Research information \u2014 which describes research outputs, activities, and actors \u2014 is essential to understand how science operates, how knowledge is produced, and how research systems evolve. Despite its importance, much of this information remains locked in closed and proprietary systems, creating barriers to its use. These barriers restrict the possibility to study the research system in a comprehensive way, to make well-informed decisions about its governance, and to ensure equity in information access and decision-making.
The Information & Openness focal area at CWTS was founded in 2023 to address these challenges by working to advance the creation and use of open research information (ORI) that is free to access and reuse without restriction. In this blogpost, we outline a strategic plan, developed to guide our work toward this goal over the next three years.
The need for strategic action at CWTS
We have already made significant progress within the focal area. We have taken a leading role in developing the Barcelona Declaration on Open Research Information, developed and delivered the course Scientometrics Using Open Data multiple times, used ORI in a variety of projects, contributed to studying and improving the coverage and quality of ORI in open data sources, and pioneered the use of ORI in university rankings through the Leiden Ranking Open Edition. In order to continue this work in a coordinated fashion, we saw a need to develop a strategic plan for our focal area to help guide our efforts. This plan will serve as a framework to guide our activities, to inform decisions about which new projects and collaborations to pursue, and to assess our progress.
Developing the strategic plan: A co-creation process
The strategic plan was developed over a ten-month period in 2025, in which the members of the focal area collaboratively brainstormed where we would like to go and what we would like to achieve in the coming years. The focal area coordinators summarized the group\u2019s input and presented versions of the strategic plan to the focal area members for iterative development. The plan was then further discussed with the other focal area coordinators from Engagement & Inclusion and Evaluation & Culture, and the CWTS Board. Individual conversations were then held with each focal area member in order to discuss how their work and interests align with the plan and to get further feedback.
The strategic plan consists of an overarching vision outlining our long-term ambition, three high-level strategic objectives describing the ideal effects we aim to achieve in the broader research system, and nine operational objectives translating our strategic objectives into actionable steps. We briefly summarize each of these here. More detail can be found in the full version of the plan.
Our vision
The vision of the Information & Openness focal area is:
This vision highlights how ORI can transform the barriers presented by proprietary research information. ORI not only helps make research assessment more transparent and responsible, but it also contributes to developing a more inclusive understanding of what is happening in the research system. By removing barriers and promoting openness, we enable diverse stakeholders such as researchers, institutions, policymakers, and society at large to engage with science in a more democratic and equitable way.
This vision is therefore not isolated but is deeply connected to the broader mission of CWTS and to the other two focal areas. Together, these three focal areas strengthen CWTS\u2019s commitment to improving how science is practiced and governed and how it serves society.
Strategic objectives
The above vision provides the foundation for our strategic objectives, which define the ideal effects we aim to achieve and indicate what the focal area will contribute to in the broader research system. Our three strategic objectives are to:
Operational objectives
Our operational objectives translate these strategic ambitions into concrete, actionable steps. They provide clarity on what needs to be done, ensuring that our vision and strategic goals are not only aspirational but also implementable.
Each operational objective is directly linked to one or more strategic objectives:
More detail about each operational objective, including examples of (planned) projects, services, and courses to achieve these objectives, can be found in the full strategic plan. The objectives are often complementary and interconnected. We also anticipate that there will be some flexibility in the operational objectives and planned results as we put them into practice.
Next steps and collaboration
We plan to re-evaluate the strategic plan annually in order to make necessary modifications to these objectives as the ORI landscape continues to evolve and to ensure continued alignment with our other focal areas. Together, these objectives will help to guide our work in achieving the primary ambition of the Information & Openness focal area: to make open research information the norm, rather than the exception. If you would like to collaborate with us to work towards this vision, please read the strategic plan in more detail and reach out to the coordinators of the focal area. We are looking forward to achieving our vision together.
","doi":"https://doi.org/10.59350/hzkgh-2er86","funding_references":null,"guid":"https://www.leidenmadtrics.nl/articles/advancing-open-research-information-the-next-three-years-of-the-information-openness-focal-area","id":"1c93ab3e-ebd4-4c95-93ff-6bd2b6be0fe8","image":null,"images":[{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-1_2026-04-21-072830_wdcd.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-2.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-3.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-1_2026-04-21-072830_wdcd.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-2.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-3.png"}],"indexed":true,"indexed_at":1777364961,"language":"en","parent_doi":null,"published_at":1777361220,"reference":[],"registered_at":0,"relationships":[],"rid":"x2nee-cxn91","status":"active","summary":"\n The need for open research information\n\nResearch information \u2014 which describes research outputs, activities, and actors \u2014 is essential to understand how science operates, how knowledge is produced, and how research systems evolve. Despite its importance, much of this information remains locked in closed and proprietary systems, creating barriers to its use.","tags":[],"title":"Advancing open research information: The next three years of the Information & Openness focal area","updated_at":1777364794,"url":"https://www.leidenmadtrics.nl/articles/advancing-open-research-information-the-next-three-years-of-the-information-openness-focal-area","version":"v1"}},{"document":{"abstract":null,"archive_url":null,"authors":[{"contributor_roles":[],"family":"Clarke","given":"Christopher"}],"blog":{"archive_collection":null,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"philosophyEthicsAndReligion","community_id":"989c0e4f-140c-47ca-8db1-8490fb2e89d1","created_at":1739378397.350746,"current_feed_url":null,"description":"British Society for the Philosophy of Science","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/989c0e4f-140c-47ca-8db1-8490fb2e89d1/logo","feed_format":"application/atom+xml","feed_url":"https://www.thebsps.org/feed/atom/","filter":"category:49","funding":null,"generator":"WordPress","generator_raw":"WordPress 6.7.2","home_page_url":"https://www.thebsps.org/reviewofbooks/","id":"c168e875-baad-461c-b0af-08e367c182e6","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":0,"relative_url":null,"ror":null,"secure":true,"slug":"thebsps","status":"active","subfield":"1207","subfield_validated":null,"title":"BJPS Review Of Books","updated_at":1777366400.496405,"use_api":true,"use_mastodon":false,"user_id":null},"blog_name":"BJPS Review Of Books","blog_slug":"thebsps","content_html":"
What methods should scientists use to study the world? Robert Northcott\u2019s Science for a Fragile World addresses this general question about the methodology of science by carefully examining some instances of the methods employed in political science, economics, ecology, and epidemiology.
\n
Northcott\u2019s approach to the methodology of science centres around one crucial distinction\u2014the distinction between stable relations and fragile relations. He draws this distinction in terms of predictability: a stable relation is one where scientists can easily predict how the relation will be instantiated differently from one case to another. Take, for example, the causal effect of an object\u2019s electrical charge on its acceleration (in the presence of another charged object nearby). On the one hand, an object\u2019s acceleration may be difficult to predict, because it may be difficult to measure all the forces acting on the object in question. In this respect, the outcome of interest (acceleration) is subject to a lot of \u2018noise\u2019 generated by factors other than the cause of interest (electrical charge). But, on the other hand, the causal difference that electrical charge makes to an object\u2019s acceleration is easy to predict. That\u2019s because we know Coloumb\u2019s law, which tells us how this causal effect depends upon, and only upon the degree of electric charge, and the distance between the object and any other electrically charged objects in the vicinity. So even though the outcome of interest (acceleration) differs from one case to another, and even though the causal effect of interest (electrostatic force) differs from one case to another as well, this causal effect differs in ways that scientists can predict, given that they know Coloumb\u2019s law. In virtue of this, Northcott counts this causal effect (electrostatic force) as a stable relation.
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In contrast, a fragile relation is one where scientists find it difficult to predict how the relation will be instantiated from one case to another. Take lockdown effectiveness, for instance\u2014namely, the causal effect of a national lockdown on the spread of an infectious disease. Lockdown effectiveness probably depends upon a large set of other variables (contextual factors), such as vaccination uptake, prior infections, testing capacity, the timing and duration of the lockdown, trust in government, cultural norms, policing capacity, household size, schooling arrangements, urbanization, the job market, the possibility of remote working, and financial support for social isolation. On the one hand, God knows exactly how the effectiveness of a lockdown will depend upon this long list of contextual factors. In other words, God possesses a theory of lockdown effectiveness that correctly describes a wide variety of cases. (Admittedly, this \u2018wide-scope\u2019 theory is probably rather complex.) On the other hand, scientists do not have warrant for any such wide-scope theory of lockdown effectiveness. And, given our human limitations and given the complexity of disease dynamics, Northcott contends that it\u2019s wishful thinking to suppose that scientists could ever get such warrant. As a result, it is much more difficult for scientists to identify whether a given lockdown was (or will be) effective. In virtue of this, Northcott counts lockdown effectiveness as a fragile relation. Indeed, this illustrates how he defines fragility epistemically rather than metaphysically: fragility denotes scientists\u2019 lack of warrant for any wide-scope theory, and it denotes the corresponding difficulty in predicting how the relation in question will be instantiated in a given case.
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Since the fragility of lockdown effectiveness rules out appealing to wide-scope theory, scientists will instead need to become \u2018case workers\u2019, Northcott argues; that is to say, whenever scientists want to identify whether a particular lockdown was (or will be) effective. Being a case worker involves examining the particular lockdown in question in painstaking detail.
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Northcott criticizes scientists and philosophers for spending too much time addressing the question of what methods scientists should use to study stable relations, and not enough time addressing the question of what case-worker methods scientists should use to study fragile relations. His book considers all the major research programmes in philosophy of science over the last half century\u2014such as the realism versus instrumentalism debate, the debate on the epistemic import of idealized models, the new mechanist literature, the debate on reflexivity in the social sciences\u2014and it shows how each research programme has ignored or obscured the need for case-worker methods. Northcott then suggests how work in these literatures might be re-orientated to focus on fragile relations and case-worker methods. This, I think, is the major contribution of the book. It\u2019s a manifesto for researchers to invest more time thinking about the proper methodology for studying fragile relations.
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If you are not already sold on the importance of fragile relations and case-worker methods, then I wholeheartedly recommend this book. In particular, I\u2019d recommend that you peruse chapter 2 to get the gist of the distinction between stable relations and fragile relations. You might then study chapters 3 and 4 in detail, which is where Northcott illustrates the methodological problem posed by fragile relations (by means of a fascinating case study of informal truces in the trenches of the First World War). These chapters suffice to make these important ideas crystal clear. You can then easily dip into and out of chapters 6 and 7 (which speed through a long list of philosophical research programmes that have obscured the issue of fragile relations and case-worker methods). The same goes for chapter 8\u201310 (which look at three further cases studies drawn from economics, epidemiology, and data science).
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But what if you are already sold on the importance of methods for studying fragile relations? Perhaps you are a researcher studying external validity and extrapolation: given the fragility of causal effects, what extra knowledge is needed to extrapolate a causal effect from one context (a randomized controlled trial, for example) to another (Khosrowi 2022)? Or perhaps you are a researcher studying idealized models as tools for inductive inference: given the differences between an idealized model and your target system, what is needed to warrant an induction from what happens in an idealized model to what happens in the real-world target system (Sugden 2022)? For researchers working in the above literatures, the lessons of the book are subtler. Indeed, if you fall into this category, then I\u2019d recommend you focus your attention mostly on chapters 2 and 4.
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First, chapter 2 draws a rigorous and clear distinction between stable relations and fragile relations. This gives us philosophers of science a vocabulary with which to describe, as incisively as possible, the exact methodological problem posed by fragile relations. This is a vocabulary of fragile versus stable relations, and of wide-scope versus narrow-scope theories, and of theoretical methods versus case-worker methods.
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Second, researchers in the above literatures have inherited a way of thinking about these issues pioneered by Cartwright. But Cartwright\u2019s (1983) early work implicitly assumed that the relations of interest are stable. Indeed, she develops the concept of a causal capacity, which by definition only applies when causal relations are stable, not fragile. In her more recent work on \u2018support factors\u2019, however, it becomes less and less clear whether Cartwright takes herself to be studying fragile relations or stable relations (Cartwright and Hardie 2012). To what extent does Cartwright now believe that social scientists, for example, can, with a lot of effort, get warrant for a wide-scope theory that identifies most of the relevant support factors (contextual factors) upon which a given causal effect depends? It\u2019s not fully clear. Northcott, in contrast, nails his colours to the mast: in most social scientific contexts, fragility abounds, and wide-scope theories are simply not available.
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Third, Northcott doesn\u2019t put science up on a pedestal. Some scientific research programmes are fruitful; others are not. And we philosophers of science should be honest about this. For example, social scientists have written thousands of theoretical articles in which they use game theory to offer \u2018how-possibly\u2019 explanations of a huge variety of social phenomena. But this how-possibly theoretical work is often little more than speculation, Northcott points out. This work usually provides no warrant to favour one how-possibly explanation over the countless other explanations that we could have dreamt up for the phenomenon to be explained. If you disagree, then I thoroughly recommend chapters 3 and 4 to you. They constitute a lively, lucid, and incisive challenge to the (in my view exaggerated) epistemic value of much theoretical modelling in the sciences.
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Having recommended this book to two different audiences, I want nevertheless to manage your expectations\u2014as well as point towards some directions for future research. This book does not look at the logic behind case-worker methods. Yes, it mentions some examples of case-worker methods, such as interviews or \u2018process tracing\u2019 in political science. And it gives a clear and engaging description of some of the conclusions that process tracers and interviewers have drawn\u2014for example, della Porta\u2019s (1995) ground-breaking work on the dynamics of violent left-wing groups in Germany and Italy. But Northcott\u2019s book does not make explicit the rationale (formal or informal) whereby the evidence della Porta gathers warrants the causal conclusions that she draws. The book shows the need for studying the logic behind case-worker methods, but it does not engage in that study itself.
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For readers wanting to engage in that study, I recommend Crasnow\u2019s (2017) work on narratives, Fairfield\u2019s (2022) Bayesian explication of case-worker methods, and work by myself and Rosa Runhardt on the logic behind process tracing (Runhardt 2020; Clarke 2023) and mixed methods research (Clarke 2024; Runhardt unpublished). There\u2019s also the seminal work in Beach and Pedersen (2016) and Brady and Collier (2010) on qualitative case-worker methods in political science. However, if you are not yet convinced for the need for case-worker methods, then I can think of no better place to start than Science for a Fragile World.
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Christopher Clarke \nErasmus University Rotterdam \nclarke@esphil.eur.nl
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References
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Beach, D. and Pedersen, R. (2016). Causal Case Study Methods: Foundations and Guidelines for Comparing, Matching, and Tracing, University of Michigan Press.
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Brady, H. E., and Collier, D. (2010). Rethinking Social Inquiry: Diverse Tools, Shared Standards, Rowman and Littlefield.
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Cartwright, N. (1983). How the Laws of Physics Lie, Oxford University Press.
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Cartwright, N. and Hardie, J. (2012). Evidence-Based Policy: A Practical Guide to Doing It Better, Oxford University Press.
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Clarke, C. (2023). \u2018Process Tracing: Defining the Undefinable?\u2019, in J. van Bouwel and H. Kincaid (eds), The Oxford Handbook of Philosophy of Political Science, Oxford University Press.
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Clarke, C. (2024). \u2018Mixed Methods and Causal Ontology\u2019, in Y. Shan (ed.), Philosophical Foundations of Mixed Methods Research, Routledge, pp. 210\u201339.
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Crasnow, S. (2017). \u2018Process Tracing in Political Science: What\u2019s the Story?\u2019, Studies in History and Philosophy of Science A, 62, pp. 6\u201313.
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della Porta, D. (1995). Social Movements, Political Violence, and the State, Cambridge University Press.
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Fairfield, T. (2022). Social Inquiry and Bayesian Inference: Rethinking Qualitative Research, Cambridge University Press.
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Khosrowi, D. (2022). \u2018What\u2019s (Successful) Extrapolation?\u2019, Journal of Economic Methodology, 29, pp. 140\u201352.
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Runhardt, R W. (2020). \u2018Concrete Counterfactual Tests for Process-Tracing\u2019, available at <doi.org/10.33774/apsa-2020-0vhbb>.
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Runhardt, R W. (unpublished). \u2018Limits to Evidential Pluralism: Multi-method Large-N Qualitative Analysis and the Primacy of Mechanistic Studies\u2019, Synthese, 200, available at <doi.org/10.1007/s11229-022-03650-w>.
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Sugden, R. (2022). \u2018Credible Worlds: The Status of Theoretical Models in Economics\u2019, Journal of Economic Methodology, 7, pp. 107\u201336.
\n\t\t\t\n\t\t\t\t\t https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?fit=398%2C280&ssl=1\n\t\t\t\t\t 280\n\t\t\t\t\t 398\n\t\t\t\t \n\t\t\t\tThe BJPS\n\t\t\t\t\n\t\t\t\t http://www.thebsps.org/wp-content/uploads/2015/06/BSPS-blue.gif\n\t\t\t\t \n\t\t\t The BJPS2026-04-21 07:00:542026-04-20 15:13:14Ellen Clarke, The Units of Life // Reviewed by John Dupr\u00e9
\n\t\t\t\n\t\t\t\t\t https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?fit=398%2C280&ssl=1\n\t\t\t\t\t 280\n\t\t\t\t\t 398\n\t\t\t\t \n\t\t\t\tThe BJPS\n\t\t\t\t\n\t\t\t\t http://www.thebsps.org/wp-content/uploads/2015/06/BSPS-blue.gif\n\t\t\t\t \n\t\t\t The BJPS2026-03-31 07:00:522026-04-13 13:52:56Jan Baedke, The Organism // Reviewed by Matthew Sims
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\n","doi":"https://doi.org/10.59350/d4zaj-jnp88","funding_references":null,"guid":"https://www.thebsps.org/?p=14857","id":"60bd83f1-9b3a-4e7c-af02-aaf6a7ba8930","image":"https://www.thebsps.org/wp-content/uploads/2026/04/Thumb-Clarke-on-Northcott.png","images":[{"src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/10/BJPS-RoB-Square-2025-reversed-trans.png?resize=180%2C180&ssl=1"},{"src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2026/04/EM-Clarke-on-Northcott-Shadow.png?fit=199%2C300&ssl=1"},{"height":"280","sizes":"auto, (max-width: 398px) 100vw, 398px","src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?resize=398%2C280&ssl=1","srcset":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?w=398&ssl=1, https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?resize=300%2C211&ssl=1","width":"398"},{"height":"280","sizes":"auto, (max-width: 398px) 100vw, 398px","src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumbnail-Orlandi.png?resize=398%2C280&ssl=1","srcset":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumbnail-Orlandi.png?w=398&ssl=1, https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumbnail-Orlandi.png?resize=300%2C211&ssl=1","width":"398"},{"height":"280","sizes":"auto, (max-width: 398px) 100vw, 398px","src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?resize=398%2C280&ssl=1","srcset":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?w=398&ssl=1, https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?resize=300%2C211&ssl=1","width":"398"},{"src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/10/BJPS-RoB-Square-2025-reversed-trans.png?fit=300%2C300&ssl=1"}],"indexed":true,"indexed_at":1777362170,"language":"en","parent_doi":null,"published_at":1777359657,"reference":[],"registered_at":0,"relationships":[],"rid":"wemfv-kav26","status":"active","summary":"Home ROBERT NORTHCOTT SCIENCE FOR A FRAGILE WORLD REVIEWED BY Christopher Clarke Science for a Fragile World Robert Northcott Reviewed by Christopher Clarke\n\n Science for a Fragile World\n\n\n \u25f3\n\nRobert Northcott Oxford University Press, 2025, \u00a377.00 ISBN 9780192849083 Cite as: Clarke, C. (2026). \u2018Robert Northcott\u2019s\n\n Science for a Fragile World\n\n\u2019,\n\n BJPS Review of Books\n\n,\n\n 2026\n\n, DOI Join the","tags":["BJPS Review Of Books"],"title":"Robert Northcott, Science for a Fragile World","updated_at":1777304507,"url":"https://www.thebsps.org/reviewofbooks/clarke-on-northcott/","version":"v1"}},{"document":{"abstract":null,"archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Ochsner","given":"Catharina","url":"https://orcid.org/0009-0005-3885-3951"},{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Pampel","given":"Heinz","url":"https://orcid.org/0000-0003-3334-2771"}],"blog":{"archive_collection":null,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"computerAndInformationSciences","community_id":"c642d861-eebc-4ba3-a57c-24e7d7e58996","created_at":1737472109.526917,"current_feed_url":null,"description":"Kooperative Informationsinfrastruktur f\u00fcr wissenschaftliche Blogs","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/rss+xml","feed_url":"https://infrawissblogs.org/blog.xml","filter":null,"funding":{"awardNumber":"528958385","awardTitle":"Kooperative Informationsinfrastruktur f\u00fcr wissenschaftliche Blogs (Infra Wiss Blogs)","awardUri":"https://gepris.dfg.de/gepris/projekt/528958385","funderIdentifier":"https://ror.org/018mejw64","funderIdentifierType":"ROR","funderName":"Deutsche Forschungsgemeinschaft"},"generator":"Quarto","generator_raw":"Quarto 1.5.56","home_page_url":"https://infrawissblogs.org","id":"0b2a5430-eb3f-40bf-81a6-3c782e5e1a32","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":0,"relative_url":null,"ror":null,"secure":true,"slug":"infrawissblogs","status":"active","subfield":"3309","subfield_validated":null,"title":"Infra Wiss Blogs","updated_at":1777365344.668165,"use_api":null,"use_mastodon":false,"user_id":null},"blog_name":"Infra Wiss Blogs","blog_slug":"infrawissblogs","content_html":"
Im Rahmen des Projekts organisieren wir einen Online Workshop zur digitalen Erschlie\u00dfung und Zug\u00e4nglichmachung von Wissenschaftsblogs. Ziel ist es, Expert:innen aus verschiedenen Informationsinfrastruktureinrichtungen zusammenzubringen, um bestehende Verfahren vorzustellen und gemeinsam zu diskutieren. Die Anmeldung f\u00fcr den Workshop ist hier m\u00f6glich: https://hu-berlin.zoom-x.de/meeting/register/4LhhdSaOSmuhi2X3y9exJ
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Der Workshop wird durch drei zehnmin\u00fctige Vortr\u00e4ge aus ausgew\u00e4hlten Infrastruktureinrichtungen bereichert, in denen diese ihre Praxis vorstellen. Im Anschluss an jeden Vortrag sind jeweils f\u00fcnf Minuten f\u00fcr Fragen vorgesehen. Daran schlie\u00dft sich eine gemeinsame Diskussion im Plenum an. Die Veranstaltung endet mit einem Fazit sowie einer Zusammenfassung der Ergebnisse.
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Programm:
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Uhrzeit
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Beschreibung
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10:00 - 10:15
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Begr\u00fc\u00dfung und Vorstellung des Projekts Infra Wiss Blogs
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10:15 - 10:30
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Praxis am Fachinformationsdienst f\u00fcr internationale und interdisziplin\u00e4re Rechtsforschung von Ivo Vogel und Nihal Ariz
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10:30 - 10:45
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Praxis am Fachinformationsdienst Politikwissenschaft von Regina Pfeifenberger und Michael Czolko\u00df-Hettwer
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10:45 - 11:00
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Praxis am Deutschen Literaturarchiv Marbach von Jochen Walter
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11:00 - 11:20
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Diskussion im Plenum
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11:20 - 11:30
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Zusammenfassung und Verabschiedung
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Die Veranstaltung wird auf Deutsch stattfinden. Weitere Details und Updates zum Workshop sowie zum Projekt Infra Wiss Blogs werden \u00fcber den Projektblog sowie die Mailingliste des DFG-Projekts kommuniziert. Bei R\u00fcckfragen wenden Sie sich gerne an Catharina Ochsner via catharina.ochsner@hu-berlin.de.
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Further information about the research group can be found on our official website.
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This text \u2013 excluding quotes and otherwise labelled parts \u2013 is licensed under the CC BY 4.0 DEED.
","doi":"https://doi.org/10.59350/6esrx-a7g85","funding_references":null,"guid":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/","id":"b36c85b7-f8a4-476f-a5f1-40fa505f0c98","image":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/IFW_praktiken.jpg","images":[{"src":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/IFW_praktiken.jpg"}],"indexed":true,"indexed_at":1777358754,"language":"en","parent_doi":null,"published_at":1777327200,"reference":[],"registered_at":0,"relationships":[],"rid":"ffms8-e6828","status":"active","summary":"Foto by Nadiia Ganzhyi from Unsplash.","tags":["Lab Life","Research"],"title":"Online Workshop: Verfahren der Sicherung von Wissenschaftsblogs","updated_at":1777327200,"url":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/","version":"v1"}},{"document":{"abstract":null,"archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Ochsner","given":"Catharina","url":"https://orcid.org/0009-0005-3885-3951"},{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Pampel","given":"Heinz","url":"https://orcid.org/0000-0003-3334-2771"}],"blog":{"archive_collection":24081,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"computerAndInformationSciences","community_id":"53174590-b8d0-4c88-b121-4ca75f7de145","created_at":1717668020,"current_feed_url":null,"description":"Research Group Information Management @ Humboldt-Universit\u00e4t zu Berlin","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/rss+xml","feed_url":"https://infomgnt.org/index.xml","filter":null,"funding":null,"generator":"Quarto","generator_raw":"Quarto 1.4.555","home_page_url":"https://infomgnt.org","id":"17927ce5-1239-43fb-a3c9-2acb8a679d11","indexed":true,"issn":"2944-6848","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1729503399,"relative_url":null,"ror":null,"secure":true,"slug":"infomgnt","status":"active","subfield":"3309","subfield_validated":null,"title":"Research Group Information Management @ Humboldt-Universit\u00e4t zu Berlin","updated_at":1777365344.682182,"use_api":null,"use_mastodon":false,"user_id":"dbffda7d-f391-48fb-a6d2-d4a284c59c8d"},"blog_name":"Research Group Information Management @ Humboldt-Universit\u00e4t zu Berlin","blog_slug":"infomgnt","content_html":"
As part of the project, we are organizing an online workshop on the digital preservation and accessibility of scholarly blogs. The goal is to bring together experts from various information infrastructure institutions to present existing procedures and discuss them collaboratively. You can register for the workshop here: https://hu-berlin.zoom-x.de/meeting/register/4LhhdSaOSmuhi2X3y9exJg
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The workshop will feature three ten-minute presentations from selected infrastructure organizations, in which they will describe their practices. A five-minute question-and-answer session will follow each presentation. This will be followed by a group discussion in the plenary session. The event will conclude with a summary and an overview of the results.
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Program:
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Time
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Description
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10:00 - 10:15
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Welcome and introduction to the project Infra Wiss Blogs
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10:15 - 10:30
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Practices at Fachinformationsdienst for International and Interdisciplinary Legal Research by Ivo Vogel und Nihal Ariz
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10:30 - 10:45
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Practices at Fachinformationsdienst Political Science by Regina Pfeifenberger and Michael Czolko\u00df-Hettwer\u00a0
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10:45 - 11:00
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Practices at Deutsches Literaturarchiv Marbach by Jochen Walter
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11:00 - 11:20
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Discussion
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11:20 - 11:30
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Summary of the results\u00a0
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The event will be held in German. Further details and updates on the workshop and the project Infra Wiss Blogs will be communicated via the project blog as well as the project\u2019s mailing list. If you have any questions, please contact Catharina Ochsner via catharina.ochsner@hu-berlin.de.
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Further information about the research group can be found on our official website.
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This text \u2013 excluding quotes and otherwise labelled parts \u2013 is licensed under the CC BY 4.0 DEED.
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Citation
BibTeX citation:
@online{ochsner2026,\n author = {Ochsner, Catharina and Pampel, Heinz},\n title = {Online {Workshop:} {Practices} for {Securing} {Scholarly}\n {Blogs}},\n date = {2026-04-28},\n url = {https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/},\n langid = {en}\n}\n
","doi":"https://doi.org/10.59350/m9gxt-sdh55","funding_references":null,"guid":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/","id":"97e30620-858a-427e-bfea-c0ea30c66015","image":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/IFW_praktiken.jpg","images":[{"src":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/IFW_praktiken.jpg"},{"alt":"Foto von Nadiia Ganzhyi auf Unsplash.","src":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/IFW_praktiken.jpg"}],"indexed":true,"indexed_at":1777371846,"language":"en","parent_doi":null,"published_at":1777327200,"reference":[],"registered_at":0,"relationships":[],"rid":"km50d-12k36","status":"active","summary":"\n Date:\n\nFriday, May 29 2026\n\n Time:\n\n10:00 - 11:30 Uhr\n\n Place:\n\nOnline via Zoom As part of the Infra Wiss Blogs project, funded by the German Research Foundation (DFG), we at the research group Information Management at the Berlin School of Library and Information Science at Humboldt Universit\u00e4t zu Berlin are developing solutions to ensure the long-term digital accessibility of scholarly blogs.","tags":["Lab Life","Research"],"title":"Online Workshop: Practices for Securing Scholarly Blogs","updated_at":1777327200,"url":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/","version":"v1"}},{"document":{"abstract":"Wer kennt so etwas nicht: Ein informativer Artikel aus einer Zeitschrift, den man sich f\u00fcr die eigenen Unterlagen aufbewahren m\u00f6chte. Ein anschauliches Schaubild aus einem Sachbuch, das die eigenen Kollegen interessieren d\u00fcrfte. Eine lustige Karikatur, die in der Familien-WhatsApp-Gruppe so gut passen w\u00fcrde.","archive_url":null,"authors":[{"contributor_roles":[],"family":"Crueger","given":"Jens"}],"blog":{"archive_collection":22135,"archive_host":null,"archive_prefix":"https://wayback.archive-it.org/22135/20231101173016/","archive_timestamps":null,"authors":[{"name":"Redaktion iRights.info"}],"canonical_url":true,"category":"law","community_id":"30df0209-0965-4b95-afa1-70d6c8a7d086","created_at":1694736000,"current_feed_url":null,"description":"Urheberrecht und kreatives Schaffen in der digitalen Welt","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/7d3b25fd-a4a8-4155-8e76-99d6be06706a/logo","feed_format":"application/atom+xml","feed_url":"https://irights.info/feed/atom","filter":null,"funding":null,"generator":"WordPress","generator_raw":"WordPress","home_page_url":"https://irights.info/","id":"26f4046a-7e6f-4c1c-8866-f4e055096c30","indexed":false,"issn":null,"language":"de","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1729753013,"relative_url":null,"ror":null,"secure":true,"slug":"irights","status":"active","subfield":"3308","subfield_validated":null,"title":"iRights.info","updated_at":1777365389.90383,"use_api":false,"use_mastodon":false,"user_id":"81a5b5f1-97c2-416b-8715-46e10f37018c"},"blog_name":"iRights.info","blog_slug":"irights","content_html":"
Wer kennt so etwas nicht: Ein informativer Artikel aus einer Zeitschrift, den man sich f\u00fcr die eigenen Unterlagen aufbewahren m\u00f6chte. Ein anschauliches Schaubild aus einem Sachbuch, das die eigenen Kollegen interessieren d\u00fcrfte. Eine lustige Karikatur, die in der Familien-WhatsApp-Gruppe so gut passen w\u00fcrde. Es gibt viele Gr\u00fcnde, urheberrechtlich gesch\u00fctzte Werke f\u00fcr den eigenen privaten Gebrauch vervielf\u00e4ltigen zu wollen. Das Recht auf Privatkopie deckt das ja ab, oder etwa nicht?
\n
Kopien zum privaten Gebrauch
\n
Die erleichternde Antwort lautet: Das Recht auf Privatkopie, die Rechtsschranke f\u00fcr Kopien zum privaten Gebrauch nach Paragraf 53 Absatz 1 Urheberrechtsgesetz (UrhG) umfasst tats\u00e4chlich viele solcher privaten Vervielf\u00e4ltigungen von urheberrechtlich gesch\u00fctzten Werken. Denn f\u00fcr den pers\u00f6nlichen, privaten Gebrauch ist es erlaubt, urheberrechtlich gesch\u00fctzte Werke zu vervielf\u00e4ltigen. Eine Zustimmung des Rechteinhabers ist nicht erforderlich. Vervielf\u00e4ltigungen k\u00f6nnen dabei in Papierform oder anderer materieller Form, ebenso aber auch in digitaler Form erfolgen.
\n
Schranken des Urheberrechts \nDarunter versteht man Regelungen im Urheberrecht, die Nutzungen in bestimmten F\u00e4llen (beispielsweise bei Zitaten, Karikaturen, Parodien, f\u00fcr Unterricht und Wissenschaft, Berichterstattung \u00fcber Tagesereignisse usw.) unabh\u00e4ngig von der Zustimmung der Urheberin erlauben und damit das Urheberrecht einschr\u00e4nken.
\n
Kopien f\u00fcr nicht-private Zwecke
\n
Allerdings ist eine Verwendung dieser Kopien ausschlie\u00dflich zu privaten Zwecken zul\u00e4ssig. Wenn Kopien beispielsweise f\u00fcr die eigene berufsbildende Ausbildung, beispielsweise ein Hochschulstudium oder eine berufsbildende Schulausbildung, angefertigt werden, so z\u00e4hlt dies als beruflicher Grund und ist nicht vom Recht auf Privatkopie abgedeckt.
\n
Eine Nutzung zu gewerblichen oder anderweitig erwerbsbezogenen Zecken ist nicht zul\u00e4ssig. Juristische Personen, also Unternehmen ebenso wie \u00f6ffentliche und zivilgesellschaftliche Institutionen, sind von dieser Regel explizit ausgenommen. Ein kommerzielles Interesse ist dabei nicht ausschlaggebend, auch ein gemeinn\u00fctziger Verein f\u00e4llt nicht unter die Privatkopieschranke.
\n
Weitergabe von Privatkopien
\n
Privat angefertigte Kopien k\u00f6nnen weitergegeben werden, allerdings nur an andere Privatpersonen, etwa Freunde oder Verwandte. Die Anzahl der Kopien, die zur Weitergabe angefertigt werden d\u00fcrfen, muss dem Zweck der Weitergabe entsprechen \u2013 das ist simple Mathematik, wer etwas an drei interessierte Freunde weitergeben will, darf also drei Kopien erstellen. Ein \u00e4lteres Urteil des Bundesgerichtshofs legte die Zahl von maximal sieben Kopien eines Werkes fest, die erstellt und genutzt werden d\u00fcrften. Aber juristisch ist diese Festlegung auf eine starre Anzahl nicht unstrittig. Die Orientierung am pers\u00f6nlichen Bedarf einer Person steht im Vordergrund \u2013 und diesen pers\u00f6nlichen Bedarf darf die Anzahl Kopien nicht \u00fcberschreiten. Eine \u00f6ffentliche Zug\u00e4nglichmachung oder eine anderweitige weitere Verbreitung \u00fcber den engen privaten Kreis scheidet aus, so regelt es Paragraf 53 Absatz 6 des Urheberrechtsgesetzes.
\n
\u00c4nderungen an Privatkopien
\n
Inhaltliche Ver\u00e4nderungen an Werken, die im Rahmen der Privatkopie vervielf\u00e4ltigt wurden, sind gem\u00e4\u00df Paragraf 62 Urheberrechtsgesetz nicht erlaubt. Allerdings gibt es einige nutzungspragmatische Ausnahmen, die nicht der Zustimmung des Rechteinhabers bed\u00fcrfen, und in den Abs\u00e4tzen 2 bis 4 des Paragrafen 62 ausgef\u00fchrt sind:
\n
\n
\u00dcbersetzungen, auszugsweise Ver\u00e4nderungen und im musikalischen Bereich \u00dcbertragungen in andere Tonarten und Stimmlagen sind erlaubt, wenn der Zweck der Nutzung es erfordert.
\n
Im k\u00fcnstlerischen und fotografischen Bereich sind ma\u00dfstabsgerechte \u00c4nderungen der Gr\u00f6\u00dfe ebenso zul\u00e4ssig, wie \u00c4nderungen, die durch das Vervielf\u00e4ltigungsverfahren bedingt sind.
\n
Um die Zug\u00e4nglichkeit eines Werkes f\u00fcr Menschen mit Seh- oder Lesebehinderung oder anderen Behinderungen zu erm\u00f6glichen, sind \u00c4nderungen zul\u00e4ssig, um ein barrierefreies Format zu erstellen.
\n
Zum Zwecke der Zweck der Karikatur, der Parodie und des Pastiches sind \u00c4nderungen an ver\u00f6ffentlichten Werken zul\u00e4ssig.
\n
\n
Wo endet das Recht auf Privatkopie?
\n
B\u00fccher, Magazine und Zeitschriften
\n
\n
d\u00fcrfen nicht vollst\u00e4ndig, also nicht von der ersten bis zur letzten Seite kopiert werden;
d\u00fcrfen nicht ohne Zustimmung des Rechtsinhabers von ihren Schutzma\u00dfnahmen (beispielsweise Passw\u00f6rter, Kopierschutz, Verschl\u00fcsselung) befreit werden (Paragraf 95a Urheberrechtsgesetz).
Paragraf \u00a7\u00a053 Absatz 2 Satz 1 Nummer 4 Urheberrechtsgesetz nennt eine weitere Rechtsgrundlage f\u00fcr Kopien \u2013 den \u201esonstigen eigenen Gebrauch\u201c.\u00a0 Kleine Teile gedruckter erschienener Werke wie B\u00fccher, oder einzelne\u00a0Artikel und Beitr\u00e4ge aus Zeitungen und Zeitschriften fallen unter diese Rechtsschranke, au\u00dferdem seit zwei oder mehr Jahren vergriffene Werke.
\n
Unterschiede zwischen sonstigem eigenem Gebrauch und Privatkopie
\n
Beim sonstigen eigenen Gebrauch ist auch eine Kopie zu beruflichen und gewerblichen Zwecken\u00a0erlaubt und nicht nur nat\u00fcrliche Personen, sondern auch juristische Personen einschlie\u00dflich Unternehmen und\u00a0\u00f6ffentlichen Institutionen k\u00f6nnen davon Gebrauch machen \u2013 jedoch ausschlie\u00dflich f\u00fcr den \u201einternen Gebrauch\u201c.
Obacht vor potenziell rechtswidrigen Kopiervorlagen
\n
Bei Werken im Web wie beispielsweise Filmen, Musik- und PDF-Dateien stellt sich das Problem, potenziell rechtswidrige Inhalte verl\u00e4sslich zu erkennen. Solche rechtswidrigen Vorlagen d\u00fcrfen \u2013 insofern sie offensichtlich rechtswidrig erstellt bzw. rechtswidrig ver\u00f6ffentlich wurden \u2013 nicht kopiert werden. Eine Website, auf der Filme, Songs oder digitalisierte B\u00fccher kostenfrei zum Download bereitgestellt werden, sollte daher als wenig vertrauensw\u00fcrdig und nicht durch das Recht auf Privatkopie abgedeckt gemieden werden.
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Fazit: Im digitalen Bereich st\u00f6\u00dft die Privatkopie rasch an Grenzen
iRights.info\u00a0informiert und erkl\u00e4rt rund um das Thema \u201eUrheberrecht und Kreativit\u00e4t in der digitalen Welt\u201c. Alle Texte erscheinen kostenlos und offen lizenziert.
\n
Wenn Sie m\u00f6gen, k\u00f6nnen Sie uns \u00fcber die\u00a0gemeinn\u00fctzige\u00a0Spendenplattform Betterplace\u00a0unterst\u00fctzen und daf\u00fcr eine Spendenbescheinigung erhalten. Betterplace akzeptiert PayPal, Bankeinzug, Kreditkarte, paydirekt oder \u00dcberweisung.
\n
Besonders freuen wir uns \u00fcber einen regelm\u00e4\u00dfigen Beitrag, beispielsweise als monatlicher Dauerauftrag.\u00a0F\u00fcr Ihre Unterst\u00fctzung dankt Ihnen herzlich der\u00a0gemeinn\u00fctzige iRights e.V.!
\n\n
DOI f\u00fcr diesen Text:\u00a0\u00b7 automatische DOI-Vergabe f\u00fcr Blogs \u00fcber The Rogue Scholar
","doi":"https://doi.org/10.59350/2rttj-k7a03","funding_references":null,"guid":"https://irights.info/?post_type=custom_artikel&p=32814","id":"088c8f3f-3244-46f8-9604-c7c02985adf3","image":null,"images":[],"indexed":true,"indexed_at":1777271954,"language":"de","parent_doi":null,"published_at":1777271449,"reference":[],"registered_at":0,"relationships":[],"rid":"1r13j-z8r92","status":"active","summary":"Wer kennt so etwas nicht: Ein informativer Artikel aus einer Zeitschrift, den man sich f\u00fcr die eigenen Unterlagen aufbewahren m\u00f6chte. Ein anschauliches Schaubild aus einem Sachbuch, das die eigenen Kollegen interessieren d\u00fcrfte. Eine lustige Karikatur, die in der Familien-WhatsApp-Gruppe so gut passen w\u00fcrde. Es gibt viele Gr\u00fcnde, urheberrechtlich gesch\u00fctzte Werke f\u00fcr den eigenen privaten Gebrauch vervielf\u00e4ltigen zu wollen.","tags":["Allgemein","Grundwissen","Urheberrecht","Privatkopie"],"title":"Private Kopien sind doch erlaubt, oder?","updated_at":1777271449,"url":"https://irights.info/artikel/was-erlaubt-das-recht-auf-privatkopie/32814","version":"v1"}},{"document":{"abstract":"One of the things I have been busy with in the past weeks (besides contributing to grant proposals) is the organization of the June 11-12 Open Science Festival Limburg! Open Science Festivals provide a great platform to talk science in an open way, with people that all find reuse of science more important. The creativity present at such events is just so energizing.","archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/02jz4aj89","name":"Maastricht University"}],"contributor_roles":[],"family":"Willighagen","given":"Egon","url":"https://orcid.org/0000-0001-7542-0286"}],"blog":{"archive_collection":24077,"archive_host":null,"archive_prefix":null,"archive_timestamps":[20250309095102],"authors":[{"name":"Egon Willighagen"}],"canonical_url":null,"category":"chemicalSciences","community_id":"7f57028e-9d03-489c-b3b4-3d60de06bc9e","created_at":1710339716,"current_feed_url":"https://chem-bla-ics.linkedchemistry.info/feed.json","description":"Chemblaics (pronounced chem-bla-ics) is the science that uses open science and computers to solve problems in chemistry, biochemistry and related fields.","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/7f57028e-9d03-489c-b3b4-3d60de06bc9e/logo","feed_format":"application/feed+json","feed_url":"https://chem-bla-ics.linkedchemistry.info/archive.json","filter":null,"funding":null,"generator":"Jekyll","generator_raw":"Jekyll 4.3.4","home_page_url":"https://chem-bla-ics.linkedchemistry.info","id":"0bf0d06a-a707-417d-81eb-65b6c060d7e4","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1729769435,"relative_url":null,"ror":null,"secure":true,"slug":"chem_bla_ics","status":"active","subfield":"1606","subfield_validated":null,"title":"chem-bla-ics","updated_at":1777364679.508426,"use_api":true,"use_mastodon":false,"user_id":"dead81b3-8a8b-45c9-85fe-f01bb3948c77"},"blog_name":"chem-bla-ics","blog_slug":"chem_bla_ics","content_html":"
One of the things I have been busy with in the past weeks (besides contributing to grant proposals) is the organization\nof the June 11-12 Open Science Festival Limburg!\nOpen Science Festivals provide a great platform to talk science in an open way, with people that all find reuse of\nscience more important. The creativity present at such events is just so energizing.
This year\u2019s event is co-organized by the (new) Open Science Community Parkstad and the\nOpen Science Community Maastricht,\nwith interdisciplinarity as main theme. The event will take day over two days, June 11 in Heerlen,\nand June 12 in Maastricht. You can register\nfor either or for both days. Each days have plenary sessions and several parallel workshops,\nwhere you will dive into one of the many aspects of open science.
\n
Looking forward to welcoming you in Limburg!
","doi":"https://doi.org/10.59350/0qjrj-59n30","funding_references":null,"guid":"https://doi.org/10.59350/0qjrj-59n30","id":"9acd556b-bdca-4f36-a41c-7e5c8069b624","image":null,"images":[],"indexed":true,"indexed_at":1777320019,"language":"en","parent_doi":null,"published_at":1777248000,"reference":[],"registered_at":0,"relationships":[],"rid":"c0aq1-2za65","status":"active","summary":"One of the things I have been busy with in the past weeks (besides contributing to grant proposals) is the organization of the June 11-12 Open Science Festival Limburg! Open Science Festivals provide a great platform to talk science in an open way, with people that all find reuse of science more important. The creativity present at such events is just so energizing.","tags":["Openscience","Osflimburg"],"title":"Open Science Festival Limburg","updated_at":1777248000,"url":"https://chem-bla-ics.linkedchemistry.info/2026/04/27/open-science-festival-limburg.html","version":"v1"}},{"document":{"abstract":null,"archive_url":null,"authors":[{"contributor_roles":[],"family":"Rubin","given":"Mark"}],"blog":{"archive_collection":22130,"archive_host":null,"archive_prefix":"https://wayback.archive-it.org/22130/20231105105400/","archive_timestamps":[20231105105400,20240505164643,20241105105401,20250505105405],"authors":null,"canonical_url":null,"category":"socialScience","community_id":"3bd0dcf5-7d43-47f1-b260-87d9f30bdcd6","created_at":1681948800,"current_feed_url":null,"description":"Critical metascience takes a step back to question some common assumptions, approaches, problems, and solutions in metascience.","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/3bd0dcf5-7d43-47f1-b260-87d9f30bdcd6/logo","feed_format":"application/rss+xml","feed_url":"https://markrubin.substack.com/feed","filter":null,"funding":null,"generator":"Substack","generator_raw":"Substack","home_page_url":"https://markrubin.substack.com","id":"e9a3cda2-e966-4a8c-bc5c-6e53d4f61657","indexed":false,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1725704133,"relative_url":null,"ror":null,"secure":true,"slug":"markrubin","status":"active","subfield":"1207","subfield_validated":null,"title":"Critical Metascience","updated_at":1777365705.177963,"use_api":null,"use_mastodon":false,"user_id":"04a73ca4-9e60-4000-a0a0-087a13275eba"},"blog_name":"Critical Metascience","blog_slug":"markrubin","content_html":"
Summary
20:20 hindsight on scientific progress
Open research in the humanities
The role of scientific sleuths
Individual bias and collective criticism
20:20 Hindsight on Scientific Progress
Whitney Barlow Robles looks back over the history of scientific progress and notes that a lot of it would look \u201cunscientific\u201d by today\u2019s standards . . . which will look \u201cunscientific\u201d in the future!
People sometimes look back at past scientists and ask:
\u201cCould they really have been this dumb? Thank goodness we know better.\u201d
In response, Robles argues that science sometimes \u201cprogresses\u201d in terrible ways, and that:
Brushing off these practices as unscientific implies that \u201ctrue\u201d science is, and always has been, unimpeachable. It denies us a chance to examine what flaws may fuel our own ways of thinking. And it absolves us from reckoning with the wreckage of the scientific past.
Beatriz Ferreira\u2019s recent article considers open research in the humanities:
[It] contributes to the broader discussion on the need to reframe openness not as a set of procedural norms or policy mandates, but as a relational and epistemically situated practice.
Ferreira, B. B. (2026). Open for debate: Situating open research for the humanities in a neoliberal setting. The Journal of Electronic Publishing 29(1). https://doi.org/10.3998/jep.7850
Serge Horbach and Auste Valinciute interrogate the emerging and contested role of the \u201cscientific sleuth\u201d in forensic metascience.
[Sleuths] form a distinct class of actors, most importantly because of the absence of formal accountability structures. This has triggered comparisons of scientific sleuthing to vigilantism.
Serge, P. M. J., & Horbach, A. V. (2026). Contextualizing the emerging and contested role of sleuths in the science monitoring system. Science and Public Policy, scag044, https://doi.org/10.1093/scipol/scag044
Individual Bias and Collective Criticism
Commenting on a recent paper by Shiffrin et al. (2026), Steven Sloman and Almos Molnar argue that:
The target article provides an abundant collection of biases that influence scientists .... But all of this depends on viewing scientific activity according to what Chater and Loewenstein (2023) refer to as an 'i-frame,' that is, a focus on the behavior of individuals.
In contrast, they consider the collective adversarial dynamics of the scientific community and conclude that:
In this collective dynamic, there is even a \u2018methodological justification for individual scientists to be biased\u2019, because only when ideas are tenaciously defended by some and tenaciously criticized by others, can we discern their true merit (Popper, 1994: 93).
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The following is an edited transcript of oral remarks delivered by Reda Sadki on 26 April 2026, on the occasion of the fifth anniversary of Teach to Reach. The text has been lightly tidied for clarity, grammar, and flow.
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Teach to Reach is a peer learning platform, network, and community hosted by The Geneva Learning Foundation TGLF). Launched in January 2021, it has grown into a multilingual gathering where frontline health and humanitarian workers, policymakers, researchers, and global partners meet, network, and learn together around urgent challenges such as immunization, climate change and health, malaria, neglected tropical diseases, gender equity, and humanitarian response. Teach to Reach is one of three complementary pedagogical patterns developed by Reda Sadki, TGLF\u2019s founder, alongside the peer learning exercise and the Impact Accelerator.
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Together, these models operationalize Sadki’s learning theory, which posits that active knowledge production, structured emergence, networked accountability, and scale as a driver of quality form a complete learning ecosystem. On this fifth anniversary, Reda Sadki traces the origins of Teach to Reach, describes how it works before, during, and after the live event, and situates it within the Foundation’s broader system for turning peer learning into measurable impact on health outcomes.
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A focus on human connection in the age of AI
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My focus today is on Teach to Reach, although there is, of course, the broader history of the Geneva Learning Foundation behind it.
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What we have been chasing after for a long time is really this question: in the digital age, and now in the age of AI, how do we build meaningful connections that help us better understand what it means to be human, and better understand what we, as humans, can do to face these critical threats?
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Teach to Reach 11 and the umbrella of topics
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The last Teach to Reach was Teach to Reach 11.
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This is one of the posters from the event.
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What works best to describe it, I think, are two phrases we use.
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One is “meet, network, and learn.” The other is simply “peer learning by and for people who work for health.”
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Teach to Reach has become a broad umbrella for a range of topics and challenges that matter to health and humanitarian workers.
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At Teach to Reach 11, for example, the idea that health workers are on the front lines of climate change and health, side by side with the communities they serve, was really central.
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That focus has evolved, grown, and developed over the years.
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Origins in the COVID-19 pandemic
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Teach to Reach, the conference, started in January 2021.
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It came out of a program we ran in 2020 that aimed to improve immunization training.
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What we found interesting was the momentum that built up around leadership for learning, which we know is a key driver of performance.
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By the end of 2020, in the middle of the first year of the COVID-19 pandemic, we had a group of more than 900 health and humanitarian workers who created what they called the Global Leadership Council for Learning and Leadership, focused at that time on immunization.
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Of course, these health workers were getting ready to introduce COVID-19 vaccines in their countries.
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The first conference in January 2021 was therefore focused on COVID-19 vaccine introduction and on connecting health workers around these issues.
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We had an organizing committee of more than 300 members.
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On a purely voluntary basis, literally hundreds of facilitators took on responsibility for organizing one or more sessions.
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We had, I think, over 50 sessions with partners joining from all over the world, and for that first event, over 7,500 participants.
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The surprise that created Teach to Reach Connect
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What struck us was a small feature of the platform.
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You could press a button and connect with a peer for a five-minute conversation, and you could extend that conversation if you wished.
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When we counted up the attendance on the different sessions, people clearly appreciated them.
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They were all well attended.
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But the surprise was that there were over 14,000 networking meetings across the three days of the conference.
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That led us to create what we then called Teach to Reach Connect.
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We said, let us do away with the sessions built around presentations and discussion, and simply give people what they want, which seemed to be this need for networking opportunities and private one-to-one conversations.
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The first Teach to Reach Connect had around 2,000 to 3,000 participants, and it has grown ever since.
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You can see the growth curve from 2,604 participants in March 2021, all the way to 24,610 participants at Teach to Reach 11 in December 2024.
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Who participates
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Who are these participants?
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When we say “people on the front lines,” this is what we mean.
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Most work in health facilities and districts.
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About half work for government and half for civil society.
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About half are francophone, because the event is held in English and in French, and we are working on a Spanish version.
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Many work in remote rural areas, and almost half serve the urban poor.
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More than a third directly support the needs of nomadic and migrant populations.
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A quarter work with refugees or internally displaced populations, and one in five work in places where there is an active armed conflict.
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Why the model works
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We believe that the startling growth in attendance, level of participation, and contributions reflects the power of peer learning.
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It is not just about showing up for a Zoom call.
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There are tangible ways to contribute.
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Participants have described how their mind’s eye opens through peer dialogue, through learning together in conversation.
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We also believe there are benefits for organizations.
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There is a network of organizations, as well as a network of individuals, that has grown up around Teach to Reach, with a distinct set of benefits on the organizational side.
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An alternative to the webinar
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We are all familiar with the webinar format: someone presents, and then there is time for questions and answers.
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We wanted an alternative that would place the experiences of health and humanitarian workers at the center.
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Broadly, the workflow runs from what we call Teach to Reach Questions all the way to certification.
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There is a before, a during, and an after to Teach to Reach.
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Many people focus on the live event, because that is what we can grasp most easily.
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We are all there at the same time, and it is emotionally powerful.
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But it is unlikely to be where the most significant learning happens.
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Before Teach to Reach
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Three things happen before Teach to Reach.
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First, you answer Teach to Reach Questions.
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These are formulated to encourage you to share your direct experience, not your opinion about, say, malaria, but something you have actually experienced or done and that you consider worth sharing with your colleagues.
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Second, you get to participate in special events.
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For example, we have run sessions on leadership to end malaria, across different themes and occasions, and we will continue to do that.
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Third, and this is key, peer learning does not work if you are by yourself.
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So the third step is inviting colleagues from your organization and your networks.
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If you go it alone, you will not get very far with peer learning.
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Most of the significant learning actually happens through these processes that start before the live event.
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During Teach to Reach
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During Teach to Reach itself, there are plenary sessions, one-to-one networking (which was the reason for starting Teach to Reach Connect), and workshops and sessions led by partners, experts, and, in some cases, community members themselves.
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We typically start Teach to Reach with a warm-up and a tutorial, to respond to digital literacy gaps.
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Not everyone is like fish in water with these digital platforms.
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The opening ceremony marks that this is a formal moment.
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We want to recreate the emotional power you feel when, for example, you attend a concert and your favorite musician comes on stage.
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That is what we aim to recreate at the opening.
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We then frame participants not as learners, beneficiaries, or recipients of peer learning, but as leaders and partners.
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That is key to setting the tone.
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During the Leaders and Partners Forum, we also share tangible outputs, such as the Women Inspiring Women book and course.
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That book brings together 177 women from the Teach to Reach community, sharing their insights and experiences, speaking to their daughters and to other young women who aspire to a career in health or humanitarian work.
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The REACH Network
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At Teach to Reach 10, we launched the REACH Network: Relate, Engage, Act, Connect, and Help.
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We had realized that many of the people attending Teach to Reach are themselves leaders in their communities and leaders of organizations, primarily locally led organizations.
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The REACH Network has grown into a network of more than 4,000 organizations of all kinds.
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Access is very open, but recognition is based on actually being there, making a contribution, bringing learning back to your organization, and inviting colleagues to join.
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We have found this to be very powerful in terms of recognition, community growth, and, fundamentally, recognizing leadership.
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“Meet, network, and learn” is therefore core to Teach to Reach.
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There are specific sessions, some in small groups, some one-to-one, that recreate the same opportunity we first saw back at Teach to Reach 1, when we counted 14,000 networking meetings.
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Thematic and country sessions
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There are also thematic sessions.
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Our largest communities are from Nigeria and the Democratic Republic of the Congo, and many of them run their own activities.
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They are not waiting for the Geneva Learning Foundation to do things together.
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We now have country groups in 24 countries, formed by alumni, and an active network of ambassadors.
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Nigeria, for instance, gets its own session, not because we are privileging one country over another, but because of the dynamic and level of engagement on the ground.
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Every Teach to Reach is incremental and builds on the preceding one.
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The RBM Partnership to End Malaria session, for example, built on an earlier session we did without global partners, with health workers and what became the REACH Network as our core partners on community engagement.
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Climate change and health
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On an issue like climate and health, we work with global partners such as Grand Challenges Canada, but we work with them in order to better serve the community.
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We started working on climate change and health in 2023 in response to the community’s own expressed need.
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Health workers were telling us they were seeing frightening things.
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Within climate and health, we also emphasize a holistic approach, and under the same umbrella, we included a focus on climate and neglected tropical diseases.
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In July 2023, we held the first special event on climate and health.
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It was almost a Teach to Reach in its own right. 4,700 health and humanitarian workers responded.
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Most described themselves as part of the family, or a trusted friend, of the community they serve.
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In a sample of 1,234 people (a funny number, but that is what it was), we asked whether climate change is a threat to the health of the community they serve.
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The majority gave a high threat level, and 606, almost half, gave the highest threat level.
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From event to insights to curriculum
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When the community comes together like this, the outputs are what we call insights reports.
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These reports, again, are by and for the community, and we give them back.
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There was so much valuable information in the first climate and health report that we built the Certificate Peer Learning Program for Leadership in Climate Change and Health, specifically to help health and humanitarian workers make sense of that large report and put the knowledge to use in their own context.
Typically, somewhere between 1,500 and 3,000 experiences are shared for each Teach to Reach.
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It depends on the questions we ask and on where the community is at.
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Our Insights team curates these experiences and produces what we call Shared Experiences, a compendium organized by country and by theme, which we share back with the community.
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This matters, because a lot of learning can be extractive.
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If we were a data collection firm, it would be very interesting to gather thousands of health worker experiences and sell them to customers.
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In our case, the \u2018customer\u2019 is the community.
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That is with whom we share back everything we learn.
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It is by and for the community.
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Outputs are not an end in themselves.
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Through the Knowledge to Action Hub, they lead to different paths to action.
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After Teach to Reach
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After Teach to Reach, you share what you have learned with your organization, moving again from the individual level to the organizational level.
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We have built the Knowledge to Action Hub as a support system to help you apply new ideas.
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If you heard a great idea about vaccine hesitancy at Teach to Reach, the Knowledge to Action Hub scaffolds and supports you to apply that idea to your own context.
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Then there is certification.
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What we recognize is your contribution to Teach to Reach.
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We do not certify attendance.
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We certify that you have actually shared an experience, or that, after Teach to Reach, you have shared your reflections on your participation in the event.
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The Impact Accelerator
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Knowledge and learning are never, for us, an end in themselves.
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That is why, in July 2019, we built what we call the Impact Accelerator.
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It uses project-based and problem-based learning, focused on a challenge you actually face in the real world, and on building a project to respond to it.
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In July 2019, we ran the first Accelerator with close to 500 health workers.
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In global health, we develop action plans all the time.
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But the devil is in the details, and in execution.
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So we developed the central component of our learning system.
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It is not Teach to Reach.
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Teach to Reach is the spark.
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If you make enough sparks, you get a fire.
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What you do with the fire is apply it to implementation challenges.
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In January 2020, we showed three things.
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First, participants in the Accelerator progressed seven times faster toward implementation, and toward documenting tangible improvements in health outcomes, compared to a group that had technical support or training but no Accelerator.
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Second, the Accelerator cost roughly 90 percent less than technical assistance or traditional capacity building for implementation.
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Third, in C\u00f4te d’Ivoire, working with the Ministry of Health on a Gavi-supported project, we had health workers from 85 percent of the country’s districts. 82 percent continued to use the Accelerator methodology for their own needs, and 78 percent said, “Thank you very much, I do not need any further assistance from the Geneva Learning Foundation.”
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So Teach to Reach is one piece of a larger learning system.
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It is an important piece, but what happens after Teach to Reach, inside the Accelerator, is ultimately what matters most.
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Five years on: looking ahead
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That is a little of the history, in a nutshell, of five years of Teach to Reach.
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We will be holding the fifth anniversary event this year, although we have not yet set the date.
It was not a full Teach to Reach, but it built on the rich collection of health worker experiences we have compiled across eight themes in our malaria activities.
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We have turned that collection into an insights report, where you can read what health workers said about each theme and see the patterns across a very large volume of shared experience.
Alongside Teach to Reach, we are able to grow a curriculum that is organically grounded, rooted in the communities where health and humanitarian workers operate, often in the most climate-vulnerable places and the most complex contexts.
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Alongside malaria, we have new courses on One Health, connecting people, animals, and the environment.
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We continue to offer Learning Together to Lead Change on the Frontline of Climate Change and Health.
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We have collaborated, for example with Save the Children, on children’s health in the climate crisis.
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This is how we are celebrating our first 10 years.
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The launch of our second decade means massively expanding and opening new programs, courses, and opportunities.
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We have grown in confidence that someone who starts with a primer course, continues through a peer learning exercise, and then enters an Accelerator, will move seven times faster, grow intellectually as a leader, strengthen their capabilities on the ground, and ultimately bring remarkable results for the communities they serve.
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We are extending into non-communicable diseases.
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We still have, and will continue to have, a strong focus on gender equity and equity more broadly.
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Women Inspiring Women started as a book and is now a course.
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Mitigating Gender-Based Violence in Practice launches on 4 May.
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We also offer Gender and Emergencies: A Rapid Introduction.
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On equity, we have developed our own methodology called Human Equity Action Reflection Transformation.
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We are also expanding into aging, the decolonization of global health, and the privatization of healthcare, while continuing to nurture the immunization community.
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Why this approach, in a world of knowledge abundance
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You could say that there are plenty of online courses available pretty much wherever you look.
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What makes these different?
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In a world of knowledge abundance, you can find reliable information on pretty much any topic.
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With AI, you can ask questions and get semi-reliable answers, and the reliability is improving very fast.
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So what is left for education?
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We believe it is human connection.
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Peer learning networks are, we believe, key to our survival: the ability to make connections among us as human beings, and to experience, enjoy, and blossom within them.
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Ultimately, that is what each of these courses is about.
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The idea is that you leave with a stronger network, with new connections, and with new people who share your passion and commitment.
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Staying connected
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Finally, some practical information.
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For participants with poor connectivity, we have a podcast.
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It is not one of those podcasts where two people sit at a microphone and say interesting things.
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It is all of our live stream content in an audio format, so that people for whom video is expensive can still be part of the conversation.
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We are also on all the usual social media channels.
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If you type “The Geneva Learning Foundation” pretty much anywhere, you should be able to find us.
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I am happy to say more in the conversation, but I really look forward to the dialogue.
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I hope this has not been too long.
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Thank you.
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References
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This is a list of key articles on this blog about Teach to Reach.
Reda Sadki (2024). Ahead of Teach to Reach 11, health leaders from 45 countries share malaria experiences in REACH network session. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/vhky9-fvf32
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Reda Sadki (2024). Ahead of Teach to Reach 11, organizational leaders share experience of \u2018what works\u2019 for health. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/q16vx-f6g16
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Reda Sadki (2024). Become a Teach to Reach 10 Partner: Help amplify frontline voices at the world\u2019s largest health peer learning event. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/5vk56-hz285
Reda Sadki (2024). Teach to Reach\u2019s new leadership network connects health organizations tackling common challenges. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/ck6fp-xya49
Reda Sadki (2024). You are not alone: Health workers are sharing how they protected their communities when extreme weather hit. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/5v5sb-2r816
\n\n\n\n
Reda Sadki (2026). How do we measure the value of peer learning for malaria national programme staff?. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/ect8s-1xv35
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*depending strongly on who you are buying from, what the topic and preferred venue areand what authorship slot you want.
\n
For the uninitiated: paper mills are illicit organizations that sell services to boost an academic\u2019s publication profile. Although a paper mill can operate by a variety of business models, the prototypical paper mill mass produces fraudulent scholarly manuscripts, sells authorship slots on those manuscripts and colludes with editors at target journals to get those manuscripts published.
\n
I and others researching paper mills are frequently asked how much these services cost. In part to make answering this question easier, myself and my colleagues Spencer Hong and Anna Abalkina created BuyTheBy, to date the largest structured dataset of paper mill advertisements. BuyTheBy v1.0 contains price data from 18,710 advertisements made by seven paper mills operating out of seven different countries.
The study of paper mills and similar businesses operating in the market for academic and education fraud services is frustrated by the lack of market price data on their various offerings. Here, we assemble BuyTheBy, a large, annotated dataset of timestamped, text-based paper mill advertisements from seven businesses operating out of seven different countries. The dataset consists of 18,710 individual advertisements, of which 15,839 have prices listed. Among these there are 20,598 positions listed as for sale on 5,567 unique products in 14 different product categories with 51,812 timestamped price data points. We perform elementary analysis of this dataset to demonstrate its utility for quantitative understanding of markets for academic fraud services and suggest future use cases.
There are many useful things you can do with this dataset and interesting tidbits contained therein (for ideas of analyses that could be performed here and what you mind find, I defer to the preprint and coverage by Nature, Science, Retraction Watch, C&ENand Times Higher Education). I\u2019ll use this post to take at the recurrent question that launched the development of this dataset: how much does a paper mill product actually cost?
\n
The prices offered for authorship slots on articles vary dramatically, even within a single paper mill\u2019s catalog. For instance, the advertisements we processed from an Uzbekistani paper listed prices between $100 and $2000 for first authorship. Clearly, paper mills will offer a variety of products at a variety of price points. Prices also varied wildly between paper mills; while our Indian paper mill was not selling any article authorship positions at a price greater than $200, our Russian paper mill was selling positions for as much as $5,600.
\nBoxplots showing distributions of prices for authorship slots on articles for the seven paper mills included in BuyTheBy v1.0 (see Figure 3 in the preprint).\n
Then the answer is, predictably, it depends. If this answer doesn\u2019t cut it for you, you can look past all limitations and conditionals for a single central estimate, which the dataset will provide: the median first authorship slot offered by these seven paper mills goes for about $800. Based on median listed prices, buying every slot on a five-author manuscript probably costs around $3,000.
I hope that one way others use ByTheBy is by mapping titles offered in these advertisements to their eventually-published products. For a demonstration of this, check out this impressive piece of work by Anna Abalkina, Marie Kune\u0161ov\u00e1, Yagmur Ozturk and Solal Pirelli, for which they tracked more than 1700 advertised titles to articles that were eventually published in conference proceedings:
Paper mills are a growing threat to the integrity of science, yet their penetration in conference proceedings remains underexplored despite conferences being more important than journals in some scientific subfields. This study aims to identify papers in conference proceedings whose titles have been offered for sale on social media platforms. We collected more than 4,000 unique publication offers from more than 200 social media channels and used semi-automated methods along with human assessment to match offers with papers published in IEEE conference proceedings. We identified 1,720 papers in 286 IEEE conference proceedings, accounting for up to 23.51% of an individual conference. These problematic papers are co-authored by more than 6,500 researchers from over 3,500 affiliations in 55 countries. The identified papers demonstrate collaboration anomalies, high diversity of affiliations per paper, citation manipulation, a predominance of six-author papers, and content-based irregularities. Our findings show that paper mills are a large, organized, and often public market that commercializes scientific misconduct, not limited to papers, but infiltrating multiple parts of the research ecosystem.
\n
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Both of these manuscripts demonstrate that paper mills offer a variety of different products, from authorship slots on journal articles to authorship slots on conference proceedings to editorship on textbooks to bogus prizes to citation boosting to \u201cdesign patents\u201d (which are actually not patents in the jurisdictions being advertised, more on that here). More generally, they demonstrate that although paper mills operate largely in secret, they conduct enough business out in the open that we do not have to content ourselves with just guessing.
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The header image for this post is an illustration from a manuscript of Nicole Oresme\u2019s 14th century translation of Aristotle\u2019s Ethics, Politics, and Economics.
\n","doi":"https://doi.org/10.59350/9cshf-6tj25","funding_references":null,"guid":"http://reeserichardson.blog/?p=4758","id":"980d2b13-d028-47b3-b6f4-a3efe12e262e","image":"https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1024","images":[{"height":"343","sizes":"(max-width: 1024px) 100vw, 1024px","src":"https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1024","srcset":"https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1024, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=2048, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=150, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=300, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=768, https://reeserichardson.blog/wp-content/uploads/2026/04/260409_article_prices_by_position_dynamic.png?w=1440","width":"1024"},{"alt":"an illustration","src":"https://commons.wikimedia.org/wiki/File:Medieval_market.jpg"}],"indexed":true,"indexed_at":1777371849,"language":"en","parent_doi":null,"published_at":1777369674,"reference":[],"registered_at":0,"relationships":[],"rid":"fxkr2-q5x09","status":"active","summary":"\n *depending strongly on who you are buying from\n\n,\n\n what the topic and preferred venue are\n\n\n and what authorship slot you want.\n\nFor the uninitiated: paper mills are illicit organizations that sell services to boost an academic\u2019s publication profile.","tags":["Paper Mills"],"title":"A scientific paper will cost you around $800*","updated_at":1777369674,"url":"https://reeserichardson.blog/2026/04/28/a-scientific-paper-will-cost-you-around-800/","version":"v1"},{"abstract":"Science is often described as a universal enterprise, but for many researchers in low- and middle-income countries (LMICs), especially across Africa, it does not feel universal at all. It feels fragmented, under-resourced, and difficult to enter on equal terms. The barriers are not only financial or technical.","archive_url":null,"authors":[{"contributor_roles":[],"family":"Olufemi","given":"Seun"}],"blog":{"archive_collection":22124,"archive_host":null,"archive_prefix":"https://wayback.archive-it.org/22124/20231105103706/","archive_timestamps":[20231105103706,20240505132151,20241105103657,20250505103918],"authors":null,"canonical_url":null,"category":"humanities","community_id":"aeaafcbb-94b5-477a-a89f-8fba5925e926","created_at":1673568000,"current_feed_url":"https://upstream.force11.org/atom/","description":"The community blog for all things Open Research.","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/b56ef314-34f7-4c7f-b0e2-d0bf13bfe83b/logo","feed_format":"application/atom+xml","feed_url":"https://upstream.force11.org/atom-complete/","filter":null,"funding":null,"generator":"Ghost","generator_raw":"Ghost 5.25","home_page_url":"https://upstream.force11.org","id":"e3952730-ffb7-4ef9-b4a5-6433d86b2819","indexed":false,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":"https://scicomm.xyz/@upstream","prefix":"10.54900","registered_at":1729244339,"relative_url":null,"ror":null,"secure":true,"slug":"upstream","status":"active","subfield":"1802","subfield_validated":null,"title":"Upstream","updated_at":1777366460.852419,"use_api":true,"use_mastodon":false,"user_id":"08014cf6-3335-4588-96f4-c77ac1e535b2"},"blog_name":"Upstream","blog_slug":"upstream","content_html":"
Science is often described as a universal enterprise, but for many researchers in low- and middle-income countries (LMICs), especially across Africa, it does not feel universal at all. It feels fragmented, under-resourced, and difficult to enter on equal terms. The barriers are not only financial or technical. They are built into the infrastructure, incentives, and systems that shape who gets to participate fully in research and who is left working around the edges. As artificial intelligence (AI) begins to reshape scientific work, it offers both a new opportunity and a new test: whether emerging tools will help repair those inequities or deepen them.
Artificial intelligence offers a powerful opportunity to mend this fragmentation. It can help researchers work around barriers that have long limited participation. But that promise is not guaranteed. AI is still shaped by the same inequalities embedded in the broader scientific system, and without more deliberate investment in access, infrastructure, and inclusion, it may end up reinforcing the very gaps it seems to address.
As part of my work with the Bioinformatics Outreach Nigeria (BON), a community-driven effort to build capacity in bioinformatics and open science, we conducted a survey of 212 respondents in our community. This survey offers insights into a few of the systemic issues facing LMIC-based scientists and how AI affects these dynamics.
The everyday barriers of scientific work
For researchers in LMICs, scientific work and access to learning opportunities often look very different from what researchers in well-resourced countries experience. In our recent survey, one key baseline insight was the overall observation that LMIC-based bioinformatics researchers perceive their work as difficult, with 50% describing it as very difficult and another 33.5% as somewhat difficult. This is not difficult to understand as modern bioinformatics research relies on many factors that can be out of reach of many LMIC-based scientists: reliable internet, computational power, and stable electricity, etc. Slow connections turn simple tasks into ordeals, while power outages disrupt workflows entirely, as this makes research learning processes almost impossible, and research processes very daunting.
Just as important, even when infrastructure hurdles are cleared, knowledge itself stays locked behind paywalls. Subscriptions to major journals are often unaffordable, and open access publishing frequently brings high article processing charges that institutions cannot cover. This creates a paradox: researchers are expected to contribute to global science while being largely excluded from its latest developments. The result is skewed research agendas that prioritize high-income contexts, reduced visibility for local knowledge, and a persistent cycle where LMIC scientists remain primarily consumers rather than producers.
Beyond the difficulty of conducting research, access to training and mentorship forms another major bottleneck. The same survey showed strong demand for practical support, with the majority of respondents prioritizing workshops, requesting one-on-one training, and seeking online courses or tutorials. These types of structured opportunities for advanced skills are scarce in LMICs, and many online resources assume high-bandwidth access or prior expertise that beginners may lack. It further highlighted lack of training or knowledge (24.5%) and lack of access to resources or equipment (23.1%) as the top challenges when using bioinformatics tools. Without localized guidance, aspiring scientists often navigate complex fields in isolation. Community initiatives like BON address this by offering workshops, hands-on sessions, and mentorship tailored to real constraints. These efforts show how quickly capacity can grow when barriers drop. Yet they typically run on volunteer energy and limited funding, operating at the margins rather than as part of sustained national systems.
The survey also pointed to a deeper structural problem: the incentives surrounding scientific work are often poorly aligned with openness, collaboration, and capacity building. Systems reward high-impact publications but do little to recognize openness, data sharing, collaboration, or capacity building. Concerns about misuse or lack of credit further discourage open practices, even among motivated researchers. Together, infrastructure gaps, knowledge barriers, training shortages, and poor incentives reinforce one another, producing an ecosystem where global science participation stays uneven.
AI as Opportunity and Risk
Artificial intelligence offers a powerful opportunity to ease some of this fragmentation. AI can democratize knowledge by summarizing complex research papers, translating content across languages, and adapting formats for easier understanding, helping researchers in LMICs stay current with global developments when access is uneven. In resource-scarce environments like those highlighted in our survey, AI can act as a personalized tutor, providing real-time guidance through coding challenges, analytical methods, and bioinformatics workflows.
More specifically, what makes AI especially important in this context is that it maps so clearly onto the challenges our survey identified. When research is difficult because infrastructure is weak and access is uneven, AI can help lower some of the friction around discovery, analysis, and technical work. When training and mentorship are hard to access, it can offer a form of immediate, practical support. And when scientific incentives do little to reward openness or collaboration, AI can at least make some of the labor behind documentation, metadata, and reproducibility easier to manage. It cannot fix these deeper structural problems by itself, but it can help relieve some of the pressure they place on researchers. Yet these benefits are not automatic. AI systems trained predominantly on data from high-income countries risk embedding biases that perform poorly in LMIC contexts, potentially widening rather than closing existing gaps. Uneven access to advanced tools could deepen inequalities, and concentrated control by a few institutions or companies might centralize power in new ways. The real challenge lies in ensuring AI is deployed inclusively, with models developed or fine-tuned using diverse, locally relevant data.
Rebuilding science as a truly global enterprise will require more than technological fixes. It will require deliberate investment in reliable infrastructure, equitable models for knowledge access, institutionalized training programs, and incentives that reward openness and collaboration. Grassroots efforts like BON show that focus on meaningful change can begin locally through targeted mentorship and community programs. Scaling these efforts will require sustained funding, policy integration, and institutional support.
The fragmentation of science in LMICs is not inevitable. It reflects deliberate choices about infrastructure, access, training, and reward systems that have left too many LMIC-based researchers working at the margins. AI will not solve these problems on its own, but will create a real opportunity to ease some of the burdens they impose. The question is whether these tools will be developed and deployed in ways that make science more equitable, or whether they will simply make an already uneven system more efficient for those who are already well served by it.
","doi":"https://doi.org/10.54900/69s4r-kd236","funding_references":null,"guid":"https://doi.org/10.54900/69s4r-kd236","id":"e3796049-a565-4297-b1c9-b2ea8038477d","image":"https://images.unsplash.com/photo-1596220023937-06cd0679a7aa?crop=entropy&cs=tinysrgb&fit=max&fm=jpg&ixid=M3wxMTc3M3wwfDF8c2VhcmNofDI3fHxhZnJpY2ElMjBkb2luZyUyMHNjaWVuY2UlMjB3aGVuJTIwaXRzJTIwbm90JTIwYnVpbHQlMjBmb3IlMjB5b3V8ZW58MHx8fHwxNzc3MTQyMTAwfDA&ixlib=rb-4.1.0&q=80&w=2000","images":[],"indexed":true,"indexed_at":1777366490,"language":"en","parent_doi":null,"published_at":1777363208,"reference":[],"registered_at":0,"relationships":[],"rid":"pfjdf-c3507","status":"active","summary":"Science is often described as a universal enterprise, but for many researchers in low- and middle-income countries (LMICs), especially across Africa, it does not feel universal at all. It feels fragmented, under-resourced, and difficult to enter on equal terms. The barriers are not only financial or technical.","tags":["Insights","Thought Pieces"],"title":"Doing Science in the Age of AI, when the system isn\u2019t built for you","updated_at":1777363208,"url":"https://upstream.force11.org/doing-science-in-the-age-of-ai/","version":"v1"},{"abstract":null,"archive_url":null,"authors":[{"contributor_roles":[],"family":"Openness","given":"&"}],"blog":{"archive_collection":24082,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":[{"name":"Leiden Madtrics","url":null}],"canonical_url":null,"category":"socialScience","community_id":"d8304840-75c2-4164-bc37-ec879c4f065b","created_at":1682899200,"current_feed_url":null,"description":"Leiden Madtrics","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/atom+xml","feed_url":"https://www.leidenmadtrics.nl/atom/","filter":null,"funding":null,"generator":"Other","generator_raw":"Other","home_page_url":"https://www.leidenmadtrics.nl/","id":"a0920819-e194-4514-bca4-5f0837e10c51","indexed":false,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1728549179,"relative_url":null,"ror":"https://ror.org/027bh9e22","secure":true,"slug":"leidenmadtrics","status":"active","subfield":"1804","subfield_validated":null,"title":"Leiden Madtrics","updated_at":1777365614.381261,"use_api":null,"use_mastodon":false,"user_id":"ae88df6b-e1cf-4743-86a8-c032659cf5d2"},"blog_name":"Leiden Madtrics","blog_slug":"leidenmadtrics","content_html":"
The need for open research information
Research information \u2014 which describes research outputs, activities, and actors \u2014 is essential to understand how science operates, how knowledge is produced, and how research systems evolve. Despite its importance, much of this information remains locked in closed and proprietary systems, creating barriers to its use. These barriers restrict the possibility to study the research system in a comprehensive way, to make well-informed decisions about its governance, and to ensure equity in information access and decision-making.
The Information & Openness focal area at CWTS was founded in 2023 to address these challenges by working to advance the creation and use of open research information (ORI) that is free to access and reuse without restriction. In this blogpost, we outline a strategic plan, developed to guide our work toward this goal over the next three years.
The need for strategic action at CWTS
We have already made significant progress within the focal area. We have taken a leading role in developing the Barcelona Declaration on Open Research Information, developed and delivered the course Scientometrics Using Open Data multiple times, used ORI in a variety of projects, contributed to studying and improving the coverage and quality of ORI in open data sources, and pioneered the use of ORI in university rankings through the Leiden Ranking Open Edition. In order to continue this work in a coordinated fashion, we saw a need to develop a strategic plan for our focal area to help guide our efforts. This plan will serve as a framework to guide our activities, to inform decisions about which new projects and collaborations to pursue, and to assess our progress.
Developing the strategic plan: A co-creation process
The strategic plan was developed over a ten-month period in 2025, in which the members of the focal area collaboratively brainstormed where we would like to go and what we would like to achieve in the coming years. The focal area coordinators summarized the group\u2019s input and presented versions of the strategic plan to the focal area members for iterative development. The plan was then further discussed with the other focal area coordinators from Engagement & Inclusion and Evaluation & Culture, and the CWTS Board. Individual conversations were then held with each focal area member in order to discuss how their work and interests align with the plan and to get further feedback.
The strategic plan consists of an overarching vision outlining our long-term ambition, three high-level strategic objectives describing the ideal effects we aim to achieve in the broader research system, and nine operational objectives translating our strategic objectives into actionable steps. We briefly summarize each of these here. More detail can be found in the full version of the plan.
Our vision
The vision of the Information & Openness focal area is:
This vision highlights how ORI can transform the barriers presented by proprietary research information. ORI not only helps make research assessment more transparent and responsible, but it also contributes to developing a more inclusive understanding of what is happening in the research system. By removing barriers and promoting openness, we enable diverse stakeholders such as researchers, institutions, policymakers, and society at large to engage with science in a more democratic and equitable way.
This vision is therefore not isolated but is deeply connected to the broader mission of CWTS and to the other two focal areas. Together, these three focal areas strengthen CWTS\u2019s commitment to improving how science is practiced and governed and how it serves society.
Strategic objectives
The above vision provides the foundation for our strategic objectives, which define the ideal effects we aim to achieve and indicate what the focal area will contribute to in the broader research system. Our three strategic objectives are to:
Operational objectives
Our operational objectives translate these strategic ambitions into concrete, actionable steps. They provide clarity on what needs to be done, ensuring that our vision and strategic goals are not only aspirational but also implementable.
Each operational objective is directly linked to one or more strategic objectives:
More detail about each operational objective, including examples of (planned) projects, services, and courses to achieve these objectives, can be found in the full strategic plan. The objectives are often complementary and interconnected. We also anticipate that there will be some flexibility in the operational objectives and planned results as we put them into practice.
Next steps and collaboration
We plan to re-evaluate the strategic plan annually in order to make necessary modifications to these objectives as the ORI landscape continues to evolve and to ensure continued alignment with our other focal areas. Together, these objectives will help to guide our work in achieving the primary ambition of the Information & Openness focal area: to make open research information the norm, rather than the exception. If you would like to collaborate with us to work towards this vision, please read the strategic plan in more detail and reach out to the coordinators of the focal area. We are looking forward to achieving our vision together.
","doi":"https://doi.org/10.59350/hzkgh-2er86","funding_references":null,"guid":"https://www.leidenmadtrics.nl/articles/advancing-open-research-information-the-next-three-years-of-the-information-openness-focal-area","id":"1c93ab3e-ebd4-4c95-93ff-6bd2b6be0fe8","image":null,"images":[{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-1_2026-04-21-072830_wdcd.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-2.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-3.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-1_2026-04-21-072830_wdcd.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-2.png"},{"src":"https://www.leidenmadtrics.nl/images/uploads/figure-3.png"}],"indexed":true,"indexed_at":1777364961,"language":"en","parent_doi":null,"published_at":1777361220,"reference":[],"registered_at":0,"relationships":[],"rid":"x2nee-cxn91","status":"active","summary":"\n The need for open research information\n\nResearch information \u2014 which describes research outputs, activities, and actors \u2014 is essential to understand how science operates, how knowledge is produced, and how research systems evolve. Despite its importance, much of this information remains locked in closed and proprietary systems, creating barriers to its use.","tags":[],"title":"Advancing open research information: The next three years of the Information & Openness focal area","updated_at":1777364794,"url":"https://www.leidenmadtrics.nl/articles/advancing-open-research-information-the-next-three-years-of-the-information-openness-focal-area","version":"v1"},{"abstract":null,"archive_url":null,"authors":[{"contributor_roles":[],"family":"Clarke","given":"Christopher"}],"blog":{"archive_collection":null,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"philosophyEthicsAndReligion","community_id":"989c0e4f-140c-47ca-8db1-8490fb2e89d1","created_at":1739378397.350746,"current_feed_url":null,"description":"British Society for the Philosophy of Science","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/989c0e4f-140c-47ca-8db1-8490fb2e89d1/logo","feed_format":"application/atom+xml","feed_url":"https://www.thebsps.org/feed/atom/","filter":"category:49","funding":null,"generator":"WordPress","generator_raw":"WordPress 6.7.2","home_page_url":"https://www.thebsps.org/reviewofbooks/","id":"c168e875-baad-461c-b0af-08e367c182e6","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":0,"relative_url":null,"ror":null,"secure":true,"slug":"thebsps","status":"active","subfield":"1207","subfield_validated":null,"title":"BJPS Review Of Books","updated_at":1777366400.496405,"use_api":true,"use_mastodon":false,"user_id":null},"blog_name":"BJPS Review Of Books","blog_slug":"thebsps","content_html":"
What methods should scientists use to study the world? Robert Northcott\u2019s Science for a Fragile World addresses this general question about the methodology of science by carefully examining some instances of the methods employed in political science, economics, ecology, and epidemiology.
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Northcott\u2019s approach to the methodology of science centres around one crucial distinction\u2014the distinction between stable relations and fragile relations. He draws this distinction in terms of predictability: a stable relation is one where scientists can easily predict how the relation will be instantiated differently from one case to another. Take, for example, the causal effect of an object\u2019s electrical charge on its acceleration (in the presence of another charged object nearby). On the one hand, an object\u2019s acceleration may be difficult to predict, because it may be difficult to measure all the forces acting on the object in question. In this respect, the outcome of interest (acceleration) is subject to a lot of \u2018noise\u2019 generated by factors other than the cause of interest (electrical charge). But, on the other hand, the causal difference that electrical charge makes to an object\u2019s acceleration is easy to predict. That\u2019s because we know Coloumb\u2019s law, which tells us how this causal effect depends upon, and only upon the degree of electric charge, and the distance between the object and any other electrically charged objects in the vicinity. So even though the outcome of interest (acceleration) differs from one case to another, and even though the causal effect of interest (electrostatic force) differs from one case to another as well, this causal effect differs in ways that scientists can predict, given that they know Coloumb\u2019s law. In virtue of this, Northcott counts this causal effect (electrostatic force) as a stable relation.
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In contrast, a fragile relation is one where scientists find it difficult to predict how the relation will be instantiated from one case to another. Take lockdown effectiveness, for instance\u2014namely, the causal effect of a national lockdown on the spread of an infectious disease. Lockdown effectiveness probably depends upon a large set of other variables (contextual factors), such as vaccination uptake, prior infections, testing capacity, the timing and duration of the lockdown, trust in government, cultural norms, policing capacity, household size, schooling arrangements, urbanization, the job market, the possibility of remote working, and financial support for social isolation. On the one hand, God knows exactly how the effectiveness of a lockdown will depend upon this long list of contextual factors. In other words, God possesses a theory of lockdown effectiveness that correctly describes a wide variety of cases. (Admittedly, this \u2018wide-scope\u2019 theory is probably rather complex.) On the other hand, scientists do not have warrant for any such wide-scope theory of lockdown effectiveness. And, given our human limitations and given the complexity of disease dynamics, Northcott contends that it\u2019s wishful thinking to suppose that scientists could ever get such warrant. As a result, it is much more difficult for scientists to identify whether a given lockdown was (or will be) effective. In virtue of this, Northcott counts lockdown effectiveness as a fragile relation. Indeed, this illustrates how he defines fragility epistemically rather than metaphysically: fragility denotes scientists\u2019 lack of warrant for any wide-scope theory, and it denotes the corresponding difficulty in predicting how the relation in question will be instantiated in a given case.
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Since the fragility of lockdown effectiveness rules out appealing to wide-scope theory, scientists will instead need to become \u2018case workers\u2019, Northcott argues; that is to say, whenever scientists want to identify whether a particular lockdown was (or will be) effective. Being a case worker involves examining the particular lockdown in question in painstaking detail.
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Northcott criticizes scientists and philosophers for spending too much time addressing the question of what methods scientists should use to study stable relations, and not enough time addressing the question of what case-worker methods scientists should use to study fragile relations. His book considers all the major research programmes in philosophy of science over the last half century\u2014such as the realism versus instrumentalism debate, the debate on the epistemic import of idealized models, the new mechanist literature, the debate on reflexivity in the social sciences\u2014and it shows how each research programme has ignored or obscured the need for case-worker methods. Northcott then suggests how work in these literatures might be re-orientated to focus on fragile relations and case-worker methods. This, I think, is the major contribution of the book. It\u2019s a manifesto for researchers to invest more time thinking about the proper methodology for studying fragile relations.
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If you are not already sold on the importance of fragile relations and case-worker methods, then I wholeheartedly recommend this book. In particular, I\u2019d recommend that you peruse chapter 2 to get the gist of the distinction between stable relations and fragile relations. You might then study chapters 3 and 4 in detail, which is where Northcott illustrates the methodological problem posed by fragile relations (by means of a fascinating case study of informal truces in the trenches of the First World War). These chapters suffice to make these important ideas crystal clear. You can then easily dip into and out of chapters 6 and 7 (which speed through a long list of philosophical research programmes that have obscured the issue of fragile relations and case-worker methods). The same goes for chapter 8\u201310 (which look at three further cases studies drawn from economics, epidemiology, and data science).
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But what if you are already sold on the importance of methods for studying fragile relations? Perhaps you are a researcher studying external validity and extrapolation: given the fragility of causal effects, what extra knowledge is needed to extrapolate a causal effect from one context (a randomized controlled trial, for example) to another (Khosrowi 2022)? Or perhaps you are a researcher studying idealized models as tools for inductive inference: given the differences between an idealized model and your target system, what is needed to warrant an induction from what happens in an idealized model to what happens in the real-world target system (Sugden 2022)? For researchers working in the above literatures, the lessons of the book are subtler. Indeed, if you fall into this category, then I\u2019d recommend you focus your attention mostly on chapters 2 and 4.
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First, chapter 2 draws a rigorous and clear distinction between stable relations and fragile relations. This gives us philosophers of science a vocabulary with which to describe, as incisively as possible, the exact methodological problem posed by fragile relations. This is a vocabulary of fragile versus stable relations, and of wide-scope versus narrow-scope theories, and of theoretical methods versus case-worker methods.
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Second, researchers in the above literatures have inherited a way of thinking about these issues pioneered by Cartwright. But Cartwright\u2019s (1983) early work implicitly assumed that the relations of interest are stable. Indeed, she develops the concept of a causal capacity, which by definition only applies when causal relations are stable, not fragile. In her more recent work on \u2018support factors\u2019, however, it becomes less and less clear whether Cartwright takes herself to be studying fragile relations or stable relations (Cartwright and Hardie 2012). To what extent does Cartwright now believe that social scientists, for example, can, with a lot of effort, get warrant for a wide-scope theory that identifies most of the relevant support factors (contextual factors) upon which a given causal effect depends? It\u2019s not fully clear. Northcott, in contrast, nails his colours to the mast: in most social scientific contexts, fragility abounds, and wide-scope theories are simply not available.
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Third, Northcott doesn\u2019t put science up on a pedestal. Some scientific research programmes are fruitful; others are not. And we philosophers of science should be honest about this. For example, social scientists have written thousands of theoretical articles in which they use game theory to offer \u2018how-possibly\u2019 explanations of a huge variety of social phenomena. But this how-possibly theoretical work is often little more than speculation, Northcott points out. This work usually provides no warrant to favour one how-possibly explanation over the countless other explanations that we could have dreamt up for the phenomenon to be explained. If you disagree, then I thoroughly recommend chapters 3 and 4 to you. They constitute a lively, lucid, and incisive challenge to the (in my view exaggerated) epistemic value of much theoretical modelling in the sciences.
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Having recommended this book to two different audiences, I want nevertheless to manage your expectations\u2014as well as point towards some directions for future research. This book does not look at the logic behind case-worker methods. Yes, it mentions some examples of case-worker methods, such as interviews or \u2018process tracing\u2019 in political science. And it gives a clear and engaging description of some of the conclusions that process tracers and interviewers have drawn\u2014for example, della Porta\u2019s (1995) ground-breaking work on the dynamics of violent left-wing groups in Germany and Italy. But Northcott\u2019s book does not make explicit the rationale (formal or informal) whereby the evidence della Porta gathers warrants the causal conclusions that she draws. The book shows the need for studying the logic behind case-worker methods, but it does not engage in that study itself.
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For readers wanting to engage in that study, I recommend Crasnow\u2019s (2017) work on narratives, Fairfield\u2019s (2022) Bayesian explication of case-worker methods, and work by myself and Rosa Runhardt on the logic behind process tracing (Runhardt 2020; Clarke 2023) and mixed methods research (Clarke 2024; Runhardt unpublished). There\u2019s also the seminal work in Beach and Pedersen (2016) and Brady and Collier (2010) on qualitative case-worker methods in political science. However, if you are not yet convinced for the need for case-worker methods, then I can think of no better place to start than Science for a Fragile World.
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Christopher Clarke \nErasmus University Rotterdam \nclarke@esphil.eur.nl
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References
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Beach, D. and Pedersen, R. (2016). Causal Case Study Methods: Foundations and Guidelines for Comparing, Matching, and Tracing, University of Michigan Press.
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Brady, H. E., and Collier, D. (2010). Rethinking Social Inquiry: Diverse Tools, Shared Standards, Rowman and Littlefield.
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Cartwright, N. (1983). How the Laws of Physics Lie, Oxford University Press.
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Cartwright, N. and Hardie, J. (2012). Evidence-Based Policy: A Practical Guide to Doing It Better, Oxford University Press.
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Clarke, C. (2023). \u2018Process Tracing: Defining the Undefinable?\u2019, in J. van Bouwel and H. Kincaid (eds), The Oxford Handbook of Philosophy of Political Science, Oxford University Press.
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Clarke, C. (2024). \u2018Mixed Methods and Causal Ontology\u2019, in Y. Shan (ed.), Philosophical Foundations of Mixed Methods Research, Routledge, pp. 210\u201339.
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Crasnow, S. (2017). \u2018Process Tracing in Political Science: What\u2019s the Story?\u2019, Studies in History and Philosophy of Science A, 62, pp. 6\u201313.
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della Porta, D. (1995). Social Movements, Political Violence, and the State, Cambridge University Press.
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Fairfield, T. (2022). Social Inquiry and Bayesian Inference: Rethinking Qualitative Research, Cambridge University Press.
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Khosrowi, D. (2022). \u2018What\u2019s (Successful) Extrapolation?\u2019, Journal of Economic Methodology, 29, pp. 140\u201352.
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Runhardt, R W. (2020). \u2018Concrete Counterfactual Tests for Process-Tracing\u2019, available at <doi.org/10.33774/apsa-2020-0vhbb>.
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Runhardt, R W. (unpublished). \u2018Limits to Evidential Pluralism: Multi-method Large-N Qualitative Analysis and the Primacy of Mechanistic Studies\u2019, Synthese, 200, available at <doi.org/10.1007/s11229-022-03650-w>.
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Sugden, R. (2022). \u2018Credible Worlds: The Status of Theoretical Models in Economics\u2019, Journal of Economic Methodology, 7, pp. 107\u201336.
\n\t\t\t\n\t\t\t\t\t https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?fit=398%2C280&ssl=1\n\t\t\t\t\t 280\n\t\t\t\t\t 398\n\t\t\t\t \n\t\t\t\tThe BJPS\n\t\t\t\t\n\t\t\t\t http://www.thebsps.org/wp-content/uploads/2015/06/BSPS-blue.gif\n\t\t\t\t \n\t\t\t The BJPS2026-04-21 07:00:542026-04-20 15:13:14Ellen Clarke, The Units of Life // Reviewed by John Dupr\u00e9
\n\t\t\t\n\t\t\t\t\t https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?fit=398%2C280&ssl=1\n\t\t\t\t\t 280\n\t\t\t\t\t 398\n\t\t\t\t \n\t\t\t\tThe BJPS\n\t\t\t\t\n\t\t\t\t http://www.thebsps.org/wp-content/uploads/2015/06/BSPS-blue.gif\n\t\t\t\t \n\t\t\t The BJPS2026-03-31 07:00:522026-04-13 13:52:56Jan Baedke, The Organism // Reviewed by Matthew Sims
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\n","doi":"https://doi.org/10.59350/d4zaj-jnp88","funding_references":null,"guid":"https://www.thebsps.org/?p=14857","id":"60bd83f1-9b3a-4e7c-af02-aaf6a7ba8930","image":"https://www.thebsps.org/wp-content/uploads/2026/04/Thumb-Clarke-on-Northcott.png","images":[{"src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/10/BJPS-RoB-Square-2025-reversed-trans.png?resize=180%2C180&ssl=1"},{"src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2026/04/EM-Clarke-on-Northcott-Shadow.png?fit=199%2C300&ssl=1"},{"height":"280","sizes":"auto, (max-width: 398px) 100vw, 398px","src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?resize=398%2C280&ssl=1","srcset":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?w=398&ssl=1, https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Dupre.png?resize=300%2C211&ssl=1","width":"398"},{"height":"280","sizes":"auto, (max-width: 398px) 100vw, 398px","src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumbnail-Orlandi.png?resize=398%2C280&ssl=1","srcset":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumbnail-Orlandi.png?w=398&ssl=1, https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumbnail-Orlandi.png?resize=300%2C211&ssl=1","width":"398"},{"height":"280","sizes":"auto, (max-width: 398px) 100vw, 398px","src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?resize=398%2C280&ssl=1","srcset":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?w=398&ssl=1, https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/12/Thumb-Sims.png?resize=300%2C211&ssl=1","width":"398"},{"src":"https://i0.wp.com/www.thebsps.org/wp-content/uploads/2025/10/BJPS-RoB-Square-2025-reversed-trans.png?fit=300%2C300&ssl=1"}],"indexed":true,"indexed_at":1777362170,"language":"en","parent_doi":null,"published_at":1777359657,"reference":[],"registered_at":0,"relationships":[],"rid":"wemfv-kav26","status":"active","summary":"Home ROBERT NORTHCOTT SCIENCE FOR A FRAGILE WORLD REVIEWED BY Christopher Clarke Science for a Fragile World Robert Northcott Reviewed by Christopher Clarke\n\n Science for a Fragile World\n\n\n \u25f3\n\nRobert Northcott Oxford University Press, 2025, \u00a377.00 ISBN 9780192849083 Cite as: Clarke, C. (2026). \u2018Robert Northcott\u2019s\n\n Science for a Fragile World\n\n\u2019,\n\n BJPS Review of Books\n\n,\n\n 2026\n\n, DOI Join the","tags":["BJPS Review Of Books"],"title":"Robert Northcott, Science for a Fragile World","updated_at":1777304507,"url":"https://www.thebsps.org/reviewofbooks/clarke-on-northcott/","version":"v1"},{"abstract":null,"archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Ochsner","given":"Catharina","url":"https://orcid.org/0009-0005-3885-3951"},{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Pampel","given":"Heinz","url":"https://orcid.org/0000-0003-3334-2771"}],"blog":{"archive_collection":null,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"computerAndInformationSciences","community_id":"c642d861-eebc-4ba3-a57c-24e7d7e58996","created_at":1737472109.526917,"current_feed_url":null,"description":"Kooperative Informationsinfrastruktur f\u00fcr wissenschaftliche Blogs","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/rss+xml","feed_url":"https://infrawissblogs.org/blog.xml","filter":null,"funding":{"awardNumber":"528958385","awardTitle":"Kooperative Informationsinfrastruktur f\u00fcr wissenschaftliche Blogs (Infra Wiss Blogs)","awardUri":"https://gepris.dfg.de/gepris/projekt/528958385","funderIdentifier":"https://ror.org/018mejw64","funderIdentifierType":"ROR","funderName":"Deutsche Forschungsgemeinschaft"},"generator":"Quarto","generator_raw":"Quarto 1.5.56","home_page_url":"https://infrawissblogs.org","id":"0b2a5430-eb3f-40bf-81a6-3c782e5e1a32","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":0,"relative_url":null,"ror":null,"secure":true,"slug":"infrawissblogs","status":"active","subfield":"3309","subfield_validated":null,"title":"Infra Wiss Blogs","updated_at":1777365344.668165,"use_api":null,"use_mastodon":false,"user_id":null},"blog_name":"Infra Wiss Blogs","blog_slug":"infrawissblogs","content_html":"
Im Rahmen des Projekts organisieren wir einen Online Workshop zur digitalen Erschlie\u00dfung und Zug\u00e4nglichmachung von Wissenschaftsblogs. Ziel ist es, Expert:innen aus verschiedenen Informationsinfrastruktureinrichtungen zusammenzubringen, um bestehende Verfahren vorzustellen und gemeinsam zu diskutieren. Die Anmeldung f\u00fcr den Workshop ist hier m\u00f6glich: https://hu-berlin.zoom-x.de/meeting/register/4LhhdSaOSmuhi2X3y9exJ
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Der Workshop wird durch drei zehnmin\u00fctige Vortr\u00e4ge aus ausgew\u00e4hlten Infrastruktureinrichtungen bereichert, in denen diese ihre Praxis vorstellen. Im Anschluss an jeden Vortrag sind jeweils f\u00fcnf Minuten f\u00fcr Fragen vorgesehen. Daran schlie\u00dft sich eine gemeinsame Diskussion im Plenum an. Die Veranstaltung endet mit einem Fazit sowie einer Zusammenfassung der Ergebnisse.
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Programm:
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Uhrzeit
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Beschreibung
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10:00 - 10:15
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Begr\u00fc\u00dfung und Vorstellung des Projekts Infra Wiss Blogs
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10:15 - 10:30
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Praxis am Fachinformationsdienst f\u00fcr internationale und interdisziplin\u00e4re Rechtsforschung von Ivo Vogel und Nihal Ariz
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10:30 - 10:45
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Praxis am Fachinformationsdienst Politikwissenschaft von Regina Pfeifenberger und Michael Czolko\u00df-Hettwer
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10:45 - 11:00
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Praxis am Deutschen Literaturarchiv Marbach von Jochen Walter
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11:00 - 11:20
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Diskussion im Plenum
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11:20 - 11:30
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Zusammenfassung und Verabschiedung
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Die Veranstaltung wird auf Deutsch stattfinden. Weitere Details und Updates zum Workshop sowie zum Projekt Infra Wiss Blogs werden \u00fcber den Projektblog sowie die Mailingliste des DFG-Projekts kommuniziert. Bei R\u00fcckfragen wenden Sie sich gerne an Catharina Ochsner via catharina.ochsner@hu-berlin.de.
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Further information about the research group can be found on our official website.
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This text \u2013 excluding quotes and otherwise labelled parts \u2013 is licensed under the CC BY 4.0 DEED.
","doi":"https://doi.org/10.59350/6esrx-a7g85","funding_references":null,"guid":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/","id":"b36c85b7-f8a4-476f-a5f1-40fa505f0c98","image":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/IFW_praktiken.jpg","images":[{"src":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/IFW_praktiken.jpg"}],"indexed":true,"indexed_at":1777358754,"language":"en","parent_doi":null,"published_at":1777327200,"reference":[],"registered_at":0,"relationships":[],"rid":"ffms8-e6828","status":"active","summary":"Foto by Nadiia Ganzhyi from Unsplash.","tags":["Lab Life","Research"],"title":"Online Workshop: Verfahren der Sicherung von Wissenschaftsblogs","updated_at":1777327200,"url":"https://infrawissblogs.org/posts/2026-04-28-sicherung_von_wissenschaftsblogs/","version":"v1"},{"abstract":null,"archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Ochsner","given":"Catharina","url":"https://orcid.org/0009-0005-3885-3951"},{"affiliation":[{"id":"https://ror.org/01hcx6992","name":"Humboldt-Universit\u00e4t zu Berlin"}],"contributor_roles":[],"family":"Pampel","given":"Heinz","url":"https://orcid.org/0000-0003-3334-2771"}],"blog":{"archive_collection":24081,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"computerAndInformationSciences","community_id":"53174590-b8d0-4c88-b121-4ca75f7de145","created_at":1717668020,"current_feed_url":null,"description":"Research Group Information Management @ Humboldt-Universit\u00e4t zu Berlin","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/rss+xml","feed_url":"https://infomgnt.org/index.xml","filter":null,"funding":null,"generator":"Quarto","generator_raw":"Quarto 1.4.555","home_page_url":"https://infomgnt.org","id":"17927ce5-1239-43fb-a3c9-2acb8a679d11","indexed":true,"issn":"2944-6848","language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1729503399,"relative_url":null,"ror":null,"secure":true,"slug":"infomgnt","status":"active","subfield":"3309","subfield_validated":null,"title":"Research Group Information Management @ Humboldt-Universit\u00e4t zu Berlin","updated_at":1777365344.682182,"use_api":null,"use_mastodon":false,"user_id":"dbffda7d-f391-48fb-a6d2-d4a284c59c8d"},"blog_name":"Research Group Information Management @ Humboldt-Universit\u00e4t zu Berlin","blog_slug":"infomgnt","content_html":"
As part of the project, we are organizing an online workshop on the digital preservation and accessibility of scholarly blogs. The goal is to bring together experts from various information infrastructure institutions to present existing procedures and discuss them collaboratively. You can register for the workshop here: https://hu-berlin.zoom-x.de/meeting/register/4LhhdSaOSmuhi2X3y9exJg
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The workshop will feature three ten-minute presentations from selected infrastructure organizations, in which they will describe their practices. A five-minute question-and-answer session will follow each presentation. This will be followed by a group discussion in the plenary session. The event will conclude with a summary and an overview of the results.
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Program:
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Time
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Description
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10:00 - 10:15
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Welcome and introduction to the project Infra Wiss Blogs
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10:15 - 10:30
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Practices at Fachinformationsdienst for International and Interdisciplinary Legal Research by Ivo Vogel und Nihal Ariz
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10:30 - 10:45
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Practices at Fachinformationsdienst Political Science by Regina Pfeifenberger and Michael Czolko\u00df-Hettwer\u00a0
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10:45 - 11:00
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Practices at Deutsches Literaturarchiv Marbach by Jochen Walter
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11:00 - 11:20
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Discussion
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11:20 - 11:30
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Summary of the results\u00a0
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The event will be held in German. Further details and updates on the workshop and the project Infra Wiss Blogs will be communicated via the project blog as well as the project\u2019s mailing list. If you have any questions, please contact Catharina Ochsner via catharina.ochsner@hu-berlin.de.
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Further information about the research group can be found on our official website.
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This text \u2013 excluding quotes and otherwise labelled parts \u2013 is licensed under the CC BY 4.0 DEED.
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Citation
BibTeX citation:
@online{ochsner2026,\n author = {Ochsner, Catharina and Pampel, Heinz},\n title = {Online {Workshop:} {Practices} for {Securing} {Scholarly}\n {Blogs}},\n date = {2026-04-28},\n url = {https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/},\n langid = {en}\n}\n
","doi":"https://doi.org/10.59350/m9gxt-sdh55","funding_references":null,"guid":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/","id":"97e30620-858a-427e-bfea-c0ea30c66015","image":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/IFW_praktiken.jpg","images":[{"src":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/IFW_praktiken.jpg"},{"alt":"Foto von Nadiia Ganzhyi auf Unsplash.","src":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/IFW_praktiken.jpg"}],"indexed":true,"indexed_at":1777371846,"language":"en","parent_doi":null,"published_at":1777327200,"reference":[],"registered_at":0,"relationships":[],"rid":"km50d-12k36","status":"active","summary":"\n Date:\n\nFriday, May 29 2026\n\n Time:\n\n10:00 - 11:30 Uhr\n\n Place:\n\nOnline via Zoom As part of the Infra Wiss Blogs project, funded by the German Research Foundation (DFG), we at the research group Information Management at the Berlin School of Library and Information Science at Humboldt Universit\u00e4t zu Berlin are developing solutions to ensure the long-term digital accessibility of scholarly blogs.","tags":["Lab Life","Research"],"title":"Online Workshop: Practices for Securing Scholarly Blogs","updated_at":1777327200,"url":"https://infomgnt.org/posts/2026-04-28-online-workshop-practices-for-securing-scholarly-blogs/","version":"v1"},{"abstract":"Wer kennt so etwas nicht: Ein informativer Artikel aus einer Zeitschrift, den man sich f\u00fcr die eigenen Unterlagen aufbewahren m\u00f6chte. Ein anschauliches Schaubild aus einem Sachbuch, das die eigenen Kollegen interessieren d\u00fcrfte. Eine lustige Karikatur, die in der Familien-WhatsApp-Gruppe so gut passen w\u00fcrde.","archive_url":null,"authors":[{"contributor_roles":[],"family":"Crueger","given":"Jens"}],"blog":{"archive_collection":22135,"archive_host":null,"archive_prefix":"https://wayback.archive-it.org/22135/20231101173016/","archive_timestamps":null,"authors":[{"name":"Redaktion iRights.info"}],"canonical_url":true,"category":"law","community_id":"30df0209-0965-4b95-afa1-70d6c8a7d086","created_at":1694736000,"current_feed_url":null,"description":"Urheberrecht und kreatives Schaffen in der digitalen Welt","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/7d3b25fd-a4a8-4155-8e76-99d6be06706a/logo","feed_format":"application/atom+xml","feed_url":"https://irights.info/feed/atom","filter":null,"funding":null,"generator":"WordPress","generator_raw":"WordPress","home_page_url":"https://irights.info/","id":"26f4046a-7e6f-4c1c-8866-f4e055096c30","indexed":false,"issn":null,"language":"de","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1729753013,"relative_url":null,"ror":null,"secure":true,"slug":"irights","status":"active","subfield":"3308","subfield_validated":null,"title":"iRights.info","updated_at":1777365389.90383,"use_api":false,"use_mastodon":false,"user_id":"81a5b5f1-97c2-416b-8715-46e10f37018c"},"blog_name":"iRights.info","blog_slug":"irights","content_html":"
Wer kennt so etwas nicht: Ein informativer Artikel aus einer Zeitschrift, den man sich f\u00fcr die eigenen Unterlagen aufbewahren m\u00f6chte. Ein anschauliches Schaubild aus einem Sachbuch, das die eigenen Kollegen interessieren d\u00fcrfte. Eine lustige Karikatur, die in der Familien-WhatsApp-Gruppe so gut passen w\u00fcrde. Es gibt viele Gr\u00fcnde, urheberrechtlich gesch\u00fctzte Werke f\u00fcr den eigenen privaten Gebrauch vervielf\u00e4ltigen zu wollen. Das Recht auf Privatkopie deckt das ja ab, oder etwa nicht?
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Kopien zum privaten Gebrauch
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Die erleichternde Antwort lautet: Das Recht auf Privatkopie, die Rechtsschranke f\u00fcr Kopien zum privaten Gebrauch nach Paragraf 53 Absatz 1 Urheberrechtsgesetz (UrhG) umfasst tats\u00e4chlich viele solcher privaten Vervielf\u00e4ltigungen von urheberrechtlich gesch\u00fctzten Werken. Denn f\u00fcr den pers\u00f6nlichen, privaten Gebrauch ist es erlaubt, urheberrechtlich gesch\u00fctzte Werke zu vervielf\u00e4ltigen. Eine Zustimmung des Rechteinhabers ist nicht erforderlich. Vervielf\u00e4ltigungen k\u00f6nnen dabei in Papierform oder anderer materieller Form, ebenso aber auch in digitaler Form erfolgen.
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Schranken des Urheberrechts \nDarunter versteht man Regelungen im Urheberrecht, die Nutzungen in bestimmten F\u00e4llen (beispielsweise bei Zitaten, Karikaturen, Parodien, f\u00fcr Unterricht und Wissenschaft, Berichterstattung \u00fcber Tagesereignisse usw.) unabh\u00e4ngig von der Zustimmung der Urheberin erlauben und damit das Urheberrecht einschr\u00e4nken.
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Kopien f\u00fcr nicht-private Zwecke
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Allerdings ist eine Verwendung dieser Kopien ausschlie\u00dflich zu privaten Zwecken zul\u00e4ssig. Wenn Kopien beispielsweise f\u00fcr die eigene berufsbildende Ausbildung, beispielsweise ein Hochschulstudium oder eine berufsbildende Schulausbildung, angefertigt werden, so z\u00e4hlt dies als beruflicher Grund und ist nicht vom Recht auf Privatkopie abgedeckt.
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Eine Nutzung zu gewerblichen oder anderweitig erwerbsbezogenen Zecken ist nicht zul\u00e4ssig. Juristische Personen, also Unternehmen ebenso wie \u00f6ffentliche und zivilgesellschaftliche Institutionen, sind von dieser Regel explizit ausgenommen. Ein kommerzielles Interesse ist dabei nicht ausschlaggebend, auch ein gemeinn\u00fctziger Verein f\u00e4llt nicht unter die Privatkopieschranke.
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Weitergabe von Privatkopien
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Privat angefertigte Kopien k\u00f6nnen weitergegeben werden, allerdings nur an andere Privatpersonen, etwa Freunde oder Verwandte. Die Anzahl der Kopien, die zur Weitergabe angefertigt werden d\u00fcrfen, muss dem Zweck der Weitergabe entsprechen \u2013 das ist simple Mathematik, wer etwas an drei interessierte Freunde weitergeben will, darf also drei Kopien erstellen. Ein \u00e4lteres Urteil des Bundesgerichtshofs legte die Zahl von maximal sieben Kopien eines Werkes fest, die erstellt und genutzt werden d\u00fcrften. Aber juristisch ist diese Festlegung auf eine starre Anzahl nicht unstrittig. Die Orientierung am pers\u00f6nlichen Bedarf einer Person steht im Vordergrund \u2013 und diesen pers\u00f6nlichen Bedarf darf die Anzahl Kopien nicht \u00fcberschreiten. Eine \u00f6ffentliche Zug\u00e4nglichmachung oder eine anderweitige weitere Verbreitung \u00fcber den engen privaten Kreis scheidet aus, so regelt es Paragraf 53 Absatz 6 des Urheberrechtsgesetzes.
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\u00c4nderungen an Privatkopien
\n
Inhaltliche Ver\u00e4nderungen an Werken, die im Rahmen der Privatkopie vervielf\u00e4ltigt wurden, sind gem\u00e4\u00df Paragraf 62 Urheberrechtsgesetz nicht erlaubt. Allerdings gibt es einige nutzungspragmatische Ausnahmen, die nicht der Zustimmung des Rechteinhabers bed\u00fcrfen, und in den Abs\u00e4tzen 2 bis 4 des Paragrafen 62 ausgef\u00fchrt sind:
\n
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\u00dcbersetzungen, auszugsweise Ver\u00e4nderungen und im musikalischen Bereich \u00dcbertragungen in andere Tonarten und Stimmlagen sind erlaubt, wenn der Zweck der Nutzung es erfordert.
\n
Im k\u00fcnstlerischen und fotografischen Bereich sind ma\u00dfstabsgerechte \u00c4nderungen der Gr\u00f6\u00dfe ebenso zul\u00e4ssig, wie \u00c4nderungen, die durch das Vervielf\u00e4ltigungsverfahren bedingt sind.
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Um die Zug\u00e4nglichkeit eines Werkes f\u00fcr Menschen mit Seh- oder Lesebehinderung oder anderen Behinderungen zu erm\u00f6glichen, sind \u00c4nderungen zul\u00e4ssig, um ein barrierefreies Format zu erstellen.
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Zum Zwecke der Zweck der Karikatur, der Parodie und des Pastiches sind \u00c4nderungen an ver\u00f6ffentlichten Werken zul\u00e4ssig.
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Wo endet das Recht auf Privatkopie?
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B\u00fccher, Magazine und Zeitschriften
\n
\n
d\u00fcrfen nicht vollst\u00e4ndig, also nicht von der ersten bis zur letzten Seite kopiert werden;
d\u00fcrfen nicht ohne Zustimmung des Rechtsinhabers von ihren Schutzma\u00dfnahmen (beispielsweise Passw\u00f6rter, Kopierschutz, Verschl\u00fcsselung) befreit werden (Paragraf 95a Urheberrechtsgesetz).
Paragraf \u00a7\u00a053 Absatz 2 Satz 1 Nummer 4 Urheberrechtsgesetz nennt eine weitere Rechtsgrundlage f\u00fcr Kopien \u2013 den \u201esonstigen eigenen Gebrauch\u201c.\u00a0 Kleine Teile gedruckter erschienener Werke wie B\u00fccher, oder einzelne\u00a0Artikel und Beitr\u00e4ge aus Zeitungen und Zeitschriften fallen unter diese Rechtsschranke, au\u00dferdem seit zwei oder mehr Jahren vergriffene Werke.
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Unterschiede zwischen sonstigem eigenem Gebrauch und Privatkopie
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Beim sonstigen eigenen Gebrauch ist auch eine Kopie zu beruflichen und gewerblichen Zwecken\u00a0erlaubt und nicht nur nat\u00fcrliche Personen, sondern auch juristische Personen einschlie\u00dflich Unternehmen und\u00a0\u00f6ffentlichen Institutionen k\u00f6nnen davon Gebrauch machen \u2013 jedoch ausschlie\u00dflich f\u00fcr den \u201einternen Gebrauch\u201c.
Obacht vor potenziell rechtswidrigen Kopiervorlagen
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Bei Werken im Web wie beispielsweise Filmen, Musik- und PDF-Dateien stellt sich das Problem, potenziell rechtswidrige Inhalte verl\u00e4sslich zu erkennen. Solche rechtswidrigen Vorlagen d\u00fcrfen \u2013 insofern sie offensichtlich rechtswidrig erstellt bzw. rechtswidrig ver\u00f6ffentlich wurden \u2013 nicht kopiert werden. Eine Website, auf der Filme, Songs oder digitalisierte B\u00fccher kostenfrei zum Download bereitgestellt werden, sollte daher als wenig vertrauensw\u00fcrdig und nicht durch das Recht auf Privatkopie abgedeckt gemieden werden.
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Fazit: Im digitalen Bereich st\u00f6\u00dft die Privatkopie rasch an Grenzen
iRights.info\u00a0informiert und erkl\u00e4rt rund um das Thema \u201eUrheberrecht und Kreativit\u00e4t in der digitalen Welt\u201c. Alle Texte erscheinen kostenlos und offen lizenziert.
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Wenn Sie m\u00f6gen, k\u00f6nnen Sie uns \u00fcber die\u00a0gemeinn\u00fctzige\u00a0Spendenplattform Betterplace\u00a0unterst\u00fctzen und daf\u00fcr eine Spendenbescheinigung erhalten. Betterplace akzeptiert PayPal, Bankeinzug, Kreditkarte, paydirekt oder \u00dcberweisung.
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Besonders freuen wir uns \u00fcber einen regelm\u00e4\u00dfigen Beitrag, beispielsweise als monatlicher Dauerauftrag.\u00a0F\u00fcr Ihre Unterst\u00fctzung dankt Ihnen herzlich der\u00a0gemeinn\u00fctzige iRights e.V.!
\n\n
DOI f\u00fcr diesen Text:\u00a0\u00b7 automatische DOI-Vergabe f\u00fcr Blogs \u00fcber The Rogue Scholar
","doi":"https://doi.org/10.59350/2rttj-k7a03","funding_references":null,"guid":"https://irights.info/?post_type=custom_artikel&p=32814","id":"088c8f3f-3244-46f8-9604-c7c02985adf3","image":null,"images":[],"indexed":true,"indexed_at":1777271954,"language":"de","parent_doi":null,"published_at":1777271449,"reference":[],"registered_at":0,"relationships":[],"rid":"1r13j-z8r92","status":"active","summary":"Wer kennt so etwas nicht: Ein informativer Artikel aus einer Zeitschrift, den man sich f\u00fcr die eigenen Unterlagen aufbewahren m\u00f6chte. Ein anschauliches Schaubild aus einem Sachbuch, das die eigenen Kollegen interessieren d\u00fcrfte. Eine lustige Karikatur, die in der Familien-WhatsApp-Gruppe so gut passen w\u00fcrde. Es gibt viele Gr\u00fcnde, urheberrechtlich gesch\u00fctzte Werke f\u00fcr den eigenen privaten Gebrauch vervielf\u00e4ltigen zu wollen.","tags":["Allgemein","Grundwissen","Urheberrecht","Privatkopie"],"title":"Private Kopien sind doch erlaubt, oder?","updated_at":1777271449,"url":"https://irights.info/artikel/was-erlaubt-das-recht-auf-privatkopie/32814","version":"v1"},{"abstract":"One of the things I have been busy with in the past weeks (besides contributing to grant proposals) is the organization of the June 11-12 Open Science Festival Limburg! Open Science Festivals provide a great platform to talk science in an open way, with people that all find reuse of science more important. The creativity present at such events is just so energizing.","archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/02jz4aj89","name":"Maastricht University"}],"contributor_roles":[],"family":"Willighagen","given":"Egon","url":"https://orcid.org/0000-0001-7542-0286"}],"blog":{"archive_collection":24077,"archive_host":null,"archive_prefix":null,"archive_timestamps":[20250309095102],"authors":[{"name":"Egon Willighagen"}],"canonical_url":null,"category":"chemicalSciences","community_id":"7f57028e-9d03-489c-b3b4-3d60de06bc9e","created_at":1710339716,"current_feed_url":"https://chem-bla-ics.linkedchemistry.info/feed.json","description":"Chemblaics (pronounced chem-bla-ics) is the science that uses open science and computers to solve problems in chemistry, biochemistry and related fields.","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/7f57028e-9d03-489c-b3b4-3d60de06bc9e/logo","feed_format":"application/feed+json","feed_url":"https://chem-bla-ics.linkedchemistry.info/archive.json","filter":null,"funding":null,"generator":"Jekyll","generator_raw":"Jekyll 4.3.4","home_page_url":"https://chem-bla-ics.linkedchemistry.info","id":"0bf0d06a-a707-417d-81eb-65b6c060d7e4","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1729769435,"relative_url":null,"ror":null,"secure":true,"slug":"chem_bla_ics","status":"active","subfield":"1606","subfield_validated":null,"title":"chem-bla-ics","updated_at":1777364679.508426,"use_api":true,"use_mastodon":false,"user_id":"dead81b3-8a8b-45c9-85fe-f01bb3948c77"},"blog_name":"chem-bla-ics","blog_slug":"chem_bla_ics","content_html":"
One of the things I have been busy with in the past weeks (besides contributing to grant proposals) is the organization\nof the June 11-12 Open Science Festival Limburg!\nOpen Science Festivals provide a great platform to talk science in an open way, with people that all find reuse of\nscience more important. The creativity present at such events is just so energizing.
This year\u2019s event is co-organized by the (new) Open Science Community Parkstad and the\nOpen Science Community Maastricht,\nwith interdisciplinarity as main theme. The event will take day over two days, June 11 in Heerlen,\nand June 12 in Maastricht. You can register\nfor either or for both days. Each days have plenary sessions and several parallel workshops,\nwhere you will dive into one of the many aspects of open science.
\n
Looking forward to welcoming you in Limburg!
","doi":"https://doi.org/10.59350/0qjrj-59n30","funding_references":null,"guid":"https://doi.org/10.59350/0qjrj-59n30","id":"9acd556b-bdca-4f36-a41c-7e5c8069b624","image":null,"images":[],"indexed":true,"indexed_at":1777320019,"language":"en","parent_doi":null,"published_at":1777248000,"reference":[],"registered_at":0,"relationships":[],"rid":"c0aq1-2za65","status":"active","summary":"One of the things I have been busy with in the past weeks (besides contributing to grant proposals) is the organization of the June 11-12 Open Science Festival Limburg! Open Science Festivals provide a great platform to talk science in an open way, with people that all find reuse of science more important. The creativity present at such events is just so energizing.","tags":["Openscience","Osflimburg"],"title":"Open Science Festival Limburg","updated_at":1777248000,"url":"https://chem-bla-ics.linkedchemistry.info/2026/04/27/open-science-festival-limburg.html","version":"v1"},{"abstract":null,"archive_url":null,"authors":[{"contributor_roles":[],"family":"Rubin","given":"Mark"}],"blog":{"archive_collection":22130,"archive_host":null,"archive_prefix":"https://wayback.archive-it.org/22130/20231105105400/","archive_timestamps":[20231105105400,20240505164643,20241105105401,20250505105405],"authors":null,"canonical_url":null,"category":"socialScience","community_id":"3bd0dcf5-7d43-47f1-b260-87d9f30bdcd6","created_at":1681948800,"current_feed_url":null,"description":"Critical metascience takes a step back to question some common assumptions, approaches, problems, and solutions in metascience.","doi":null,"doi_as_guid":false,"favicon":"https://rogue-scholar.org/api/communities/3bd0dcf5-7d43-47f1-b260-87d9f30bdcd6/logo","feed_format":"application/rss+xml","feed_url":"https://markrubin.substack.com/feed","filter":null,"funding":null,"generator":"Substack","generator_raw":"Substack","home_page_url":"https://markrubin.substack.com","id":"e9a3cda2-e966-4a8c-bc5c-6e53d4f61657","indexed":false,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":null,"prefix":"10.59350","registered_at":1725704133,"relative_url":null,"ror":null,"secure":true,"slug":"markrubin","status":"active","subfield":"1207","subfield_validated":null,"title":"Critical Metascience","updated_at":1777365705.177963,"use_api":null,"use_mastodon":false,"user_id":"04a73ca4-9e60-4000-a0a0-087a13275eba"},"blog_name":"Critical Metascience","blog_slug":"markrubin","content_html":"
Summary
20:20 hindsight on scientific progress
Open research in the humanities
The role of scientific sleuths
Individual bias and collective criticism
20:20 Hindsight on Scientific Progress
Whitney Barlow Robles looks back over the history of scientific progress and notes that a lot of it would look \u201cunscientific\u201d by today\u2019s standards . . . which will look \u201cunscientific\u201d in the future!
People sometimes look back at past scientists and ask:
\u201cCould they really have been this dumb? Thank goodness we know better.\u201d
In response, Robles argues that science sometimes \u201cprogresses\u201d in terrible ways, and that:
Brushing off these practices as unscientific implies that \u201ctrue\u201d science is, and always has been, unimpeachable. It denies us a chance to examine what flaws may fuel our own ways of thinking. And it absolves us from reckoning with the wreckage of the scientific past.
Beatriz Ferreira\u2019s recent article considers open research in the humanities:
[It] contributes to the broader discussion on the need to reframe openness not as a set of procedural norms or policy mandates, but as a relational and epistemically situated practice.
Ferreira, B. B. (2026). Open for debate: Situating open research for the humanities in a neoliberal setting. The Journal of Electronic Publishing 29(1). https://doi.org/10.3998/jep.7850
Serge Horbach and Auste Valinciute interrogate the emerging and contested role of the \u201cscientific sleuth\u201d in forensic metascience.
[Sleuths] form a distinct class of actors, most importantly because of the absence of formal accountability structures. This has triggered comparisons of scientific sleuthing to vigilantism.
Serge, P. M. J., & Horbach, A. V. (2026). Contextualizing the emerging and contested role of sleuths in the science monitoring system. Science and Public Policy, scag044, https://doi.org/10.1093/scipol/scag044
Individual Bias and Collective Criticism
Commenting on a recent paper by Shiffrin et al. (2026), Steven Sloman and Almos Molnar argue that:
The target article provides an abundant collection of biases that influence scientists .... But all of this depends on viewing scientific activity according to what Chater and Loewenstein (2023) refer to as an 'i-frame,' that is, a focus on the behavior of individuals.
In contrast, they consider the collective adversarial dynamics of the scientific community and conclude that:
In this collective dynamic, there is even a \u2018methodological justification for individual scientists to be biased\u2019, because only when ideas are tenaciously defended by some and tenaciously criticized by others, can we discern their true merit (Popper, 1994: 93).
","doi":"https://doi.org/10.59350/69v0c-8hn37","funding_references":null,"guid":"195555592","id":"ac146318-5ef2-4f3a-97f6-17134829878b","image":"https://substack-post-media.s3.amazonaws.com/public/images/21272d64-7320-4948-b0e6-6fad824a1669_1134x983.png","images":[{"height":"1095","sizes":"100vw","src":"https://substackcdn.com/image/fetch/$s_!WtNr!,w_1456,c_limit,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png","srcset":"https://substackcdn.com/image/fetch/$s_!WtNr!,w_424,c_limit,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png, https://substackcdn.com/image/fetch/$s_!WtNr!,w_848,c_limit,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png, https://substackcdn.com/image/fetch/$s_!WtNr!,w_1272,c_limit,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png, https://substackcdn.com/image/fetch/$s_!WtNr!,w_1456,c_limit,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png","width":"840"},{"src":"https://substackcdn.com/image/fetch/$s_!WtNr!,w_1456,c_limit,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png"},{"src":"https://substackcdn.com/image/fetch/$s_!WtNr!,f_auto,q_auto:good,fl_progressive:steep/https%3A%2F%2Fsubstack-post-media.s3.amazonaws.com%2Fpublic%2Fimages%2Fca83501c-c926-4ace-8400-9ef61ab8fbd6_840x1095.png"}],"indexed":true,"indexed_at":1777236763,"language":"en","parent_doi":null,"published_at":1777235714,"reference":[],"registered_at":0,"relationships":[],"rid":"e44qq-4xz13","status":"active","summary":"Update #4 - 20:20 hindsight on scientific progress - Open research in the humanities - The role of scientific sleuths - Individual bias and collective criticism","tags":["Critical Metascience","Metascience","Open Science","Forensic Metascience","Questionable Research Practices"],"title":"Critical Metascience Roundup","updated_at":1777235714,"url":"https://markrubin.substack.com/p/critical-metascience-roundup-a8d","version":"v1"},{"abstract":"The following is an edited transcript of oral remarks delivered by Reda Sadki on 26 April 2026, on the occasion of the fifth anniversary of Teach to Reach. The text has been lightly tidied for clarity, grammar, and flow.","archive_url":null,"authors":[{"affiliation":[{"id":"https://ror.org/04h13ss13","name":"The Geneva Learning Foundation"}],"contributor_roles":[],"family":"Sadki","given":"Reda","url":"https://orcid.org/0000-0003-4051-0606"}],"blog":{"archive_collection":null,"archive_host":null,"archive_prefix":null,"archive_timestamps":null,"authors":null,"canonical_url":null,"category":"educationalSciences","community_id":"7e26491f-41c6-4665-9088-5aa6643a1ba8","created_at":1731211871,"current_feed_url":null,"description":"Learning to make a difference","doi":null,"doi_as_guid":false,"favicon":null,"feed_format":"application/atom+xml","feed_url":"https://redasadki.me/feed/atom/","filter":null,"funding":null,"generator":"WordPress","generator_raw":"WordPress 6.7.1","home_page_url":"https://redasadki.me","id":"88b8caba-b485-4654-96ce-a21547abaab3","indexed":true,"issn":null,"language":"en","license":"https://creativecommons.org/licenses/by/4.0/legalcode","mastodon":"https://techhub.social/@redasadki","prefix":"10.59350","registered_at":0,"relative_url":null,"ror":null,"secure":true,"slug":"redasadki","status":"active","subfield":"3304","subfield_validated":null,"title":"Reda Sadki","updated_at":1777366051.462443,"use_api":true,"use_mastodon":false,"user_id":"0d34dfde-a007-4ec9-9bc6-7b0318fa2c5e"},"blog_name":"Reda Sadki","blog_slug":"redasadki","content_html":"\n
The following is an edited transcript of oral remarks delivered by Reda Sadki on 26 April 2026, on the occasion of the fifth anniversary of Teach to Reach. The text has been lightly tidied for clarity, grammar, and flow.
\n\n\n\n
Teach to Reach is a peer learning platform, network, and community hosted by The Geneva Learning Foundation TGLF). Launched in January 2021, it has grown into a multilingual gathering where frontline health and humanitarian workers, policymakers, researchers, and global partners meet, network, and learn together around urgent challenges such as immunization, climate change and health, malaria, neglected tropical diseases, gender equity, and humanitarian response. Teach to Reach is one of three complementary pedagogical patterns developed by Reda Sadki, TGLF\u2019s founder, alongside the peer learning exercise and the Impact Accelerator.
\n\n\n\n
Together, these models operationalize Sadki’s learning theory, which posits that active knowledge production, structured emergence, networked accountability, and scale as a driver of quality form a complete learning ecosystem. On this fifth anniversary, Reda Sadki traces the origins of Teach to Reach, describes how it works before, during, and after the live event, and situates it within the Foundation’s broader system for turning peer learning into measurable impact on health outcomes.
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A focus on human connection in the age of AI
\n\n\n\n
My focus today is on Teach to Reach, although there is, of course, the broader history of the Geneva Learning Foundation behind it.
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What we have been chasing after for a long time is really this question: in the digital age, and now in the age of AI, how do we build meaningful connections that help us better understand what it means to be human, and better understand what we, as humans, can do to face these critical threats?
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Teach to Reach 11 and the umbrella of topics
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The last Teach to Reach was Teach to Reach 11.
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This is one of the posters from the event.
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What works best to describe it, I think, are two phrases we use.
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One is “meet, network, and learn.” The other is simply “peer learning by and for people who work for health.”
\n\n\n\n\n\n\n\n
Teach to Reach has become a broad umbrella for a range of topics and challenges that matter to health and humanitarian workers.
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At Teach to Reach 11, for example, the idea that health workers are on the front lines of climate change and health, side by side with the communities they serve, was really central.
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That focus has evolved, grown, and developed over the years.
\n\n\n\n\n\n\n\n
Origins in the COVID-19 pandemic
\n\n\n\n
Teach to Reach, the conference, started in January 2021.
\n\n\n\n
It came out of a program we ran in 2020 that aimed to improve immunization training.
\n\n\n\n
What we found interesting was the momentum that built up around leadership for learning, which we know is a key driver of performance.
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By the end of 2020, in the middle of the first year of the COVID-19 pandemic, we had a group of more than 900 health and humanitarian workers who created what they called the Global Leadership Council for Learning and Leadership, focused at that time on immunization.
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Of course, these health workers were getting ready to introduce COVID-19 vaccines in their countries.
\n\n\n\n
The first conference in January 2021 was therefore focused on COVID-19 vaccine introduction and on connecting health workers around these issues.
\n\n\n\n
We had an organizing committee of more than 300 members.
\n\n\n\n
On a purely voluntary basis, literally hundreds of facilitators took on responsibility for organizing one or more sessions.
\n\n\n\n
We had, I think, over 50 sessions with partners joining from all over the world, and for that first event, over 7,500 participants.
\n\n\n\n
The surprise that created Teach to Reach Connect
\n\n\n\n
What struck us was a small feature of the platform.
\n\n\n\n
You could press a button and connect with a peer for a five-minute conversation, and you could extend that conversation if you wished.
\n\n\n\n
When we counted up the attendance on the different sessions, people clearly appreciated them.
\n\n\n\n
They were all well attended.
\n\n\n\n
But the surprise was that there were over 14,000 networking meetings across the three days of the conference.
\n\n\n\n
That led us to create what we then called Teach to Reach Connect.
\n\n\n\n
We said, let us do away with the sessions built around presentations and discussion, and simply give people what they want, which seemed to be this need for networking opportunities and private one-to-one conversations.
\n\n\n\n
The first Teach to Reach Connect had around 2,000 to 3,000 participants, and it has grown ever since.
\n\n\n\n
You can see the growth curve from 2,604 participants in March 2021, all the way to 24,610 participants at Teach to Reach 11 in December 2024.
\n\n\n\n\n\n\n\n
Who participates
\n\n\n\n
Who are these participants?
\n\n\n\n
When we say “people on the front lines,” this is what we mean.
\n\n\n\n
Most work in health facilities and districts.
\n\n\n\n
About half work for government and half for civil society.
\n\n\n\n
About half are francophone, because the event is held in English and in French, and we are working on a Spanish version.
\n\n\n\n
Many work in remote rural areas, and almost half serve the urban poor.
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More than a third directly support the needs of nomadic and migrant populations.
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A quarter work with refugees or internally displaced populations, and one in five work in places where there is an active armed conflict.
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Why the model works
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We believe that the startling growth in attendance, level of participation, and contributions reflects the power of peer learning.
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It is not just about showing up for a Zoom call.
\n\n\n\n
There are tangible ways to contribute.
\n\n\n\n
Participants have described how their mind’s eye opens through peer dialogue, through learning together in conversation.
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We also believe there are benefits for organizations.
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There is a network of organizations, as well as a network of individuals, that has grown up around Teach to Reach, with a distinct set of benefits on the organizational side.
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An alternative to the webinar
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We are all familiar with the webinar format: someone presents, and then there is time for questions and answers.
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We wanted an alternative that would place the experiences of health and humanitarian workers at the center.
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Broadly, the workflow runs from what we call Teach to Reach Questions all the way to certification.
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There is a before, a during, and an after to Teach to Reach.
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Many people focus on the live event, because that is what we can grasp most easily.
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We are all there at the same time, and it is emotionally powerful.
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But it is unlikely to be where the most significant learning happens.
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Before Teach to Reach
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Three things happen before Teach to Reach.
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First, you answer Teach to Reach Questions.
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These are formulated to encourage you to share your direct experience, not your opinion about, say, malaria, but something you have actually experienced or done and that you consider worth sharing with your colleagues.
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Second, you get to participate in special events.
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For example, we have run sessions on leadership to end malaria, across different themes and occasions, and we will continue to do that.
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Third, and this is key, peer learning does not work if you are by yourself.
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So the third step is inviting colleagues from your organization and your networks.
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If you go it alone, you will not get very far with peer learning.
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Most of the significant learning actually happens through these processes that start before the live event.
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During Teach to Reach
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During Teach to Reach itself, there are plenary sessions, one-to-one networking (which was the reason for starting Teach to Reach Connect), and workshops and sessions led by partners, experts, and, in some cases, community members themselves.
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We typically start Teach to Reach with a warm-up and a tutorial, to respond to digital literacy gaps.
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Not everyone is like fish in water with these digital platforms.
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The opening ceremony marks that this is a formal moment.
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We want to recreate the emotional power you feel when, for example, you attend a concert and your favorite musician comes on stage.
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That is what we aim to recreate at the opening.
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We then frame participants not as learners, beneficiaries, or recipients of peer learning, but as leaders and partners.
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That is key to setting the tone.
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During the Leaders and Partners Forum, we also share tangible outputs, such as the Women Inspiring Women book and course.
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That book brings together 177 women from the Teach to Reach community, sharing their insights and experiences, speaking to their daughters and to other young women who aspire to a career in health or humanitarian work.
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The REACH Network
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At Teach to Reach 10, we launched the REACH Network: Relate, Engage, Act, Connect, and Help.
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We had realized that many of the people attending Teach to Reach are themselves leaders in their communities and leaders of organizations, primarily locally led organizations.
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The REACH Network has grown into a network of more than 4,000 organizations of all kinds.
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Access is very open, but recognition is based on actually being there, making a contribution, bringing learning back to your organization, and inviting colleagues to join.
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We have found this to be very powerful in terms of recognition, community growth, and, fundamentally, recognizing leadership.
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“Meet, network, and learn” is therefore core to Teach to Reach.
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There are specific sessions, some in small groups, some one-to-one, that recreate the same opportunity we first saw back at Teach to Reach 1, when we counted 14,000 networking meetings.
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Thematic and country sessions
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There are also thematic sessions.
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Our largest communities are from Nigeria and the Democratic Republic of the Congo, and many of them run their own activities.
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They are not waiting for the Geneva Learning Foundation to do things together.
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We now have country groups in 24 countries, formed by alumni, and an active network of ambassadors.
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Nigeria, for instance, gets its own session, not because we are privileging one country over another, but because of the dynamic and level of engagement on the ground.
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Every Teach to Reach is incremental and builds on the preceding one.
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The RBM Partnership to End Malaria session, for example, built on an earlier session we did without global partners, with health workers and what became the REACH Network as our core partners on community engagement.
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Climate change and health
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On an issue like climate and health, we work with global partners such as Grand Challenges Canada, but we work with them in order to better serve the community.
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We started working on climate change and health in 2023 in response to the community’s own expressed need.
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Health workers were telling us they were seeing frightening things.
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Within climate and health, we also emphasize a holistic approach, and under the same umbrella, we included a focus on climate and neglected tropical diseases.
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In July 2023, we held the first special event on climate and health.
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It was almost a Teach to Reach in its own right. 4,700 health and humanitarian workers responded.
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Most described themselves as part of the family, or a trusted friend, of the community they serve.
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In a sample of 1,234 people (a funny number, but that is what it was), we asked whether climate change is a threat to the health of the community they serve.
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The majority gave a high threat level, and 606, almost half, gave the highest threat level.
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From event to insights to curriculum
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When the community comes together like this, the outputs are what we call insights reports.
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These reports, again, are by and for the community, and we give them back.
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There was so much valuable information in the first climate and health report that we built the Certificate Peer Learning Program for Leadership in Climate Change and Health, specifically to help health and humanitarian workers make sense of that large report and put the knowledge to use in their own context.
Typically, somewhere between 1,500 and 3,000 experiences are shared for each Teach to Reach.
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It depends on the questions we ask and on where the community is at.
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Our Insights team curates these experiences and produces what we call Shared Experiences, a compendium organized by country and by theme, which we share back with the community.
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This matters, because a lot of learning can be extractive.
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If we were a data collection firm, it would be very interesting to gather thousands of health worker experiences and sell them to customers.
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In our case, the \u2018customer\u2019 is the community.
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That is with whom we share back everything we learn.
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It is by and for the community.
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Outputs are not an end in themselves.
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Through the Knowledge to Action Hub, they lead to different paths to action.
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After Teach to Reach
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After Teach to Reach, you share what you have learned with your organization, moving again from the individual level to the organizational level.
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We have built the Knowledge to Action Hub as a support system to help you apply new ideas.
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If you heard a great idea about vaccine hesitancy at Teach to Reach, the Knowledge to Action Hub scaffolds and supports you to apply that idea to your own context.
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Then there is certification.
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What we recognize is your contribution to Teach to Reach.
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We do not certify attendance.
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We certify that you have actually shared an experience, or that, after Teach to Reach, you have shared your reflections on your participation in the event.
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The Impact Accelerator
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Knowledge and learning are never, for us, an end in themselves.
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That is why, in July 2019, we built what we call the Impact Accelerator.
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It uses project-based and problem-based learning, focused on a challenge you actually face in the real world, and on building a project to respond to it.
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In July 2019, we ran the first Accelerator with close to 500 health workers.
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In global health, we develop action plans all the time.
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But the devil is in the details, and in execution.
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So we developed the central component of our learning system.
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It is not Teach to Reach.
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Teach to Reach is the spark.
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If you make enough sparks, you get a fire.
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What you do with the fire is apply it to implementation challenges.
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In January 2020, we showed three things.
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First, participants in the Accelerator progressed seven times faster toward implementation, and toward documenting tangible improvements in health outcomes, compared to a group that had technical support or training but no Accelerator.
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Second, the Accelerator cost roughly 90 percent less than technical assistance or traditional capacity building for implementation.
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Third, in C\u00f4te d’Ivoire, working with the Ministry of Health on a Gavi-supported project, we had health workers from 85 percent of the country’s districts. 82 percent continued to use the Accelerator methodology for their own needs, and 78 percent said, “Thank you very much, I do not need any further assistance from the Geneva Learning Foundation.”
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So Teach to Reach is one piece of a larger learning system.
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It is an important piece, but what happens after Teach to Reach, inside the Accelerator, is ultimately what matters most.
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Five years on: looking ahead
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That is a little of the history, in a nutshell, of five years of Teach to Reach.
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We will be holding the fifth anniversary event this year, although we have not yet set the date.
It was not a full Teach to Reach, but it built on the rich collection of health worker experiences we have compiled across eight themes in our malaria activities.
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We have turned that collection into an insights report, where you can read what health workers said about each theme and see the patterns across a very large volume of shared experience.
Alongside Teach to Reach, we are able to grow a curriculum that is organically grounded, rooted in the communities where health and humanitarian workers operate, often in the most climate-vulnerable places and the most complex contexts.
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Alongside malaria, we have new courses on One Health, connecting people, animals, and the environment.
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We continue to offer Learning Together to Lead Change on the Frontline of Climate Change and Health.
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We have collaborated, for example with Save the Children, on children’s health in the climate crisis.
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This is how we are celebrating our first 10 years.
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The launch of our second decade means massively expanding and opening new programs, courses, and opportunities.
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We have grown in confidence that someone who starts with a primer course, continues through a peer learning exercise, and then enters an Accelerator, will move seven times faster, grow intellectually as a leader, strengthen their capabilities on the ground, and ultimately bring remarkable results for the communities they serve.
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We are extending into non-communicable diseases.
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We still have, and will continue to have, a strong focus on gender equity and equity more broadly.
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Women Inspiring Women started as a book and is now a course.
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Mitigating Gender-Based Violence in Practice launches on 4 May.
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We also offer Gender and Emergencies: A Rapid Introduction.
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On equity, we have developed our own methodology called Human Equity Action Reflection Transformation.
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We are also expanding into aging, the decolonization of global health, and the privatization of healthcare, while continuing to nurture the immunization community.
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Why this approach, in a world of knowledge abundance
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You could say that there are plenty of online courses available pretty much wherever you look.
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What makes these different?
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In a world of knowledge abundance, you can find reliable information on pretty much any topic.
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With AI, you can ask questions and get semi-reliable answers, and the reliability is improving very fast.
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So what is left for education?
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We believe it is human connection.
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Peer learning networks are, we believe, key to our survival: the ability to make connections among us as human beings, and to experience, enjoy, and blossom within them.
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Ultimately, that is what each of these courses is about.
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The idea is that you leave with a stronger network, with new connections, and with new people who share your passion and commitment.
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Staying connected
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Finally, some practical information.
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For participants with poor connectivity, we have a podcast.
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It is not one of those podcasts where two people sit at a microphone and say interesting things.
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It is all of our live stream content in an audio format, so that people for whom video is expensive can still be part of the conversation.
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We are also on all the usual social media channels.
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If you type “The Geneva Learning Foundation” pretty much anywhere, you should be able to find us.
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I am happy to say more in the conversation, but I really look forward to the dialogue.
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I hope this has not been too long.
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Thank you.
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References
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This is a list of key articles on this blog about Teach to Reach.
Reda Sadki (2024). Ahead of Teach to Reach 11, health leaders from 45 countries share malaria experiences in REACH network session. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/vhky9-fvf32
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Reda Sadki (2024). Ahead of Teach to Reach 11, organizational leaders share experience of \u2018what works\u2019 for health. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/q16vx-f6g16
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Reda Sadki (2024). Become a Teach to Reach 10 Partner: Help amplify frontline voices at the world\u2019s largest health peer learning event. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/5vk56-hz285
Reda Sadki (2024). Teach to Reach\u2019s new leadership network connects health organizations tackling common challenges. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/ck6fp-xya49
Reda Sadki (2024). You are not alone: Health workers are sharing how they protected their communities when extreme weather hit. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/5v5sb-2r816
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Reda Sadki (2026). How do we measure the value of peer learning for malaria national programme staff?. Reda Sadki: Learning to make a difference. https://doi.org/10.59350/ect8s-1xv35
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