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Educating science editors: is there a comprehensive strategy?

Armen Yuri Gasparyan1, Marlen Yessirkepov, Sergey V Gorin

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Educating science editors requires continuous learning beyond research and writing. Networking within editorial associations is key for skill enhancement and addressing digital challenges in scholarly publishing.

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Area of Science:

  • Scholarly Publishing
  • Digital Humanities
  • Information Science

Background:

  • The digital environment is rapidly transforming scholarly publishing.
  • Science editors face evolving and diverse educational needs.
  • Traditional methods of skill acquisition are insufficient.

Purpose of the Study:

  • To explore available educational options for science editors.
  • To identify strategies for maintaining editorial competence in a digital age.
  • To address challenges in quality control and digitization of scholarly periodicals.

Main Methods:

  • Literature review of current educational resources.
  • Analysis of the role of editorial associations.
  • Discussion of informal and formal training avenues.

Main Results:

  • No single resource meets all educational needs of science editors.
  • Active involvement in research, writing, and reviewing is crucial but not exhaustive.
  • Membership in editorial associations and access to current scholarly information are essential.
  • Formal courses exist but lack high-level evidence for promotion.
  • Networking within global and regional associations offers practical benefits.

Conclusions:

  • Continuous professional development is vital for science editors.
  • Editorial associations provide valuable resources and networking opportunities.
  • Strategic engagement with peers aids in skill upgrading and problem-solving for digital challenges in scholarly publishing.