Remember taking a math test in, say sixth grade? There was that painful requirement that you show your work. If 2 + b = 7 and a – 5 = 10, what does a + b equal? Line up those little equations and hammer them out for the teacher, because she doesn’t care if you get the final answer, she wants to see how you got the answer.
Just like sixth grade all over again, the current generation of young ecologists* will have to deal with showing their work. Specifically, there is an abundance of data we are collecting and working with, much of which can be used for multiple purposes, from meta-analyses (See Christopher Lortie’s recent PeerJ pre-prints) to systematic reviews to reanalysis. Based on the era of big data, there is a considerable and ever-evolving discussion on how data should be shared, used and published within the ecological and larger research communities. . Some people find it to be an ethical issue, whether data is made publicly available. In the vein of
elementary school math exams showing one’s work and data, various discussions have come up in the social media world lately:
A couple days ago, Brett Favaro documented a nice Twitter discussion on several individuals’ thoughts on whether data-sharing entitles a data collector, steward, or supplier to authorship: Continue reading