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This document reflects the distributed administrative structure to be put into practice by the Implementing New Knowledge Environments (INKE) group for the purpose of governing itself as it carries out work on its Major Collaborative Research Initiative (MCRI)-funded initiative. The INKE group consists of academic researchers, academic research partners (many invested as stakeholders as well), an international advisory board, a partners committee, individual research area groups (RAG) each with their own (co)leads who act as administrators for the group and form the overall RAG administrative group committee, and an executive committee (EC) that represents all areas of activity in the research endeavour and also includes an administrative/ management advisor (who carries out work and provides leadership on process, not research content) and a project manager. Taken as a whole, the structure of the group is an embodiment of the distributed administrative and authoritative principles that have evolved over the several years of the project's foundation, and the materials that follow have been assembled and authored by the entirety of the administrative team in that spirit. This document is also closely aligned with the processes outlined in two related documents: the annual calendar and the annual RAG planning process.

Digital project teams are by definition comprised of people with various skills, disciplines, and content knowledge. Collaboration within these teams is undertaken by librarians, academics, undergraduate and graduate students, research assistants, computer programmers and developers, content experts, and other individuals. While this diversity of people, skills and perspectives creates benefits for the teams, at the same time, it creates a series of challenges which must be minimized to ensure project success. Drawing upon interview and survey data, this paper explores the benefits, challenges, and patterns of interaction associated with these types of project teams. It will conclude with a series of recommendations focused on harnessing the advantages while minimizing the challenges.

In this paper, we present the first year work of the INKE (Implementing New Knowledge Environments) research group, a large international, interdisciplinary research team studying reading and texts, both digital and printed. The INKE team is comprised of researchers and stakeholders at the forefront of fields relating to textual studies, user experience, interface design, and information management. We aim to contribute to the development of new digital information and knowledge environments that build on past textual practices. We discuss our research questions, methods, aims and research objectives, the rationale behind our work and its expected significance –specifically as it pertains to our first year goals of laying a research foundation for this endeavour. We thank the Social Sciences and Humanities Research Council of Canada (SSHRC) for funding a research cluster grant, which has made our research network possible, and the generous co-sponsorship of our institutions and research partners.

In this 2009 article, we present details of the first year work of the INKE (Implementing New Knowledge Environments) research group, a large international, interdisciplinary research team studying reading and texts, both digital and printed. The INKE team is comprised of researchers and stakeholders at the forefronts of fields relating to textual studies, user experience, interface design, and information management. We aim to contribute to the development of new digital information and knowledge environments that build on past textual practices. We discuss our research questions, methods, aims and research objectives, the rationale behind our work and its expected significance—specifically as it pertains to our first year goals of laying a research foundation for this endeavour.&nbsp

In most all things that exist at the intersection of several domains, domain-specific cultures have potential to collide, in useful ways as well as others. The book is such a thing—especially so, one might observe, in an age witnessing the book’s seeming redefinition in the midst of societal reconfiguration with respect to technologies and media of conveyance. As has been noted by many, Katherine Hales and Alan Galey among them, the advent of the electronic book, the e-book, has made the book itself visible to us as an object of study in new ways, ways that have, in quick succession, metaphorically and analogically fertilized and fomented our understanding of new forms of electronic-reader book-ishness and concomitant electronically-facilitated reading practices...