نوع مقاله : مقاله پژوهشی
نویسندگان
گروه علم اطلاعات و مدیریت دانش، دانشکده مدیریت دولتی و علوم سازمانی، دانشکدگان مدیریت، دانشگاه تهران، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: Video has become an important medium in scholarly communication, and YouTube now plays a major role in connecting academic and public knowledge. This study presents YouTube as a platform that supports both scientific dissemination and broader public-professional communication, particularly because its content is widely used and cited across disciplines. The study aimed to examine YouTube’s position in scholarly and public-professional citation practices by analyzing who cites YouTube, how citations change over time, which subject areas rely most heavily on it, and what language patterns appear in the citing documents.
Materials and Methods: Data were collected from ProQuest using the URL pattern youtube.com/watch/* across selected scientific and public-professional source types, including books, journal articles, conference papers, theses, newspapers, trade journals, and magazines. The researchers exported the records into Microsoft Excel, analyzed the data, and visualized trends using Power BI. Subject categories were assigned through an AI-assisted mapping process to the Library of Congress classifications for subsequent network analysis.
Results: The analysis identified 218,055 citations to YouTube videos in ProQuest-indexed sources. The overall citation trend rose from 10 citations in 2005 to a peak of 21,455 in 2021, followed by a subsequent decline. Scientific sources accounted for 73.75% of citations, whereas public-professional sources contributed 26.25%. Books were the largest citing source type, representing 49.34% of all citations. The strongest subject area citing YouTube was the social sciences. Furthermore, the network analysis revealed that YouTube functions as a cross-disciplinary source, and English dominated the citing literature, comprising 83.73% of documents among the top five languages reported.
Conclusion: The study concludes that YouTube has become a stable part of the communication infrastructure for both scholarly and public-professional knowledge, not a replacement for traditional sources, but a complement to them. The findings suggest that universities, educators, and policymakers should treat video platforms as strategic tools for science communication, knowledge sharing, and public engagement. The research findings underscore the necessity of rethinking institutional approaches to video platforms. Academic institutions, educational organizations, and policymakers may consider YouTube as a strategic resource for scientific communication, science promotion, and public engagement. Attending to the role of YouTube in knowledge management, the documentation of experiences, and the comprehensible narration of science can inform the design of more effective strategies in scholarly and public communication, thereby making specialized knowledge accessible to the global community.
کلیدواژهها [English]
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