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The increasing centrality of persistent identifiers (PIDs) to scholarlyecosystems and the contribution they can make to the burgeoning 'PID graph' hasthe potential to transform scholarship. Despite their importance as originatorsof PID data, little is known about researchers' awareness and understanding ofPIDs, or their efficacy in using them. In this article we report on the resultsof an online interactive test designed to elicit exploratory data aboutresearcher awareness and understanding of PIDs. This instrument was designed toexplore recognition of PIDs and the extent to which researchers correctly applyPIDs within digital scholarly ecosystems, as well as measure researchers'perceptions of PIDs. Our results reveal irregular patterns of PID understandingand certainty across all participants, though statistically significantdisciplinary and academic job role differences were observed in some instances.Uncertainty and confusion were found to exist in relation to dominant schemessuch as ORCID and DOIs, even when contextualized within real-world examples. Wealso show researchers' perceptions of PIDs to be generally positive but thatdisciplinary differences can be noted, as well as higher levels of aversion toPIDs in specific use cases and negative perceptions where PIDs are measured onan 'activity' semantic dimension. This work therefore contributes to ourunderstanding of academics' 'PID literacy' and should inform those designingPID-centric scholarly infrastructures, that a significant need for training andoutreach to active researchers remains necessary.

Measuring the concept of PID literacy: user perceptions and understanding of persistent identifiers in support of open scholarly infrastructure