This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 License.
To promote openness and fairness among libraries that license scholarly resources, the University of Alberta Libraries (UAL) will no longer enter into vendor contracts that require non-disclosure of pricing information or other information that does not constitute a trade secret. All new and renewed licenses submitted with non-disclosure or confidentiality clauses will not be signed but henceforth will be referred to the Office of the Vice-Provost (Learning Services) and Chief Librarian, for final decision.’
Read the full statement @ University of Alberta Libraries.
Dear Lithuanian scholar who decided that one of my books was a worthy source for your research. However, did you realize that in the citation for my book, the URL you listed for where you found it is a site for downloading pirate copies?
TINKLARAŠČIO MEDIJOS ESMINIAI BRUOŽAI IR PANAUDOJIMO GALIMYBĖS
[BLOGS MEDIA KEY FEATURES AND USE OF FACILITIES]
Daiva Janavičienė, Klaipėdos universitetas
Sauers, M. P. (2010). Blogging and RSS: a librarian’s guide (interaktyvus). FreeBooksspot; Information today inc., 336 p. ISBN 978-1-57387-399-4. Prieiga internete: aspx?Element_ID=286364> [žiūrėta 2013 07 20].
Peter Hirtle’s article regarding an archive having a “permission to publish” policy makes many great points. Possibly the best one is that it could actually increase the chance that the library/archive is liable for copyright infringement.
The Arkansas case study demonstrates that archival “permission to publish” is a practice that is both poorly understood and which can be detrimental to the donor, the repository, and the researcher. Following this standard archival procedure, as the University of Arkansas suggests, is not “good business practice…[that] makes operations run smoothly.” It is time for repositories to get out of the “permission to publish” game and leave permissions to the copyright owner.
Read the full article @ Library Law Blog.
HOST: Alexander Heffner
GUEST: John Palfrey
AIR DATE: 06/21/14
I’m Alexander Heffner, your new host on The Open Mind.
For more than a half-century, my grandfather explored the universe of ideas from this chair, and I was fortunate to benefit from his tutelage.
In taking his seat as he hoped I would, I’ll carry on Open Mind’s mission as he conceived it: “To elicit meaningful insights into the challenges Americans face in contemporary areas of national concern…a quiet and thoughtful excursion into the world of ideas.”
Paying attention to issues such as immigration, climate change, and the nature of our digital society, Open Mind’s commitment to non-adversarial conversation in the public interest continues here today…as I welcome my first guest.
There is no more perceptive analyst of technology and “Digital Natives,” those who came of age during the Internet revolution, than John Palfrey: Chairman of the Digital Public Library of America and Head of School at Phillips Academy, Andover, where he leads a seminar on “Hacking: A Course in Experiments.”
The former Henry Ess Professor and Vice Dean at Harvard Law School, Palfrey was Executive Director from 2002 to 2008 of the Berkman Center for Internet & Society, where he co-authored the critically acclaimed bookBorn Digital.
I know John Palfrey to be a most inspiring champion of open access, digital literacy, and youth empowerment – both in his stewardship of the Digital Public Library and as a mentor to many Harvard and Andover students. While eternally optimistic that the digital world is a glass half-full – not half-empty – Palfrey is sensitive to the human values, ethical, and legal considerations of a pre-Google world that sometimes appear in conflict with the tactics of WikiLeaks or Edward Snowden.
In a February lecture in Akron, Ohio, Palfrey compellingly explored the uses and misuses of technology, the digital divide between naïve and sophisticated Web-users, and the Digital Public Library’s role in bringing knowledge to more communities – topics we’ll explore in a moment.
But first I want to ask John Palfrey how he sees this generation of Digital Natives to be evolving, if there remains a tension between “open access” and “privacy”, and if, perhaps, a second generation of Digital Natives has already arisen without these clashing interests.
All through high school, Ani Schug was told to steer clear of Wikipedia. Her teachers talked about the popular online encyclopedia “as if it wasn’t serious or trustworthy” and suggested it only be used as a tip sheet.
Imagine her surprise this spring when her American politics professor at Pomona College assigned the class to write detailed entries for Wikipedia instead of traditional term papers.
Turns out it was a lot harder than the students anticipated. Their projects had to be researched, composed and coded to match Wikipedia’s strict protocols. Schug and her classmates wound up citing 218 scholarly legal and newspaper sources for their entry on a 1978 U.S. Supreme Court decision allowing corporate donations for ballot initiative campaigns.
Then came the really scary step: All their work was posted publicly on Wikipedia for reading and editing by a potentially immense audience.
Read the full article @ The LA Times.
I am happy to report that we have identified an alternate means of providing permanent email for UAlbany alumni. We are currently working out the details. We will be back in touch shortly when we have more information to share with you. We are very sorry for any inconvenience or worry this situation has caused.
University at Albany Alumni Association
I guess some folks had a problem with the cancellation of the service…
Posted in HIgher Ed
Recorded on April 23, 2014.
NCompass Live – http://nlc.nebraska.gov/ncompasslive/
Research on games and learning have shown us that games can be powerful tools for learning–providing players with the opportunity to learn from and even celebrate failures as part of the natural learning process in a challenging environment. How can universities take advantage of the power of games and game mechanics? It’s not as simple as dropping in badges and leaderboards. Professor Liz Lawley, who teaches in the Rochester Institute of Technology’s School of Interactive Games & Media as well as directing RIT’s Lab for Social Computing, will talk about Just Press Play, a “game layer for undergraduate engagement” that she and her colleagues have designed to enrich the learning environment for undergraduate students. After three years of iterative development and testing, her group will be releasing the software underlying Just Press Play under an open source license at the end of this academic year.
I hadn’t reckoned on the fact that Oxford University Press is an academic publisher, and the academic publishers aren’t like trade publishers. They have their own way of doing business – a model that has been the source of significant controversy in scholarly circles, but which has largely passed over the heads of the civilian population of non-scholarly readers.
OUP – which has been selling dictionaries and thesauri since the 19th century – will not sell you a digital OED or HTOED. Not for any price.
Instead, these books are rented by the month, accessed via the internet by logged-in users. If you stop paying, your access to these books is terminated.
I mentioned this to some librarians at the American Library Association conference in Chicago this spring and they all said, effectively: “Welcome to the club. This is what we have to put up with all the time.”
Academic, reference and research libraries have become accustomed to renting their access to journals and important reference works.
These services are called “subscriptions,” but the word “subscribe” has a new meaning for libraries. For hundreds of years, libraries that subscribed to periodicals got to keep them forever. When I worked in libraries, I was accustomed to shelving, repairing and circulating periodicals that stretched back decades – sometimes rebound in handsome almanacs, sometimes in archival formats like fiche or film, often in lovingly maintained original paper.
Libraries “subscribed” to periodicals the same way I did – and just as I got to keep my back-issues of The Magazine of Fantasy and Science Fiction, so too could my local library retain its copies of important research journals forever.
To “subscribe” to a magazine was to purchase all the year’s forthcoming issues in advance. But for librarians, “subscriptions” are now effectively rental agreements. I’d known about this, but it didn’t hit home until I tried to buy the digital OED and HTOED. And it got under my skin.
Oxford University is famed for many things, but among people who care about books, it is celebrated for the Bodleian Library, a “deposit” library founded in the 14th century whose remit is to collect every scholarly work published in English and store it for the ages.
Librarians at the Bodleian have literally described their mission as safeguarding essential human knowledge for future civilisations. This mission of stewardship in enduring knowledge has always inspired me. It is indisputably noble, important, and wonderful. Every time I visit Oxford and pass by the Bodleian, my heart beats a little faster.
The Bodleian – indeed, the whole idea of archiving – is incompatible with a world of digital scholarship where renting is the only option.
Thus, two of Oxford’s most iconic institutions – its deposit library and its press’s flagship titles – have each embraced a model that the other has utterly rejected.
Read the full article @ The Guardian.
But Ms. Hargittai and Mr. King, among others, say that the familiar narrative about tech-smart young people is false. Their course grew out of years of research conducted by Ms. Hargittai on the online skills of millennials. The findings paint a picture not of an army of app-building, HTML-typing twenty-somethings, but of a stratified landscape in which some, mostly privileged, young people use their skills constructively, while others lack even basic Internet knowledge.
In one multiyear study that Ms. Hargittai conducted on students’ Internet use at the University of Illinois at Chicago, about one-third of the survey respondents could not identify the correct description of the ‘bcc’ email function. More than one-quarter said they had not adjusted the privacy settings or content of social-media profiles for job-seeking purposes.
“It is problematic that there are so many assumptions about how just because a young person grew up with digital media, which in fact many have, that they are automatically savvy,” Ms. Hargittai says. “That is simply not the case. There are increasing amounts of empirical evidence to suggest the contrary.”
“Because a 2-year-old can swipe their finger on an iPad, suddenly every young person, every child, is just universally knowledgeable about digital media,” she says. “But there is so much more to using digital media than turning it on or starting an app.”
Read the full article @ The Chronicle of Higher Education.