The typical university is in constant tension between autonomous academic departments, which control curriculum and faculty hiring and promotion, and a strong president, who controls funding and is responsible only to the lay board of directors who own the place. Also thrown into the mix are a jumble of independent institutes, research centers and academic programs that have emerged in response to a variety of funding opportunities and faculty initiatives. The resulting institution is a hustler’s paradise, driven by a wide array of entrepreneurial actors: faculty trying to pursue intellectual interests and forge a career; administrators trying to protect and enrich the larger enterprise; and donors and students who want to draw on the university’s rich resources and capitalize on association with its stellar brand. These actors are feverishly pursuing their own interests within the framework of the university, which lures them with incentives, draws strength from their complex interactions and then passes these benefits on to society.
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shared by Todd Suomela on 07 Apr 17
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The Realities of Research Data Management - 0 views
www.oclc.org/...-research-data-management.html
research research-data management academic libraries report
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"The Realities of Research Data Management is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. Research data management (RDM) has emerged as an area of keen interest in higher education, leading to considerable investment in services, resources and infrastructure to support researchers' data management needs. In this series, we examine the context, influences and choices higher education institutions face in building or acquiring RDM capacity-in other words, the infrastructure, services and other resources needed to support emerging data management practices. Our findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia) and Wageningen University & Research (the Netherlands), in four very different national contexts. "
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Rejecting Test Surveillance in Higher Education by Lindsey Barrett :: SSRN - 0 views
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"The rise of remote proctoring software during the COVID-19 pandemic illustrates the dangers of surveillance-enabled pedagogy built on the belief that students can't be trusted. These services, which deploy a range of identification protocols, computer and internet access limitations, and human or automated observation of students as they take tests remotely, are marketed as necessary to prevent cheating. But the success of these services in their stated goal is ill- supported at best and discredited at worst, particularly given their highly over- inclusive criteria for "suspicious" behavior. Meanwhile, the harms they inflict on students are clear: severe anxiety among test-takers, concerning data collection and use practices, and discriminatory flagging of students of color and students with disabilities have provoked widespread outcry from students, professors, privacy advocates, policymakers, and sometimes universities themselves. To make matters worse, the privacy and civil rights laws most relevant to the use of these services are generally inadequate to protect students from the harms they inflict. Colleges and universities routinely face difficult decisions that require reconciling conflicting interests, but whether to use remote proctoring software isn't one of them. Remote proctoring software is not pedagogically beneficial, institutionally necessary, or remotely unavoidable, and its use further entrenches inequities in higher education that schools should be devoted to rooting out. Colleges and universities should abandon remote proctoring software, and apply the lessons from this failed experiment to their other existing or potential future uses of surveillance technologies and automated decision-making systems that threaten students' privacy, access to important life opportunities, and intellectual freedom. "
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shared by Todd Suomela on 29 Jun 17
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Author discusses new book about how American higher education has always been 'a perfec... - 0 views
www.insidehighered.com/...gher-education-has-always-been
academia university college education history america organization challenge
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The biggest problem facing the American system of higher education today is how to deal with its own success. In the 19th century, very few people attended college, so the system was not much in the public spotlight. Burgeoning enrollments in the 20th century put the system center stage, especially when it became the expectation that most people should graduate from some sort of college. As higher education moved from being an option to becoming a necessity, it increasingly found itself under the kind of intense scrutiny that has long been directed at American schools.
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The danger posed by this accountability pressure is that colleges, like the K-12 schools before them, will come under pressure to narrow their mission to a small number of easily measurable outcomes. Most often the purpose boils down to the efficient delivery of instructional services to students, which will provide them with good jobs and provide society with an expanding economy. This ignores the wide array of social functions that the university serves. It’s a laboratory for working on pressing social problems; a playpen for intellectuals to pursue whatever questions seem interesting; a repository for the knowledge needed to address problems that haven’t yet emerged; a zone of creativity and exploration partially buffered from the realm of necessity; and, yes, a classroom for training future workers. The system’s organizational messiness is central to its social value.
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The American system of higher education emerged in a unique historical setting in the early 19th century, when the state was weak, the market strong and the church divided. Whereas the European university was the creature of the medieval Roman Catholic church and then grew strong under the rising nation-state in the early modern period, the American system lacked the steady support of church or state and had to rely on the market in order to survive. This posed a terrible problem in the 19th century, as colleges had to scrabble around looking for consumers who would pay tuition and for private sponsors who would provide donations. But at the same time, it planted the seeds of institutional autonomy that came to serve the system so well in the next two centuries. Free from the control of church and state, individual colleges learned to survive on their own resources by meeting the needs of their students and their immediate communities.
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Academe's Extinction Event: Failure, Whiskey, and Professional Collapse at the MLA - Th... - 0 views
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At some point, though, a presenter began reading a paper that caused me to look up at once from the wiki. This was Anna Kornbluh, of the University of Illinois at Chicago. Her paper was written in the same language as the others, but scythelike; she plied the language with weird skill, as if slicing a path toward some promontory of insight — and I found, to my surprise and unease, that I wanted to follow her there and stand and look out. Advertisement Her thesis was unsparing. “We have rhapsodized demolition as liberation while literally laying ruin to the university,” she argued, “a horror to be beheld by future historians — in the unlikely event there are any.” Literary theorists, by prizing an ethos of destruction in the name of freedom, had ironically aligned themselves with the external forces — political, administrative — that had for years conspired to obliterate the institution in which they work. “Human beings,” though, “are essentially builders,” she noted, channeling Marx — “architects of ideas” as well as topplers of norms. Both gestures, affirmation and dissent, are “life-sustaining”; ideally they coexist, equipoised, twin components of a fulfilled life. A reconstructed university — and wider world — would depend on recovering the constructive and visionary impulse, which the profession had too long devalued in favor of critique. “Get building,” she enjoined the room.
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shared by Todd Suomela on 10 Jul 17
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MOOCs Find Their Audience: Professional Learners and Universities | EdSurge News - 0 views
www.edsurge.com/...onal-learners-and-universities
mooc education technology lifelong-learning careers business-model
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In my last year’s analysis of the MOOC space, I concluded that there’s been a decisive shift by MOOC providers to focus on “professional” learners who are taking these courses for career-related outcomes. At the recently concluded EMOOCs conference, the then CEO of Coursera, Rick Levin, shared his thoughts on this shift. He thinks that MOOCs may not have disrupted the education market, but they are disrupting the labor market. The real audience is not the traditional university student but what he calls the “lifelong career learner,” someone who might be well beyond their college years and takes these online courses with the goal of achieving professional and career growth.
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One of the lessons I learned from running Class Central is that to make money, you need to make others money. By targeting professional learners, MOOC providers are trying to exactly do that. To better serve this audience, every MOOC provider has launched products that range from tens of dollars to tens of thousands of dollars. As a professional learner, I feel a certain amount of comfort knowing that high-quality educational material exists for skills that I would want to learn in the future. But if you are true lifelong learner—the ones that helped start all the hype in the first place—the MOOC experience has largely been reduced to basically a YouTube playlist with a cumbersome user interface. Unless, of course, you are willing to pay.
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Welcome to the GEODE Initiative! - 0 views
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"The Geographic Data in Education (GEODE) Initiative at Northwestern University is dedicated to improving public understanding of our world through education about the Earth's physical, biological, and social systems. Toward that end, the GEODE Initiative is engaged in a program of integrated research and development in the areas of learning, teaching and educational reform. The GEODE Initiative develops and studies curriculum, software, and teacher professional development. "
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shared by Matt Gardzina on 10 Oct 13
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Rise in "flipped classroom" model, improvements apparent | The Chronicle - 0 views
www.dukechronicle.com/...om-model-improvements-apparent
Duke flipped classroom flipping video education
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Universities in Consortium Talk of Taking Back Control of Online Offerings - Technology... - 0 views
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shared by Todd Suomela on 11 Jul 17
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the mass defunding of higher education that's yet to come - the ANOVA - 0 views
fredrikdeboer.com/...er-education-thats-yet-to-come
education public-education government attitude poll republicans funding
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I am increasingly convinced that a mass defunding of public higher education is coming to an unprecedented degree and at an unprecedented scale. People enjoy telling me that this has already occurred, as if I am not sufficiently informed about higher education to know that state support of our public universities has declined precipitously. But things can always get worse, much worse. And given the endless controversies on college campuses of conservative speakers getting shut out and conservative students feeling silenced, and given how little the average academic seems to care about appealing to the conservative half of this country, the PR work is being done for the enemies of public education by those within the institutions themselves. And the GOP has already shown a great knack for using claims of bias against academia, particularly given the American yen for austerity.
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But his critics can’t see something that, for all of his myopia, he always has: that our political divide is increasingly bound up in a set of class associations and signals that have little to do with conspicuous consumption and everything to do with a style of self-performance that few people ever talk about but everyone understands. It is the ability to give such a performance convincingly that, in part, people buy with their tuition dollars. That this condition makes egalitarian politics a part of elite class formation has gone little discussed in my political home, the radical left. I have been excited to see a recent groundswell of young left-aligned people, and many of them are bright and committed. But almost none of them seem aware of the fact that their ironic Twitter accounts and cultural references and received opinions on all manner of political issues are as sure a sign of their class identity as a pair of wingtips and a blazer once was. And until and unless they understand how powerfully alienated the great mass of this country is from their social culture, we cannot hope to build a mass left-wing movement and with it do good things like defend public education. I agree: it’s the economy, stupid, and we must appeal to them by making the case that things like universal free college are good. But if recent political history tells us anything it’s that no economic policy, no matter how sensible, can win if its proponents refuse to grapple with the politics of resentment. The left, broadly, has not done a good job of that. The professoriate? My god.
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Does Digital Scholarship Have a Future? | EDUCAUSE - 1 views
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Although the phrase sometimes refers to issues surrounding copyright and open access and sometimes to scholarship analyzing the online world, digital scholarship—emanating, perhaps, from digital humanities—most frequently describes discipline-based scholarship produced with digital tools and presented in digital form.
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A couple of points. First, there's no reason to assume that DS comes from DH. "Digital" was a term and concept before DH claimed it. Second, I would suggest that DS can be produced with digital tools OR presented digitally OR both. It isn't necessarily always both. I did digital scholarship that was both printed in a conventional journal and published online. Semantic difference, but still important.
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Though the recent popularity of the phrase digital scholarship reflects impressive interdisciplinary ambition and coherence, two crucial elements remain in short supply in the emerging field. First, the number of scholars willing to commit themselves and their careers to digital scholarship has not kept pace with institutional opportunities. Second, today few scholars are trying, as they did earlier in the web's history, to reimagine the form as well as the substance of scholarship. In some ways, scholarly innovation has been domesticated, with the very ubiquity of the web bringing a lowered sense of excitement, possibility, and urgency. These two deficiencies form a reinforcing cycle: the diminished sense of possibility weakens the incentive for scholars to take risks, and the unwillingness to take risks limits the impact and excitement generated by boldly innovative projects.
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Digital scholarship, reimagined in bolder ways, is cost-effective, a smart return on investment. By radically extending the audience for a work of scholarship, by reaching students of many ages and backgrounds, by building the identity of the host institution, by attracting and keeping excellent faculty and students, by creating bonds between faculty and the library, and by advancing knowledge across many otherwise disparate disciplines, innovative digital scholarship makes sense.
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Yet, other aspects of the changing digital environment may not be encouraging digital scholarship. The large and highly visible investments being made in MOOCs, for example, lead some faculty to equate technology with the diminution of hard-won traditions of teaching and scholarship. Using new capacities in bandwidth, MOOCs extend well-established patterns of large lectures to audiences otherwise out of the hearing range of those lectures. Unlike digital scholarship, however, MOOCs make no claim to creating new disciplinary knowledge, to advancing the scholarly conversation, to unifying research and teaching.
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In other words, digital scholarship may have greater impact if it takes fuller advantage of the digital medium and innovates more aggressively. Digital books and digital articles that mimic their print counterparts may be efficient, but they do not expand our imagination of what scholarship could be in an era of boundlessness, an era of ubiquity. They do not imagine other forms in which scholarship might live in a time when our audiences can be far more vast and varied than in previous generations. They do not challenge us to think about keeping alive the best traditions of the academy by adapting those traditions to the possibilities of our own time. They do not encourage new kinds of writing, of seeing, of explaining. And we need all those things.
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Interpretation must be an integral and explicit part of the fundamental architecture of new efforts. Insisting that colleges and universities broaden their standards and definitions of scholarship to make room for digital scholarship is necessary, but it is only a partial answer. To be recognized and rewarded as scholarship in the traditional sense, digital scholarship must do the work we have long expected scholarship to do: contribute, in a meaningful and enduring way, to an identifiable collective and cumulative enterprise.
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By way of example, the Digital Scholarship Lab at the University of Richmond is attempting to build one model of what this new scholarship might look like. The lab combines various elements of proven strategies while also breaking new ground. With the support of the Andrew W. Mellon Foundation, the historians Robert K. Nelson and Scott Nesbit and their colleagues are creating a digital atlas of American history. The first instantiation of the atlas, Visualizing Emancipation, will soon be followed by an amplified, annotated, and animated digital edition of The Atlas of the Historical Geography of the United States, first published in 1932. Over the next three years, chapters of original and dynamic maps and interpretations will focus on key aspects of the American experience since the nation's founding. The digital atlas will allow scholars to see patterns we have never been able to envision before while at the same time it will make available to teachers of all levels visualizations of crucial processes in American history.
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Does Digital Scholarship Have a Future?
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A problematic think piece about digital scholarship in general. Has some useful definitions. Unfortunately Ayers is doing a lot of hand-wringing over what he sees as the lack of meaningful innovation in digital scholarship. It's not at all clear, though, what he means by this. He argues that what innovation has happened isn't sufficient, then gives an example of a project--a digital atlas of American history--that he seems to think is radically different, but isn't in any way I can discern from his description.
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Open Stacks: Making DH Labor Visible ← dh+lib - 1 views
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When infrastructure is understood as an irrational social formation, emotional labor tends to compensate for a perceived lack of resources. Scholars who are used to the invisibility of traditional library services, for instance, find that digital projects expose hierarchies and bureaucracies that they don’t want to negotiate or even think about, and the DH librarian or one of her colleagues steps in to run interference. Why can’t the dean of libraries just tell that department to create the metadata for my project? After all, they already create metadata for the library’s systems. Why can’t web programming be a service you provide to me like interlibrary loan? I thought the library was here to support my scholarship. Why can’t you maintain my website after I retire–exactly the way it looks and feels today, plus update it as technology changes? In some conversations, these questions may be rhetorical; it may take emotional labor to answer them, but doing so exposes the workings of the library’s infrastructure–its social stack.
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How does DH fit within this megastructure? According to some critics, DH is part of the problem of the neoliberal university because it privileges networked, collaborative scholarship over individual production. If creating a tool (hacking) or using computational methods has the same scholarly significance as writing a monograph, then individualized knowledge pursued for its own sake, the struggle at the heart of humanistic inquiry, is devalued. Yet writing a book always depended on invisible (gendered) labor in the academy. Word processing, library automation, and widespread digitization are just three examples of the support labor for traditional scholarly work that Bratton’s globalized technology Stack has absorbed. (And we know that the fruits of that labor are in no way distributed equitably.) What has changed in the neoliberal university is that the humanities scholar becomes one more node in a knowledge-producing system. Does it matter, then, whether DH work produces ideas or things, critics say, if all are absorbed into a totalizing system that elides the individual scholar’s privileged position? This is of course a vision of scholarship that is traditionally specific to the humanities; lab science and the performing arts, for example, have always been deeply collaborative (but with their own systems of privilege and credit).
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DH librarians, whose highly collaborative work is dedicated to social justice and public engagement, may be one particularly vital community of practice for exposing the changing conditions that create knowledge.
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like the fish who asks “what is water?”–most scholars are unaware of the extent to which their work, professional interactions, and finances are imbricated with the global technology Stack.
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Many DH programs, initiatives, and teams have arisen organically out of social connections rather than centralized planning.
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Scholars often presume that because libraries acquire, shelve, and preserve the print books that they write, that the same libraries will acquire, shelve (or host), and preserve digital projects.
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Digital History & Argument White Paper - Roy Rosenzweig Center for History and New Media - 0 views
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"This white paper is the product of the Arguing with Digital History Workshop organized by Stephen Robertson and Lincoln Mullen of George Mason University, with funding from the Andrew W. Mellon Foundation. The two-day workshop, which involved twenty-four invited participants at different stages in their careers, working in a variety of fields with a range of digital methods, was conceived with a focus on one particular form of digital history, arguments directed at scholarly audiences and disciplinary conversations. Despite recurrent calls for digital history in this form from digital and analog historians, few examples exist. The original aim of the workshop was to promote digital history that directly engaged with historiographical arguments by producing a white paper that addressed the conceptual and structural issues involved in such scholarship. Input from the participants expanded the scope of the white paper to also elaborate the arguments made by other forms of digital history and address the obstacles to professional recognition of those interpretations. The result was a document that aims to help bridge the argumentative practices of digital history and the broader historical profession. On the one hand, it aims to demonstrate to the wider historical discipline how digital history is already making arguments in different forms than analog scholarship. On the other hand, it aims to help digital historians weave the scholarship they produce into historiographical conversations in the discipline."
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shared by Todd Suomela on 27 Jun 17
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For Google, Everything Is a Popularity Contest - The Atlantic - 0 views
www.theatlantic.com/...531762
knowledge academic representation citation-analysis bibliometrics popularity
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PageRank and Classic Papers reveal Google’s theory of knowledge: What is worth knowing is what best relates to what is already known to be worth knowing. Given a system that construes value by something’s visibility, be it academic paper or web page, the valuable resources are always the ones closest to those that already proved their value.Google enjoys the benefits of this reasoning as much as anyone. When Google tells people that it has found the most lasting scholarly articles on a subject, for example, the public is likely believe that story because they also believe Google tends to find the right answers.
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It’s as if Google, the company that promised to organize and make accessible the world’s information, has done the opposite. Almost anything can be posted, published, or sold online today, but most of it cannot be seen. Instead, information remains hidden, penalized for having failed to be sufficiently connected to other, more popular information. But to think differently is so uncommon, the idea of doing so might not even arise—for shoppers and citizens as much as for scholars. All information is universally accessible, but some information is more universally accessible than others.
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The Digital-Humanities Bust - The Chronicle of Higher Education - 0 views
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To ask about the field is really to ask how or what DH knows, and what it allows us to know. The answer, it turns out, is not much. Let’s begin with the tension between promise and product. Any neophyte to digital-humanities literature notices its extravagant rhetoric of exuberance. The field may be "transforming long-established disciplines like history or literary criticism," according to a Stanford Literary Lab email likely unread or disregarded by a majority in those disciplines. Laura Mandell, director of the Initiative for Digital Humanities, Media, and Culture at Texas A&M University, promises to break "the book format" without explaining why one might want to — even as books, against all predictions, doggedly persist, filling the airplane-hanger-sized warehouses of Amazon.com.
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A similar shortfall is evident when digital humanists turn to straight literary criticism. "Distant reading," a method of studying novels without reading them, uses computer scanning to search for "units that are much smaller or much larger than the text" (in Franco Moretti’s words) — tropes, at one end, genres or systems, at the other. One of the most intelligent examples of the technique is Richard Jean So and Andrew Piper’s 2016 Atlantic article, "How Has the MFA Changed the American Novel?" (based on their research for articles published in academic journals). The authors set out to quantify "how similar authors were across a range of literary aspects, including diction, style, theme, setting." But they never cite exactly what the computers were asked to quantify. In the real world of novels, after all, style, theme, and character are often achieved relationally — that is, without leaving a trace in words or phrases recognizable as patterns by a program.
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Perhaps toward that end, So, an assistant professor of English at the University of Chicago, wrote an elaborate article in Critical Inquiry with Hoyt Long (also of Chicago) on the uses of machine learning and "literary pattern recognition" in the study of modernist haiku poetry. Here they actually do specify what they instructed programmers to look for, and what computers actually counted. But the explanation introduces new problems that somehow escape the authors. By their own admission, some of their interpretations derive from what they knew "in advance"; hence the findings do not need the data and, as a result, are somewhat pointless. After 30 pages of highly technical discussion, the payoff is to tell us that haikus have formal features different from other short poems. We already knew that.
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The outsized promises of big-data mining (which have been a fixture in big-figure grant proposals) seem curiously stuck at the level of confident assertion. In a 2011 New Left Review article, "Network Theory, Plot Analysis," Moretti gives us a promissory note that characterizes a lot of DH writing: "One day, after we add to these skeletons the layers of direction, weight and semantics, those richer images will perhaps make us see different genres — tragedies and comedies; picaresque, gothic, Bildungsroman … — as different shapes; ideally, they may even make visible the micro-patterns out of which these larger network shapes emerge." But what are the semantics of a shape when measured against the tragedy to which it corresponds? If "shape" is only a place-holder meant to allow for more-complex calculations of literary meaning (disburdened of their annoyingly human baggage), by what synesthetic principle do we reconvert it into its original, now reconfigured, genre-form? It is not simply that no answers are provided; it is that DH never asks the questions. And without them, how can Moretti’s "one day" ever arrive?
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For all its resources, the digital humanities makes a rookie mistake: It confuses more information for more knowledge. DH doesn’t know why it thinks it knows what it does not know. And that is an odd place for a science to be.
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Physics Professor Gains Popularity on YouTube | St. Lawrence University - 0 views
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shared by Todd Suomela on 29 Jun 17
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The Internet as existential threat « Raph's Website - 1 views
www.raphkoster.com/...internet-as-existential-threat
internet-of-things malware security threats future solutionism technology-critique
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Our medical systems have terrible Internet security… MRI machines you can connect to with USB that still have “admin:password” to gain root access. That’s horrifying, sure, but that’s not an attack at scale. More frightening: we’re busily uploading all our medical records to the cloud. Take down that cloud, and no patients can be treated, because nobody will know what they have, what meds they are on. Software swallows your insulin pumps and your pacemakers. To kill people, all you need is to hack that database, or simply erase it or block access to it. After all, we don’t tend to realize that in an Internet of Things, humans are just Things too. As this software monster has encroached on stuff like election systems, the common reaction has been to go back to paper. So let’s consider a less obvious example. We should be going back to paper for our libraries too! We’ve outsourced so much of our knowledge to digital that the amount of knowledge available in analog has dropped notably. There are less librarians in the fewer libraries with smaller collections than there used to be. If the net goes down, how much reference material is simply not accessible that was thirty years ago? Google Search is “critical cultural infrastructure.” How much redundancy do we actually have? Could a disconnected town actually educate its children? How critical is Google as a whole? If Google went down for a month, I am pretty sure we would see worldwide economic collapse. How much of the world economy passes through Google hosting? How much of it is in GMail? How much is dependent on Google Search, Google Images, Google Docs? The answer is a LOT. And because financial systems are now also JIT, ten thousand corporate blips where real estate agencies and local car washes and a huge pile of software companies and a gaggle of universities and so on are suddenly 100% unable to function digitally (no payroll! no insurance verification!) would absolutely have ripple effects into their suppliers and their customers, and thence to the worldwide economic market. Because interconnection without redundancy increases odds of cascades.
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But just as critically, governments and state actors seem to be the source of so many of the problems precisely because the Internet is now too many forms of critical infrastructure, and therefore too juicy a target. If software eats everything, then the ability to kill software is the ability to kill anything. Net connectivity becomes the single point of failure for every system connected to it. Even if the Net itself is designed to route around damage, that doesn’t help if it is the single vector of attack that can take down any given target. It’s too juicy a target for the military, too juicy a target for terror, too juicy a target for criminal ransom. The old adage goes “when they came for this, I said nothing. When they came for that…” — we all know it. Consider that the more we hand gleefully over to the cloud because we want convenience, big data, personalization, and on, we’re creating a single thing that can be taken from us in an instant. We’ve decided to subscribe to everything, instead of owning it. When they came for your MP3s, your DVDs, fine,. not “critical infrastructure.” When they came for your resumes, OK, getting closer.
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As we rush towards putting more and more things “in the cloud,” as we rush towards an Internet of Things with no governance beyond profit motive and anarchy, what we’re effectively doing is creating a massive single point of failure for every system we put in it.
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shared by Todd Suomela on 02 Nov 18
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DSHR's Blog: Ithaka's Perspective on Digital Preservation - 0 views
blog.dshr.org/...as-perspective-on-digital.html
web-archive digital preservation digitization report
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Second, there is very little coverage of Web archiving, which is clearly by far the largest and most important digital preservation initiative both for current and future readers. The Internet Archive rates only two mentions, in the middle of a list of activities and in a footnote. This is despite the fact that archive.org is currently the 211th most visited site in the US (272nd globally) with over 5.5M registered users, adding over 500 per day, and serving nearly 4M unique IPs per day. For comparison, the Library of Congress currently ranks 1439th in the US (5441st globally). The Internet Archive's Web collection alone probably dwarfs all other digital preservation efforts combined both in size and in usage. Not to mention their vast collections of software, digitized books, audio, video and TV news.. Rieger writes: There is a lack of understanding about how archived websites are discovered, used, and referenced. “Researchers prefer to cite the original live-web as it is easier and shorter,” pointed out one of the experts. “There is limited awareness of the existence of web archives and lack of community consensus on how to treat them in scholarly work. The problems are not about technology any more, it is about usability, awareness, and scholarly practices.” The interviewee referred to a recent CRL study based on an analysis of referrals to archived content from papers that concluded that the citations were mainly to articles about web archiving projects. It is surprising that the report doesn't point out that the responsibility for educating scholars in the use of resources lies with the "experts and thought leaders" from institutions such as the University of California, Michigan State, Cornell, MIT, NYU and Virginia Tech. That these "experts and thought leaders" don't consider the Internet Archive to be a resource worth mentioning might have something to do with the fact that their scholars don't know that they should be using it. A report whose first major section, entitled "What's Working Well", totally fails to acknowledge the single most important digital preservation effort of the last two decades clearly lacks credibility
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Finally, there is no acknowledgement that the most serious challenge facing the field is economic. Except for a few corner cases, we know how to do digital preservation, we just don't want to pay enough to have it done. Thus the key challenge is to achieve some mixture of significant increase in funding for, and significant cost reduction in the processes of, digital preservation. Information technology processes naturally have very strong economies of scale, which result in winner-take-all markets (as W. Brian Arthur pointed out in 1985). It is notable that the report doesn't mention the winners we already have, in Web and source code archiving, and in emulation. All are at the point where a competitor is unlikely to be viable. To be affordable, digital preservation needs to be done at scale. The report's orientation is very much "let a thousand flowers bloom", which in IT markets only happens at a very early stage. This is likely the result of talking only to people nurturing a small-scale flower, not to people who have already dominated their market niche. It is certainly a risk that each area will have a single point of failure, but trying to fight against the inherent economics of IT pretty much guarantees ineffectiveness.
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1) The big successes in the field haven't come from consensus building around a roadmap, they have come from idiosyncratic individuals such as Brewster Kahle, Roberto di Cosmo and Jason Scott identifying a need and building a system to address it no matter what "the community" thinks. We have a couple of decades of experience showing that "the community" is incapable of coming to a coherent consensus that leads to action on a scale appropriate to the problem. In any case, describing road-mapping as "research" is a stretch. 2) Under severe funding pressure, almost all libraries have de-emphasized their custodial role of building collections in favor of responding to immediate client needs. Rieger writes: As one interviewee stated, library leaders have “shifted their attention from seeing preservation as a moral imperative to catering to the university’s immediate needs.” Regrettably, but inevitably given the economics of IT markets, this provides a market opportunity for outsourcing. Ithaka has exploited one such opportunity with Portico. This bullet does describe "research" in the sense of "market research". Success is, however, much more likely to come from the success of an individual effort than from a consensus about what should be done among people who can't actually do it. 3) In the current climate, increased funding for libraries and archives simply isn't going to happen. These institutions have shown a marked reluctance to divert their shrinking funds from legacy to digital media. Thus the research topic with the greatest leverage in turning funds into preserved digital content is into increasing the cost-effectiveness of the tools, processes and infrastructure of digital preservation.
Study documents economic gains from liberal arts education - 0 views
www.insidehighered.com/...c-gains-liberal-arts-education
economics liberal-arts education academic university
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The Scholar's Stage: How to Save the (Institutional) Humanities - 0 views
scholars-stage.blogspot.com/...-institutional-humanities.html
learning education college academic humanities crisis
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A few years after I graduated my alma mater decided to overhaul their generals program. After much contentious wrangling over what students should or should be forced to study, the faculty tasked with developing the general curriculum settled on an elegant compromise: there would be no generals. Except for a basic primer course in mathematics and writing, general credit requirements were jettisoned entirely. Instead, faculty made a list of all majors, minors, and certificates offered at the university, and placed each into one of three categories: science and mathematics, the humanities, and professional skills. From this point forward all students would be required to gain a separate qualification in each of the three categories.