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How Scholars Hack the World of Academic Publishing Now - Robinson Meyer - The Atlantic - 16 views

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    If you want to understand the modern academy, it wouldn't hurt to start at "impact factor." Citation cartels.
Kent Gerber

What the Web Said Yesterday - The New Yorker - 42 views

  • average life of a Web page is about a hundred days
    • Kent Gerber
       
      Where does this statistic come from?
  • Twitter is a rare case: it has arranged to archive all of its tweets at the Library of Congress.
  • Sometimes when you try to visit a Web page what you see is an error message: “Page Not Found.” This is known as “link rot,”
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  • Or maybe the page has been moved and something else is where it used to be. This is known as “content drift,”
  • For the law and for the courts, link rot and content drift, which are collectively known as “reference rot,” have been disastrous.
  • According to a 2014 study conducted at Harvard Law School, “more than 70% of the URLs within the Harvard Law Review and other journals, and 50% of the URLs within United States Supreme Court opinions, do not link to the originally cited information.”
  • one in five links provided in the notes suffers from reference rot
  • 1961, in Cambridge, J. C. R. Licklider, a scientist at the technology firm Bolt, Beranek and Newman, began a two-year study on the future of the library, funded by the Ford Foundation and aided by a team of researchers that included Marvin Minsky, at M.I.T.
  • Licklider envisioned a library in which computers would replace books and form a “network in which every element of the fund of knowledge is connected to every other element.”
  • Licklider’s two-hundred-page Ford Foundation report, “Libraries of the Future,” was published in 1965.
  • Kahle enrolled at M.I.T. in 1978. He studied computer science and engineering with Minsky.
  • Vint Cerf, who worked on ARPAnet in the seventies, and now holds the title of Chief Internet Evangelist at Google, has started talking about what he sees as a need for “digital vellum”: long-term storage. “I worry that the twenty-first century will become an informational black hole,” Cerf e-mailed me. But Kahle has been worried about this problem all along.
  • The Internet Archive is also stocked with Web pages that are chosen by librarians, specialists like Anatol Shmelev, collecting in subject areas, through a service called Archive It, at archive-it.org, which also allows individuals and institutions to build their own archives.
  • Illien told me that, when faced with Kahle’s proposal, “national libraries decided they could not rely on a third party,” even a nonprofit, “for such a fundamental heritage and preservation mission.”
  • screenshots from Web archives have held up in court, repeatedly.
  • Perma.cc has already been adopted by law reviews and state courts; it’s only a matter of time before it’s universally adopted as the standard in legal, scientific, and scholarly citation.
  • It’s not possible to go back in time and rewrite the HTTP protocol, but Van de Sompel’s work involves adding to it. He and Michael Nelson are part of the team behind Memento, a protocol that you can use on Google Chrome as a Web extension, so that you can navigate from site to site, and from time to time. He told me, “Memento allows you to say, ‘I don’t want to see this link where it points me to today; I want to see it around the time that this page was written, for example.’ ”
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    Profile of the Internet Archive and the Wayback Machine.
Ed Webb

Is Technology Making Your Students Stupid? - Technology - The Chronicle of Higher Educa... - 59 views

  • what the evidence suggests is that, unless it's very carefully planned with an eye to how the brain processes information, multimedia actually impedes learning rather than enhances it
  • a very balanced approach. Educators need to familiarize themselves with the research and see that in fact one of the most debilitating things you can do to students is distract them.
  • the risk of using search for online research is that everybody gets led in the same directions to a smaller number of citations which, as they become ever more popular, become the destination for more and more searches. And ... he suggested that simply the act of flipping through paper copies of journals actually may expose researchers to a wider array of evidence.
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  • l it a questionable classroom
Florence Dujardin

Facebook as an academic tool for ICT lecturers - 25 views

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    In this paper, we investigate the use of Facebook as an academic tool by lecturers in Information Systems and Computer Science departments in Southern Africa. Students' methods of engagement are very different than it was many years ago and the way students communicate and interact have changed because of new technologies. We found that very few lecturers are exploring the use of one such new technology, namely Facebook, to enhance their teaching.
Sharon Daniels

Oregon Public Education Network (OPEN) Clearinghouse - 0 views

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    Using technology to increase accuracy and efficiency
Sharon Daniels

MLA Citation Maker Secondary - Oregon School Library Information System - 0 views

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    Using technology to increase efficiency and accuracy
Steve Fulton

Teaching with Technology in the Middle: Research Writing 101, 2.0! - 119 views

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    A blog about a teacher's experience with using Diigo and other web tools to facilitate student's research writing.
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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    Good place to look for guidelines about use of media
anonymous

The Internet's Dark Ages - The Atlantic - 51 views

  • It’s not a place in any reliable sense of the word. It is not a repository. It is not a library. It is a constantly changing patchwork of perpetual nowness.
  • It’s unstable.
  • “Except when it goes, it really goes,” said Jason Scott, an archivist and historian for the Internet Archive. “It’s gone gone. A piece of paper can burn and you can still kind of get something from it. With a hard drive or a URL, when it’s gone, there is just zero recourse.”
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  • The Internet Archive’s Wayback Machine has a trove of cached web pages going back to 1996.
  • It is not just access to knowledge, but the knowledge itself that’s at stake.
  • Ephemerality is built into the very architecture of the web, which was intended to be a messaging system, not a library.
  • And yet there are no robust mechanisms for libraries and museums to acquire, and thus preserve, digital collections.
  • Vaughan was named a finalist for the Pulitzer Prize in
  • The Internet is now considered a great oracle, a place where information lives and knowledge is stitched together.
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