The American Library Association of College & Research Libraries (ACRL) Education & Behavioral Sciences Section (EBSS) Communication Studies Committee developed information literacy competency standards for Journalism undergraduate students, graduate students, and professionals. The Communication Studies Committee (Missy Murphey, Kate E. Adams, Natasha Cooper, Amanda Hornby, Cathy Michael, Heidi Senior and Monique Threatt) developed the standards collaboratively over a two-year period.

"The Information Literacy Competency Standards for Journalism Students and Professionals aim to adapt and apply the ACRL Information Literacy Competency Standards to journalism. Information literacy isdefined as the ability to recognize when information is needed and the ability to locate, evaluate, effectively use and ethically apply the needed information.

As a scholarly publisher, we enable scholarly journals to take full advantage of the opportunities unlocked by electronic publishing and open access. Through our comprehensive and modern publication practices and technological expertise we realise each journal's full potential, and improve their scientific impact whilst upholding international publishing standards and ethical practices.

Australian Scholarly Publishing also has a national sales & distribution arm, Australian Book Marketing, which represents Australian Scholarly and overseas publishers to the book trade,special interest groups, schools and libraries.

Our mission is to represent the interests of Open Access (OA) journal and book publishers globally in all scientific, technical and scholarly disciplines. This mission will be carried out through exchanging information, setting standards, advancing models, advocacy, education, and the promotion of innovation. Through a shared interest in developing appropriate business models, tools and standards...

Open Educational Resources‬‏ - بحث Google‏

Khan Academy has expanded from just creating videos to include a whole platform through which students can move through the content, including analytics for teachers and parents to track them. And to motivate students to do more, Khan Academy has included what's become quite a common feature of most Web 2.0 apps: badges. There's a Meteorite Badge, Moon Badge, Earth Badge, and Sun Badge, for example.

Now Khan Academy can hardly be chastised for giving students rewards like this. The whole letter grading system is "gamification of learning" to some extent. But as some people have found, this sort of reward system on Khan Academy may encourage completion of material for the sake of badges, rather than for the sake of learning itself. At the Los Altos USD, one of the places where Khan Academy is being piloted in the classroom, teachers note, "The problem here is that sometimes people rush through the exercise without learning it just to get a badge. The creators of Khan Academy added badges to make it more interesting and motivating, not to make you ignore everything else and just aim for the badges."

The open textbook publishing model o ers new collaborative opportunities
for authors, who can join communities of writers on
sites that o er open licensing. Authors, illustrators, and editors can
choose to contribute many types of course content to the growing
fi eld of open educational resources, including essays, animations,
video demonstrations, detailed drawings, and classroom activities-
all without taking on the burden of writing an entire book.
Instead of depending heavily on a single text, instructors can design
content for their courses on an as-needed basis, choosing
from an array of books, articles, videos, audio recordings, and
readings published at a number of venues. They can even encourage
students to move beyond being passive consumers of education
by contributing to their own texts, participating in the creative
and constructive aspects of learning.

OpenEd13 is here! The registration desk opens at 7:00am Wednesday morning, with the opening keynote starting at 9am sharp. See http://openeducation2013.sched.org/ for the complete conference program! We're not live streaming OpenEd13, but all sessions are being recorded and will be posted with 12 hours of their conclusion.

The Obama administration is right to direct federal agencies to make public, without charge, all scientific papers reporting on research financed by the government. In a memorandum issued on Friday, John Holdren, the president's science adviser, directed federal agencies with more than $100 million in annual research and development expenditures to develop plans for making the published results of almost all the research freely available to everyone within one year of publication.

Digital technologies have created more than one revolution.
Let's call this one the access revolution.

For the last century, scientific activity has been firmly placed in universities or other academic
organizations, government laboratories, or in the R&D department of firms. Scholars in the sociology and
economics of science, in turn, have made great progress understanding the functioning of this established
system of science (Dasgupta & David, 1994; Merton, 1973; Stephan, 2012; Zuckerman, 1988).

The public good they make possible is the world-wide electronic distribution of the peer-reviewed journal literature and completely free and unrestricted access to it by all scientists, scholars, teachers, students, and other curious minds. Removing access barriers to this literature will accelerate research, enrich education, share the learning of the rich with the poor and the poor with the rich, make this literature as useful as it can be, and lay the foundation for uniting humanity in a common intellectual conversation and quest for knowledge.

The history of human knowledge is closely linked to the history of civilization-one could even argue that the history of civilization is in large parts based on knowledge creation and its dissemination. In prehistoric times, knowledge was passed from one generation to the next one orally or by showing certain techniques. This mainly applied to basic everyday tasks such as hunting, fire making, manufacturing clothes, or gathering nutritious foods. The creation of this knowledge was not yet structured and it was not recorded, except for occasional drawings like cave paintings. The drastic change in knowledge creation was the invention of a writing system. Roughly at the same time, agriculture came to life. These two inventions combined laid the groundwork for what we today consider civilization. Civilization allowed for the division of labor and hence individuals began to specialize-knowledge creation accelerated.

The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge Edited by Toru Iiyoshi and M. S. Vijay Kumar Foreword by John Seely Brown The MIT

Throughout the Islamic lands, too, there was no concept of intellectual property for many hundreds of years. All knowledge was thought to come from God. The Koran was the single great scripture from which all other knowledge was derived. A text that embodied the word of Allah, it belonged to no one. There were guardians of its true meaning, to be sure-the great Imams who formed schools at the sites of the most important temples. But the principle means of transmitting Koranic knowledge was oral recitation from teacher to student, in an unbroken lineage from the profit Muhammad himself to his disciples, and from these chosen few forward through the generations.The word "Koran" itself means "recitation," and oral transmission of the living word was always to be preferred over a written transcription. The book was merely an instrument, a lowly tool, to facilitate faithful memorization of the word, and manuscripts were continuously checked and rechecked against oral memory to ensure their accuracy and the authority of their lineage. The Islamic belief that oral recitation, rather than written transcription, best preserved the word of God and kept it pure across the generations meant that the technology of printing was very slow to penetrate into Islamic lands, and it was only widely adopted throughout the Middle East with the advent of the mass newspaper press in the nineteenth century.(Carla Hesse on intellectual property )

the university presses in the United States were by and large founded specifically for the publication of scholarship; in this sense, as Thompson points out, "they were generally seen as an integral part of the function of the university" (Thompson 108). In fact, Daniel Coit Gilman, the first president of Johns Hopkins University, established what is now the oldest continuously operating university press in the United States there in 1878, as a result of his sense that "publishing, along with teaching and research, was a primary obligation of a great university"

Intellectual property (IP) is the property of your mind or proprietary knowledge and can be an invention, a trade mark, a design or the practical application of your idea. IP can be a valuable business asset. It is important that you understand how to protect it.

Next: New economic models: Externally Up: Free Software / Open Previous: Cooperation and competition   Contents The economic impact of open source models is going to be very high, not only in the software industry, but in society in general. In this section, we discuss in some detail some of the more foreseeable issues related to this impact.

There has been a recent surge of interest in open source software development, which involves developers at many different locations and organizations sharing code to develop and refine programs. To an economist, the behavior of individual programmers and commercial companies engaged in open source projects is initially startling.