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Realizing the value of sharing in digital world the open licenses.

Very useful information. it's going to be of key importance that people know about copyright now that we're all moving into an era of massive creativity being shared globally. Understanding copyright needs to be part of digital literacy.

Open data initiatives may hold much promise and value, but more attention is needed on how these projects are developing as complex socio-technical systems. Rob Kitchin elaborates on four specific areas that have yet to be fully interrogated.

Teachers are discovering the value of imparting media-literacy skills, from critical analysis of news programs, commercials, and films to basic design and video-production techniques.

This is an excellent video summarizing all the skills and necessity of them in a participatory culture. Everyone is spending more and more time in the multimedia world these days, especially the youth, who can be considered the most vulnerable. An ability to perceive all the information we are getting through a critical lens is profound, as is an ability to dissect and understand the logic of multimedia. Learning the tricks of graphics, cinema, music studies (collectively called "communication studies"), young people learn to understand and create media, find new ways to express themselves efficiently in an ever-changing world and supplement the traditional ("written") curriculum, which is behind the needs of today's man. The point is illustrated nicely by George Lucas, founder of The George Lucas Educational Foundation (GLEF): "Everybody is affected by this, and it should be taught in school." I agree 100%.

Re-thinking communication skills is absolutely essential for all educators, since much of the communication students are faced with during a day comes in the shape of different kinds of media. But the result of this is also that we need to address the fact that not all educators are necessarily equipped to teach about media because it's rarely included in teacher's programs (especially if you were trained twenty or thirty years ago). So the video makes a lot of good points about media-literacy and hopefully our educational systems will make sure that educators are given the tools to include this in their classrooms.

Indigenous knowledge is unique to a culture or society. It shows us how to connect and to sustain through the environment. This kind of knowledge is passed down to generation to generation. Back then our ancestors did not have Internet or computers to store or to share their ideas. Our ancestral knowledge is very fragile and can easily be lost. Knowledge is history and our roots, which are passed down from our ancestors to us and these knowledge should be kept and be preserved. New information is also valuable, but so is our past. Here is a site that helps us to learn about what Indigenous knowledge is and activities to help us how to preserve Indigenous knowledge.

It is a good idea. We should remember our indigenous knowledge and pass it down to following generations. People without past can not value the present. We shouldn't let these knowledge be destroyed by fast information on the internet.

Practical examples that point to the value of open reviews.

Colleges and universities aren't just teaching businesses about the value of technology, they're leading by example. At the core of their lesson is an essential technology: the video content management system. With it, universities are able to use low-cost computers and anything from high-end cameras to consumer webcams to record every lecture in every classroom across campus. Some go beyond recording, broadcasting live courses to remote learners around the world.

Canadian community activism organization that rallies for open internet, and launched the international organization openmedia.org "OpenMedia.ca works to engage, educate and empower citizens to defend and advance their communication interests, values and rights. Engage: Through online campaigns and participatory events that resonate with everyday people, and civic engagement around media and communications policy in Canada. Educate: Through educational events high school and university presentations and workshops, and online resources.

Descubre, Fundación Andaluza para la divulgación de la Innovación y el Conocimiento I would like to introduce the Spanish Fundación Descubre (http://fundaciondescubre.es/) and, inside it, the network called "Divulga red" (http://divulgared.es/), thought to connect people (professional and amateur researchers and citizens in general), communicate and collaborate among them. DivulgaRed let people reveal research topics and the value of the science in different fields, sharing ideas with other researchers and group of people, all with the basis of a collaborative work. I had the pleasure of giving two talks in high-schools telling about optical communications and novelties that people can have in a near future. In a very good atmosphere, students and their own teachers asked me questions and I can enjoy a very nice atmosphere making my knowledge in this topic public. Even more, teachers in the high school were later discussing with me about possibilities in Education, and both they and me built some experiments to be made by students in the high school during the semester. So, as a concluding remark, every body who wants to share a new idea, or to obtain a new point of view, or simply who wants to introduce or simply to learn about a new topic is welcome in Fundación Descubre and DivulgaRed project. Regards. Dr. Antonio Jurado-Navas

This is about the inequitable global power and how it dynamics the confronting global knowledge production in nowadays.

Underlying this notion of global knowledge production inequities is how developed countries "The Global North" dominate modern knowledge systems. This hegemonic control of global knowledge, driven by increased globalization, places pressure on virtually all societies to adopt global values and services. While this development does have positive implications (e.g. better understanding of modern health practices, nutrition, environmental protection, governance systems, etc), on the negative side, the imposition of cultural forms from the developing world could be considered a form of political and economic domination. This leads to the increasing homogenization of cultures and a threat to local knowledge, and the exacerbation of local differences and inequalities through uneven access to such knowledge and the means for it's application. The production of knowledge implicates and is implicated in power relations, as those with superior technology cannot only generate but also store, monopolize and disseminate information to safeguard their interests. Foucault (1972) suggests that the relationship between power and knowledge has its origin in the ownership of the means of material production and technical expertise. According to Said (1978), Western powers in a colonial and post-colonial context, using agents in developing countries, have been able to develop elaborate cultural and political institutions where knowledge production exists with supporting mechanisms that dominate and suppress African communities. In a critical examination of development policies and programs in Africa, Okolie (2003) considers these to be shaped by knowledge and assumptions about knowledge production that are primarily Euro-American centered, and are consequently "exclusionary and often contemptuous of other ways of knowing" (Okolie, 2003). The establishment of the continent's universities and research centers was primarily driven by Western powers, and the African elites who h

A very good article on library role in encouraging and supporting the student publishing. It deals mainly with student scientific writing and not so much with student journals, but certainly writing scientific articles is a part of it. The article includes a real-life case study, which to my mind is added value of it. Including scholarly communication skills as part of library training program is a very good idea.

"MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems."

Very interesting! Thanks. "MOOCs and MOOC-type courses have added a new dimension to the educational landscape by strengthening the non-formal educational space and providing opportunities to experiment with the disaggregated components of the educational experience"

After watching the Willinsky video, this hit home even more. I think the value of quality education is extremely important, and creating a "global village" of learning is still in its growing pains. Having a face-to-face instructor/professor/facilitator lets you ask the questions that pop to mind and being in a classroom setting allows an idea to flow and develop into other ideas. There are a lot of social media tools that are familiar to a lot of students living in a Western culture, but those social tools are not always available to developing countries; many do not have access to schools or even have a computer - as this article indicates, MOOCs are certainly a venue that opens learning opportunities for those who do not have access to learning in a formal environment, but may have access to the internet. What I particularly found interesting were the various MOOC categories - Gateway: MOOCs for prepping to get into higher learning; Research showcase: promote an institute's research areas; Professional skills: MOOCs for those who need to "upskill" or specialize…and there are others. The main reason for taking this course was to improve my knowledge of what social media is out there (MOOCs are part of it), how it is being used, and how useful is this "new" media is within the publishing realm. It is a challenge.

An example of how one person establish his "filter" for accepting/rejecting invitations in this networked world.

Do we need a network for possible contacts or is Linkedin a source for active contacts? How many true contacts are realistic to handle and whatfor?

I totally agree! One genuine connection is better than a thousand random "contacts".

An interesting article written by Tatjana Tkaseva Chorney that describes the subject in detail from different angles. In her work Tatjana analyses subjects as education as commodity, students as consumers and educators as service providers.

It does sound interesting when one stops to consider it seems an accurate forecast.

Beware of impostors: Research has shown that 'citizen journalism' is no replacement for the real thing. Photo: Michael Fitzjames "Citizen journalism is an oxymoron," says Rakhal Ebeli, managing director of Melbourne-based news bureau Newsmodo. "I mean, how can someone who is not a journalist be a journalist?" I am adding this not that I am in agreement but its an example of negativity towards this area.

I think that this article does a good job of discussing some of the "darker" aspects of citizen journalism. It distinguishes how citizen journalism often deals with trying to change public opinion, whereas traditional journalism, in theory at least, aims to be objective and truth-based. While it is a large stretch to call traditional journalism "truth-based," there are typically certain measures in place to promote accuracy, such as fact checking, review, etc. I like how this article supports the professional integrity and need for trained, educated journalist, comparing "citizen journalism" to "citizen-pharmacy and crowd-sourced obstetrics." While there is certainly value in IndyMedia and citizen journalism, the flip side is that information distributed in this manner is not by any means guaranteed to be accurate or fair.

I am a professional journalist (Bachelor and master degree in Journalism) and I can tell you that a journalist that works for a media is not truth-based, accurated or with professional integrity. A professional journalist is an employee in a company with economical, policital and social interests supported by the content that is being published. I have the content of my articles changed from my managers in order to "match" the diary interests. And what was finally published was far from being truth (then I denied to put my name in the article, but it was still published). So citizen journalism might include emotions, prejudices and non contrasted impressions from citizens, but are still free and natural. I am totally towards citizen journalism.

It's absolutely shameful that so few library and information science journals are open access: if any professional associations have a professional imperative towards improving the scholarly and cultural communication processes, it is librarians and other information professionals. This substantial (but still woefully short) list of open access journals that publish on library and information science will be a great resource for those of us in this course who are aspiring or practicing librarians. As we've heard over and over again throughout this course, advocacy is absolutely essential if open access principles are ever to receive wider acceptance and implementation; that's why it's important that, as practicing information professionals, we use open access publications for our research whenever we can. Lists like this one allow us to streamline our research in ways that align most closely with our professional values, though of course currently there just isn't enough published to allow us to rely exclusively on open access material for our own work. But having lists like this also allows us to determine where our research should be submitted; otherwise, by publishing in paid journals, we are only making things worse. This all being said, most lists like this that I could find online were either outdated and incomplete, part of a larger database that made hyperlinking difficult, or-like this one-they lacked any explanation of what sorts of articles could be found within; even this one hasn't been updated in eighteen months. But as is so often the case with open access, we must take what we can get.

Hi, thank you for sharing the link! I agree with your comments. However, I am very pleased that I found my professional journal on the list :)

The guidelines provides a conceptual template to guide the creation of information literacy (IL) programs in academic and school libraries as well as public libraries. It is meant for the educators, librarians and information facilitators at the international level to help them to frame the IL efforts. In fact it is also of value to anyone who may need to start an IL program and would like a general conceptual framework. The document is divided into ten chapters that comprise the organizational spectrum of information literacy work, including a definition of concepts, a proposal for information literacy standards, a section on obtaining institutional commitment, the management of the learning process, including personnel development, educational theories, among other basic topics on how to implement the program, plus a list of key IL terms with their definitions, and a bibliography for further reading.

Thank you very much for sharing this document that even if not updated is still valid in its fundamental ideas and framework

Jose thank you for this very educative and informative presentation on KM.