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Before the finish of ARCS Online Course you will have the option to make and deal with Oracle's Account Reconciliation Cloud Service to help streamline close procedures and convey understanding about the constant status of record compromises.
Online training registration form: shorturl.at/uyJR2
second technological shift when the codex replaced the scroll sometime soon after the beginning of the Christian era. By the third century AD, the codex—that is, books with pages that you turn as opposed to scrolls that you roll
eventually included differentiated words (that is, words separated by spaces
other reader's aids
codex, in turn, was transformed by the invention of printing with movable type in the 1450s.
technology of printing did not change for nearly four centuries, but the reading public grew larger and larger, thanks to improvements in literacy, education, and access to the printed word.
fourth great change, electronic communication
movable type to the Internet, 524 years;
writing to the codex, 4,300 years;
codex to movable type, 1,150 years;
would argue that the new information technology should force us to rethink the notion of information itself.
Internet to search engines, nineteen years
search engines to Google's algorithmic relevance ranking, seven years;
continued at such a rate as to seem both unstoppable and incomprehensible.
continuity I have in mind has to do with the nature of information itself or, to put it differently, the inherent instability of texts.
every age was an age of information, each in its own way, and that information has always been unstable.
news has always been an artifact and that it never corresponded exactly to what actually happened.
News is not what happened but a story about what happened.
aving learned to write news, I now distrust newspapers as a source of information, and I am often surprised by historians who take them as primary sources for knowing what really happened
newspapers should be read for information about how contemporaries construed events, rather than for reliable knowledge of events
We live in a time of unprecedented accessibility to information that is increasingly unreliable. Or do we?
as messages that are constantly being reshaped in the process of transmission
Instead of firmly fixed documents, we must deal with multiple, mutable texts. By studying them skeptically on our computer screens, we can learn how to read our daily newspaper more effectively—and even how to appreciate old books.
Unbelievers used to dismiss Henry Clay Folger's determination to accumulate copies of the First Folio edition of Shakespeare as the mania of a crank.
When Folger's collection grew beyond three dozen copies, his friends scoffed at him as Forty Folio Folger.
eighteen of the thirty-six plays in the First Folio had never before been printed
only two were reprinted without change from earlier quarto editions
extual stability never existed in the pre-Internet eras.
Piracy was so pervasive in early modern Europe that best-sellers could not be blockbusters as they are today
They abridged, expanded, and reworked texts as they pleased, without worrying about the authors' intentions.
question in perspective by discussing two views of the library, which I would describe as grand illusions—grand and partly true.
o put it positively, there is something to be said for both visions, the library as a citadel and the Internet as open space.
We have come to the problems posed by Google Book Search.
Google proposal seemed to offer a way to make all book learning available to all people, or at least those privileged enough to have access to the World Wide Web
will open up possibilities for research involving vast quantities of data, which could never be mastered without digitization
Electronic Enlightenment, a project sponsored by the Voltaire Foundation of Oxford
scholars will be able to trace references to individuals, books, and ideas throughout the entire network of correspondence that undergirded the Enlightenment
notably American Memory sponsored by the Library of Congress[1] and the Valley of the Shadow created at the University of Virginia[2] —have demonstrated the feasibility and usefulness of databases on this scale
will make research libraries obsolete
2. Although Google pursued an intelligent strategy by signing up five great libraries, their combined holdings will not come close to exhausting the stock of books in the United States.
1. According to the most utopian claim of the Googlers, Google can put virtually all printed books on-line.
If Google missed this book, and other books like it, the researcher who relied on Google would never be able to locate certain works of great importance.
On the contrary, Google will make them more important than ever. To support this view, I would like to organize my argument around eight points.
For books under copyright, however, Google will probably display only a few lines at a time, which it claims is legal under fair use.
3. Although it is to be hoped that the publishers, authors, and Google will settle their dispute, it is difficult to see how copyright will cease to pose a problem.
But nothing suggests that it will take account of the standards prescribed by bibliographers, such as the first edition to appear in print or the edition that corresponds most closely to the expressed intention of the author.
Google defines its mission as the communication of information—right now, today; it does not commit itself to conserving texts indefinitely.
it has not yet ventured into special collections, where the rarest works are to be found. And of course the totality of world literature—all the books in all the languages of the world—lies far beyond Google's capacity to digitize
Electronic enterprises come and go. Research libraries last for centuries. Better to fortify them than to declare them obsolete
5. Google will make mistakes.
Once we believed that microfilm would solve the problem of preserving texts. Now we know better.
6. As in the case of microfilm, there is no guarantee that Google's copies will last.
all texts "born digital" belong to an endangered species
7. Google plans to digitize many versions of each book, taking whatever it gets as the copies appear, assembly-line fashion, from the shelves; but will it make all of them available?
4. Companies decline rapidly in the fast-changing environment of electronic technology.
No single copy of an eighteenth-century best-seller will do justice to the endless variety of editions. Serious scholars will have to study and compare many editions, in the original versions, not in the digitized reproductions that Google will sort out according to criteria that probably will have nothing to do with bibliographical scholarship.
8. Even if the digitized image on the computer screen is accurate, it will fail to capture crucial aspects of a book.
ts physical aspects provide clues about its existence as an element in a social and economic system; and if it contains margin notes, it can reveal a great deal about its place in the intellectual life of its readers.
Rare book rooms are a vital part of research libraries, the part that is most inaccessible to Google. But libraries also provide places for ordinary readers to immerse themselves in books,
Meanwhile, I say: shore up the library.
I also say: long live Google, but don't count on it living long enough to replace that venerable building with the Corinthian columns.
he research library still deserves to stand at the center of the campus, preserving the past and accumulating energy for the future.
Simply put, we can’t keep preparing students for a world that doesn’t exist. We can’t keep ignoring the formidable cognitive skills they’re developing on their own. And above all, we must stop disparaging digital prowess just because some of us over 40 don’t happen to possess it. An institutional grudge match with the young can sabotage an entire culture.
A classroom suited to today’s students should deemphasize solitary piecework. It should facilitate the kind of collaboration that helps individuals compensate for their blindnesses, instead of cultivating them. That classroom needs new ways of measuring progress, tailored to digital times — rather than to the industrial age or to some artsy utopia where everyone gets an Awesome for effort.
The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web, where they should regularly be aiming, from grade-school on, to contribute to a wide range of wiki projects.
According to Davidson (2011 p7) if we're frustrated at information overload then we should quit operating under twentieth century rules ... I'm currently reading "Now You See It". This is an article about the book.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
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