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"Under current law there is no recognized right to privacy in a student's or applicant's social networking site passwords and account information. This Bill makes it unlawful for a public or nonpublic academic institution to mandate that a student or applicant disclose password or account information granting the academic institution access to the student's or applicant's social networking profile or account. This Bill also prohibits academic institutions from requesting that a student or applicant log onto their respective social networking site to provide the academic institution direct access to the student's or applicant's social networking site profile or account. It is acknowledged by the General Assembly that new technological advances in internet use and social networking require new approaches to protecting reasonable expectations of privacy in personal information."

"After conducting this small study we have come to think about academic blogging in two ways. Firstly, many bloggers are talking together in a kind of giant, global virtual common room. Over at one table there is a lively, even angry, conversation about working conditions in academia in different parts of the world. In a different corner another group are discussing their latest research projects and finding common themes. Another table houses a group of senior and early career academics discussing how to land a book contract and write a good CV. There is also a meeting going on about public policy, and this involves a number of public and third sector people, as well as academics, who work in the area."

"I would endorse a profoundly different attitude to academic writing, one that recognises its role in the development of responsible academic individuals and communities. I would like academic writing to become more integrated, not outsourced to market forces or bolted on as a response to last-minute deadlines."

"your concepts of academic identity and academic reputation do need to expand. Twitter and social media are now a part of scholarship, as modes of communication and of scholarly practice. So if I tell you I'm exploring the part they now play in academic influence…try not to arch so hard you hurt yourself."

"Overview - Find out how to further your academic career by learning how to publicise your academic work, managing your online identity and demonstrating impact through social media."

"With this poorly articulated rationale in mind, I present first, some pros and cons to citing blogs within formal academic writing. Next, I put forth three main sub-questions that I think will help us-and by "us" I mean myself and the readers who grapple with the ethical and professional questions of rigor in standards of academic sourcing-organize our thoughts. "

"I've called educational technology issues the "academic freedom crisis of the twenty-first century" because I think how faculty present information to students is just as important as what information they present. If administrators force us to use tools that prevent faculty from teaching what we want to teach as well as we can teach it, they don't need to tell us what to teach in order to prevent us from getting our message out. If those tools can be used to replace faculty entirely, then even our content choices will become irrelevant because we won't have anyone around to hear our message. So what bothers me most about this message is its very limited definition of what academic freedom is."

"For the newer researcher like me, notwithstanding the delights of Cardiff, conferences are an opportunity for my thesis to face the scrutiny of the outside world; a vital part of joining the conversation of your academic peers, finding out where your research sits and gaining genuine feedback. Despite this promise, academic conferences are essentially esoteric and definitely not easy for the uninitiated. Nonetheless, I think I've found five simple rules that might be useful:"

Given his calm and reasoned academic demeanor, it is easy to miss just how provocative Erik Brynjolfsson's contention really is. ­Brynjolfsson, a professor at the MIT Sloan School of Management, and his collaborator and coauthor Andrew McAfee have been arguing for the last year and a half that impressive advances in computer technology-from improved industrial robotics to automated translation services-are largely behind the sluggish employment growth of the last 10 to 15 years. Even more ominous for workers, the MIT academics foresee dismal prospects for many types of jobs as these powerful new technologies are increasingly adopted not only in manufacturing, clerical, and retail work but in professions such as law, financial services, education, and medicine.

6 secret strategies to take control of studying and improve memory. FLIRT, DRIVE, and RELAX are mnemonic acronyms that help readers tap their multiple intelligences and learning styles to garner the wealth and breadth of information they will encounter throughout their academic and professional careers. Through Twitter, Facebook, YouTube, and the Internet, students, teachers, and parents can watch videos, post comments, and connect with others struggling with the demands of academic literacy. www.myreadingsecrets.com shares the secrets learned by successful college students, and the reading secrets of successful professionals, authors, and entertainers.

"Working 24/7 is not the only way to achieve success in academia. There, I've said it. A recent article described the working week of people across academia. This included the science professor who "compensates for the time he spends with his young children in the evening and at weekends by getting up before they do", and the early career researcher who "tries to take at least a half-day off a week". While many colleagues have similar working patterns and are happy (or at least not unhappy) working in this way, I am meeting increasing numbers of promising academics who reject it."

The Scholarly Publishing and Academic Resources Coalition (SPARC), an international alliance of academic and research libraries, applauds Governor Pat Quinn for signing into law the Open Access to Research Articles Act. The bill, which was spearheaded by State Senator Daniel Biss, requires each Illinois public university to create an open access task force with the goal of making its research available to the public online and free of charge.

"remember that your right to academic freedom does not extend into a right to create a poor learning experience."

"Software Secure, Inc. and the International Center for Academic Integrity (ICAI) have partnered to offer the Trusted Seal Program™, a set of standardized criteria with which the integrity practices of online courses can be evaluated. An industry first, the program is endorsed by leaders in online academic integrity solutions and best practices."

"I don't mean to imply any untoward motives by the makers of MOOCs. I'm not arguing that the content or methodologies of most current MOOCs are wrong because they are based on the dominant Western academic approaches. But I do believe it is important to point out that a powerful emerging educational movement strengthens the currently dominant academic culture, perhaps making it more difficult for alternative voices to be heard."

"These include similar ideas-in-nuggets conclaves, such as the Aspen Ideas Festival and PopTech, along with huge online courses and-yes, still-blogs. These new, or at least newish, forms are upending traditional hierarchies of academic visibility and helping to change which ideas gain purchase in the public discourse."

"teaching a course using someone else's instructional media is out of alignment with the occupational model. Taken to its extreme, it  reduces the academic to the status of a "mere teacher"; no longer an "expert", and nothing grander than a K12 teacher. This is not a status or identity to which most traditional academics aspire."

"Open access to academic research has never been a hotter topic. But it's still held back by myths and misunderstandings repeated by people who should know better. The good news is that open access has been successful enough to attract comment from beyond its circle of pioneers and experts. The bad news is that a disappointing number of policy-makers, journalists and academics opine in public without doing their homework. Here, at the start of the sixth global Open Access Week, are the six most common and harmful misunderstandings about open access:"

"Privatization of online higher education is on the rise. For-profit online education corporations like Academic Partnerships, Kaplan, Wiley, Pearson, and Blackboard contract with public and private nonprofit institutions to provide digital platforms for educational content, recruit students, manage enrollment, facilitate the development of course materials, and more. While the use of digital platforms and online teaching tools can enrich higher education, elements of contracting with for-profit online education corporations can present problems in areas of interest to faculty, particularly academic freedom and shared governance. Check out our resources, surveys, and social media shareables below and learn how you can get involved in making sure that higher education serves the common good, not private profit."

"When a college goes out of business, all of its alumni can suddenly find themselves in an unexpected dilemma: How can graduates prove they actually earned their degrees when no one is left at the institution to send academic transcripts to prospective employers or graduate schools? That scenario is one reason that a group of nine universities, led by the Massachusetts Institute of Technology, today announced a collaboration to build a system that would let institutions issue digital diplomas and credentials in a way that can be verified without needing to check with a human registrar. The idea is to encourage widespread use of digital credentials across all kinds of academic institutions, and even at more informal places of learning, so that students end up taking ownership of how to communicate their learning to employers."