Group items tagged

In 1997 Ernest Boyer identified the concept of the Scholarship of Teaching. This was the first time that TEACHING had been identified as legitimate scholarship. Over time this idea has evolved into the movement called "SoTL" or the Scholarship of Teaching and Learning. Many of us are scholarly teachers; we read the literature, plan, assess, reflect, and revise. But what makes our teaching scholarship is very different. Lee Shulman (1999) clearly delineated the difference. To be scholarship, teaching must become public, be an object of critical review and evaluation by members of one's community, and it must be built upon and developed. This can seem time consuming and overwhelming. Below are some ideas to help you get started on the process.

"At a recent talk at the University of Colorado Boulder I discussed various definitions of digital scholarship and how we might categorize digital scholarship. My forthcoming essay in the second edition of Blackwell's Companion to Digital Humanities deals with these questions in depth. This chart offers one way to consider a typology for digital scholarship in the humanities. These characteristics are offered as a beginning point. They are not meant to exclude or restrict the definition of digital scholarship. Indeed, I hope these definitions might provoke some further discussion about how to undertake reviews of digital scholarship. "

Bucknell University, with support from the Andrew W. Mellon Foundation, will host its first annual international digital scholarship conference. The theme of the conference is "Collaborating Digitally: Engaging Students in Faculty Research" with the goal of gathering a broad community of scholar-practitioners engaged in collaborative digital scholarship in research and teaching.

"This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem. Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty."

"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."

"That means figuring out ways for deserving students to wind up on this campus," he said, "but it also means a digital strategy that makes more of Yale's treasure - whether it's scholarship or pedagogy or collections - available online. Moving from a collection of opportunities to a deliberate strategy for giving the riches of Yale, the wealth of Yale, away."

The Republican governor proposed setting aside $300 million from the Tennessee Education Lottery to fund an endowment that would cover all tuition and fees to two-year institutions for all graduating high school seniors. The plan also calls for reducing Hope scholarships for incoming students at four-year universities by $1,000 for the first two years.

""Stanford is committed to being a great research and teaching university.  We believe it is not only possible but vital that we give teaching as much emphasis and support as we give research.  As a Stanford faculty member, academic staff member, or teaching assistant, you are already recognized for your scholarship in your field.  We ask that you be a leader in your teaching as well." "

The first step to make a collection open is to apply an open license, but that is where the story begins. Openness to collaboration and to novel forms of user engagement are essential if cultural heritage institutions are to realise the full potential of the internet for access, innovation and digital scholarship.

"I don't know who's going to send out transcripts - kids are already appying for rolling admission, so I have no idea. And some schools require a letter from a guidance counselor. So I don't know what we're going to do." "I found this app for their smartphone, which helps them search scholarships, and I got really excited. And then I got really depressed, because I'm trying to replace a guidance counselor with a dollar smartphone app."

"There's little reason for typesetting to be such an expensive bottleneck in both time and money when we have better solutions in place. Academia will have to adopt new methods of producing text-based content. This was true when scholars moved from typewriters to word processors like Microsoft Word. Word enabled new capabilities like saving documents and editing them over time, rich text formatting, and the like. Unfortunately, Word arrived in a world before the internet and has never been adapted to work with the internet. As a result, it takes months to get an article into a format that can communicate with the web. Keep in mind that once we have the text in a web-communicable form the innovative things we can do with it are endless in terms of presentation, analytics, and more. We can't reverse that scholarship is moving to the web so we might as well learn how to speak with the web, today."

"The House joined the Senate in approving "Tennessee Promise," the plan Haslam laid out in February to cover the full cost of two-year college for every high school graduate starting in fall 2015. The plan also calls for reducing the amount of Hope scholarships for freshmen and sophomores at state universities to $3,500, a cut of $500 a year. Juniors and seniors would receive $4,500."

"The first type of 'Domain' took audience into account, considering the implications of public scholarship, representation, and student agency. The second, in many ways, mirrored the traditional pedagogical structure by assigning papers or short answer assignments to be posted online through blogs. This is not necessarily bad, but also doesn't necessarily empower."

"In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all those with an interest in education."

""The goal is to build awareness on campus, so students know that OER brings textbook costs down and increases accessibility," said Professor Ching-Jung Chen, Digital Scholarship Librarian, who, working closely with the Provost's office, is spearheading the initiative at CCNY. "We also want faculty to recognize that there are resources on campus and colleagues who have already adopted OER successfully.""

"…because of term extensions, we've had to wait almost a century before copyrighted works enter the public domain (in 2019, works from 1923 are finally freely available). Under current copyright terms - life plus 70 years for natural authors, and 95 years from publication for works of corporate authorship - you're unlikely to see any works created in your lifetime enter the public domain. This imposes great (and in many cases unnecessary) costs on creativity, on libraries and archives, on education and on scholarship. More broadly, it imposes costs on our collective culture. Even for the works that are still commercially available, the shrinking public domain increases costs to citizens and limits creative reuse. But at least those works are available. Unfortunately, much of our cultural heritage, perhaps the majority of the culture of the last 80 years, consists of the orphan works described above-works that have no identifiable or locatable copyright holder. Though no one is benefiting from the copyright, they are nevertheless presumptively off limits."

Cleanup service for social media.