Filed by March 14, 2013
Well done. This is something many of us wanted to see.
From the American Library Association:
On Tuesday, March 15, 2013, Rep. Zoe Lofgren (D-CA) will posthumously award activist Aaron Swartz the American Library Association’s (ALA) 2013 James Madison Award during the 15th Annual Freedom of Information Day in Washington, D.C. Swartz will receive the award for his dedication to promoting and protecting public access to research and government information. Read more…
Picture of Aaron Swartz (Photo credit: Wikipedia)
“Aaron Swartz embodied the ALA’s principles that value open and equal access to information,” said Lofgren. “Aaron’s passing is a significant loss of an outspoken and passionate advocate.”
Gerald Haigh visits his alma mater to learn that a good attitude to technology correlates with good learning habits
A new research project by the Open University explores the much-debated concept of “the digital native”. The university does this by making full use of the rich resource which is its own highly diverse student body.
It concludes that while there are clear differences between older people and younger in their use of technology, there’s no evidence of a clear break between two separate populations.
Is there really a distinct group of younger people who are not only easy with technology because they’ve grown up with it, but actually think and learn differently as a result? The idea gained quite a bit of traction after Marc Prensky wrote about the idea ten years ago in Digital Natives, Digital Immigrants, with other writers weighing in, such as Bradley Jorgensen with Generation X and Generation Y.
Since then, the concept has often been questioned, and even Prensky’s own ideas have changed somewhat. The notion persists in the public imagination though. After all, it seems to bear the fatal hallmark of “common sense”. On one side of the divide is the young person who uses technology like she drives her car, without the need for conscious attention to the process. On the other side sits a grizzled and mature individual, maybe a would-be ‘silver surfer’, frowning impotently at a keyboard and calling for his granddaughter.
This isn’t, though, just a saloon bar debating point, or material for yet another Grumpy Old Men TV programme. If there really is a clear generational separation of brain process, then we need to know more about it because there are important implications for learning. Read more…
By March 8, 2013
This is the fourth in an occasional series of articles that will explore issues surrounding the efforts to launch and expand the Digital Public Library of America.
Publishers, ebook vendors, and libraries are engaged in a “tug of war” over the lending of electronic books, according to Library Journal’s recent ebook survey. This clash inhibits most libraries from fulfilling their important institutional missions to provide access to knowledge and preserve our cultural heritage. In the best case, this tug of war will be a temporary struggle. The best outcome is not a winner who holds all the rope and another lying on the ground with rope-burned hands. If there must be a winner of any kind, it ought to be the reading public.
In this article, the fourth installment in a series on the initiative to build a Digital Public Library of America, I examine the underlying role of law in the ebook lending debate, explore potential solutions to the problems, and consider how the DPLA can contribute to solutions for those we serve. At the core of this issue is the way the copyright law works–or doesn’t–when it comes to books, libraries, and readers in the United States today and into the future. Read more…
Podcast link : http://chronicle.com/blogs/techtherapy/2013/03/06/episode-104-professor-sees-moral-imperative-for-open-access/?cid=wc&utm_source=wc&utm_medium=en
March 6, 2013, 3:12 pm
David Parry, an assistant professor of emerging media and communications at the University of Texas at Dallas, argues that scholars have an obligation to publish their research in journals that make free copies available online. The Tech Therapy team talks with him about how the debate over open access to research has heated up in recent months, and invites journal publishers to give their views on next month’s podcast.
Links discussed in this episode: Memorials for Aaron Swartz Turn to Discussion of How to Honor His Legacy | Knowledge Cartels v. Knowledge Rights
Each month The Chronicle’s Tech Therapy podcast offers analysis of and advice on what the latest gadgets and buzzwords mean for professors, administrators, and students. Join your hosts, Jeff Young, The Chronicle’s technology editor, and Warren Arbogast, a technology consultant who works with colleges, for a lively discussion—as well as interviews with leading thinkers in technology.
February 25th, 2013
What does “digital literacy” mean to students as it applies to your courses? Share your thoughts with us in the comments section below, or e-mail us at firstname.lastname@example.org.
As we’ve discussed previously on the blog, digital literacy is an essential tool for preparing students for their future workplaces. When you teach students how to be digitally literate, you’re not only instilling important technical skills, but also an understanding of appropriate use of that technology. But being digitally literate doesn’t mean the same thing to everyone. Depending on a student’s field of study, his or her needs in understanding certain technology skills could vary greatly.
In this video, Cengage Learning author Ken Baldauf discusses his work in evaluating what digital literacy means for students in various fields of study. He talks about how he studies the ways in which computers are used in each discipline to uncover what computer skills are needed in various areas of study, thereby equipping students with the technology skills needed to prepare them for careers in their degree program fields. Read more…