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The Future of Interoperability Standards…

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The Future of Interoperability Standards in Education – System and Process :

“In January 2010, JISC CETIS organised a working meeting to bring together participants across a range of standards organisations and communities to look at the future of interoperability standards in the education sector. This paper summarises the views expressed by delegates at the meeting and presents relevant background information on present and future models for collaboration between open and informal communities and the formal standardisation system with particular reference to the current issues and barriers in specification and standard development and adoption processes. This summary also presents a series of suggestions on the possible directions of future interoperability standards in education.”

URL : http://blogs.cetis.ac.uk/cetisli/2011/01/11/new-cetis-white-paper-the-future-of-interoperability-and-standards-in-education-%E2%80%93-system-and-process/

Access to knowledge in the age of intell…

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Access to knowledge in the age of intellectual property :

“The end of the twentieth century saw an explosive intrusion of intellectual property law into everyday life. Expansive copyright laws have been used to attack new forms of sharing and remixing facilitated by the Internet. International laws extending the patent rights of pharmaceutical companies have threatened the lives of millions of people around the world living with HIV/AIDS. For decades, governments have tightened the grip of intellectual property law at the bidding of information industries. Recently, a multitude of groups around the world have emerged to challenge this wave of enclosure with a new counterpolitics of “access to knowledge” or “A2K.”

They include software programmers who take to the streets to attack software patents, AIDS activists who fight for generic medicines in poor countries, subsistence farmers who defend their right to food security and seeds, and college students who have created a new “free culture” movement to defend the digital commons. In this volume, Gaëlle Krikorian and Amy Kapczynski have created the first anthology of the A2K movement, mapping this emerging field of activism as a series of historical moments, strategies, and concepts.

Intellectual property law has become not only a site of new forms of transnational activism, but also a locus for profound new debates and struggles over politics, economics, and freedom. This collection vividly brings these debates into view and makes the terms of intellectual property law legible in their political implications around the world.”

URL : http://www.zonebooks.org/pdf/ZoneBooks_A2K_.pdf

REPORT OF THE ‘COMITÉ DES SAGES : “For …

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REPORT OF THE ‘COMITÉ DES SAGES :

“For centuries, libraries, archives and museums from across Europe have been the custodians of our rich and diverse cultural heritage. They have preserved and provided access to the testimonies of knowledge, beauty and imagination, such as sculptures, paintings, music and literature. The new information technologies have created unbelievable opportunities to make this common heritage
more accessible for all. Culture is following the digital path and “memory institutions” are adapting
the way in which they communicate with their public.

Digitisation breathes new life into material from the past, and turns it into a formidable asset for the individual user and an important building block of the digital economy. We are of the opinion that the public sector has the primary responsibility for making our cultural heritage accessible and preserving it for future generations. This responsibility for and control over Europe’s heritage cannot be left to one or a few market players, although we strongly encourage the idea of bringing more private investments and companies into the digitisation arena through a fair and balanced partnership.

“Digitising our cultural heritage is a gigantic task that requires large investments. According to a study, in total some €100bn will be necessary over time to bring our complete heritage online. This type of effort needs time and the investment will need to be carefully planned and co-ordinated in order to get the best results.

We think that the benefits are worth the effort. These benefits are in the first place related to the wider access to and democratisation of culture and knowledge, as well as the benefits for the educational system – both schools and universities. Other major benefits lie in the economic sphere
and concern the development of new technologies and services for digitisation, for digital preservation and for interacting in innovative ways with the cultural material. The digitised material can in itself be a driver of innovation and be at the basis of new services in sectors such as tourism and learning.”

URL : http://ec.europa.eu/information_society/activities/digital_libraries/doc/reflection_group/final-report-cdS3.pdf

Research Communications Strategy : “Thi…

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Research Communications Strategy :

“This report is in two distinct, but connected, sections. They address a common theme: the scope of current OA practice and the opportunities it offers for innovation in scholarly communication methods.

*Section 1 takes as its starting point the apparent reluctance of individual academics fully to embrace OA, and suggests that the potential offered by OA for various kinds of added value might be an effective tool in advocacy.

*Section 2 considers the relation of OA to services such as Mendeley, and wonders whether our established view of OA as a way to distribute traditional research outputs more efficiently might come to seem outmoded in the face of new, non-traditional ideas about how to conduct and disseminate research.”

URL : http://ie-repository.jisc.ac.uk/502/

INDICATEURS DE SCIENCES ET DE TECHNOLOGI…

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INDICATEURS DE SCIENCES ET DE TECHNOLOGIES :

“Cette dixième édition du Rapport d’Indicateurs de sciences et de technologies présente, comme les précédentes, un ensemble d’indicateurs de référence pour aider à mieux connaître le paysage actuel de la recherche française et internationale.

L’édition 2010 est organisée en trois grandes parties, correspondant à trois espaces géopolitiques : la France, l’Union européenne, le monde. La première partie, centrée sur l’espace national, inclut l’étude de la France et des régions françaises, mais aussi une comparaison entre la France, l’Allemagne et le Royaume-Uni. La deuxième partie, centrée sur l’Union européenne à 27, inclut l’étude des pays et des régions européennes, mais aussi la comparaison entre l’Union européenne, les États-Unis, le Japon et la Chine. La dernière partie, qui étudie les zones et les pays du monde, présente également la production scientifique des pays Bricsam (Brésil, Russie, Inde, Chine, Afrique du Sud et Mexique).

Chaque grande partie est divisée en chapitres dans lesquels sont successivement analysées les dépenses de R&D, les ressources humaines (en y incluant les étudiants de l’enseignement supérieur), la production scientifique mesurée par les publications, la production technologique mesurée par les brevets et la participation à l’espace européen de la recherche. Pour aider à maîtriser plus rapidement le contenu de l’ouvrage, chaque partie est précédée de “Faits saillants”. Enfin, comme à l’accoutumée, les méthodologies détaillées et les nomenclatures utilisées dans le Rapport sont présentées à la fin de l’ouvrage.

Avec cette dixième édition de son Rapport, l’OST fête cette année ses 20 ans. Lors de sa création, en 1990, l’OCDE et les offices statistiques gouvernementaux produisaient régulièrement des indicateurs de référence, construits selon des standards internationaux et permettant de comparer les pays par les ressources qu’ils consacrent à la R&D. Ces indicateurs étaient à l’époque moins complets et moins accessibles qu’aujourd’hui. C’est pourquoi l’OST avait reçu pour mission de produire un Rapport qui, d’une part, contribuerait à la diffusion de ces indicateurs de référence “pour un large public” et qui, d’autre part, offrirait des indicateurs complémentaires construits pour répondre aux questions d’analyse stratégique des institutions membres du Gip. Aujourd’hui, la situation a évolué, et les membres du Gip ont décidé que le Rapport édition 2010 serait le dernier publié sous ce format.

Comme dans les éditions précédentes, les indicateurs proposés dans cet ouvrage sont destinés à décrire le système national de R&D, à apporter des informations quantitatives sur son positionnement stratégique international et à en analyser les performances, essentiellement par comparaison avec celles d’autres systèmes, mais sans en décrire le détail. S’ils jouent un rôle irremplaçable pour discerner des tendances et poser des diagnostics, ils doivent toujours être complétés par des analyses plus détaillées qui permettront d’éclairer les mécanismes en cause.

Les indicateurs proposés dans ce Rapport sont construits en utilisant des données créées par d’autres, telles qu’il n’est pas toujours possible de maintenir la continuité des périmètres tout au long de l’ouvrage – et, bien entendu, d’une édition à une autre : ces discontinuités sont signalées dans les notes qui complètent les tableaux, et éclairées par les notes méthodologiques proposées à la fin de l’ouvrage.”

URL : http://www.obs-ost.fr/fileadmin/medias/PDF/R10_Complet.pdf

Enriching the Academic Experience: The L…

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Enriching the Academic Experience: The Library and Experiential Learning :

“This article will describe how academic libraries can (and should) be involved in experiential learning. The authors detail the impact experiential learning can have on the relevance of aca-demic libraries to their universities. They discuss the benefits to libraries as well as students. In particular, the authors describe experiential learning at the James E. Walker Library and the part-nerships formed, projects completed, lessons learned, and the benefits realized.”

URL : http://collaborativelibrarianship.org/index.php/jocl/article/view/92

The Use of Institutional Repositories: T…

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The Use of Institutional Repositories: The Ohio State University Experience :

“All institutional repositories face the issue of content recruitment. The fact that we speak of recruitment rather than collection development implies that non-librarians or
non-archivists have a major role in what goes into the repository and by extension, what is preserved. However, for many universities librarians and/or archivists set the selection policy for the institutional repository. This selective approach enables the library and archives to decide where to commit tight resources for long term preservation and maintenance. However, such policies have the potential to diminish a sense of ownership and participation among other units on campus, thus making the
repository more a library/archives project than an institutional initiative.

The goals for the institutional repository (IR) determine its content. The concept of the “Knowledge Bank” at the Ohio State University began with a high level University task
force on distance learning. After a year of work, this task force approached the then Director of Libraries, Joseph J. Branin, with a conceptual model for better managing and using the intellectual digital assets of the institution. This history of interest beyond the Libraries has influenced greatly the goals, policies, and management of the Knowledge Bank. The responsibility for getting content is a distributed one. From its inception the Knowledge Bank was seen as a project of the University and not of the Libraries. The role of the Libraries is one of knowledge management providing hardware, software, training and support to entities on campus wanting to make available their digital assets. Many collections originate with subject specialists from the Libraries and Archives but there are also many collections that originate outside the Libraries and Archives.

“In the summer of 2009 the staffs of the Libraries and the Archives discussed ways to increase collaboration between the two units and to tag content contributed by end-user
communities that is also within the scope of the Archives. An offshoot result was the desire to know more about the use of IR content. In this paper the author examines the use of digital materials that have been deposited in The Ohio State University (OSU) Knowledge Bank (KB) from three perspectives: 1) Are there differences in the frequency of use of materials identified by the archives as within scope of their
collections and all other materials in the Knowledge Bank? 2) Are there differences in the frequency of use among categories of sources for content? Categories of sources examined are academic units, research centers, support units and informal communities. 3) Are there differences in the frequency of use among different types of content? Type refers to the nature of the materials; text and moving-image are examples of two of the twenty types of materials examined.”

URL : http://crl.acrl.org/content/early/2010/07/23/crl-134rl.short?rss=1