Teaching About the Web Includes Troublesome Parts – NYTimes.com

Teaching About the Web Includes Troublesome Parts – NYTimes.com: “Teaching About Web Includes Troublesome Parts”

“The first wave of parental anxiety about the Internet focused on security and adult predators. That has given way to concerns about how their children are acting online toward friends and rivals, and what impression their online profiles might create in the minds of college admissions officers or future employers.”

Math Teacher Has the Best Pranks – Urlesque

Math Teacher Has the Best Pranks – Urlesque: “Math Teacher Has the Best Pranks

“Matthew Weathers is a math professor and PhD candidate who teaches at Biola University just outside of Los Angeles. Math geek, teaches at a small school, has a blog that’s updated a couple times a month at best, so what could someone like Matt do to wind up on a site like Urlesque? “

Ithaka :: Faculty Survey 2009

Ithaka: Faculty Survey 2009: “”

“This fourth in a series of surveys conducted over the past decade examined faculty attitudes and behaviors on key issues ranging from the library as information gateway and the need for preservation of scholarly material, to faculty engagement with institutional and disciplinary repositories and thoughts about open access.”

” In the Ithaka S+R Faculty Survey 2009, we (Ithaka) examined faculty attitudes and reported practices in three broad areas, finding that:

1) Basic scholarly information use practices have shifted rapidly in recent years, and as a result the academic library is increasingly being disintermediated from the discovery process, risking irrelevance in one of its core functional areas;

2) Faculty members€Ÿ growing comfort relying exclusively on digital versions of scholarly materials opens new opportunities for libraries, new business models for publishers, and new challenges for preservation; and

3) Despite several years of sustained efforts by publishers, scholarly societies, libraries, faculty members, and others to reform various aspects of the scholarly communications system, a fundamentally conservative set of faculty attitudes continues to impede systematic change.”