Scholarly Communication and the Use of Networked Information Sources

This paper examines the use of networked information sources in scholarly communication. Such use is reflected, among others, in the footnotes and bibliographies of scholarly articles published in print journals. Twenty-seven print journals representing a wide range of subjects were identified through the ISI's SCI and SSCI Journal Citation Reports. Journals that were selected were those that published the most influential papers in their respective fields during the period of 1990-1993, and thus consistently ranked at the top in terms of their impact factors. From these top journals, a total of 97 articles were selected for further review. Footnotes and bibliographies of those 97 articles were checked to determine if they contained references to networked information sources such as electronic journals and archives accessible through the network. Only two (out of 97) articles contained such references. Findings were discussed in light of other studies published in the relevant literature. Some explanations were also offered as to why references to networked information sources appear relatively infrequently in scholarly articles published in print journals

Using Participatory Media and Public Voice to Encourage Civic Engagement

Part of the Volume on Civic Life Online: Learning How Digital Media Can Engage Youth. Teaching young people how to use digital media to convey their public voices could connect youthful interest in identity exploration and social interaction with direct experiences of civic engagement. Learning to use blogs ("web logs," web pages that are regularly updated with links and opinion), wikis (web pages that non-programmers can edit easily), podcasts (digital radio productions distributed through the Internet), and digital video as media of self-expression, with an emphasis on "public voice," should be considered a pillar -- not just a component -- of twenty-first-century civic curriculum. Participatory media that enable young people to create as well as consume media are popular among high school and college students. Introducing the use of these media in the context of the public sphere is an appropriate intervention for educators because the rhetoric of democratic participation is not necessarily learnable by self-guided point-and-click experimentation. The participatory characteristics of online digital media are described, examples briefly cited, the connection between individual expression and public opinion discussed, and specific exercises for developing a public voice through blogs, wikis, and podcasts are suggested. A companion wiki provides an open-ended collection of resources for educators: https://www.socialtext.net/medialiteracy

Peripatetic electronic teachers in higher education

This paper explores the idea of information and communications technology providing a medium enabling higher education teachers to act as freelance agents. The notion of a ‘Peripatetic Electronic Teacher’ (PET) is introduced to encapsulate this idea. PETs would exist as multiple telepresences (pedagogical, professional, managerial and commercial) in PET‐worlds; global networked environments which support advanced multimedia features. The central defining rationale of a pedagogical presence is described in detail and some implications for the adoption of the PET‐world paradigm are discussed. The ideas described in this paper were developed by the author during a recently completed Short‐Term British Telecom Research Fellowship, based at the BT Adastral Park

Telecommunications infrastructures and policies as factors in regional competitive advantage and disadvantage

There has been a revolution in telecommunications technologies in recent years. New technologies with myriad applications have helped transform markets, industrial structures and the organisation of firms throughout the economy. These changes have had important spatial effects which are the subject of this paper. The processes of adoption and diffusion of telecommunications technologies are discussed. The argument that the spread of such technologies means that"distance no longer matters" is scrutinised. There is a theme in the literature that this decentralising tendency has particular implications for peripheral regions, that new communications technologies could have a significant impact in reducing the traditional economic disadvantages of such regions. However, there is a contrary argument that there remain strong centralising tendencies. Indeed, new communications technologies may be associated with an increasing polarisation of economic activity. These theoretical arguments are revisited in the context of a case study of the Scottish Highlands and Islands. This is a particularly interesting region because, although it is a peripheral, rural area, it has a highly developed telecommunications infrastructure. This case study deploys the results of a recent study of the use by firms in the Highlands and Islands of communications technologies. The paper finds little significant evidence that telecommunications initiatives in the Scottish Highlands and Islands have significantly altered the competitive position of the region. The paper concludes with a discussion of some of the implications for national and local policy makers in encouraging the take up and effective use of new communications technologies.

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching