17 Matching Annotations
  1. Last 7 days
  2. Jun 2020
  3. Apr 2020
    1. Establish standard models and criteria for funding alternatives to “pay for access” or “pay to publish” (transactional funding models) so that libraries can more easily invest in diverse content and services, including open infrastructure


  4. Dec 2019
  5. Nov 2019
  6. Oct 2019
  7. Jul 2019
  8. May 2019
    1. By “Infrastructure” we mean

      ​The definition of "open infrastructure" (or the software component of open infrastructure) should include an explicit requirement for open-source code.​ Even an explicit recommendation short of a requirement would be better than the current definition, which is entirely silent the value of opening the code. The Elsevier acquisition of bepress (to use one example among many) would have been much less harmful to the community if the code had been open and user institutions could hold on to the platform, fork it if they wanted, take it in their own direction, and continue using it without becoming Elsevier customers.

  9. Apr 2019
    1. A Vision for Scholarly Communication Currently, there is a strong push to address the apparent deficits of the scholarly communication system. Open Science has the potential to change the production and dissemination of scholarly knowledge for the better, but there is no commonly shared vision that describes the system that we want to create.

      A Vision for Scholarly Communication

  10. Mar 2019
    1. Engaging the Public Through Wikipedia: Strategies and Tools Show affiliations

      Engaging the Public Through Wikipedia: Strategies and Tools

    1. There is a serious crisis of discoverability. To overcome it, we have to tear down the walls of dark knowledge and invest in the open discovery infrastructure, esp. user interfaces.

  11. Dec 2016
    1. competencies or learning outcomes, educational resources that support the achievement of those outcomes, assessments by which learners can demonstrate their achievement of those outcomes, and credentials that certify their mastery of those outcomes to third parties.

      These all feel very product driven from my perspective. Perhaps it's a necessarily administrative position. Of course, David himself has written about this elsewhere, but what about the process, what about pedagogy?