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Via Infocult, the kickoff of Academic Commons, which, as a combination discussion forum/quarterly journal, looks to be a very valuable resource. From the first edition page:
Academic Commons (http://www.academiccommons.org) offers a forum for investigating and defining the role that technology can play in liberal arts education. Sponsored by the Center of Inquiry in the Liberal Arts at Wabash College (http://liberalarts.wabash.edu), Academic Commons publishes essays, reviews, interviews, showcases of innovative uses of technology, and vignettes that critically examine technology uses in the classroom. Academic Commons aims to share knowledge, develop collaborations, and evaluate and disseminate digital tools and innovative practices for teaching and learning with technology. We want this site to advance opportunities for collaborative design, open development, and rigorous peer critique of such resources.
Academic Commons also provides a forum for academic technology projects and groups (the Developer's Kit) and a link to a new learning object referatory (LoLa). Our library archives all materials we have published and also provides links to allied organizations, mailing lists, blogs, and journals through a Professional Development Center.
The first issue of the quarterly looks very interesting. The pieces that pique my interest the most are these:
Technology & the Pseudo-Intimacy of the Classroom: an interview with University of Illinois-Chicago's Jerry Graff
http://academiccommons.org/commons/interview/graff
Graff's interest in "teaching the conflicts" as a way of rescuing higher education from itself has recently been replaced by a profound worry that higher ed is becoming increasingly irrelevant to American culture. We checked in to see what role Graff thinks technology might play in these unsettling times.
Copyright 101 by Richard Lanham, UCLA
http://academiccommons.org/commons/essay/lanham-copyright-101
The pervasiveness of digital media has so altered the nature of authorship and ownership that questions of intellectual property have become matters of core concern for our students and our contemporary culture. Lanham argues that these issues require an academic response, and that a basic course in copyright -- "Copyright 101" -- represents a first step in this process.
Cross-posted to Kairosnews and CultureCat.
Note: I've attached the document to this post; if you click "read more," you can see where to download it. Also: I didn't write these; I'm just the messenger.
What we discussed...
I. The IP caucus should publish an edited collection of IP/comp issues/work emerging from the caucus. Volunteer editors: Sally Chandler, Lisa Maruca, Wendy Austin, Gary Thompson—we will continue discussions of this in June. We would like to find a publisher who will create both a book and an online version.
II. Pedagogy not prosecution: Statement on Intellectual Property Issues Raised by Plagiarism Detection Services
John Logie began the CCCC Intellectual Property Caucus with a tribute to Candace Spigelman, co-chair of the Caucus, who passed away last year. Candace never lost sight of students in the process of talking about rhetoric and intellectual property. Institutions are here for the benefit of students. He set up a Candace Spigelman Memorial Fund, which will benefit the Caucus. Directions on how to contribute to the fund will be on the web site soon. Then he reviewed the MGM v. Grokster case and explained why we, as rhetoricians, should take an interest in it. He held up two sheets of paper, one in each hand, that said, "THE INTERNET IS A PEER-TO-PEER NETWORK." The Grokster case, he argued, represents the threat of suppressing technologies that merely have the potential to be used for copyright infringement. Jeff Galin (I think) posed these questions: Can we engage our students to get active in this as well? Can we imagine ways that free use and fair use might intersect? What roles are we going to play to challenge Congress and the entertainment industry?