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Book
xiv, 368 pages : illustrations ; 24 cm
  • Preface
  • The commonwealth of learning
  • The medieval monastic paradox
  • Learning in the early Middle Ages
  • The patronage of medieval learning
  • The learned turn of the high Middle Ages
  • The translation movements of Islamic learning
  • The medieval universities of Oxford and Paris
  • The humanist revival
  • Learned academies and societies
  • Early modern Oxford and Cambridge
  • A theory of property
  • An act for the encouragement of learning
  • Epilogue.
Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property. Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky's bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today's push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.
(source: Nielsen Book Data)9780226487922 20180205
Law Library (Crown)
Book
xiv, 368 pages ; 24 cm
  • The commonwealth of learning
  • The medieval monastic paradox
  • Learning in the early middle ages
  • The patronage of medieval learning
  • The learned turn of the high middle ages
  • The translation movements of Islamic learning
  • The medieval universities of Oxford and Paris
  • Humanist revival
  • Learned academies and societies
  • Early modern Oxford and Cambridge
  • A theory of property
  • An act for the encouragement of learning.
Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property. Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky's bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today's push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.
(source: Nielsen Book Data)9780226487922 20180205
Education Library (Cubberley)
Book
xv, 287 p. ; 24 cm.
An argument for extending the circulation of knowledge with new publishing technologies considers scholarly, economic, philosophical, and practical issues. Questions about access to scholarship go back farther than recent debates over subscription prices, rights, and electronic archives suggest. The great libraries of the past - from the fabled collection at Alexandria to the early public libraries of nineteenth-century America - stood as arguments for increasing access. In The Access Principle, John Willinsky describes the latest chapter in this ongoing story - online open access publishing by scholarly journals - and makes a case for open access as a public good. A commitment to scholarly work, writes Willinsky, carries with it a responsibility to circulate that work as widely as possible: this is the access principle. In the digital age, that responsibility includes exploring new publishing technologies and economic models to improve access to scholarly work. Wide circulation adds value to published work; it is a significant aspect of its claim to be knowledge. The right to know and the right to be known are inextricably mixed. Open access, argues Willinsky, can benefit both a researcher-author working the best-equipped lab at a leading research university and a teacher struggling to find resources in an impoverished high school. Willinsky describes different types of access - the New England Journal of Medicine, for example, grants open access to issues six months after initial publication, and First Monday forgoes a print edition and makes its contents immediately accessible at no cost. He discusses the contradictions of copyright law, the reading of research, and the economic viability of open access. He also considers broader themes of public access to knowledge, human rights issues, lessons from publishing history, and "epistemological vanities." The debate over open access, writes Willinsky, raises crucial questions about the place of scholarly work in a larger world - and about the future of knowledge.
(source: Nielsen Book Data)9780262232425 20160528
Questions about access to scholarship go back farther than recent debates over subscription prices, rights, and electronic archives suggest. The great libraries of the past - from the fabled collection at Alexandria to the early public libraries of nineteenth-century America - stood as arguments for increasing access. In "The Access Principle", John Willinsky describes the latest chapter in this ongoing story - online open access publishing by scholarly journals - and makes a case for open access as a public good. A commitment to scholarly work, writes Willinsky, carries with it a responsibility to circulate that work as widely as possible: this is the access principle. In the digital age, that responsibility includes exploring new publishing technologies and economic models to improve access to scholarly work. The right to know and the right to be known are inextricably mixed. Open access, argues Willinsky, can benefit both a researcher-author working at the best-equipped lab at a leading research university and a teacher struggling to find resources in an impoverished high school.
(source: Nielsen Book Data)9780262512664 20160528
Green Library, Education Library (Cubberley)
Book
[xvii], 287 pages ; 24 cm
  • Opening
  • Access
  • Copyright
  • Associations
  • Economics
  • Cooperative
  • Development
  • Public
  • Politics - Rights
  • Reading
  • indexing
  • History
  • Appendixes. A. Ten flavors of open access
  • B. Scholarly association budgets
  • C. Journal management economics
  • D. An Open access cooperative.
Medical Library (Lane)
Book
ix, 252 p. ; 24 cm.
In this text, John Willinsky uses modern social issues and historical precedents to demonstrate that the social sciences can and should contribute far more to public knowledge than they have in the past. We have the technologies, Willinksy demonstrates, and need only the determination to create a public resource out of social research that can extend democratic participation and self-determination, as well as improve research's focus and public support. The book offers examples of why and how this is not only possible but necessary, in the face of knowledge-based economies and a withering public sector.
(source: Nielsen Book Data)9780415926515 20160527
Green Library
Book
210 p. : ill. ; 24 cm.
Green Library
Book
x, 304 p. : ill. ; 24 cm.
Education Library (Cubberley)
Book
viii, 258 p.
Book
viii, 258 p. ; 25 cm.
Challenging the authority of the "Oxford English Dictionary", this study reveals many of the dictionary's inherent prejudices and questions the assumptions behind its continuous revision. It describes how judgemental the task of editing a major dictionary can be.
(source: Nielsen Book Data)9780691037196 20160528
Law Library (Crown)
Book
258 p.
Challenging the authority of the "Oxford English Dictionary", this study reveals many of the dictionary's inherent prejudices and questions the assumptions behind its continuous revision. It describes how judgemental the task of editing a major dictionary can be.
(source: Nielsen Book Data)9780691037196 20160528
SAL3 (off-campus storage)
Book
xiii, 224 pages ; 24 cm.
In examining how literature is read and interpreted - in actual classrooms - through the lenses of Matthew Arnold, F.R.Leavis, Louise Rosenblatt and Northrop Frye, Dr Willinsky finds that their influence has failed to create "the sort of articulate, outspoken literacy in students that might extend the democratic basis of community and state, and that would give students a greater stake in a literate culture". In fact, the potential of these critics' power - to foster a more diverse literacy that could encompass not only the acknowledged great works of "Shakespeare and Co", but also the words of lyricists, journalists, and legislators - remains largely unfulfilled. More than a book about better teaching methods, this volume speaks to a broader constituency that has grown deeply concerned about where the schools have gone awry. By addressing the crucial but often overlooked interplay between literary criticism and public education, it offers readers a chapter of intellectual history which students continue to encounter on a daily basis and which shapes the state of literacy in ways that have rarely been acknowledged. Its original thesis should be of interest to English teachers and professors, teacher educators, reading and curriculum specialists, and language and literacy professionals and researchers.
(source: Nielsen Book Data)9780807731093 20160618
Education Library (Cubberley)
Book
xix, 275 p. ; 23 cm.
  • Table of Contents and Chapter Abstracts 1: The New Literacy 2: Finding the Voice of the Writer 3: The Reader Forms the Text 4: The Schooling of Literacy Theory 5: The History and Hopes of a Popular Literacy 6: The Roots of this Curriculum in Romanticism 7: The Romance and Dilemma of Expression 8: The Politics and Promsie of an Assertive Literacy 9: The Realization of the Children's Voices.
  • (source: Nielsen Book Data)9780415900553 20160527
The New Literacy movement in North America and Britain, covering every stage of education from primary school to higher education, aims to go beyond the idea of functional literacy to make reading a powerful weapon by means of which students can take control of their world socially and politically. John Willinsky's book assesses the effectiveness of the various programmes which the movement has spawned. It assesses the practical effectiveness of their efforts to foster a new level of literate engagement among students who may previously have felt disadvantaged in this area and to create a less authoritarian workplace in which to learn about and practice the language. At the same time it draws out the common philosophy which links these programmes together. This will be an inspirational as well as an informative text for all who are involved in the creation of a truly literate society.
(source: Nielsen Book Data)9780415900553 20160527
Education Library (Cubberley)
Book
xviii, 163 p. ; 23 cm.
SAL3 (off-campus storage)
Book
xviii, 163 p. ; 23 cm.
SAL3 (off-campus storage)
Book
xiv, 298 p. : ill. ; 24 cm.
The contributors to this collection survey key issues of gender equity in education theory and the curriculum, and also consider the inherently gendered nature of knowledge. They call for a radical change in people's view of schooling and make suggestions for the way ahead.
(source: Nielsen Book Data)9780807734018 20160527
SAL3 (off-campus storage)
Book
1 online resource.
This two-part mixed methods study applies a dual processing model to explore the effects of digitally mediated empathy interventions on bias against marginalized groups, justice sensitivity, and helping behavior. Previous findings in the empathy literature suggest that while affective and cognitive empathy may be utilized to alter someone's perception of a marginalized group in a beneficial manner, the complex relationship between an individual and the technology they use may modify these effects and render previous findings incomplete. Results revealed that prompting affective or cognitive empathy in response to video stimuli did not elicit positive perspective-taking or decrease bias against these groups. For scales of homophobia that experienced significant interaction effects, the distraction and cued comment condition had the least amount of bias. Similarly, for the illegal alien scale, the distraction condition produced the least biased results. Findings from the justice sensitivity scales show that the empathy condition increased personal justice sensitivity, while those in the distraction condition experienced comparatively higher levels of "other-oriented" concern. These findings suggest that instead of eliciting positive feelings about the marginalized groups, the empathy-specific prompts activated biases against the individual. Additional findings for the effects on helping behavior suggest a more nuanced outcome that does not correlate with outcomes expected from previous psychological research. All of the results suggest that digitally mediated video stimuli designed to elicit empathy for marginalized groups may have the opposite effect due to the complex nature of the interaction between online media and culture.
Book
1 online resource.
Since 1939, 46 eddies, or fictional movies about primary or secondary schooling that foreground a teacher, have been released in the United States. From the 1950s through the 1990s, eddies often featured two interconnected and dominant tropes: the separation of home and school, and a "superteacher, " or a dedicated educator who uses unconventional teaching methods. However, many of the eddies made after 2000 blur or wholly erase the boundary between home and school, and nearly half of the 15 eddies made after 2000 feature unsavory or morally ambiguous teacher protagonists. This dissertation explores the contexts surrounding the genre's shift in tropes, and asserts that changes in eddies coincide with broader changes within the film industry, as well as with changes in educational policy and rhetoric. Specifically, generic changes in eddies coincide with the rise of the comic book film in the early 2000s, and President Bill Clinton's 1994 Goals 2000: Educate America Act, through which the Clinton administration framed education reform as a systemic problem requiring federal interventions and gained the public's support for federally led reforms. By the early 2000s, caped crusaders had begun proving lucrative at the box office, and the federal government had gained unprecedented traction in schools. Concurrently, the cinematic teacher--with no mask, no cape, and no federal authority—was increasingly depicted as a drug addict, a coward, or a cheater who brought the dysfunction of her home life into the classroom.
Special Collections
Book
1 online resource.
Introduction: Through funding agency and publisher policies, an increasing proportion of biomedical literature is being made open access, notably through the NIH Public Access Policy. Such an increase in access raises questions about the awareness and potential utilization of this literature by those working in health fields, notably physicians. In particular, this dissertation asks, what use, if any, will physicians make of biomedical research when offered relatively full access. The answer provides an opportunity to anticipate how full open access, though an ideal, might affect physician use of and perceptions about journal articles in patient care. Methods: A sample of physicians (N=336) licensed in the U.S. were provided with relatively complete access to the research literature indexed in PubMed, as well as access to the research summary service UpToDate, for up to one year, with their usage monitored through the tracking of data logs. The physicians, randomly assigned to two groups (n=168 each), also participated in a one-month trial of limited access. Upon completion of the online component of the study, semi-structured phone interviews, approximately 30 to 60 minutes in length, were conducted with 38 physicians about their priorities and use of journal articles in clinical, research, and other professional practices, as well as their awareness of the NIH Public Access Policy. Interview responses were analyzed both in their own right, as well as in conjunction with the data collected through the portal, with participant IDs facilitating the matching of each interview with the corresponding usage information from the portal. In particular, article clusters — instances when a participant viewed journal articles three times within a seven-day period — were generated from the participants' log files, first in aggregate (N=336) and then in greater detail for 38 physicians who were interviewed. Among those 38 with at least one article cluster (n=24), seven were considered more closely in terms of specific articles viewed. Results: The study found that physicians' research interests were not satisfied by article abstracts alone nor by a clinical summary service such as UpToDate. On average, a third of the physicians viewed research a little more frequently than once a week, with those who graduated prior to 1990 viewing significantly more articles than those with a more recent graduation date. Those articles were published since the 2008 adoption of the NIH Public Access Policy, as well as prior to 2008 and during the maximum 12-month embargo period. A portion of the articles in each period was already open access, but complete access encouraged a viewing of more research articles. Though this study began more than six years after the adoption of the NIH Policy in April 2008, the majority of physicians had never heard of the policy and its potential relevance in meeting their research needs. Conclusion: While physician use of research is considerable, it is unlikely that that publishers and institutions would be faced with widespread article use if research were more freely available. However, based on physician use of research, as seen through article clusters in web logs and heard through interviews from this study, physicians derive value from viewing research, a benefit often passed onto their patients and, more generally, society. When allowed complete access to research, they, in fact, viewed more research. This should bode well for the future of health care for two reasons: (1) physicians reported their use and sharing of research to be crucial in their care of patients and (2) more and more articles are being made open access through initiatives such as the NIH Public Access Policy.
Special Collections
Book
1 online resource.
This dissertation uses social network analytical techniques to illuminate questions of central interest to higher education scholars. In it, I investigate the role that the university, as a formal organization, plays in knowledge creation, with particular focus on interdisciplinary research, asking how interdisciplinary research centers shape the lives of faculty and the organizational form of the university. The first chapter reviews the existing literature applying social network analysis in higher education, and then maps the network of co-citations among papers in this domain, providing a picture of where links are strongest and where gaps remain. Chapters 2 and 3 examine the interplay between the network of collaborative relations among faculty members and the organizational form of the university, touching on questions of university governance, faculty productivity, and knowledge creation. These chapters examine how interdisciplinary centers bring colleagues together in new collaborations, how they position faculty members within the social structure of the university, and whether they influence the content of the work scholars produce. Social network analysis (SNA), I argue, provides unique traction on these issues. Through this dissertation, I explore the potential of SNA methods to deepen our understanding of higher education, of knowledge production and exchange, and of the university as a formal organization.
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