A powerpoint presentation addressing problems with using academic content on the web, basic strategy, challenges to open knowledge, funding examples, and possible community college models.

A powerpoint presentation addressing problems with using academic content on the web, basic strategy, challenges to open knowledge, funding examples, and possible community college models.

One major and recurrent theme of the scholarly communication column is the question, What can librarians do to help bring about fundamental changes in the system of scholarly communication? This question is at the heart of both the ACRL Scholarly Communications Initiative (1) and the Scholarly Communications Toolkit.(2) To answer this question, several principles of reform have emerged:(3)

* the broadest possible access to published research;

* increased control by scholars and the academy over publishing;

* fair and reasonable prices for scholarly information;

* open access to scholarship;

* innovations in publishing that reduce distribution costs, speed delivery, and extend access to scholarly research;

* quality assurance in publishing through peer review;

* fair use of copyrighted information for education and research purposes; and

* preservation of scholarly information for long-term future use.

Though different strategies for achieving reform have been identified, one that appears most frequently is that of building partnerships to help bring about change. One central ACRL document indicates that "the purpose of the ACRL scholarly communications initiative is to work in partnership with other library and higher education organizations to encourage reform in the system of scholarly communications and to broaden the engagement of academic libraries in scholarly communications issues." (4) The publishing and funding models of the Stanford Encyclopedia of Philosophy (SEP) do precisely that, both by a) promoting the goals, principles, and methods identified above, and b) presenting the kind of enterprise that warrants "engagement" and support from academic libraries.

* Please see actual article for references.

OpenER is een project van de Open Universiteit waarin Nederlanders drempelloos toegang hebben gekregen tot hoogwaardige zelfstudie-cursussen: gratis, zonder in te schrijven en volledig online. Na 1,5 jaar OpenER is er een schat aan informatie over omvang en aard van de belangstelling, mogelijke functies en al dan niet beoogde effecten.

OpenER is een project van de Open Universiteit waarin Nederlanders drempelloos toegang hebben gekregen tot hoogwaardige zelfstudie-cursussen: gratis, zonder in te schrijven en volledig online. Na 1,5 jaar OpenER is er een schat aan informatie over omvang en aard van de belangstelling, mogelijke functies en al dan niet beoogde effecten.

OpenER is een project van de Open Universiteit waarin Nederlanders drempelloos toegang hebben gekregen tot hoogwaardige zelfstudie-cursussen: gratis, zonder in te schrijven en volledig online. Na 1,5 jaar OpenER is er een schat aan informatie over omvang en aard van de belangstelling, mogelijke functies en al dan niet beoogde effecten.

What impact can after-school programs have on the educational achievement of high school students? A new study of Chicago's After School Matters (ASM) program -- which offers paid internships in the arts, technology, sports, and communications to teenagers in some of the city's most underserved schools -- finds a relationship between participating in after-school activities and higher class attendance, lower course failures and higher graduation rates.

Even after taking into account student demographic characteristics and prior attendance records, students who participate in ASM miss fewer days of school than their classmates. Similarly, students who participated at the highest levels in the after-school program tended to fail fewer core academic courses (English, Math, Science, and Social Studies). Furthermore, over the course of their time in high school, students who were enrolled in ASM for three or more semesters and those who participated at the highest levels had higher rates of graduation and lower dropout rates than similar students who did not participate in the program.

The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM's contribution to the positive outcomes -- independent of hard-to-observe student characteristics such as enthusiasm or dedication.

What impact can after-school programs have on the educational achievement of high school students? A new study of Chicago's After School Matters (ASM) program -- which offers paid internships in the arts, technology, sports, and communications to teenagers in some of the city's most underserved schools -- finds a relationship between participating in after-school activities and higher class attendance, lower course failures and higher graduation rates.

Even after taking into account student demographic characteristics and prior attendance records, students who participate in ASM miss fewer days of school than their classmates. Similarly, students who participated at the highest levels in the after-school program tended to fail fewer core academic courses (English, Math, Science, and Social Studies). Furthermore, over the course of their time in high school, students who were enrolled in ASM for three or more semesters and those who participated at the highest levels had higher rates of graduation and lower dropout rates than similar students who did not participate in the program.

The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM's contribution to the positive outcomes -- independent of hard-to-observe student characteristics such as enthusiasm or dedication.