On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.

Most papers can be characterized as collaborative, but this one is particularly deserving of that adjective. The presentation here is an attempt to synthesize the ideas of all the participants, expressed in numerous conversational and written exchanges pre-, during and post-meeting. While every effort has been made to present the range of views, surely not all participants would agree with the emphases and interpretations herein.

This report includes a hyper-linked bibliography and footnotes for additional web-based material on e-learning topics. Links are provided for the reader's convenience only, and represent neither an endorsement nor a guarantee of the accuracy of the content of the associated sites. Comments and questions about this document are welcomed, however, and should be directed to the author or the meeting sponsors.

On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.

Most papers can be characterized as collaborative, but this one is particularly deserving of that adjective. The presentation here is an attempt to synthesize the ideas of all the participants, expressed in numerous conversational and written exchanges pre-, during and post-meeting. While every effort has been made to present the range of views, surely not all participants would agree with the emphases and interpretations herein.

This report includes a hyper-linked bibliography and footnotes for additional web-based material on e-learning topics. Links are provided for the reader's convenience only, and represent neither an endorsement nor a guarantee of the accuracy of the content of the associated sites. Comments and questions about this document are welcomed, however, and should be directed to the author or the meeting sponsors.

On 22-24 September 2002, a group of 22 education and information technology specialists gathered on the campus of the University of California at Irvine (UCI), for a symposium on the state of educational "content sharing." (See participant list.) The meeting was sponsored by the William and Flora Hewlett Foundation Education Program and the UCI Distance Learning Center. This paper summarizes the themes that emerged from that gathering.

Most papers can be characterized as collaborative, but this one is particularly deserving of that adjective. The presentation here is an attempt to synthesize the ideas of all the participants, expressed in numerous conversational and written exchanges pre-, during and post-meeting. While every effort has been made to present the range of views, surely not all participants would agree with the emphases and interpretations herein.

This report includes a hyper-linked bibliography and footnotes for additional web-based material on e-learning topics. Links are provided for the reader's convenience only, and represent neither an endorsement nor a guarantee of the accuracy of the content of the associated sites. Comments and questions about this document are welcomed, however, and should be directed to the author or the meeting sponsors.

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.

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.