http://blogs.bgsu.edu/ctl/2007/04/05/new-models-of-publishing-workshop-extension/ Another amazing bgsu blog Tue, 23 Jun 2009 16:30:03 -0400 http://wordpress.org/?v=2.8.4 hourly 1 http://blogs.bgsu.edu/ctl/2007/04/05/new-models-of-publishing-workshop-extension/comment-page-1/#comment-50 Kris Fri, 06 Apr 2007 13:08:00 +0000 http://blogs.bgsu.edu/ctl/2007/04/05/new-models-of-publishing-workshop-extension/#comment-50 As a participant in the session, I began with the observation that technology <br/>always seems to be one step ahead of policy, pedagogy, and ideology. This is <br/>especially true with regard to digital scholarly publishing, where the technical <br/>possibilities are boundless while the limits of faculty incentive and reward within <br/>the context of tenure and promotion do little to promote innovation. One site of <br/>such innovation can and should be graduate education, in preparing future <br/>faculty to engage in new media literacy practices that move them beyond the <br/>"save as .pdf" model for their scholarly work. In encouraging graduate students <br/>to develop digital professional identities, we increase the likely impact of such <br/>literacy acquisition in our undergraduate classrooms as well. We also create future faculty who can become advocates for a cultural shift that better balances both print and digital scholarly production. As a participant in the session, I began with the observation that technology
always seems to be one step ahead of policy, pedagogy, and ideology. This is
especially true with regard to digital scholarly publishing, where the technical
possibilities are boundless while the limits of faculty incentive and reward within
the context of tenure and promotion do little to promote innovation. One site of
such innovation can and should be graduate education, in preparing future
faculty to engage in new media literacy practices that move them beyond the
“save as .pdf” model for their scholarly work. In encouraging graduate students
to develop digital professional identities, we increase the likely impact of such
literacy acquisition in our undergraduate classrooms as well. We also create future faculty who can become advocates for a cultural shift that better balances both print and digital scholarly production.

]]>