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Understanding Knowledge As a Commons

Understanding Knowledge As a Commons

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Understanding Knowledge as a Knowledge , Protecting the you have the necessary access rights, Commons: From Theory to Practice , and Building such as an affiliation with an academic Edited by Charlotte Hess New Knowledge Commons. The ’s institution or a library. Kronich focuses and first part gives a clear overview of the on the ways libraries and aca- MIT Press, 2007 commons paradigm, how it developed demic institutions can work to counter $36.00 (cloth), 367 pp. out of environmentalists’ desire to build . ISBN 0-262-08357-4 a common conceptual vocabulary, and Moving away from a focus on aca- the use of the Institutional and Develop- demia, James Boyle in his asks Reviewed by Fred Rowland ment (IAD) framework for analyzing it. “what impact more to David Bollier notes in Chapter 2 that to a cultural and scientific , both Digital technology, like the print- great extent, “the rise of environmental- scholarly and nonscholarly, by individ- ing press before it, has had a powerful ism as a political and cultural movement uals and groups outside the academy influence on knowledge creation and was made possible by a new .” might have on scholarship, culture, distribution. The challenges Though there are major differences and even...on .” Boyle reminds traditional ways of viewing authorship between the management of physi- us that we are at the very start of the and its social and legal implications. cal resources (“subtractive” resources) digital age and that we must not let the Today we are in a somewhat paradoxical and the management of data, informa- conventions of the past limit the oppor- state: at the same time that informa- tion, and knowledge (“nonsubtractive” tunities of the future. Can we enrich tion is more abundant than ever, new resources), problems and patterns of use academia by expanding the commons technical and legal strictures are fencing on the Internet—“congestion, free rid- to include more and varied individu- off important areas of information from ing, conflict, overuse, and ‘pollution’” als? Most likely, yes. Part II concludes the public, a serious issue in democracies among them—mirror those of many with a review of the possibilities and that depend on a vigorous public sphere. environmental commons. challenges of preserving knowledge in The real benefits of a networked world— In an attempt to build a conceptual the digital age, which differs quite a bit for invention, creativity, scholarship, apparatus for the knowledge commons, from the print past. and communication—come when the one big hurdle to overcome is the influ- While much of the first two parts of widest public has access to the building ence of an oft-cited 1968 article by biol- this book detail theory, Part III addresses blocks of knowledge. ogist on “The Tragedy of practical ways of building a knowledge Understanding Knowledge as a Com- the Commons,” which opponents of the commons. The variety offered by these mons: From Theory to Practice, the result commons perspective use to question its six articles shows that rather than a of a 2004 workshop hosted by editors viability. In the first chapter, Hess and vision of a single knowledge commons, Charlotte Hess and Elinor Ostrom, pro- Ostrom explain that subsequent studies there would likely be many overlapping vides an initial roadmap for a more posi- have shown that Hardin exaggerated and intersecting knowledge commons tive information future by looking at the problems involved in managing a with both shared and unique institu- knowledge from the perspective of “the commons. tional arrangements. writes commons.” Though the workshop was In Part II, Nancy Kronich describes about the different types of open access initially intended to address scholarly in detail how the shift from print to , the ways of providing incen- communication, participants found that digital information is affecting the for- tives to authors for choosing this option, this was too limiting and broadened mer knowledge commons that librar- and the problems that can arise in an its scope, a decision indicative of our ies provided. She then chronicles some intellectual open access commons and rapidly changing information environ- of the initiatives to counter this 21st- their possible solutions. ment. The commons model is borrowed century “enclosure” movement. Digital In one of the more interesting articles, from the environmental movement and access has provided both a means of Shubha Ghosh looks at “intellectual in its most general sense simply “refers universal access and the means to limit as a tool to build a commons.” to a resource shared by a group of peo- access based on and legislation He speculates on whether it is “con- ple.” Its theoretical and practical effects, (like the Digital Millennium strictive, facilitating, or irrelevant” and however, pose a strong challenge to the Act). In times past, as long as you could offers a nuanced discussion of the role of widely accepted free-market and rugged- make it into a library, you had access to in this potentially individualist narrative in which there is everything within its walls because the new information environment. Peter little room for cooperatively built, man- information was held in print collec- Levine, in an article that mirrors the one aged, and preserved resources. tions. Now, online scholarly informa- by Boyle, looks at the positive effects Twelve authors contributed chapters tion can be accessed from anywhere of building the knowledge commons organized into three parts: Studying the with a network connection but only if on collective action and civic engage-

68 EDUCAUSE QUARTERLY • Number 4 2007 ment. While Boyle wants to know how tion’s evolution, the authors address the ■ Chapters 4 and 6 focus on logistical widening the input and influence of often-cited criticism that “no signifi- considerations that may increase the individuals outside the academy might cant difference” exists in learning out- likelihood of a successful online expe- invigorate , comes between online and traditional rience for both students and faculty. Levine wants to increase participation in education models. The significant dif- Several resources and tips are provided, creating the content for the knowledge ferences, they argue, include indepen- including specific community college commons because “such work builds dence from time and space constraints examples of these programs. Chapter social capital, strengthens communities, (asynchronicity), inexpensive delivery, 6 addresses fundamental online teach- and gives people skills that they need for limitless resources, higher-quality and ing considerations, such as course size effective citizenship.” The final chapters regular interactions and discussions, and syllabi, that might only be useful look at software, the newly and—often overlooked—students’ pre- for first-time online instructors. developing roles of the , paredness to navigate and function in ■ In the fifth chapter, the authors pro- and an instance of a knowledge com- an increasingly technological workforce. vide a self-assessment for faculty to mons developed at the of Unique to their analysis is the careful determine whether they are ready to Arizona (EconPort), respectively. consideration given to community col- teach online, along with a summary Altogether, Understanding Knowledge lege student characteristics, which often of instructor qualities of those who as a Commons provides an overview differ from those of university students have been successful in online learn- of the growing movement to change usually cited in the literature about ing environments, although these are the information landscape of the 21st online learning. not specific to community college century, providing theory and practice Farnsworth and Bevis include topics ­faculty. in relatively equal measure. , typically found in distance or online- ■ Chapters 7 and 8 are also founda- academicians, scholars, and anyone else learning instructor handbooks: the tional chapters that address basic interested in information will find it importance of developing pre-course components of online course deliv- very useful. e orientations to online programs; online ery: course information, course doc- course instructional design consider- uments, calendar, grade book, and Fred Rowland ([email protected]) is Ref- ations; assessment techniques to assist announcements. Useful, but very erence and Subject Specialist for faculty and administrators in deter- introductory. Classics, Islamic Studies, Jewish Studies, Phi- mining who should teach in an online ■ Absent from the discussion in Chapter losophy, and Religion at Temple University in learning environment; strategies for 9 of course enhancements and tools is Philadelphia, Pennsylvania. facilitating online discussions and col- an overview of emerging technologies laborations; and course- (and time-) and commonly used Web sites that an management strategies. instructor—even a beginner—could Customizing their analysis to the visit regularly to learn about and stay A Fieldbook for Community two-year community college setting, current on learning technologies on College Online Instructors the authors review several important the horizon. Because teaching online Kent Farnsworth and topics in the first half of the book: is a rapidly changing and growing Teresa Brawner Bevis ■ The first two chapters present an phenomenon in higher education, American Association of Community overview of ’s faculty will find that their knowledge ­Colleges, 2006 evolution and a summary of pros in this area quickly becomes outdated. $38.00 (paperback), 168 pp. and cons and typical issues relating Having an awareness of and establish- ISBN 978-0-87117-376-8 to online learning in community col- ing connections with outside organi- leges: quality, support, and students’ zations and associations will assist in Reviewed by Veronica Diaz technical ability. Some data are pre- developing a network of support and sented here, but community college resources to foster faculty member In A Fieldbook for Community College student data are reviewed in more growth. Online Instructors, written to specifically detail in Chapter 3. The second half of the book is where address the unique characteristics of ■ The third chapter focuses on the com- Farnsworth and Bevis make a more community college students and fac- munity college student as a millennial unique contribution, addressing rel- ulty members, Farnsworth and Bevis, and online learner. This section also evant contemporary issues such as both long-time educators, present an clearly summarizes national data on copyright and fair use in distributed introductory but comprehensive, practi- community college at-risk students, learning environments, hybrid learn- cal guide to teaching online. Following although most of it is about 10 years ing models, and academic integrity for a detailed review of distributed educa- old and may be outdated. online courses.

Number 4 2007 • EDUCAUSE QUARTERLY 69 Preventing academic dishonesty Although this guide is particularly use- and developing creative, reliable ways ful for newcomers in the online learning to assess students online is an area of space, it might also be a useful review great concern for faculty. In fact, this for the veterans among us. e is often cited as the primary reason for not teaching in a solely online envi- Veronica Diaz (veronica.diaz@domail ronment. This section is particularly .maricopa.edu) is the Instructional Technology useful in providing various strategies Manager at the Maricopa Community College to assess students in a way that allows District Office in Tempe, Arizona. detection of and deters dishonesty. Several ­academic-dishonesty scenarios are provided along with solutions so that instructors are prepared for what students might do or say in those Statement of , Management, ­situations. and Circulation Chapter 13 provides a thorough, if introductory, review of legal issues Required by 39 USC 3685 for EDUCAUSE Quarterly, Publication No. 1528- involved in online teaching and learn- 5324. Date of filing: September 12, 2007. Frequency of issue: Quarterly. ing, specifically copyright and fair use. Number of issues published annually: 4. Annual subscription price: $26 libraries, The authors define copyright and fair $26 domestic, $50 foreign. Complete mailing address of headquarters and the use and provide practical examples of general business address of the publisher and editor: EDUCAUSE, 4772 Walnut cases to illustrate how these issues can manifest themselves. Farnsworth and Street, Suite 206, Boulder, CO 80301-2538. Known bondholders, mortgagees, Bevis also include a short question-and- and other security holders owning or holding 1 percent or more of total amount answer section. Although this section of bonds, mortgages, or other securities: None. Changes during the past 12 could have been longer, various Web months in the purpose, function, and nonprofit status of EDUCAUSE and its sites are provided that are excellent exempt status for purposes: None. resources in this area. The American In the following, the first number represents the average number of copies with Disabilities Act and the Family Educational Rights and Act are of each issue during the preceding 12 months, and the number in parentheses also briefly reviewed. represents the actual number of copies of the single issue published nearest the A Fieldbook for Community College filing date. Online Instructors primarily focuses on Total Number of Copies (net press run) = 10,084 (10,229) online instruction, although most of Total Paid and/or Requested Circulation = 8,990 (8,988) the strategies in the book are applicable Paid/Requested Outside-County Mail Subscriptions Stated on Form 3541 = to a blended or hybrid model, in which some of the instruction takes place 8,079 (8,071) face-to-face and some online. Unfor- Paid In-County Subscriptions Stated on Form 3541 = 0 (0) tunately, minimal attention is devoted Sales Through Dealers and Carriers, Street Vendors, Counter Sales, and to this growing area. After teaching in other Non-USPS Paid Distribution = 0 (0) an online environment, many faculty other Classes Mailed Through the USPS = 911 (917) members, especially those in commu- Free Distribution Outside the Mail = 364 (420) nity colleges, find that they can be more effective in a hybrid model, even if the Total Free Distribution = 560 (693) majority of instructional delivery takes outside-County as Stated on Form 3541 = 0 (0) place online. The section on hybrid in-County as Stated on Form 3541 = 0 (0) instruction, which is only a few pages other Classes Mailed Through the USPS = 196 (273) long, addresses logistical issues such as Total Distribution = 9,550 (9,681) e-mail, posting lectures, and discussions Copies Not Distributed = 534 (548) but does not address the instructional design of the model, a critical piece of Total = 10,084 (10,229) successful hybrids. Percent Paid and/or Requested Circulation = 94% (93%) Overall, this is an excellent basic resource for faculty members prepar- I certify that the statements made by me above are correct and complete. ing to teach in a community college Signed, Catherine Yang, Senior Director, EDUCAUSE online environment for the first time.

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