Our universities are facing immense pressures from within
because of the increase in the publish or perish syndrome. There
are severe budgetary demands on university libraries attempting to
enable access to this increasing avalanche of information.
University teaching also needs to prepare graduates for a rapidly
changing and connected world. This book explores the role of
technology in this challenging scenario. Technology is portrayed as
part contributor to the challenges higher education faces, and also
part contributor to the solutions we need to explore. This book is
not a doom and gloom exposition but is forward-looking, offering
fresh insights and new strategies for understanding the nature of
scholarly communication in higher education.
In this book there are three threads that are constantly
intertwined information literacy, eLearning and digital publishing
with information literacy acting as the glue that connects
eLearning and digital publishing. This book was designed to occupy
a unique niche in the literature accessed by library and publishing
specialists, and by university teachers and planners. It examines
the interfaces between the work done by these four groups of
university staff who have been in the past quite separate from, or
only marginally related to, each other. Yet all four groups are
directly and intimately connected with the main functions of
universities the creation, management and dissemination of
knowledge in a scholarly and reflective manner.
The structure of the book has three main sections: the first has
primarily an educational focus, the second a focus on digital
publishing, and the third builds on the first two sections to
examine overall implications for the growth of knowledge and
scholarly communication.
This collection brings perspectives (in alphabetical order) from
Australia, Hong Kong, People s Republic of China, Singapore,
Taiwan, United Kingdom and United States of America. Various
chapters, therefore, examine the central concerns with different
lenses. Our ability to understand the extent of the shifts that are
occurring in modern universities, and still need to occur in the
next few years, relies on our ability to synthesize ideas and
experiences from a wide range of university staff. This is just
what we hope this book offers.
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