Because the formatting is messed up from the Open Office file, here's the same presentation (http://www.slideshare.net/ekansa/pisa-open-accesskansafinal) in PDF format.
This is a workshop to provide grad students with practical guidance for navigating copyright questions and other legal considerations for their dissertation or thesis.
It was delivered over Zoom on 19 October 2020.
From Hyperlinks to Semantic Web Properties using Open Knowledge ExtractionSTLab
The vision of the Semantic Web is to populate the web with machine understandable information so that artificial intelligences (AI) can use it as background knowledge for assisting humans in performing a significant number of their daily tasks. Research in this field produced a standardised knowledge representation format (namely, linked data) and huge amount of machine-readable data available on the web (namely, the web of data), mostly derived from structured data (typically databases) or semi-structured data (e.g. Wikipedia infoboxes). However, most of the web consists of natural language text containing valuable knowledge for enriching the web of data. Hence, a main challenge is to extract as much relevant knowledge as possible from this content, and publish them in the form of linked data. Open Information Extraction (OIE) has been developed recently as an approach to extract information from unstructured data, mostly of a textual nature.
However, the information extracted is typically in the form of triples of strings (subject, relational phrase, object). OIE approaches are useful but insufficient alone for populating the web with machine readable information as their results are not directly linkable to, and immediately reusable from, other linked data sources. In this seminar, after giving a brief introduction to background concepts and notions, I will describe a work that proposes a novel Open Knowledge Extraction approach that performs unsupervised, open domain, and abstractive knowledge extraction from text for producing directly usable machine readable information. In particular I will discuss an approach based on the hypothesis that hyperlinks (either created by humans or knowledge extraction tools) provide a pragmatic trace of such semantic relations between two entities, and that such semantic relations, their subjects and objects, can be revealed by processing their linguistic traces (i.e. the sentences that embed the hyperlinks) and formalised as linked data and ontology axioms. Experimental evaluations conducted with the help of crowdsourcing confirm this hypothesis showing very high performances. A demo of Open Knowledge Extraction at http://wit.istc.cnr.it/stlab-tools/legalo.
This is a presentation delivered on December 1, 2020 by the UC Berkeley Library's Office of Scholarly Communication Services and the Research Data Management Program.
Are you unsure about how you can use or reuse other people’s data in your teaching or research, and what the terms and conditions are? Do you want to share your data with other researchers or license it for reuse but are wondering how and if that’s allowed? Do you have questions about university or granting agency data ownership and sharing policies, rights, and obligations? We will provide clear guidance on all of these questions and more in this interactive webinar on the ins-and-outs of data sharing and publishing.
- Explore venues and platforms for sharing and publishing data
- Unpack the terms of contracts and licenses affecting data reuse, sharing, and publishing
- Help you understand how copyright does (and does not) affect what you can do with the data you create or wish to use from other people
- Consider how to license your data for maximum downstream impact and reuse
- Demystify data ownership and publishing rights and obligations under university and grant policies
This is a workshop to provide grad students with practical guidance for navigating copyright questions and other legal considerations for their dissertation or thesis.
It was delivered over Zoom on 19 October 2020.
From Hyperlinks to Semantic Web Properties using Open Knowledge ExtractionSTLab
The vision of the Semantic Web is to populate the web with machine understandable information so that artificial intelligences (AI) can use it as background knowledge for assisting humans in performing a significant number of their daily tasks. Research in this field produced a standardised knowledge representation format (namely, linked data) and huge amount of machine-readable data available on the web (namely, the web of data), mostly derived from structured data (typically databases) or semi-structured data (e.g. Wikipedia infoboxes). However, most of the web consists of natural language text containing valuable knowledge for enriching the web of data. Hence, a main challenge is to extract as much relevant knowledge as possible from this content, and publish them in the form of linked data. Open Information Extraction (OIE) has been developed recently as an approach to extract information from unstructured data, mostly of a textual nature.
However, the information extracted is typically in the form of triples of strings (subject, relational phrase, object). OIE approaches are useful but insufficient alone for populating the web with machine readable information as their results are not directly linkable to, and immediately reusable from, other linked data sources. In this seminar, after giving a brief introduction to background concepts and notions, I will describe a work that proposes a novel Open Knowledge Extraction approach that performs unsupervised, open domain, and abstractive knowledge extraction from text for producing directly usable machine readable information. In particular I will discuss an approach based on the hypothesis that hyperlinks (either created by humans or knowledge extraction tools) provide a pragmatic trace of such semantic relations between two entities, and that such semantic relations, their subjects and objects, can be revealed by processing their linguistic traces (i.e. the sentences that embed the hyperlinks) and formalised as linked data and ontology axioms. Experimental evaluations conducted with the help of crowdsourcing confirm this hypothesis showing very high performances. A demo of Open Knowledge Extraction at http://wit.istc.cnr.it/stlab-tools/legalo.
This is a presentation delivered on December 1, 2020 by the UC Berkeley Library's Office of Scholarly Communication Services and the Research Data Management Program.
Are you unsure about how you can use or reuse other people’s data in your teaching or research, and what the terms and conditions are? Do you want to share your data with other researchers or license it for reuse but are wondering how and if that’s allowed? Do you have questions about university or granting agency data ownership and sharing policies, rights, and obligations? We will provide clear guidance on all of these questions and more in this interactive webinar on the ins-and-outs of data sharing and publishing.
- Explore venues and platforms for sharing and publishing data
- Unpack the terms of contracts and licenses affecting data reuse, sharing, and publishing
- Help you understand how copyright does (and does not) affect what you can do with the data you create or wish to use from other people
- Consider how to license your data for maximum downstream impact and reuse
- Demystify data ownership and publishing rights and obligations under university and grant policies
Presentation given for "Archiving the Web: How to Support Research of Future Heritage?" at the NWO-CATCH Meeting, hosted by WebART, April 19, 2013. National Library of the Netherlands, The Hague.
October 18, 2013 @ Kennedy Library, Data Studio, Cal Poly. We hear about all things “open” these days: open access, open source, open data, open science, et cetera. But what does it really mean for how we do science? How are things changing, and what are the implications for individual researchers?
Next Generation Technical Services May 2009 CalhounKaren S Calhoun
This is a long version of the talk I gave for the Spring Assembly of the Librarians Association of the University of California, May 13, 2009, UC Riverside Palm Desert Campus
Slides from keynote lecture by Andrew Prescott to the 7th Herrenhausen conference of the Volkswagen Foundation, 'Big Data in a Transdisciplinary Perspective'
Design for Findability: metadata, metrics and collaboration on LOC.govUXPA International
UXPA 2013 Annual Conference Friday July 12, 2013 3:00pm - 4:00pm ET by Jill MacNeice
The Library of Congress has 2.2 million digitized searchable items online, including 89,000 web pages, and catalog records, books, musical scores, films, newspapers and 1 million plus images.
How does anyone ever find anything?
In Design for Findability, I’ll talk about what the Library of Congress is doing on the interface, in the back end, and at the institutional level, to make content and objects on LOC.gov more findable. And I invite you to share your own efforts to enhance findability on your sites. The goal is to create a framework for findability that be used for many different types of sites.
Design for Findability at the Library of CongressJill MacNeice
How do people find things on a site with 17.5 million in the online catalog? This presentation discusses the Findability framework we use on LOC.gov that has transformed our site and made our content more findable. Hint: It relies heavily on metadata, metrics and, above all, collaboration
This presentation complements Meg Peters' "Design for Findability: Collaboration on Congress.gov":
http://www.slideshare.net/megpeters946/findability-congress-gov
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
More Related Content
Similar to Open Access in Archaeology. Opening the Past, 2013, Pisa (PDF)
Presentation given for "Archiving the Web: How to Support Research of Future Heritage?" at the NWO-CATCH Meeting, hosted by WebART, April 19, 2013. National Library of the Netherlands, The Hague.
October 18, 2013 @ Kennedy Library, Data Studio, Cal Poly. We hear about all things “open” these days: open access, open source, open data, open science, et cetera. But what does it really mean for how we do science? How are things changing, and what are the implications for individual researchers?
Next Generation Technical Services May 2009 CalhounKaren S Calhoun
This is a long version of the talk I gave for the Spring Assembly of the Librarians Association of the University of California, May 13, 2009, UC Riverside Palm Desert Campus
Slides from keynote lecture by Andrew Prescott to the 7th Herrenhausen conference of the Volkswagen Foundation, 'Big Data in a Transdisciplinary Perspective'
Design for Findability: metadata, metrics and collaboration on LOC.govUXPA International
UXPA 2013 Annual Conference Friday July 12, 2013 3:00pm - 4:00pm ET by Jill MacNeice
The Library of Congress has 2.2 million digitized searchable items online, including 89,000 web pages, and catalog records, books, musical scores, films, newspapers and 1 million plus images.
How does anyone ever find anything?
In Design for Findability, I’ll talk about what the Library of Congress is doing on the interface, in the back end, and at the institutional level, to make content and objects on LOC.gov more findable. And I invite you to share your own efforts to enhance findability on your sites. The goal is to create a framework for findability that be used for many different types of sites.
Design for Findability at the Library of CongressJill MacNeice
How do people find things on a site with 17.5 million in the online catalog? This presentation discusses the Findability framework we use on LOC.gov that has transformed our site and made our content more findable. Hint: It relies heavily on metadata, metrics and, above all, collaboration
This presentation complements Meg Peters' "Design for Findability: Collaboration on Congress.gov":
http://www.slideshare.net/megpeters946/findability-congress-gov
Ethics, Openness and the Future of LearningRobert Farrow
What difference does openness make to ethics' This session will examine this question both from the perspective of research into OER and the use of open resources in teaching and learning. An outline of the nature and importance of ethics will be provided before the basic principles of research ethics are outlined through an examination of the guidance provided by National Institutes of Health (2014) and BERA (2014). The importance and foundation of institutional approval for OER research activities is reiterated with a focus on underlying principles that can also be applied openly.
I argue that with a shift to informal (or extra-institutional) learning there is a risk that we lose some clarity over the nature and extent of our moral obligations when working outside institutional frameworks – what Weller (2013) has termed "guerilla" research activity. Innovations of this kind could be free of licensing permissions; they could be funded by kickstarter or public-private enterprise; or they could reflect individuals working as data journalists. But we might also speak of "guerilla" education for innovations taking place on the fringes of institutional activity – from using social media to going full-blown "edupunk" (Groom, 2008). These innovations which employ variants of opennesss can also bring out morally complex situations.
I show how the principles underlying traditional research ethics can be applied openly while noting that, whether working within or outside institutions, there is almost no existing guidance that explains the ethical implications of working openly. Similar issues are raised with MOOC, which operate outside institutions but while drawing on institutional reputations and values. With this in mind I sketch out scenarios we are likely to encounter in the future of education:
- Issues around privacy, security and big data
- Intellectual property conflicts
- Ensuring fair treatment of class students and equivalent online students
- Meeting obligations to content creators
- The ethical status of MOOCs and their obligations to their students
- Moral dimensions of open licenses
- The ethics of learning analytics and the data it produces
I argue that, while models for ethical analysis have been proposed (e.g. Farrow, 2011) more attention should be paid to the ethics of being open. I conclude with an examination of the idea that we have a moral obligation to be open, contrasting prudential and ethical approaches to open education. At the heart of the OER movement, I argue, is a strong moral impulse that should be recognized and celebrated rather than considered the preserve of the ideologue: openness is not reducible to lowering the marginal cost of educational resources. Openness is a diverse spectrum and to leverage its true potential we need to reflect deeply on how technology has the power to challenge the normative assumptions we make about education.
Similar to Open Access in Archaeology. Opening the Past, 2013, Pisa (PDF) (20)
Open Access in Archaeology. Opening the Past, 2013, Pisa (PDF)
1. in Archaeologyin Archaeology
Eric C. Kansa
UC Berkeley / OpenContext.org
Unless otherwise indicated, this work is licensed under a Creative Commons Attribution
3.0 License <http://creativecommons.org/licenses/by/3.0/>
2. 2003 Berlin Open Access Declaration2003 Berlin Open Access Declaration
3. Key Distinctions:
●
“Free as in Beer”
(gratis, cost-free)
●
“Free as in Speech”
(libre, freedom of
expression)
Key Distinctions:
●
“Free as in Beer”
(gratis, cost-free)
●
“Free as in Speech”
(libre, freedom of
expression)
Image credit: Joebeone via Flickr (CC-BY) <
http://www.flickr.com/photos/joebeone/353021060 >
Image credit: Joebeone via Flickr (CC-BY) <
http://www.flickr.com/photos/joebeone/353021060 >
5. Two important drivers:
●
Distributing & copying (digital)
content is now almost free
●
Creating quality information
remains expensive
Two important drivers:
●
Distributing & copying (digital)
content is now almost free
●
Creating quality information
remains expensive
6.
7.
8. …but no money for open access, nor
open data (more problematic)
…but no money for open access, nor
open data (more problematic)
9. IntroductionIntroduction
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
10. IntroductionIntroduction
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
12. Symbolic Capital
●
Attracts Nobel prize winning
authors
●
Harold Varmus (Nobel prize
winner, former NIH director)
helped found
●
No analog in archaeology
Symbolic Capital
●
Attracts Nobel prize winning
authors
●
Harold Varmus (Nobel prize
winner, former NIH director)
helped found
●
No analog in archaeology
14. My Precious DataMy Precious Data
Image Credit: “Lord of the Rings” (2003, New
Line), All Rights Reserved Copyright
15. Data Sharing as Publication
• Started in 2007
• Open data (mainly CC-By)
• Archiving by California
Digital Library
• Part of a broader reform
movement in scholarly
communications
Data Sharing as Publication
• Started in 2007
• Open data (mainly CC-By)
• Archiving by California
Digital Library
• Part of a broader reform
movement in scholarly
communications
16.
17.
18.
19. EOL Computable Data
Challenge
●
12 different sites
●
34 zooarchaeologists
●
Decoding, cleanup, metadata
documentation
●
Linked Data annotation (EOL,
UBERON, biometrics)
●
Collaborative analysis (as very
rigorous peer-review)
EOL Computable Data
Challenge
●
12 different sites
●
34 zooarchaeologists
●
Decoding, cleanup, metadata
documentation
●
Linked Data annotation (EOL,
UBERON, biometrics)
●
Collaborative analysis (as very
rigorous peer-review)
21. ●
Referenced by US National
Science Foundation and
National Endowment for the
Humanities for Data
Management
●
New White House “open
data” policies
●
Referenced by US National
Science Foundation and
National Endowment for the
Humanities for Data
Management
●
New White House “open
data” policies
22.
23. “The Shelby White and Leon Levy
Program (WLP) for Archaeological
Publications recognizes that publication
may take many forms and follow
different models. Digital data plays an
increasingly important role in scholarship
and the WLP encourages applicants to
consider innovative modes of digital
dissemination as a primary or
secondary outcome of publication
projects.”
“The Shelby White and Leon Levy
Program (WLP) for Archaeological
Publications recognizes that publication
may take many forms and follow
different models. Digital data plays an
increasingly important role in scholarship
and the WLP encourages applicants to
consider innovative modes of digital
dissemination as a primary or
secondary outcome of publication
projects.”
24. IntroductionIntroduction
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
25. Image credit: Pop-Tech via Flickr (CC-BY)
<http://www.flickr.com/photos/poptech2006/2968666297>
Image credit: Pop-Tech via Flickr (CC-BY)
<http://www.flickr.com/photos/poptech2006/2968666297>
Clay Shirky: “It's Not
Information
Overload. It's Filter
Failure.”
Clay Shirky: “It's Not
Information
Overload. It's Filter
Failure.”
26. Data source: Arif Jinha (2010). Article 50 million: an estimate of the number of scholarly
articles in existence Learned Publishing, 23 (3), 258-263 DOI: 10.1087/20100308.
Image Source: http://www.cs.cmu.edu/~comar/open-science/
Data source: Arif Jinha (2010). Article 50 million: an estimate of the number of scholarly
articles in existence Learned Publishing, 23 (3), 258-263 DOI: 10.1087/20100308.
Image Source: http://www.cs.cmu.edu/~comar/open-science/
32. Turning Texts to DataTurning Texts to Data
2010 (renewed 2012) Google Digital Humanities Awards: with
Elton Barker, Leif Isaksen, Kate Byrne, Nick Rabinowitz
2010 (renewed 2012) Google Digital Humanities Awards: with
Elton Barker, Leif Isaksen, Kate Byrne, Nick Rabinowitz
Text-mining literature to identify
references to ancient places
Text-mining literature to identify
references to ancient places
33. Project limited to public domain
(pre-1920) resources
Project limited to public domain
(pre-1920) resources
36. IntroductionIntroduction
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
47. Aaron Swartz at an Anti-SOPA rally
(Wikimedia Commons)
Aaron Swartz at an Anti-SOPA rally
(Wikimedia Commons)
48. Who Owns the Past?
(Published archaeological record)
49. Who Owns the Past?
(Published archaeological record)
Who Owns the Past?
(Published archaeological record)
50. Source: The Occasional Pamphlet - Harvard University
(http://blogs.law.harvard.edu/pamphlet/2013/01/29/why-open-access-is-better-for-scholarly-societies/)
Source: The Occasional Pamphlet - Harvard University
(http://blogs.law.harvard.edu/pamphlet/2013/01/29/why-open-access-is-better-for-scholarly-societies/)
51. Source: The Occasional Pamphlet - Harvard University
(http://blogs.law.harvard.edu/pamphlet/2013/01/29/why-open-access-is-better-for-scholarly-societies/)
Source: The Occasional Pamphlet - Harvard University
(http://blogs.law.harvard.edu/pamphlet/2013/01/29/why-open-access-is-better-for-scholarly-societies/)
52. What are the costs of perpetual,
absolute, and commodified intellectual
property?
Is this too close to looting?
What are the costs of perpetual,
absolute, and commodified intellectual
property?
Is this too close to looting?
53. What are the costs of perpetual,
absolute, and commodified intellectual
property?
Is this too close to looting?
What are the costs of perpetual,
absolute, and commodified intellectual
property?
Is this too close to looting?
54. IntroductionIntroduction
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
We need to reform
archaeological publication
●
Need new forms of publication
(more information)
●
New models needed to overcome
“information overload”
●
Ethics and commodification
●
Politics of “sustainability”
55. Heather Morrison
notes enough money
in academic libraries
to sustain Open
Access.
Political question: how
to redirect funding?
Heather Morrison
notes enough money
in academic libraries
to sustain Open
Access.
Political question: how
to redirect funding?
Economics of scholarly communication in
transition
by Heather Morrison.
First Monday, Volume 18, Number 6 - 3 June
2013 doi:10.5210/fm.v18i6.1062
56. Europeana raises hard sustainability
questions for Open Access.
Europeana raises hard sustainability
questions for Open Access.
63. Sustainability at what cost?
●
Big problem for professional
societies!
●
Harsh legal risks of pay-walls +
strong IP ($3 million Georgia
State case, Swartz affair)
●
Sustainability strategies harm
stakeholders (professionals
outside universities, libraries,
funders)
Sustainability at what cost?
●
Big problem for professional
societies!
●
Harsh legal risks of pay-walls +
strong IP ($3 million Georgia
State case, Swartz affair)
●
Sustainability strategies harm
stakeholders (professionals
outside universities, libraries,
funders)
64. Contingent EmploymentContingent Employment
Source: Washington Monthly (
http://ecleader.org/2012/02/21/nation-wide-trend-towards-adjuncts-threatens-higher-ed/)
Source: Washington Monthly (
http://ecleader.org/2012/02/21/nation-wide-trend-towards-adjuncts-threatens-higher-ed/)
65. Contingent EmploymentContingent Employment
Lack of consistent (legal) access:
(1)Loss of expertise in discipline (brain-drain)
(2)Harms teaching
Lack of consistent (legal) access:
(1)Loss of expertise in discipline (brain-drain)
(2)Harms teaching
Source: Washington Monthly
http://ecleader.org/2012/02/21/nation
-wide-trend-towards-adjuncts-threaten
s-higher-ed/
Source: Washington Monthly
http://ecleader.org/2012/02/21/nation
-wide-trend-towards-adjuncts-threaten
s-higher-ed/
68. Thankfully, universities pass those
salary savings on to students.
Right?
Thankfully, universities pass those
salary savings on to students.
Right?
73. “Sustainability” strategies
that fail to address
underlying problems work
like this:
“Sustainability” strategies
that fail to address
underlying problems work
like this:
78. Who Will Own the Past’s Metrics:Who Will Own the Past’s Metrics:
79. Who Will Own the Past?Who Will Own the Past?
Monoculture of over-
centralization
●
While cost-free (“free
as in beer”), not libre
(“free as in speech”).
Not legal to copy into
other repositories
●
Lock-in and risks of
favoritism
Monoculture of over-
centralization
●
While cost-free (“free
as in beer”), not libre
(“free as in speech”).
Not legal to copy into
other repositories
●
Lock-in and risks of
favoritism
80. Who Will Own the Past?Who Will Own the Past?
Governance questions with more
open repositories?
Governance questions with more
open repositories?
83. Thousand FlowersThousand Flowers
Should we emphasize “sustainability” (for a few)
or “resilience” (for a community)?
Should we emphasize “sustainability” (for a few)
or “resilience” (for a community)?
84. Thousand FlowersThousand Flowers
Can Libre (“free as in speech”) promote
resilient knowledge stewardship without
lock-in to particular set of institutions or
practices?
…we need to think of sustainability in
larger terms (not just a matter of clever
business models!)
Can Libre (“free as in speech”) promote
resilient knowledge stewardship without
lock-in to particular set of institutions or
practices?
…we need to think of sustainability in
larger terms (not just a matter of clever
business models!)
85. Final ThoughtsFinal Thoughts
Open Access (and open
data) are key challenges
for 21st century
archaeology
●
Legal and institutional
changes need to be faced
●
Sustainability as much
political and ideological as a
financial issue
Open Access (and open
data) are key challenges
for 21st century
archaeology
●
Legal and institutional
changes need to be faced
●
Sustainability as much
political and ideological as a
financial issue