We want to extend our sincere thanks to the nearly two hundred scholars who participated in this experiment. We apologize that we weren’t able to include everyone’s work in the print volume. Even those of you whose work is included may find it considerably abbreviated. These hard editorial choices reflect the constraints of space and the requirements of coverage and coherence we placed upon ourselves, not a lack of quality. Every contribution remains available on the main Hacking the Academy website.
The hard work of giving every contribution its due, editing and combining more than fifty independently authored pieces of all lengths and styles into a single, coherent, readable volume, and navigating the uncharted legal waters that a work like this presents took longer than we had wanted. We appreciate your patience and hope that the work we have done will make for smoother sailing for anyone crazy enough to try something like this in the future.
Thank you.
Tom and Dan
—
Hacking the Academy: The Edited Volume
Introductions
Preface | Dan Cohen and Tom Scheinfeldt
Why “Hacking”? | Tad Suiter
Hacking Scholarship
Getting Yourself Out of the Business in Five Easy Steps | Jason Baird Jackson
Burn the Boats/Books | David Parry
Reinventing the Academic Journal | Jo Guldi
Reading and Writing | Michael O’Malley
Voices: Blogging | Matthew G. Kirschenbaum, Mark Sample, Dan Cohen
The Crisis of Audience and the Open Access Solution | John Unsworth
Open Access Publishing | Kathleen Fitzpatrick
Open Access and Scholarly Values: A Conversation | Dan Cohen, Stephen Ramsay, and Kathleen Fitzpatrick
Voices: Sharing One’s Research | Chad Black, Mark Sample
Making Digital Scholarship Count | Mills Kelly
Theory, Method, and Digital Humanities | Tom Scheinfeldt
Hacking Teaching
Dear Students | Gideon Burton
Lectures are Bullshit | Jeff Jarvis
From Knowledgeable to Knowledge-able | Michael Wesch
Voices: Classroom Engagement | Mills Kelly, David Doria, Rey Junco
Digital Literacy and the Undergraduate Curriculum | Jeff McClurken, Jeremy Boggs, Adrianne Wadewitz, Anne Ellen Geller, and Jon Beasley-Murray
What’s Wrong with Writing Essays: A Conversation | Mark Sample and Kelly Schrum
Assessment versus Innovation | Cathy Davidson
A Personal Cyberinfrastructure | Gardner Campbell
Voices: Learning Management Systems | Matt Gold, Jim Groom
Hacking the Dissertation | Ansastasia Salter
How to Read a Book in One Hour | Larry Cebula
Hacking Institutions
The Absent Presence: A Conversation | Brian Croxall and David Parry
Uninvited Guests: Twitter at Invitation-only Events | Bethany Nowviskie
Unconferences | Ethan Watrall, James Calder, and Jeremy Boggs
Voices: Twitter at Conferences | Kathleen Fitzpatrick, Jason B. Jones, Matthew G. Kirschenbaum, Amanda French
The Entropic Library | Andrew Ashton
The Wrong Business for Libraries | Christine Madsen
Re-imagining Academic Archives | Christopher J. Prom
Interdisciplinary Centers and Spaces | Stephen Ramsay and Adam Turner
Take an Elective | Sharon Leon
Voices: Interdisciplinarity | Ethan Watrall, Kathleen Fitzpatrick, David Parry
Conclusions
An Open Letter to the Forces of Change | Jennifer Howard
The Trouble with Digital Culture | Tim Carmody
We are now moving to organize the print volume. We have decided to reorganize our initial chapter headings into two dozen or more “clusters” or “conversations” that seem to have precipitated naturally from the body of submitted work. Topics for these clusters may include such things as grading, the dissertation, library collections, peer review, and other concrete structures of the academy. Clusters will include both the work you submitted and the most salient comments, tweets, and other third party contributions related to your work.
Not every submission we received last week can be included in the print publication, but we would like to include the community that made this project possible in the editing process. In choosing articles for print clusters we will be taking into account not only the quality of the work and how directly it has responded to the call, but also the level of social media engagement it has generated, including site comments, off-site responses, and re-tweets. In addition, we will be asking for your advice as we roll out the new clusters on this site over the next few weeks. Comments on clusters will be open for one week after their initial posting for suggested additions, subtractions, and re-orderings. We will let the community know via Twitter as soon as each new cluster is posted and when comments are about to close.
Thanks once again for your words, sounds, visions, and energy, and stay tuned for more #hackacad.
]]>As recently as the mid-2000s, questions like these would have been unthinkable. But today serious scholars are asking whether the institutions of the academy as they have existed for decades, even centuries, aren’t becoming obsolete. Every aspect of scholarly infrastructure is being questioned, and even more importantly, being <em>hacked</em>. Sympathetic scholars of traditionally disparate disciplines are cancelling their association memberships and building their own networks on Facebook and Twitter. Journals are being compiled automatically from self-published blog posts. Newly-minted Ph.D.’s are foregoing the tenure track for alternative academic careers that blur the lines between research, teaching, and service. Graduate students are looking beyond the categories of the traditional C.V. and building expansive professional identities and popular followings through social media. Educational technologists are “punking” established technology vendors by rolling their own open source infrastructure.
“Hacking the Academy” will both explore and contribute to ongoing efforts to rebuild scholarly infrastructure for a new millenium. Contributors can write on these topics, which will form chapters:
In keeping with the spirit of hacking, the book will itself be an exercise in reimagining the edited volume. Any blog post, video response, or other media created for the volume and tweeted (or tagged) with the hashtag #hackacad will be aggregated at hackingtheacademy.org (submissions should use a secondary tag — #class #society #conf #journal #book #tenure #cv #dept #edtech #library — to designate chapters). The best pieces will go into the published volume (we are currently in talks with a publisher to do an open access version of this final volume). The volume will also include responses such as blog comments and tweets to individual pieces. If you’ve already written something that you would like included, that’s fine too, just be sure to tweet or tag it (or email us the link to where it’s posted).
You have until midnight on May 28, 2010. Ready, set, go!
UPDATE: [5/23/10] 48 hours in, we have 65 contributions to the book. There’s a running list of contributions.
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