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Learned inquiry and the Net: the role of peer review, peer commentary and copyright

Harnad, Stevan

Antiquity, 1997-12, Vol.71 (274), p.1042-1048 [Periódico revisado por pares]

Cambridge, UK: Cambridge University Press

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  • Título:
    Learned inquiry and the Net: the role of peer review, peer commentary and copyright
  • Autor: Harnad, Stevan
  • Assuntos: Archaeological research ; Archaeology ; Copyright ; Electronic publishing ; Evaluation ; Excavation and methods ; Internet ; Interpretation, statistical and computer analysis ; Journals (Academic) ; Laboratory methods ; Methodology and general studies ; Peer review ; Periodicals ; Prehistory and protohistory ; Publishing industry ; Scholars ; Special review section: Electronic archaeology
  • É parte de: Antiquity, 1997-12, Vol.71 (274), p.1042-1048
  • Notas: PII:S0003598X00085975
    istex:5D9AFBBA0F71EEC574C8A1FDC2CF98299185B8EF
    ArticleID:08597
    This paper has been adapted from Professor Harnad's Snider Professorship Keynote Address given at the ‘Learned Inquiry and the Net: Beyond Print’ Symposium on Electronic Publishing and New Models of Scholarly Communication, Center for Instructional Technology, University of Toronto, Scarborough, Ontario, September 1997.
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  • Descrição: I should begin by defining some of the metaphors I use in this paper. By the ‘Gutenberg Galaxy’ I mean the world of print on paper. Thus the ‘PostGutenberg Galaxy’ is its successor, the virtual world of bytes on tape, disk and screen — and especially dispersal in the fibreoptic cables enmeshing the globe and transmitting them everywhere at the speed of light. I also use the term ‘Skywriting,’ for the dissemination of the written word in the PostGutenberg Galaxy is very much like writing it all up in the sky, for everyone to see and to append their own scribblings onto, rather like the serial graffiti in public toilets, except on a galactic scale. Or perhaps a global Hyde Park, with the orations and cat-calls all delivered graphically rather than orally.
  • Editor: Cambridge, UK: Cambridge University Press
  • Idioma: Inglês
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