[Air-l] Re: Air-l digest, Vol 1 #721 - 12 msgs

[iepf 2001]

It is a shock to me when I read the news about the
death of Professor Kling.
Professor Kling was our external reviewer for the
Information and Communication Management Programme, at
the National University of Singapore, Singapore.
We benefited from many of his constructive comments
for the development of this new program.
With his passing, we not only lose an excellent
scholar, but a dear friend.


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> Today's Topics:
> 
>    1. Re: Internet information sources (Denise
> Carter)
>    2. impressions? (Charles Ess)
>    3. Re: impressions? (Nathaniel Poor)
>    4. Re: impressions? (DJ Smith)
>    5. Re: impressions? (Karim R. Lakhani)
>    6. Rob Kling, rest in peace (Steve Jones)
>    7. Re: Rob Kling, rest in peace (elijah wright)
>    8. Re: Rob Kling, rest in peace (jeremy
> hunsinger)
>    9. Positive Aspects of Spam (Art McGee)
>   10. Re: Rob Kling, rest in peace (Guillaume
> Latzko-Toth)
>   11. Re: impressions? (Frank Schaap)
>   12. Re: Positive Aspects of Spam (Christian
> Nelson)
> 
> --__--__--
> 
> Message: 1
> From: "Denise Carter"
> <denisecarter at denisecarter.net>
> To: <air-l at aoir.org>
> Subject: Re: [Air-l] Internet information sources
> Date: Fri, 16 May 2003 17:52:24 +0100
> Reply-To: air-l at aoir.org
> 
> >Jenny said
> > Another side benefit is that I started small
> dialogues with a number of
> > the people who sent me recommendations after the
> request went out to the
> > list. From a social network/social capital
> perspective, it is beneficial
> > to query and start these conversations. I "met"
> some people I didn't
> > know, and a few asked me to keep in touch . . . .
> The social net widens.
> >
> 
> like jenny i have also benefitted enormously from
> the social network/social
> capital perspective of asking questions on different
> lists. Since many of
> the subsequent conversations take place off list
> then perhaps this side of
> it is not immediately apparent.
> 
> >Marj said
> >Today for example there was an 'urgent' request on
> a list for info on
> Terrence Malick's use of Walt Whitman, from a
> >Cultural Studies professor. A
> web search on the two names brought up a number of
> good articles.
> 
> even though a web search brings up a number of good
> articles I like to ask
> colleagues and list members just in case I miss the
> 'perfect' article. I
> also feel that it is valuable because not all
> articles are reviewed, so it
> is beneficial to ask the opinion of someone who has
> read it
> 
> regards
> denise
> 
> Denise Maia Carter,
> CASS,
> University of Hull,
> Hull ,
> HU6 7RX
> Email:denisecarter at denisecarter.net
> Web: http://www.denisecarter.net
> 
> 
> 
> 
> 
> 
> --__--__--
> 
> Message: 2
> Date: Fri, 16 May 2003 12:29:38 -0500
> From: Charles Ess <cmess at lib.drury.edu>
> To: <air-l at aoir.org>
> Subject: [Air-l] impressions?
> Reply-To: air-l at aoir.org
> 
> Dear aoir-ists (like the Greek...)
> 
> We're in the midst of finals grading, but I had a
> rather extraordinary
> experience with a class that has raised a question
> for me - or, rather, you
> (I hope).
> 
> I teach a "Global Futures" course, the capstone of
> our general education
> curriculum (Global Perspectives) which restructures
> liberal arts education
> to focus squarely on becoming "liberated persons who
> participate
> meaningfully in a global community."
> We look at a lot of texts, ranging from Biblical and
> Islamic utopias to
> Plato's Republic to Erich Fromm's _To Have or To Be_
> - all of which,
> somewhat to my surprise, the students really like. 
> (These are largely
> critical of consumer society - but the students see
> the criticisms and agree
> with them in varying degrees.)
> In that context, I've also been using an anthology
> by Erik Bucy, _Living in
> the Information Age: A Media Reader_ which offers a
> terrific selection of
> essays from a range of perspectives on a range of
> topics, including the role
> of the Internet in catalyzing a new revolution that
> would help realize
> Enlightenment dreams of greater democracy, freedom,
> and prosperity.
> 
> My assumption was - in keeping with a lot of the
> common wisdom of higher
> education specialists, sociologists, etc. - that my
> students, as having
> grown up with the Internet and being deeply immersed
> in electronic media,
> would find these readings directly relevant to their
> lives.
> 
> Imagine my surprise when my sections this year (fall
> '02 and spring '03)
> with near unaninimity (sp) agreed that this
> selection of readings could be
> dropped with no loss to the class!
> 
> Their summary judgment: especially the more radical
> visions of the Internet
> and the Web (ala Barlow and many others) leading to
> a new Renaissance, etc.
> just seemed "so '90s"!
> 
> For them, it appears that these technologies are
> utilitarian in the most
> boring of senses; precisely because they have grown
> up with them, they seem
> no more "revolutionary" than cars or telephones -
> even cellphones.  Rather,
> these technologies are really, merely tools for
> them.  While as a researcher
> and ethicist, I think there are all sorts of
> questions to be asked as to
> impacts of using these technologies - for them,
> these questions are far less
> pressing than examining the impacts of globalization
> on economies and the
> environment, for example.
> (And, FWIW, these are not, as a group, especially
> "liberal" students.)
> 
> I've no idea if my students are representative of
> anything.  But I was
> _stunned_ by this - especially as it so sharply
> contrasts with the buzz and
> excitement about all of these things in other
> quarters..
> At the same time, it fits with a comment Phil Agre
> passed on a couple of
> years ago as we were discussing the apparent death
> of postmodernism.  I
> asked him why he thought it had passed, and his
> simple comment was: because
> the art students aren't interested in it anymore.
> 
> This may just be an excuse to avoid grading papers
> and 
=== message truncated ===


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