I’m pretty sure I disagree with a good bit in this article, but disagreement has never been enough to make me lose interest in something, especially if it is worthwhile disagreement. One paragraph that caught my eye in particular:
The crowdsourcing frenzy alone is enough to cause uneasiness — the costs of editing, fact-checking, keeping spam bots and hackers at bay is the intellectual equivalent of being a traffic cop in Midtown Manhattan on a day when a major intersection signal is out of order from a water main break. The overhead that would be required to maintain the flow of information in a massive crowdsourced project is mind-boggling, a kind of 24-7 attention to a gazillion details. A handful of projects, like the Jeremy Bentham transcription, or the New York Public Library’s menu decipherment, were expertly designed, highly constrained, and made effective use of contributions by the public. The redesign of scholarship to allow for participation is an enormous undertaking, not yet much beyond prototypes, none of which have yet proved fully viable except the wiki. And the difference between a book chapter that lays out a well informed and studied discussion of new research and a set of guided activities for the acquisition of that knowledge is the difference between research and pedagogy. They perform different roles.
via Pixel Dust: Illusions of Innovation in Scholarly Publishing |.