Monthly Archives: April 2016

Reaching New Heights: PA Libraries

The Pennsylvania Library Association (PaLA) is accepting proposals for Poster Sessions to take place at this year’s conference.  The poster sessions will take place on Monday & Tuesday, October 17 & 18, 2016 at Kalahari Resort & Conference Center in the Poconos.

Poster sessions provide a forum for library professionals from across the state to share their successful ideas or innovations with colleagues. The tone is casual and the mode is highly interactive.  The object is to gather feedback and to make connections with others interested in the same subject.

Submit a proposal for a poster.

Submission deadline is June 12, 2016.

BULLETIN OF THE TECHNICAL COMMITTEE ON LEARNING TECHNOLOGY Special Theme: Technology-Enhanced Science, Technology, Engineering and Math Education

(ISSN 2306-0212)
publication of IEEE Computer Society Technical Committee on Learning Technology (TCLT)
* Deadline for submission: May 10, 2016.

The Bulletin of the Technical Committee on Learning Technology (former Learning Technology Newsletter) aims at publishing and disseminating current research about new and emerging learning technologies as well as their design, usage, application, and evaluation in different contexts of technology enhanced learning.

The special theme of this issue will focus on topics related to educational technology designed for science, technology engineering and math education, including (but not limited to) research on concepts, design and practical applications of educational technology for science, technology engineering and math education, systems and tools that support science, technology engineering and math education; case studies and exploratory studies on eduational technology for science, technology engineering and math education
and the use of educational technology for science, technology engineering and math education; and evaluations of educational technology for science, technology engineering and math education.

Articles that are not in the area of the special theme are most welcome as well and will be published in the regular article section. The Bulletin of the Technical Committee on Learning Technology invites short articles, case studies, and project reports for the next issue. This issue will be published in Volume 18, Issue 1.

Submission procedure:

1. Authors have to follow the IEEE author guidelines when preparing their articles (please see for further information)

2. The articles in the bulletin are limited to 4 pages. Over-length articles will not be published.

3. The manuscripts should be either in Word or RTF format. Any figures used in the contributions would be required separately in a graphic format (gif or jpeg). The figures should also be embedded in the text at appropriate places.

4. Please send the manuscripts by email to (Subject: Submission for TCLT Bulletin).

5. In the email, please state clearly that the manuscript is original
material that has not been published, and is not being considered for
publication elsewhere.

For further information please see

19th Annual Forum of the Library Information and Technology Association

The 2016 LITA Forum Committee seeks proposals for the 19th Annual Forum of the Library Information and Technology Association in Fort Worth Texas, November 17-20, 2016 at the Omni Fort Worth Hotel.

Submit your proposal at this site

The Forum Committee welcomes proposals for full-day pre-conferences, concurrent sessions, or poster sessions related to all types of libraries: public, school, academic, government, special, and corporate. Collaborative and interactive concurrent sessions, such as panel discussions or short talks followed by open moderated discussions, are especially welcomed. We deliberately seek and strongly encourage submissions from underrepresented groups, such as women, people of color, the LGBT community and people with disabilities.

The Submission deadline is Friday April 29, 2016.

Proposals could relate to, but are not restricted to, any of the following topics:

  • Discovery, navigation, and search
  • Practical applications of linked data
  • Library spaces (virtual or physical)
  • User experience
  • Emerging technologies
  • Cybersecurity and privacy
  • Open content, software, and technologies
  • Assessment
  • Systems integration
  • Hacking the library
  • Scalability and sustainability of library services and tools
  • Consortial resource and system sharing
  • “Big Data” — work in discovery, preservation, or documentation
  • Library I.T. competencies

Proposals may cover projects, plans, ideas, or recent discoveries. We accept proposals on any aspect of library and information technology. The committee particularly invites submissions from first time presenters, library school students, and individuals from diverse backgrounds.

Vendors wishing to submit a proposal should partner with a library representative who is testing/using the product.

Presenters will submit final presentation slides and/or electronic content (video, audio, etc.) to be made available on the web site following the event. Presenters are expected to register and participate in the Forum as attendees; a discounted registration rate will be offered.

If you have any questions, contact Tammy Allgood Wolf, Forum Planning Committee Chair, at

Learning Analytics: Implications for Higher Education

Call for papers – Special issue

Guest editors: Wolfgang Greller (University College of Teacher Education, Vienna), Ulrich Hoppe (University of Duisburg-Essen) & Hendrik Drachsler (Open University of the Netherlands)
Date of publication: Spring 2017


The increased use of digital systems to support learning and teaching in higher education goes along with the increased possibility to collect data on students’ behaviour in those systems. It is now possible to gather data unobtrusively on when and what students contribute to a discussion forum, when they open a webcast lecture, when and how they take an assignment or test. The term ‘learning analytics’ refers to the use of such data for educational purposes. A commonly used definition (FERGUSON, 2012, p. 305) is: “Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.”

The abundance of learning-related data has resulted in a diverse set of research questions and research approaches (for an overview of pertinent issues: GRELLER & DRACHSLER, 2012). Specifically for learning analytics and in line with the definition proposed by SIEMENS (2010) (“Learning analytics is the use of intelligent data, learner-produced data, and analysis models to discover information and social connections for predicting and advising people’s learning.”) the focus is on the use of data to optimise learning based on specific computational methods and tools. Some advocate a bottom-up approach encouraging the use of ‘data mining techniques’, others argue that those educational data sets only become meaningful when using a good learning theory. We believe that a combination of both ingredients is most desirable and promising.

Substantial efforts have been invested in making data available to learners, designers and decision-makers. At least two questions emerge in this respect: what information to provide, and, how to present it (e.g. ALI, HATALA, GASEVIC & JOVANOVIC, 2012). Current discussions about learning analytics do also pertain to ethical issues (SLADE & PRINSLOO, 2013). These are concerned with the sharing and exploitation of educational datasets for wider use within and outside HE institutions, among other things for research or commercialisation purposes. Ways to make learner data more accessible without jeopardising personal privacy and independent learner control over their own learning are questions that are still awaiting viable solutions.

Additionally, institutional ownership of learner data from the delivery systems and learning platforms also offer new ways for HE institutions to evaluate their learning services, success rates and student support requirements, and may help in reducing drop-out and failure. Learning analytics has the claimed potential for ‘evidence-based’ decision taking and a data-based business culture. However, this still needs intensive further research and would also include the large array of cloud services now available and in use by learners and providers alike.

Themes for contributions

Institutional stakeholders, developers, teachers and trainers are expected to react to these fundamental contemporary challenges for learning analytics and develop or offer modern approaches to higher education that meet the zeitgeist of learners considering the latest pedagogical innovations and developments in technology. This call for papers wants to respond to the need for institutional solutions in the pedagogic provision as well as in the area of institutional policy development to support a fuller implementation of learning analytics in higher education:

(1) Focus on the learner:

· How can learning processes be adapted based on the analysis of learning-related data?

· Which possible (positive) effects on learner performance can we expect from using learning analytics and/or educational data mining approaches?

· What are suitable indicators for predicting learning success/failure?

· Which principles and approaches can or should guide the usage, processing and presentation of analytics results based on person-related data?

(2) Focus on courses and learning design:

· What can learning analytics reveal regarding the use of learning resources, interactions and participation of learners?

· How to assess if the activities of students are in line with expectations derived from pedagogical design principles (e.g., LUST, ELEN & CLAREBOUT, 2013)?

· Does learning analytics offer interesting new information to enhance course evaluation?

· Are teachers ready for exploiting learner data in order to optimise learning (“teachers as data scientists”, see DILLENBOURG, 2015)?

(3) Focus on the institution:

· What are conditions and/or indicators for learning analytics “readiness” of HE institutions?

· Can learning analytics help take decisions on when to plan courses and how to structure programs (e.g., MACFADYEN & DAWSON, 2012)?

· What are the conditions for sharing learner data within different parts of a university?

· What measures are necessary at institutional management level to maximise benefit of learning analytics and what are the potential benefits?

· In what ways can predictive analytics influence future student cohorts?

While the potential is there, it is also clear that this field is still in its infancy and students, designers, educational managers, and researchers need ideas and discussions on how to integrate these new possibilities in their research and practice (FERGUSON, 2012). A major issue remains what data to collect and how to interpret them. The special issue hopes to contribute by launching and inspiring those discussions. Contributions might be made at all three levels (student, course, institution) and from a more practical (what is currently being done and how are these initiatives experienced, evaluated) or more research-oriented (how do studies affect our theoretical understanding) perspective.

The editors welcome previously unpublished articles, reports and other contributions which will further the understanding of learning analytics in all variants of education relating to this call for papers (including subject domain specific contributions).


Ali, L., Hatala, M., Gasevic, D., Jovanovic, J. (2012). A qualitative evaluation of evolution of a learning analytics tool. Computers & Education, 58(1), 470-489.

Dillenbourg, P. (2015). Orchestration Graphs – Modeling Scalable Eduaction. Lausanne: EPFL Press.

Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304-317.

Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15(3), 42-57.

Lust, G., Elen, J., & Clarebout, G. (2013). Students’ tool-use within a web enhanced course: Explanatory mechanisms of students’ tool-use pattern. Computers in Human Behavior, 29(5), 2013-2021.

Macfadyen, L. P., & Dawson, S. (2012). Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan. Educational Technology & Society, 15(3), 149-163.

Siemens, G. (2010). What Are Learning Analytics? Elearnspace, August 25, 2010.

Siemens, G. (2012). Learning Analytics: Envisioning a Research Discipline and a Domain of Practice. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, 4-8, 2012.

Slade, S., & Prinsloo, P. (2013). Learning analytics: ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1509-1528.

Guidelines regarding the journal

The ZFHE is a peer-reviewed online journal that publishes scientific contributions of practical relevance concerning current higher education development issues. The focus is on didactical, structural, and cultural developments in teaching and learning. Topics that are innovative and still regarded as open in respect of their design options are preferred.

The ZFHE is published by a consortium of European researchers and funded by the Austrian Ministry for Science, Research and Economics. For more information, see

Submission information

English contributions may be submitted in two possible formats:

Scientific contributions: Scientific contributions within and beyond the main theme should comply with the following criteria: The contribution…

· presents innovative perspectives, arguments, problem analyses etc. on the key topic;

· focuses on essential aspects of the key topic;

· is theoretically supported (i.e. it offers a clear connection to the scientific discourse of the topic under discussion);

· provides scientific insights with added value at least in some parts;

· clearly elucidates the methodology used to acquire knowledge;

· follows the relevant citation rules consistently (APA style, 6th edition);

· comprises up to 33,600 characters (incl. spaces, as well as cover page, bibliography and author information)

Workshop reports
comprise the instructional presentation of practical experience, good practice examples, design concepts, pilot projects, etc. Workshop reports should comply with the following criteria:

· demonstrates potential for knowledge transfer;

· describes illustrative aspects and factors for the purpose of theory formation;

· systematically and transparently presented (e.g., no incomprehensible clues to details in an area of practice);

· follows the relevant citation rules consistently (APA style, 6th edition);

· up to 21,600 characters (incl. spaces, as well as cover page, bibliography and author information).

Submission and review schedule

10 June 2016 – Submission deadline for complete articles:
Please upload your contribution(s) to the ZFHE journal system ( in the corresponding section (scientific contribution, workshop report) of ZFHE 12/1 issue in anonymous format. To do so, you must first register as an author in the system.

26 August 2016 – Feedback / Reviews: Scientific contributions and workshop reports are evaluated in a double-blind process (see below).

30 September 2016 – Revision deadline: Where necessary, contributions may be revised according to feedback and recommendations from the reviews.

Spring 2017 – Online publication: In Spring 2017, the finalized contributions are published under and also made available in print.

Review Process

All submitted contributions will be examined in a double-blind peer review process to guarantee scientific quality. The editors of the current issue propose the reviewers for the respective theme and allocate individual contributions to the reviewers; they also determine which contributions will be accepted. The selection of reviewers and the review process for each thematic issue are always supervised by a member of the editorial board.

Formatting and submission

In order to save valuable time with the formatting of the contributions, we kindly ask that all authors work with the template from the beginning. The template can be downloaded from the ZFHE website under the following link:

Since we must be able to edit the texts, they must be submitted unlocked/unprotected in in Microsoft Word (.doc), Office Open XML (.docx), Open Document Text (.odt) or Plain Text (.txt) format. Please do not submit any PDF files! Submissions in the “Scientific Contribution” and “Workshop Report” categories must first be made in anonymous format in order to guarantee the double-blind review process. Please remove all references to the author(s) of the document (including in the document properties!). Upon a positive review result, this information will be re-inserted.


If you have any questions regarding the content of the issue, please contact Wolfgang Greller (
For technical and organizational questions, please contact Michael Raunig (

We look forward to your submissions!

Wolfgang Greller, Ulrich Hoppe & Hendrick Drachsler
(University College of Teacher Education Vienna, University Duisburg-Essen, Open University of the Netherlands)

Libraries and Archives in the Anthropocene: A Colloquium

May 13-14, 2017
New York University

As stewards of a culture’s collective knowledge, libraries and archives are facing the realities of cataclysmic environmental change with a dawning awareness of its unique implications for their missions and activities. Some professionals in these fields are focusing new energies on the need for environmentally sustainable practices in their institutions. Some are prioritizing the role of libraries and archives in supporting climate change communication and influencing government policy and public awareness. Others foresee an inevitable unraveling of systems and ponder the role of libraries and archives in a world much different from the one we take for granted. Climate disruption, peak oil, toxic waste, deforestation, soil salinity and agricultural crisis, depletion of groundwater and other natural resources, loss of biodiversity, mass migration, sea level rise, and extreme weather events are all problems that indirectly threaten to overwhelm civilization’s knowledge infrastructures, and present information institutions with unprecedented challenges.

This colloquium will serve as a space to explore these challenges and establish directions for future efforts and investigations. We invite proposals from academics, librarians, archivists, activists, and others.

  • Some suggested topics and questions:
  • How can information institutions operate more sustainably?
  • How can information institutions better serve the needs of policy discussions and public awareness in the area of climate change and other threats to the environment?
  • How can information institutions support skillsets and technologies that are relevant following systemic unraveling?
  • What will information work look like without the infrastructures we take for granted?
  • How does information literacy instruction intersect with ecoliteracy?
  • How can information professionals support radical environmental activism?
  • What are the implications of climate change for disaster preparedness?
  • What role do information workers have in addressing issues of environmental justice?
  • What are the implications of climate change for preservation practices?
  • Should we question the wisdom of preserving access to the technological cultural legacy that has led to the crisis?
  • Is there a new responsibility to document, as a mode of bearing witness, the historical event of society’s confrontation with the systemic threat of climate change, peak oil, and other environmental problems?
  • Given the ideological foundations of libraries and archives in Enlightenment thought, and given that Enlightenment civilization may be leading to its own environmental endpoint, are these ideological foundations called into question? And with what consequences?

Lightning talk (5 minutes)
Paper (20 minutes)

Proposals are due August 1, 2016.
Notifications of acceptance will be sent by September 16, 2016.
Submit your proposal here:

Postdoctoral Fellow of Special Collections and Digital Humanities

Description: The University of Delaware Library and the College of Arts and Sciences invite applications for a Postdoctoral Fellow of Special Collections and Digital Humanities. We seek an untenured scholar in the humanities (PhD received January 2010 – June 2016). The mission of the Fellow is to promote primary sources related to African American culture found in Special Collections at the University of Delaware Library through collaborative instruction, programming, creative outreach, and project development. The fellowship is a residential one-year academic appointment (September 2016-August 31, 2017), renewable up to three years. The PhD is the only eligible terminal degree. We are looking for an engaged humanist whose educational background suits her or him to work at the intersection of the classroom, the museum and/or archive, and the digital realm. Relevant training in programming, library sciences, computer graphics, computational linguistics, or other fields relevant to digital humanities research is desirable but not required.

This is a dual reporting line assigned to an academic department in the College of Arts and Science and Special Collections in the University of Delaware Library. The SC/DH fellow will pursue his or her own research project and teach one class per academic year that engages students with UD’s special collections materials and showcases those materials. The SC/DH fellow will also serve on and work with a budgeted committee made up of library staff and UD humanities faculty designed to coordinate classes, projects, exhibitions, lectures, and public events related to UD’s special collections.

The successful candidate will demonstrate a deep working knowledge of UD Library’s Special Collections holdings, particularly African American sources Applicants must submit a plan for two classes (one undergraduate and one graduate class) that will make use of these sources, particularly the Alice Dunbar Nelson papers and the Gregory C. Wilson collection of African-American postcards and trade cards. The letter of application should be specific in describing the intersection of personal research interests with primary sources available in Special Collections at the University of Delaware Library.

Qualifications: PhD in a humanities discipline received January 2010June 2016; experience with archival research and use of primary sources in personal scholarship; experience with digital platforms and technologies, especially in the area of teaching; experience in teaching undergraduates; strong computer skills, including fluency in platforms such as Omeka, Scripto, WordPress, Adobe Creative Suite, and video and audio editing software.

General Information: The University of Delaware has a long tradition of excellence beginning in 1743 and extending to the research-intensive, technologically advanced institution of today. The University provides a broad range of academic programs at the undergraduate, master, and doctoral levels. There are over 1,100 full-time faculty and 4,000 staff serving a student body of over 21,000. Located in Newark, Delaware, with its 970-acre campus, the University of Delaware is situated one hour from Philadelphia and two hours from New York and Washington, D.C.

The College of Arts and Sciences (CAS) encourages and supports innovative interdisciplinary collaborations and engagement with local, national and global audiences through research and creative activity. Humanities departments include Art Conservation; Art History; English; History; Languages, Literature and Cultures; and Philosophy. CAS includes numerous interdisciplinary Programs and Centers, such as the renowned Center for Material Culture Studies, the Winterthur Program in American Material Culture, and Museum Studies.

Special Collections at the University of Delaware Library houses the rare books, special topical collections, manuscripts, archives, photographs, maps, graphic materials, ephemera collections, audio-visual materials, and electronic records that comprise the primary historical sources and special collecting areas of the Library. Special Collections has significant holdings related to History and Delawareana; Chemistry; history of Science and Technology; the fine, decorative, and applied Arts; English, American, and Irish literature; and Horticulture and Landscape Architecture. These collecting areas focus on the University’s program strengths of the such as Chemistry, Engineering, the Hagley Graduate Program in History, the Longwood program in Public Horticulture, the Winterthur programs in American Material Culture and Art Conservation, and more.

The University of Delaware Library collections, which are broadly based and comprehensive, include over 2.8 million volumes. The Library ( makes accessible a broad range of electronic resources, including approximately 50,000 electronic and print journals, over 370 databases, and over 26,000 videos. In 2014, the University of Delaware Library became the first member of the Association of Research Libraries (ARL) to replace its traditional Library Information System with OCLC’s WMS (WorldShare Management Services) cloud-based system. The Library is a member of ARL, Center for Research Libraries, Coalition for Networked Information, Council on Library and Information Resources, Digital Library Federation, OCLC Research Partnership, SPARC, HathiTrust, the National Digital Stewardship Alliance, and the Philadelphia Area Consortium of Special Collections Libraries (PACSCL). Recent projects at the Library have included the use of Omeka for online exhibits and support for the Colored Conventions digital humanities project. Ongoing projects include enhancements to the institutional repository UDSpace and direct linking to digital collections stored in Artstor and UDSpace. For information about DH at UD, please visit and

Benefits: Vacation of 22 working days. TIAA-CREF or Fidelity retirement with 11% of salary contributed by the University. Tuition remission for dependents and spouses, and course fee waiver for employee. Full information about University of Delaware benefits is available online:

To Apply: Please submit the following in a single document (PDF) following University of Delaware application instructions at

  1. Complete curriculum vita
  2. Letter of application that discusses areas of research and teaching, along with experience with digital tools and pedagogy. Please be specific in noting the platforms and tools (software, applications, interfaces) with which you have experience and the level of your experience (no more than 2 pages)
  3. The names and contact information of three employment references

Equal Employment Opportunity: Employment offers will be conditioned upon successful completion of a criminal background check. A conviction will not necessarily exclude you from employment. The University of Delaware is an Equal Opportunity Employer which encourages applications from Minority Group Members, Women, Individuals with Disabilities and Veterans. The University’s Notice of Non-Discrimination can be found at library.udel

International Journal of Social Media and Interactive Learning

The International Journal of Social Media and Interactive Learning Environments ( is a newly established journal for scholars to share their experiences and research finding on the use of web 2.0 tools (especially social media) for teaching and learning

We are calling for papers. Suitable topics include but are not limited to:

  • Social networking sites and web 2.0 tools for learning
  • Social network analysis
  • Technological affordances of social media
  • Issues and concerns with using social media for learning
  • New technologies, e.g. iPad, iPhone, netbooks, e-books, cloud computing
  • Web-based collaborative and interactive learning
  • Computer-supported collaborative learning
  • Design and development of web-based learning environments
  • Informal learning with social technologies
  • Socio-cultural learning
  • Ubiquitous and mobile learning
  • Online course design and development
  • Online learning and life-long learning
  • Learning support and management systems
  • Online community of practice
  • Teacher’s professional development using technology

    Notes for Prospective Authors

    Submitted papers should not have been previously published nor be currently under consideration for publication elsewhere. (N.B. Conference papers may only be submitted if the paper was not originally copyrighted and if it has been completely re-written).
    All papers are refereed through a peer review process. A guide for authors, sample copies and other relevant information for submitting papers are available on the Author Guidelines page.
    All papers must be submitted online. To submit a paper, please go to Online Submissions of Papers.

Imagine the Next! The Conference for Entrepreneurial Librarians

October 17, 2016

Call for Proposals

The fifth  Conference for Entrepreneurial Librarians ( will explore how librarians exhibit entrepreneurship by re-imagining libraries of the future now. The conference goal is twofold: to inspire entrepreneurial action among librarians and to create a community among those who do.

The conference will be held on the campus of The University of North Carolina at Greensboro on October 17, 2016.   It is sponsored by the libraries at Wake Forest University and The University of North Carolina at Greensboro.

We seek librarians and information professionals to present about projects related to the conference theme. Topics may include but are not limited to:

  • Creative ways librarians and libraries are re-imagining their roles
  • New programs or solutions that made a difference in your library or community
  • Initiatives that exhibited a culture of change and risk taking
  • Responses to external forces that inspired change
  • Beneficial change demonstrated through measurable outcomes


Presentation Formats:

Forty-five minute break-out sessions including Q&A which may be panels or single presenters.  Proposals should include an abstract of no more than 250 words.


Submit your proposal here. (


Presenters are encouraged to develop and submit papers based on their presentations for publication in the open-access proceedings.


Presenters will be expected to register for the conference.


Submission Deadline:

Proposals will be accepted until April 15, 2016.  

Notification of decisions will be by May 2, 2016.


For more information about keynote speakers and scheduling see the conference website ( or contact:

Mary Scanlon

Kathy Crowe

SirsiDynix Northeast Region User Group

The Madigan Library at Pennsylvania College of Technology is pleased to host the 2016 SirsiDynix Northeast Region User Group. This conference is a great and affordable way to network with other Sirsi users, learn more about Sirsi systems and products, and hear colleagues speak about initiatives that they’ve tried or are currently trying within their libraries. Sirsi provides speakers for part of the program, but we’re looking to expand the offerings to include other sessions that interest you! If you have a topic that you would like to present at the conference on June 6 or 7, we would love to hear from you!

Additionally, we’ve already received requests for specific topics—RDA, MARC edit, and SIRSI reports—and are seeking users who would be interested in presenting on any of those topics.

To be considered for this opportunity, the form must be submitted by May 15th.  Notification of acceptance will be given by May 20th.

Submit a Proposal Today!

 Roundtable hosts needed!

The conference committee is also seeking individuals who are interested in hosting a roundtable at the conference. Roundtable hosts will be expected to come prepared with a small set of questions to spark discussion on their designated topic.

Sign up to be a Roundtable Host!

Presenters and Roundtable hosts will receive a discount on the cost of their conference registration but, more importantly, they’ll also gain valuable experience and a great addition to their career portfolio! For more information on these opportunities and discounts, please contact us.

Questions? Contact the 2016 SNRG Conference Committee at

For more information about the conference or to register, please visit



Library Innovation Lab at Harvard Fellowships

The Library Innovation Lab at Harvard is offering three fellowships this summer.  The lab develops tools and resources related to open education, open and free law and digital preservation.  Individuals interested in these or related topics are encouraged to apply.  The fellowship will run June – August.  There is a $6000 stipend available to offset the costs of a summer in Cambridge.  For application information, please visit: