In a 4/27/98 Phys-L posting of the above title Tony Wayne writes:
=93I have rights to some serious web space. Our boss (the state of
Virginia) wants our respective curriculum areas on the state server to
offer more..... If anyone would like to contribute by sending me their
handouts/worksheets/etc to be shared with the world I would be glad to
add them..... Please help me to make this project a great FREE resource
for all your colleagues.=94
As most web surfers know, there is a confusing plethora of stuff on the
web whose origin and reliability is uncertain. In order to make
collections such as that proposed by Tony more useful, I would suggest
that materials on the Web should carry a clear indication of their
origin and status ON THE FIRST PAGE. This would help Web users to more
easily (a) separate peer-reviewed from non-peer-reviewed material, and
(b) give them definitive references for citing purposes.
Possible status categories might be:
(a) reprint from [journal reference];
(b) preprint submitted on [date] to [journal]; =20
(c) preprint in press at [journal](i.e., ACCEPTED by the editor of
[journal];
(d) preprint draft of [date];
(e) "cyberpaper" (non-peer-reviewed "electronic publication=94);
(f) published in a peer-reviewed electronic journal;
(g) =93paraprint=94 - ancillary material for published materials;
(h) =93postprint=94 - update or revision of published materials.
The last two categories have been suggested by James J. O'Donnell (1)
A case in point is provided by a 5/17/98 Phys-L posting by Hugh Logan
titled =93Re: quantization.=94 Hugh wrote:=20
I found the above-indicated essays to be valuable, but they would have
been more so had their origin and status been indicated. It took me
several hours of web and internet searching, including communication
with the authors, to find citable references for essays by Dettrick (2),
Anderson et al.(3), and Gordon et al.(4).
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
<hake@ix.netcom.com>
<http://carini.physics.indiana.edu/SDI/>
2. G. W. Dettrick, =93Constructivist Teaching Strategies,=94 in in "Teach=
ing
and Curriculum Studies I & II: Science First Method." Churchill
(Australia): Distance Education Centre, Monash University. (Study Guide
6, pp. 291-304, an =93in-house publication.) =20
3. J.R. Anderson, L.M. Reder, and H.A. Simon, "Radical
Constructivism, Mathematics Education, and Cognitive Psychology," in
"Brookings Papers on Education Policy," ed. by D. Ravitch (Brookings
Institution Press, Washington, D.C., 1998) p. 227-255; to appear in Oct.
1998 according to the advertisement at
<http://www.brook.edu/pub/journals.htm>; on the Web in a precursor form
as "Applications and Misapplications of Psychology to Mathematics
Education," at=20
<http://act.psy.cmu.edu/ACT/people/ja-vita.html#pubs>.
4. D.N. Gorden, L.M Gomez, R.D. Pea, B.J. Fishman, "Using the World Wide
Web to Build Learning Communities in K - 12," The Journal of
Computer-Mediated Communication 2 (3), 1996 [Electronic Journal
(peer-reviewed papers) at <http://www.ascusc.org/jcmc/>].