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585 lines
27 KiB
Plaintext
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NREN for All:
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Insurmountable Opportunity
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c. 1993 Jean Armour Polly
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Manager of Network Development and User Training
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NYSERNet, Inc.
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jpolly@nysernet.org
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This was originally published in the February 1, 1993 issue of
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Library Journal (volume 118, n. 2, pp 38-41).
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It may be freely reprinted for educational use, please let me know if you
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are redistributing it, I like to know if it's useful and where it's been.
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Please do not sell it, and keep this message intact.
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When Senator Al Gore was evangelizing support for his visionary
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National Research and Education Network bill, he often pointed to
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the many benefits of a high-speed, multi-lane, multi-level data
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superhighway. Some of these included:
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-- collaborating research teams, physically distant from each other,
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working on shared projects via high speed computer networks.
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Some of these "grand challenges" might model global environmental
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change, or new therapeutic drug research, or the design of a new
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airplane for inexpensive consumer air travel.
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-- a scientist or engineer might design a product, which could be
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instantly communicated to a manufacturing plant, whose robotic
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machine could turn the drawing-board product into reality. One example
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of this is the capability to digitally measure a new recruit for an
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army uniform, transmit the information to a clothing manufacturer,
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and take delivery of a custom-tailored uniform the next day.
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-- access to digital libraries of information, both textual and graphic.
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Besides hundreds of online public access catalogs, and full text
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documents, color illustrations of photographic quality, full motion
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videos and digital audio will also be available over the network.
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In his many articles and speeches touting the bill, Gore often used
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an example of a little girl, living in a rural area, at work on a school
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project. Was she information-poor due to her physical location, far
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from the resources of large cities? No-- the National Research and
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Education Network would give her the capability to dial into the
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Library of Congress-- to collect information on dinosaurs.
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Now that the NREN bill has been signed into law (12/91), and
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committees are being formed, and policies are being made, I'm still
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thinking about that little girl, and her parents, for that matter. In
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fact I've got some "Grand Questions" to pose.
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1- How will we get access?
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The Internet has been called the "Interim NREN", since it's what we
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have in place now.
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I'm wondering how the family is going to get to the Internet "dial tone",
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let alone the NREN, especially since they live in a rural area.
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The information superhighway may be miles from their home, and
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it may be an expensive long-distance call to the "entrance ramp".
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Or, the superhighway may run right through their front yard, but
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they can't make use of it because they have no computer, no modem,
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and no phone line to make the connection. What good is a superhighway
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if all you've got is a tricycle?
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2- What will they be able to gain access to,
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and will their privacy be protected?
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Beyond the infrastructure issues, I'm concerned about what kind of
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things will be available for them once they do get connected,
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how the resources will be arranged, and how they will learn to use
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these tools to advantage. Beyond that, how authoritative is the
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information in the digital collection, and how do we know for sure
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it came from a legitimate source? How confidential will their
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information searches be, and how will it be safeguarded?
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3- Who will get access?
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I'm concerned that even if the infrastructure and resource problems
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are resolved, that little girl still won't be allowed access, because a
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lot of folks don't think the Internet is a safe place for
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unaccompanied minors.
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4- Does the family have any electronic rights?
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Electronic responsibilities?
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Are dinosaurs and a grade-school project too trivial for NREN?
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Some people think the NREN should be reserved for scientists
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working on "Grand Challenges", not ordinary ones. Who will
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decide what constitutes "acceptable use"?
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5- What is the future of the local public library?
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Worse yet, I'm worried that the reason they are phoning the Library
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of Congress in the first place is that their local public library has
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shut its doors, sold off the book stock, and dismissed the librarian.
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What can public libraries do to avoid that future?
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Brief Background: The Internet Today
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Computers all over the world are linked by high speed
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telecommunications lines. On the other side of their
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screens are people of all races and nationalities who
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are able to exchange ideas quickly through this network.
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This "brain to brain" interface brings both delight and despair, as
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evidenced by the following True Tales from the Internet:
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-- Children all over the world participate in class collaborations,
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sharing holiday customs, local food prices, proverbs, acid rain
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measurements, and surveys such as a recent one from a fifth
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grade class in Argentina who wanted to know (among other things)
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"Can you wear jeans to school?".
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-- During the Soviet coup in the summer of 1991, hundreds read
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eyewitness accounts of developments posted to the net by computer
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users in Moscow and other Soviet cities with network connectivity.
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A literal hush fell over this side of the network after a plea came
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across from the Soviet side. We appreciate your messages of
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encouragement and offers of help, it said, but please save the
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bandwidth for our outgoing reports!
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- Proliferation of discussion groups on the Internet means one can
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find a niche to discuss everything from cats to Camelot, from
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library administration to lovers of mysteries, from Monty Python
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to Medieval History.
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-- Predictably, Elvis has been sighted on the Internet.
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Besides electronic mail, full text resources may be downloaded
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from many Internet host computers. Some of these are religious
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materials, such as the Bible, and the Koran, others are the complete
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works of Shakespeare, Peter Pan, and Far From the Madding Crowd.
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Searchable resources include lyrics from popular songs, chord
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tablature for guitar, recipes, news articles, government information,
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Supreme Court Opinions, census data, current and historical weather
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information, dictionaries, thesauri, the CIA World Fact Book,
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and much more.
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Hundreds of library OPACS may be searched, and those with
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accounts set up at CARL may use UnCover to find articles of
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interest, which then may be faxed on demand.
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The richness of the Internet changes on a daily basis as more data
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resources, computer resources, and human resources join those
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already active on the net.
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But, back to that little girl.
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How will she get access?
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She'll need a plain old telephone line, a modem, a computer, and
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some communications software. Will her family be able to afford it?
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If not, will she be able to dial in from her school? Her Post Office?
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The local feed store? A kiosk at K-Mart?
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At the American Library Association's 1992 convention in San
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Francisco, Gloria Steinem said "the public library is the last refuge
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of those without modems." I'm sure she meant that the library will
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act as information provider for those unable to get their
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information using a home computer's telecommunications
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connections. But it could be taken another way. Couldn't the public
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library act as electronic information access centers, providing public
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modems and telecommunications alongside the books and videos?
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Why the Public Library is a good place for NREN access
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The public library is an institution based on long-standing beliefs in
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intellectual freedom and the individual's right to know. Let's revisit
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ALA's LIBRARY BILL OF RIGHTS, Adopted June 18, 1948; amended February
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2, 1961, and January 23, 1980, by the ALA Council.
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The American Library Association affirms that all libraries are
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forums for information and ideas, and that the following basic
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policies should guide their services.
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1. Books and other library resources should be provided for the
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interest, information, and enlightenment of all people of the
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community the library serves. Materials should not be excluded
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because of the origin, background, or views of those contributing to
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their creation.
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No problem here. The Internet's resources are as diverse as their
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creators, from nations all over the world. Every community can
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find something of interest on the Internet.
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2. Libraries should provide materials and information
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presenting all points of view on current and historical issues.
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Materials should not be proscribed or removed because of partisan
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or doctrinal disapproval.
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3. Libraries should challenge censorship in the fulfillment of
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their responsibility to provide information and enlightenment.
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4. Libraries should cooperate with all persons and groups
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concerned with resisting abridgment of free expression and free
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access to ideas.
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Again, global electronic communication allows discussion and
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debate in an instant electronic forum. There is no better
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"reality check" than this.
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5. A person's right to use a library should not be denied or
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abridged because of origin, age, background, or views.
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In a public library, the little girl won't be barred from using the
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Internet because of her age. The ALA interpretation of the above
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right states:
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"Librarians and governing bodies should not resort to age
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restrictions on access to library resources in an effort to avoid actual
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or anticipated objections from parents or anyone else. The mission,
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goals, and objectives of libraries do not authorize librarians or
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governing bodies to assume, abrogate, or overrule the rights and
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responsibilities of parents or legal guardians. Librarians and
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governing bodies should maintain that parents - and only parents
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- have the right and the responsibility to restrict the access
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of their children - and only their children - to library resources.
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Parents or legal guardians who do not want their children to have
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access to certain library services, materials or facilities, should so
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advise their children. Librarians and governing bodies cannot
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assume the role of parents or the functions of parental authority in
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the private relationship between parent and child. Librarians and
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governing bodies have a public and professional obligation to
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provide equal access to all library resources for all library users."
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6. Libraries which make exhibit spaces and meeting rooms
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available to the public they serve should make such facilities
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available on an equitable basis, regardless of the beliefs or
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affiliations of individuals or groups requesting their use."
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The Internet provides the equivalent of electronic meeting rooms
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and virtual exhibit spaces. Public libraries will offer access to all
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comers, regardless of their status.
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Further, as part of the Interpretation of the Library Bill of Rights,
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this statement appears:
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"The U.S. Supreme Court has recognized that `the right to receive
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ideas follows ineluctably from the sender's First Amendment right
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to send them. . . . More importantly, the right to receive ideas is a
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necessary predicate to the recipient's meaningful exercise of his
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own rights such as speech, press, and political freedom' Board of
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Education, Island Trees Union Free School District No. 26 v. Pico,
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457 U.S. 853, 866-67 (1982) (plurality opinion)."
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Clearly, reception and sending of ideas is a First Amendment issue.
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Oral, written, and electronic speech must be equally protected so
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that democracy may flourish.
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Public libraries also provide "free" services, though in fact the costs
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are just deferred. Taxes, state aid derived from taxes, federal aid
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derived from taxes, and private funds all pay for the "free" services
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at public libraries. Public libraries may be thought of as
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Information Management Organizations (IMO's), similar to Health
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Management Organizations, where patrons/patients contribute
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before they need information/health care, so that when they do
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need it, librarians/doctors are available to render aid.
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Why NREN in the Public Library is a bad idea
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On the surface, the public library looks like an excellent place to
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drop Internet/NREN connectivity. Libraries are veritable temples
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of learning, intellectual freedom, and confidentiality.
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However, most public libraries lack what computer experts call
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infrastructure. If there are computers, they may be out of date. Staff
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may not have had time to learn to operate them, and the computers
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may literally be collecting dust.
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There may be no modems, no phone line to share, no staff with
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time to learn about the Internet and its many resources. Money to
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update equipment, hire staff, and buy training is out of the
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question. Public libraries face slashed budgets, staff layoffs,
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reduced hours, and cutbacks in services.
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Many of these drawbacks are noted in the recent study by Dr.
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Charles R. McClure, called Public Libraries and the
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Internet/NREN: New Challenges, New Opportunities.
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Public librarians were surveyed about their attitudes toward NREN
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in interviews and focus groups. According to the study, public
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librarians thought that the public had a "right" to the Internet, and
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its availability in their libraries would provide a safety net for the
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electronic-poor.
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On the other hand they felt that they could not commit resources to
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this initiative until they knew better what the costs were and the
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benefits might be. They longed for someone else to create a pilot
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project to demonstrate the Internet's usefulness, or lack thereof,
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for public library users.
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The study describes several scenarios for public libraries as the
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NREN evolves. Some may simply choose to ignore the sweeping
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technological changes in information transfer. They may continue
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to exist by purveying high-demand items and traditional services,
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but they may find it increasingly difficult to maintain funding
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levels as the rest of the world looks elsewhere for their information
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and reference needs. The public library may find itself servicing
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only the information disenfranchised, while the rest of the
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community finds, and pays for, other solutions.
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As the study explains:
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"While embracing and exploiting networked information and services,
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[successfully transitioned libraries] also maintain high visibility
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and high demand traditional services. But resources will be reallocated
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from collections and less-visible services to support their involvement
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in the network. All services will be more client-centered and demand-based,
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and the library will consciously seek opportunities to deliver new types
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of information resources and services electronically."
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"In this scenario, the public library will develop and mount services
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over the NREN, provide for public access to the NREN, and will
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compete successfully against other information providers. In its
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networked role, the library can serve as a central point of contact as
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an electronic navigator and intermediary in linking individuals to
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electronic information resources- regardless of type or physical
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location. The public library in this second scenario will define a
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future for itself in the NREN and develop a strategic plan to insure
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its successful participation as an information provider in the
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networked environment."
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What Should Happen
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Senator Gore has proposed what has been variously called Son of
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NREN or Gore II, which should help address many of these
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infrastructure problems.
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Unfortunately, the Bill was not passed and the closing of the last
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Congress. There is hope, however, that it will be reintroduced this
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Spring.
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Specifically, Gore's bill would have ensured that the technology
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developed by the High-Performance Computing Act of 1991 is
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applied widely in K-12 education, libraries, health care and
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industry, particularly manufacturing. It would have authorized a
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total of $1.15 billion over the next five years.
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According to a press release from Senator Gore's office,
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"The Information Infrastructure and Technology Act charges the
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White House Office of Science and Technology Policy (OSTP) with
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coordinating efforts to develop applications for high-performance
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computing networking and assigns specific responsibilities to the
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National Science Foundation, the National Aeronautics and Space
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Agency, the National Institute of Standards and Technology, and
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the National Institutes of Health. It would expand the role of
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OSTP in overseeing federal efforts to disseminate scientific and
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technical information."
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"The bill provides funding to both NSF and NASA to develop
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technology for 'digital libraries'-- huge data bases that store text,
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imagery, video, and sound and are accessible over computer
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networks like NSFNET. The bill also funds development of
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prototype 'digital libraries' around the country."
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The public needs NREN because 300 baud used to be fast and low-
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resolution graphics used to be pretty. Now we get impatient
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waiting for fax machines to print out a document from half a
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continent away, when a few years ago we would have been
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content to wait days or weeks for the same article to arrive by mail.
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We are satisfied with technology until it starts to impede our lives
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in some way. We wait impatiently, sure that we spend half our
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lives waiting for printers, and the other half waiting for disk drives.
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Time is a commodity.
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I can envision that little girl walking into the public library with the
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following request:
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"I'm doing a school report on the Challenger disaster. I need a video
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clip of the explosion, a sound bite of Richard Feynman explaining
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the O-ring problem, some neat graphics from NASA, oh, and
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maybe some virtual reality mock-ups of the shuttle interior. Can
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you put it all on this floppy disk for me, I know it's only 15 minutes
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before you close but, gee, I had band practice." This is why
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public libraries need NREN.
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We would do well to remember the words of Ranganathan, whose
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basic tenets of good librarianship need just a little updating from
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1931:
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"[Information] is for use."
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"Every [bit of information], its user."
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"Every user, [his/her bit of information]."
|
|||
|
"Save the time of the [user]."
|
|||
|
"A [network] is a growing organism."
|
|||
|
|
|||
|
And so is the public library. A promising future awaits the public
|
|||
|
library that can be proactive rather than reactive to technology.
|
|||
|
Information technology is driving the future, librarians should be at
|
|||
|
the wheel. It is hoped that the new Administration in Washington
|
|||
|
will provide the fuel to get us going.
|
|||
|
|
|||
|
_______________________________
|
|||
|
SIDEBAR
|
|||
|
-------------------------------------------------------
|
|||
|
Excerpts from S.2937 as introduced July 1, 1992
|
|||
|
102nd Congress
|
|||
|
2nd Session
|
|||
|
IN THE SENATE OF THE UNITED STATES
|
|||
|
|
|||
|
Mr. GORE (for himself, Rockefeller (D-WV), Kerry (D-MA),
|
|||
|
Prestler (R-SD), Riegle (D-MI), Robb (D-VA), Lieberman (D-CT),
|
|||
|
Kerrey (D-NE) and Burns (R-MT)) introduced the following bill;
|
|||
|
which was read twice and referred to the Committee on Commerce,
|
|||
|
Science and Transportation.
|
|||
|
|
|||
|
A BILL
|
|||
|
To expand Federal efforts to develop technologies for applications
|
|||
|
of high-performance computing and high-speed networking, to
|
|||
|
provide for a coordinated Federal program to accelerate development
|
|||
|
and deployment of an advanced information infrastructure,
|
|||
|
and for other purposes.
|
|||
|
|
|||
|
Be it enacted by the Senate and House of Representatives
|
|||
|
of the United States of America in Congress assembled,
|
|||
|
|
|||
|
|
|||
|
SECTION 1. SHORT TITLE.
|
|||
|
This Act may be cited as the "Information Infrastructure and
|
|||
|
Technology Act of 1992".
|
|||
|
|
|||
|
SEC. 7. APPLICATIONS FOR LIBRARIES.
|
|||
|
(a) DIGITAL LIBRARIES.--In accordance with the Plan
|
|||
|
developed under section 701 of the National Science and
|
|||
|
Technology Policy, Organization and Priorities Act of 1976 (42
|
|||
|
U.S.C. 6601 et seq.), as added by section 3 of this Act, the National
|
|||
|
Science Foundation, the National Aeronautics and Space
|
|||
|
Administration, the Defense Advanced Research Projects Agency,
|
|||
|
and other appropriate agencies shall develop technologies for
|
|||
|
"digital libraries" of electronic information. Development of digital
|
|||
|
libraries shall include the following:
|
|||
|
(1) Development of advanced data storage systems
|
|||
|
capable of storing hundreds of trillions of bits of data
|
|||
|
and giving thousands of users nearly instantaneous
|
|||
|
access to that information.
|
|||
|
(2) Development of high-speed, highly accurate
|
|||
|
systems for converting printed text, page images,
|
|||
|
graphics, and photographic images into electronic form.
|
|||
|
(3) Development of database software capable of
|
|||
|
quickly searching, filtering, and summarizing large
|
|||
|
volumes of text, imagery, data, and sound.
|
|||
|
(4) Encouragement of development and adoption of
|
|||
|
standards for electronic data.
|
|||
|
(5) Development of computer technology to
|
|||
|
categorize and organize electronic information in a
|
|||
|
variety of formats.
|
|||
|
(6) Training of database users and librarians in
|
|||
|
the use of and development of electronic databases.
|
|||
|
(7) Development of technology for simplifying the
|
|||
|
utilization of networked databases distributed around
|
|||
|
the Nation and around the world.
|
|||
|
(8) Development of visualization technology for
|
|||
|
quickly browsing large volumes of imagery.
|
|||
|
(b) DEVELOPMENT OF PROTOTYPES.--The National
|
|||
|
Science
|
|||
|
Foundation, working with the supercomputer centers it
|
|||
|
supports, shall develop prototype digital libraries of
|
|||
|
scientific data available over the Internet and the National
|
|||
|
Research and Education Network.
|
|||
|
(c) DEVELOPMENT OF DATABASES OF REMOTE-
|
|||
|
SENSING
|
|||
|
IMAGES.--The National Aeronautics and Space Administration
|
|||
|
shall develop databases of software and remote-sensing images
|
|||
|
to be made available over computer networks like the
|
|||
|
Internet.
|
|||
|
|
|||
|
(d) AUTHORIZATION OF APPROPRIATIONS.--
|
|||
|
(1) There are authorized to be appropriated to the National
|
|||
|
Science
|
|||
|
Foundation for the purposes of this section, $10,000,000 for fiscal
|
|||
|
year 1993, $20,000,000 for fiscal year 1994, $30,000,000 for fiscal year
|
|||
|
1995, $40,000,000 for fiscal year 1996, and $50,000,000 for fiscal year
|
|||
|
1997.
|
|||
|
(2) There are authorized to be appropriated to the National
|
|||
|
Aeronautics and Space Administration for the purposes of this
|
|||
|
section, $10,000,000 for fiscal year 1993, $20,000,000 for fiscal year
|
|||
|
1994, $30,000,000 for fiscal year 1995, $40,000,000 for fiscal year
|
|||
|
1996, and $50,000,000 for fiscal year 1997.
|
|||
|
|
|||
|
________________________
|
|||
|
SIDEBAR
|
|||
|
Resources
|
|||
|
___________________________
|
|||
|
|
|||
|
McClure, Charles R., Joe Ryan, Diana Lauterbach and William E. Moen
|
|||
|
Public Libraries and the INTERNET/NREN: New Challenges, New Opportunities.
|
|||
|
1992. Copies of this 38-page study may be ordered at $15 each from
|
|||
|
the Publication Office, School of Information Studies, Syracuse
|
|||
|
University, Syracuse, NY 13244-4100 315/443-2911.
|
|||
|
|
|||
|
The U.S. National Commission on Libraries and Information
|
|||
|
Science (NCLIS) has issued a Report to the Office of Science and
|
|||
|
Technology Policy on Library and Information Services' Roles in
|
|||
|
the National Research and Education Network. The 25-page
|
|||
|
document, released in late November, 1992, summarizes the results
|
|||
|
of an open forum held in Washington during the previous summer.
|
|||
|
Topics addressed include funding NREN, charging for use,
|
|||
|
commercial access, protection of intellectual property, and security
|
|||
|
and privacy. The report "focuses on fulfilling the potential for
|
|||
|
extending the services and effectiveness of libraries and
|
|||
|
information services for all Americans through high-speed
|
|||
|
networks and electronic databases." A limited number of copies are
|
|||
|
available from NCLIS at 111 18th St., NW, Suite 310, Washington,
|
|||
|
D.C. 20036 202/254-3100.
|
|||
|
|
|||
|
Grand Challenges 1993: High Performance Computing and
|
|||
|
Communications. The "Teal Book" (because of its color) "provides a
|
|||
|
far-sighted vision for investment in technology but also recognizes
|
|||
|
the importance of human resources and applications that serve
|
|||
|
major national needs. This investment will bring both economic
|
|||
|
and social dividends, including advances in education,
|
|||
|
productivity, basic science, and technological innovation."
|
|||
|
Requests for copies of this 68-page document should go to: Federal
|
|||
|
Coordinating Council for Science, Engineering and Technology,
|
|||
|
Committee on Physical, Mathematical, and Engineering Sciences
|
|||
|
c/o National Science Foundation, Computer and Information Science
|
|||
|
and Engineering Directorate, 1800 G St. NW, Washington, D.C. 20550
|
|||
|
|
|||
|
Carl Kadie operates an excellent electronic resource of documents
|
|||
|
pertaining to academic freedom, the Library Bill of Rights, and
|
|||
|
similar policy statements. Those with Internet access may use File
|
|||
|
Transfer Protocol (FTP) to ftp.eff.org (192.88.144.4) Login as
|
|||
|
anonymous, use your network address as the password. The documents
|
|||
|
are in the /pub/academic directory.
|
|||
|
|
|||
|
Further Reading
|
|||
|
|
|||
|
Kehoe, Brendan. (1993). Zen and the Art of the Internet: a
|
|||
|
Beginner's Guide (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
|
|||
|
The first edition is available for free from many FTP sites. (see
|
|||
|
below) This version has about 30 pages of new material and
|
|||
|
corrects various minor errors in the first edition. Includes the story
|
|||
|
of the Coke Machine on the Internet. For much of late
|
|||
|
1991 and the first half of 1992, this was the document of choice for
|
|||
|
learning about the Internet. ISBN 0-13-010778-6. Index. $22.00
|
|||
|
|
|||
|
To ftp Zen: ftp.uu.net [137.39.1.9] in /inet/doc ftp.cs.toronto.edu
|
|||
|
[128.100.3.6] in pub/zen ftp.cs.widener.edu [147.31.254.132] in
|
|||
|
pub/zen as zen-1.0.tar.Z, zen-1.0.dvi, and zen-1.0.PS ftp.sura.net
|
|||
|
[128.167.254.179] in pub/nic as zen-1.0.PS
|
|||
|
|
|||
|
Krol, Ed. (1992). The Whole Internet User's Guide & Catalog.
|
|||
|
Sebastopol, CA: O'Reilly & Associates.
|
|||
|
Comprehensive guide to how the network works, the domain name
|
|||
|
system, acceptable use, security, and other issues. Chapters on
|
|||
|
telnet/remote login, File Transfer Protocol, and electronic mail
|
|||
|
explain error messages, special situations, and
|
|||
|
other arcana. Archie, Gopher, NetNews, WAIS, WWW, and
|
|||
|
troubleshooting each enjoy a chapter in this well-written book.
|
|||
|
Appendices contain info on how to get connected in addition to a
|
|||
|
glossary. ISBN 1-56592-025-2. $24.95
|
|||
|
|
|||
|
LaQuey, Tracy, & Ryer, J. C. (1993). The Internet Companion: a
|
|||
|
Beginner's Guide to Global Networking. Reading, MA: Addison-Wesley.
|
|||
|
Beginning with a foreword by Vice-President Elect Al Gore, this
|
|||
|
book provides an often- humorous explanation of the origins of the
|
|||
|
Internet, acceptable use, basics of electronic mail, netiquette, online
|
|||
|
resources, transferring information, and finding email addresses.
|
|||
|
The In the Know guide provides background on Internet legends (Elvis
|
|||
|
sightings is one), organizations, security issues, and how to get connected.
|
|||
|
Bibliography. Index. ISBN 0-201-62224-6 $10.95
|
|||
|
|
|||
|
Polly, Jean Armour. Surfing the Internet 2.0. An enthusiastic tour of
|
|||
|
selected Internet resources, electronic serials, listserv discussion
|
|||
|
groups, service providers, manuals and guides and more. Available
|
|||
|
via anonymous FTP from NYSERNET.org (192.77.173.2) in the
|
|||
|
directory /pub/resources/guides surfing.2.0.txt.
|
|||
|
|
|||
|
Tennant, Roy, Ober, J., & Lipow, A. G. (1993). Crossing the Internet
|
|||
|
Threshold: An Instructional Handbook. Berkeley, CA: Library
|
|||
|
Solutions Press.
|
|||
|
A cookbook to run your own Internet training sessions. Real-world examples.
|
|||
|
Foreword by Cliff Lynch. Library Solutions Institute and Press
|
|||
|
2137 Oregon Street Berkeley, CA 94705
|
|||
|
Phone:(510) 841-2636 Fax: (510) 841-2926
|
|||
|
ISBN: 1-882208-01-3 $45.00
|
|||
|
|
|||
|
|
|||
|
|