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P 1-2: Main points of this paper are that (1) our research knowledge about how people learn has not been put into teaching practice, (2) we know about and must focus on adaptive expertise - creativity and innovation - that goes beyond rote skills, and (3) our assessment system needs a complete overhaul so it can focus on curricular goals.

\n

 

", "tags": [], "relations": {}, "dateAdded": "2012-01-23T14:45:26Z", "dateModified": "2012-01-23T14:47:16Z" } }, { "key": "9JIS2MCZ", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/9JIS2MCZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/9JIS2MCZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Pellegrino", "parsedDate": "2006-11", "numChildren": 1 }, "data": { "key": "9JIS2MCZ", "version": 1, "itemType": "document", "title": "Rethinking and Redesigning Curriculum, Instruction and Assessment: What Contemporary Research and Theory Suggests", "creators": [ { "creatorType": "author", "firstName": "James W.", "lastName": "Pellegrino" } ], "abstractNote": "The “New” Commission Report offers a bold approach to addressing issues regarding\nthe knowledge, skills and competitiveness of America’s workforce in a rapidly\nchanging international marketplace. Among its many recommendations for improving\nhow we currently educate our youth, as well as re-educate adults in the workforce, are\nthe need for dramatic changes in the processes of teaching, learning, and assessment\nleading to substantial gains in the overall achievement outcomes of the system. In\nmany respects, the current Report builds on ideas offered in the first Commission\nReport released over 15 years ago. That Report was a stimulus for the standards and\naccountability movement in America, a movement that has led to many changes in\nAmerican education. Some of those changes have proven useful such as the attempt to\ndevelop serious content standards for multiple areas of the curriculum. But some have\nproven not very helpful, such as the proliferation of accountability-oriented\nassessments that serve to undermine attainment of those very same achievement\nstandards.\nThis brief essay attempts to provide an argument in support of some of the critical\nchanges advocated in the “New” Report. The argument is based on an accumulating\nbody of theory and research on learning and knowing that has profound implications\nfor how to transact key aspects of the educational process. Much of what is presented is\nconsonant with ideas and conclusions reached in a number of National Research\nCouncil Reports on learning, instruction, and assessment issued over the last decade,\nstarting with the Science Standards in 1996 (NRC, 1996). Many of the most pertinent\nNRC reports have appeared within the last 6 years (e.g., Bransford, Brown, Cocking,\nDonovan & Pellegrino, 2000; Donovan & Bransford, 2005; Donovan & Pellegrino, 2004;\nKilpatrick, Swafford & Findell, 2001; NRC, 2002, 2003; Pellegrino, Chudowsky & Glaser,\n2001; Wilson & Bertenthal, 2005).\nThree major points need to be made in support of key recommendations contained in\nthe New Commission Report.\nFirst, we know a great deal more about the nature of competence and the development\nof expertise in multiple areas of the curriculum including mathematics, science,\nliterature, history, and the arts. However, very little of that knowledge has been used to\ndate to shape the nature of our curricular goals, our instructional processes, or our\nmodes of assessment. Standards alone are not enough – we must translate those\nstandards into details about the nature of knowledge and the development of\nunderstanding that can guide three key aspects of the educational process – curriculum,\ninstruction, and assessment.\nSecond, the type of expertise advocated in the Commission Report goes well beyond the\ndevelopment of basic skills and “routine expertise” and represents instead the levels of\nknowledge and understanding that can support transfer to new problems, creativity\n©National Center on Education and the Economy, 2006\n1\nand innovation, something that we now recognize as “adaptive expertise.” The latter\nshould be our target if we are to succeed in the ways advocated by the Report.\nFurthermore, given that teaching requires a unique form of expertise above and beyond\nknowledge of a given discipline, we must develop teachers who themselves have\nadaptive expertise in the domain of daily classroom instruction.\nThird, our assessment system is seriously flawed and broken. Given the amount that\nwe currently spend on the large-scale assessment of academic achievement, we get very\nlittle in the way of positive return on investment. Many believe the return is actually\nnegative with respect to valued educational outcomes. Unless our approach to\nassessment is changed substantially so that it can support processes of teaching and\nlearning focused on deep learning and understanding, there is little hope of attaining\nthe levels of achievement advocated in the New Commission Report. Thus, the dollars\nwe now spend on assessment should be reinvested in more targeted and efficacious\nassessment approaches tied to important curricular goals. These assessments should be\nmeaningful to the individuals assessed and have real value in determining their\nreadiness to move on in the educational system.\nIn the remainder of this essay, information is provided that supports each of these three\nmajor points. At the core of the argument is the idea that knowledge about the nature\nof learning and understanding is key to accomplishing our educational goals. Such\nknowledge should serve as the cornerstone for designing an educational process\ndirected towards attaining the goals identified in the New Commission Report. To start\nthat discussion, however, we need to briefly consider three interacting elements of\neducational practice, including the disjunctures that often occur among them, and what\nrole an understanding of learning and knowing can play in achieving synergy of the\ntype argued for in the New Commission Report rather than the chaos that now exists.", "type": "", "date": "November 2006", "publisher": "National Center on Education and the Economy", "place": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-01-23T14:42:32Z", "dateModified": "2012-01-23T14:45:23Z" } }, { "key": "X9X6NDA3", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/X9X6NDA3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/X9X6NDA3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/64741/items/BT9EDA3Q", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "X9X6NDA3", "version": 1, "parentItem": "BT9EDA3Q", "itemType": "note", "note": "

Essay/informal case study, but a nice resource for broadening one's perspective on OA.

\n

Q : Colleagues are surprised because they assume OA is an issue for researchers and the large universities that employ the majority of them. I argue that OA is not just the concern of research universities. In fact, it might be even more relevant for smaller colleges than for larger schools.

\n

Q : Rollins is a largely undergraduate, teaching intensive school with a liberal arts curriculum. This means that, at least in one sense, we need broad not deep access to information. We are net information consumers, rather than net producers. The subscription model of collecting a relatively small number of periodical titles “just in case,” doesn’t make much business sense for a school like us. What we really need is “just in time” access to a broad array of information resources, none of which will be used particularly heavily... the librarians are the faculty and students’ guides and partners in a larger, richer, but more complicated  information environment.

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This is a lit review / annotated bibliography / metastudy of the papers covering the open access citation advantage to date (as of 2010). It's got a giant table of papers and their findings, and they consistently find that, yes, Virginia, an OA citation advantage exists. To be more precise: out of 31 studies, 27 demonstrated a clear OA advantage, and 4 demonstrated either no advantage of a disadvantage.

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There is a brief introduction to the main issues involved in carrying out such studies, both methodological and interpretive. The study listing provides some details of the coverage, methodological approach and main conclusions of each study.", "publicationTitle": "", "publisher": "", "place": "", "date": "2010-02", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://eprints.ecs.soton.ac.uk/18516/", "accessDate": "2012-01-18T15:56:29Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The Open Access citation advantage", "language": "", "libraryCatalog": "eprints.ecs.soton.ac.uk", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Olin Institutional Repository IS" }, { "tag": "Open Access" } ], "collections": [], "relations": {}, "dateAdded": "2012-01-18T15:56:29Z", "dateModified": "2012-01-18T15:56:29Z" } }, { "key": "TVEC5RPH", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/TVEC5RPH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/TVEC5RPH", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/64741/items/AN7RKHKW", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } } }, "data": { "key": "TVEC5RPH", "version": 1, "parentItem": "AN7RKHKW", "itemType": "attachment", "linkMode": "linked_url", "title": "Snapshot", "accessDate": "2012-01-18T15:56:29Z", "url": "http://eprints.ecs.soton.ac.uk/18516/", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2012-01-18T15:56:29Z", "dateModified": "2012-01-18T15:56:29Z" } }, { "key": "TAX8B3UP", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/TAX8B3UP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/TAX8B3UP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/64741/items/AN7RKHKW", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } } }, "data": { "key": "TAX8B3UP", "version": 1, "parentItem": "AN7RKHKW", "itemType": "attachment", "linkMode": "linked_url", "title": "Full Text PDF", "accessDate": "2012-01-18T15:56:29Z", "url": "http://eprints.ecs.soton.ac.uk/18516/2/Citation_advantage_paper.pdf", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2012-01-18T15:56:29Z", "dateModified": "2012-01-18T15:56:29Z" } }, { "key": "FTTSD82D", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/FTTSD82D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/FTTSD82D", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/64741/items/6R5GN6TH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "FTTSD82D", "version": 1, "parentItem": "6R5GN6TH", "itemType": "note", "note": "

Summary: An overview of the type of content that various IRs contain (as per their policy).

\n

P 2: There's no evidence that an inclusive IR policy (that accepts staff/student work and non-scholarly materials) dissuades faculty.

\n

P 3-5: A wide range of work can go in these repositories - not just papers and books, but also theses, alumni magazines and newsletters, speeches and talks hosted and sponsored by the school...  in this respect it overlaps a lot with a historical archive's role.

\n

Q 7: (from a bepress interview with the repository manager of Cal Poly in 2009) \"One of the things we've found is that new audiences are constantly revealing themselves to us and that's bee the most surprising piece.\"

\n

P 8: Sometimes faculty who care about teaching will look for student publication opportunities, end up getting their students to publish in the IR, and then from there go \"wait, I could do that too.\"

", "tags": [], "relations": {}, "dateAdded": "2012-01-18T15:45:46Z", "dateModified": "2012-01-18T15:50:59Z" } }, { "key": "QZ9FWZI9", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/QZ9FWZI9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/QZ9FWZI9", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/64741/items/6R5GN6TH", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } } }, "data": { "key": "QZ9FWZI9", "version": 1, "parentItem": "6R5GN6TH", "itemType": "attachment", "linkMode": "linked_url", "title": "\"Repository Collection Policies\" by Jean-Gabriel Bankier and Courtney Smith", "accessDate": "2012-01-18T15:45:20Z", "url": "http://digitalcommons.bepress.com/repository-research/24/", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2012-01-18T15:45:20Z", "dateModified": "2012-01-18T15:45:20Z" } }, { "key": "6R5GN6TH", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/6R5GN6TH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/6R5GN6TH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Bankier and Smith", "parsedDate": "1905-07-03", "numChildren": 2 }, "data": { "key": "6R5GN6TH", "version": 1, "itemType": "journalArticle", "title": "Repository Collection Policies", "creators": [ { "creatorType": "author", "firstName": "Jean-Gabriel", "lastName": "Bankier" }, { "creatorType": "author", "firstName": "Courtney", "lastName": "Smith" } ], "abstractNote": "", "publicationTitle": "Research on Institutional Repositories: Articles and Presentations", "publisher": "", "place": "", "date": "1905-07-03", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://digitalcommons.bepress.com/repository-research/24", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Olin Institutional Repository IS" } ], "collections": [], "relations": {}, "dateAdded": "2012-01-18T15:45:20Z", "dateModified": "2012-01-18T15:45:20Z" } }, { "key": "T8M3D8XQ", "version": 1, "library": { "type": "group", "id": 64741, "name": "openaccess", "links": { "alternate": { "href": "https://www.zotero.org/groups/openaccess", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/64741/items/T8M3D8XQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/openaccess/items/T8M3D8XQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/64741/items/4K4PMFGV", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "T8M3D8XQ", "version": 1, "parentItem": "4K4PMFGV", "itemType": "note", "note": "

Summary: Results of a 2009 survey of institutional repository managers; 121 out of 778 people responded (so there's a possible response bias). Important findings: librarians (not authors) are doing the uploading work, everyone's afraid of copyright, and \"educating authors on copyright\" was the biggest challenge followed closely by \"obtaining publisher copyright policies.\"

\n

P 4: Half the respondents were in the US or UK. 8 were from Asia and 1 from Africa, which corresponds to the proportion in an listing of IRs.

\n

P 5: Most institutional repositories (90.3%) do some or all of the depositing work; only 7.3% make the author self-deposit.

\n

P 6-7: Nearly all (88.3%) respondents contacted publishers to get copyright clearance. Most used form letters; some requested blanket clearance to apply to future articles from their school.

\n

N ^: I wonder what the response rates were for different publishers?

\n

P 7: Nobody had a budget for copyright clearance.

\n

Q 7: \"...libraries should not pay to provide open-access to articles authored by their faculty if they are already paying content licensing fees, and paying salaries to faculty who are not compensated by publishers for their contribution.\"

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P 8-9: Almost nobody (78%) shared publisher responses with other IRs because they don't know if it'll have legal repercussions.

\n

P 11-12: Top challenges cited were \"educating authors on copyright\" (74.4%) then \"obtaining publisher copyright policies (61%).

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Summary: Tailor your IR to benefit individual academics and their existing workflows and incentives (as opposed to institutions), and individual academics will use it.

\n

P 4: Southern Cross University took a \"Do It For You\" (DIFY) approach to their repository; if a researcher wanted their work in the repository, the repository staff did the work (copyright, citations, uploading, etc) for them to get it in.

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P 5: First targets were prolific and high-profile researchers as shown on publication lists and university websites.

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P 5: Benefits pitched to faculty were (1) maximize research impact, (2) use repository for collaboration in teaching and learning, (3) paper download stats, and (4) less work than maintaining your own website.

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N ^: I've noticed a lot of engineering/engineering education people are web-shy. Can a web-presence service be tied into open access? Is this a good business/project model -- pay only if you don't want to share?

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P 7: One researcher was so enthusiastic about the completed repository that they added it to their email sig and presentation slides, so everyone could see all their work.

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N ^: Is it more valuable to a researcher to have a complete collection of their work?

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Contains pointers to and summaries of a number of \"online access increases citation count\" papers.

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P 2: Open access law repository movement began in 2008 with Harvard becoming the first open law repository and the Durham Statement on Open Access to Legal Scholarship.

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CQ 2: The Access Principle. \"Without open access, entire swaths of the planet will be excluded from sharing the benefits of the research of the industrialized West, consequently consigning them to a permanent “third world” status.\"

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Q 3-4: Most law school faculty members have been sheltered from the economic realities of journal publishing, happily relying upon access to the majority of core legal serials through their library’s subscriptions to conglomerate databases...

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P 4-5: Access to law publications, both scholarly and practice-oriented, is both expensive and increasing in price every year.

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P 5-6: It's unclear how \"prestigious\" electronic publications will be perceived as, which makes some faculty understandably nervous to jump on board.

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C 7: Budapest Open Access Initiative

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Q 7: “By open access, we mean its immediate, free availability on the public internet, permitting any users to read, download, copy, distribute, print, search or link to the full text of these articles, crawl them for indexing, pass  them as data to software or use them for any other lawful purpose.” (from SPARC)

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P 7: Two kinds of open scholarship - \"gold\" which is online-only peer-reviewed journals, and \"green\" which is everything else including institutional repository copies of papers published elsewhere. This paper looks at green only.

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P 8-9: Lawyers and law faculty cannot impact the world unless the world knows about their work - you can't follow a law you don't know about.

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C 10: Open Access Overview by Peter Suber

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P 11: The \"right to know\" is becoming a more common expectation by the general public, pressuring academia to adopt open access.

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C 14: Online or Invisible by Steve Lawrence

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P 14: Empirical evidence that putting articles online improves citation count - Lawrence compared online and non-online articles from within the same publication (from \"Online or Invisible\")

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Q 17: On first impression, legal scholarship should be especially conducive to the hypothesized effect. Law produces texts that are heavily documented and footnoted, to a degree unimagined in most other disciplines. The opportunities for any individual piece to be cited are arguably correspondingly greater.This writing style should make law citations studies especially revealing of the forces influencing open access availability and subsequent citation. Given these factors, as well as the prior research from other fields, we expected open access legal scholarship articles to be cited more often, and that this effect would be consistent and meaningful.

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N 17: Analysis and hypothesis of why open access should be particularly high-impact for legal scholarship - what are the factors that make open access high impact for a particular discipline?

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M 18-19: Took articles from an 18-year span from each of 3 law journals published by the University of Georgia.

\n

M 19: If they could find it on Google, it was considered \"open access.\"

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R 21-25: Online access has an impact on citations by other scholarly publications for 17 years, after which the impact becomes negligible.

\n

N ^: I wonder what you could do with a knowledge of that 17-year timeout - is that 17 years after publication, or 17 years after it first gets placed online? If the latter, could you use this as a way to revitalize interest in old work?

\n

R 25-26: Online access for law publications has no impact on usage by actual courts.

\n

N ^: The engineering equivalent of this would be use by practicing engineers as opposed to engineering researchers. I wonder if similar things hold there.

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Q 26-27: The literature has proposed three major theories to explain why open access increases the impact of scholarship. The Open Access Postulate theorizes that because open access articles are more easily accessed, they are read more often. Convenient access alone, according to this argument, increases the likelihood of citation. The Early Access Postulate suggests that articles benefit from their quicker “start out of the gate” over competing articles on the same topic, and therefore the citation rate is higher for articles that are posted early in the publication process. The third offered explanation is the Self-selection Bias Postulate, which argues that authors self-select to publish their best articles online thus increasing their citation rate, assuming that these are also the “better” articles in their respective subject areas.

\n

P 27: Open Access Postulate doesn't hold true for legal scholarship; faculty have access to these things already without open access.

\n

P 28: Early Access Postulate also doesn't hold true, since the data used in this study comes from both before and after the \"we can archive preprints of our work online!\" revolution in law, and doesn't show any correlation of citation rate to whether articles were put online preprint or much later.

\n

P 28-29: Self-selection Bias Postulate looks like it may also not hold true; as more papers get placed online by default, it seems to have no effect on the increased citation rate.

\n

P 30: We think that good articles in smaller and less prestigious publications - \"diamonds in the rough\" - will benefit the most from open access, since stuff in the prestigious publications will be read and cited anyway.

\n

N ^: This has potentially large implications for smaller, non-research-intensive schools.

\n

 

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Q: OA accelerates not only research but the translation of research into new medicines, useful technologies, solved problems, and informed decisions that benefit everyone.

\n

Cited by \"Citation Advantage of Open Access Legal Scholarship\"

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Cited by \"Citation Advantage of Open Access Legal Scholarship\" p10

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Cited by \"Citation Advantage of Open Access Legal Scholarship\" p14

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We examine open access articles from three journals at the University of Georgia School of Law and confirm that legal scholarship freely available via open access improves an article’s research impact. Open access legal scholarship – which today appears to account for almost half of the output of law faculties – can expect to receive 50% more citations than non-open access writings of similar age from the same venue.", "reportNumber": "11-07", "reportType": "", "institution": "University of Georgia", "place": "Athens, GA", "date": "March 4, 2011", "seriesTitle": "University of Georgia School of Law Research Paper Series", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1777090", "accessDate": "2012-01-11T15:18:31Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "SSRN", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Legal Research", "type": 1 }, { "tag": "Legal Scholarship", "type": 1 }, { "tag": "Olin Institutional Repository IS" }, { "tag": "Open Access", "type": 1 }, { "tag": "scholarly" } ], "collections": [], "relations": { "dc:relation": [ "http://zotero.org/groups/64741/items/RBW25TCJ", "http://zotero.org/groups/64741/items/ERQRGTZ7", "http://zotero.org/groups/64741/items/SW5JKJUT", "http://zotero.org/groups/64741/items/XAZ3TSQM" ] }, "dateAdded": "2012-01-11T15:46:25Z", "dateModified": "2012-01-11T16:23:36Z" } } ]