#25641
Adolescent Diary Weblogs and the Unseen Audience 
This paper first situates adolescent diary weblogs and their implied audiences and then applies a typology of audiences for personal narrative performance to a sample of diary weblog posts to ascertain if the typology fits the implied audiences present in the weblog text.
Scheidt, Lois Ann. Indiana University (2005). Articles>Writing>Web Design>Blogging
#25987
Buxom Girls and Boys in Baseball Hats: Adolescent Avatars in Graphical Chat Spaces
This paper explores the types of avatars adolescents use in graphical chat spaces and how gender is represented in these avatars. Content analysis found that adolescents predominately utilize publicly available avatars depicting drawn images of Caucasian human forms. Specifically it was found that females adopt postures that indicate subordination to others, while males display psychological withdrawal from the actions around them. The influence of gaming and fantasy is seen in male avatar selection.
Scheidt, Lois Ann. Indiana University (2004). Articles>User Interface>Collaboration>Gender
#21718
On November, 2, 2002, the TEACH Act (Act) became law, fully revising Section 110(2) of the U.S. Copyright Act, governing lawful uses of works protected by copyright in distance education. By complying with the TEACH Act, certain copyrighted works may be used for distance education without permission from, or payment of royalties to, the copyright owner—and without copyright infringement.
Indiana University (2003). Articles>Intellectual Property>Copyright>Education
#12986
This site is primarily for use by Copyediting-L subscribers who need information about the list's operation. (For general assistance with Listserv commands, see Indiana University's Knowledge Base.)
#21717
Learn basic copyright information quickly.
Indiana University. Articles>Intellectual Property>Copyright
#21716
How to appropriately and lawfully use existing copyrighted materials in teaching, research, and other activities.
Indiana University. Articles>Intellectual Property>Copyright
#18813
Guides For Better Science Writing
A bibliography of books in science writing.
Indiana University (2002). Resources>Bibliographies>Scientific Communication
#25472
Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods.
Reigeluth, Charles M. Indiana University (1999). Resources>Education>Instructional Design
#10787
Students often misinterpret the objective: 'learn how to improve writing skills' that is found among the many objectives of the C471 course. We do not have a major writing assignment in this course, nor do we critique your writing skills. On the other hand, we do introduce you to many tools that will assist in the task of writing. One of the most important things to grasp in this session is the conventions used in formal science writing, such as the use of abbreviations for journal titles and the frequent omission of article titles from the citations. The terms 'citation' and 'reference' are used in several contexts in C471. In this session, they refer to items of a bibliography.
#25552
There are, I'm sure, as many reasons to keep weblogs as there are weblogs authors, however, some common threads surely exist between them. What could motivate someone to keep a public journal of their innermost thoughts? What possible reasons would someone have?
Indiana State University (2002). Articles>Web Design>Writing>Blogging
#33242
Faceted Access: A Review of the Literature
The purpose of this 1995 paper is to define what is meant by facet analysis, and to review briefly the history of facet analysis within the context of other types of subject analysis in libraries and within the context of information retrieval research.
Maple, Amanda. Indiana University (1995). Articles>Web Design>Metadata
