If curating research data is a good idea, then curating the software that researchers use to process it is a good idea too. Clearly, even "pure" statistical analysis is a great deal more fragile than we had hoped.
John Willinsky is Khosla Family Professor in the Graduate School of Education at Stanford University. He began his career as a school teacher in Sault Ste. Marie, Ontario, before going on to complete degrees in English, Education Theory, and the Sociology of Education. Among his eleven books are Empire of Words: the Reign of the OED (Princeton University Press, 1994); Learning to Divide the World: Education at Empire’s End (University of Minnesota Press, 1998), and Technologies of Knowing (Beacon Press, 2000), while his most recent book, The Access Principle: The Case for Open Access to Research and Scholarship (MIT Press, 2006) has won two outstanding book awards. A Fellow of the Royal Society of Canada and a foreign associate of the National Academy of Education (U.S), Willinsky also directs the Public Knowledge Project. He is currently completing a book on the pre-history of the intellectual properties of learning (from Saint Jerome to John Locke), as well as assisting in the ongoing redesign and reengineering of his project’s publishing software to foster a greater global and public exchange of research and scholarship.