The library has always been a fundamental partner in the research process. But key changes in the information, technology, economic, and scholarly environments are challenging this relationship and raising critical questions about the value and impact of the library in scholarship and its working relationship with scholars in the social sciences.
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.