Some more references on gender in OSS (and STEM in general): Ghosh, Rishab Aiyer and Glott, Ruediger and Krieger, Bernhard and Robles, Gregorio, "Free/Libre and Open Source Software: Survey and Study", University of Maastricht (2002), 69.
Beede, David and Julian, Tiffany and Langdon, David and McKittrick, George and Khan, Beethika and Doms, Mark, "Women in STEM: A Gender Gap to Innovation" (2011). Nafus, Dawn and Leach, James and Krieger, Bernhard, "Free/Libre and Open Source Software: Policy Support" (2006), 1--75. Holliger, Andrea, "The Culture of Open Source Computing" (2007), 1--8. Powell, Whitney E. and Hunsinger, D. Scott and Medlin, B. Dawn, "Gender Differences Within the Open Source Community: An Exploratory Study", Journal of Information Technology Management XXI, 4 (2010), pp. 29--37. -Patrick Carlson On Mon, Mar 11, 2013 at 3:38 PM, Mel Chua <m...@purdue.edu> wrote: > I'll make suggestions on the reading list from the following perspective: > > Seb, you've drunk the FOSS Kool-Aid in both Practice and Philosophy > flavors for years (that's why it's such a joy to talk with you). Your > students are likely to come in with a minimal and stereotypical view of > FOSS, and little in the way of relevant experience to make sense of these > readings with, so things that are vital and rich to you may be abstract and > meaningless to them until they get hands-on dev experience in an *existing* > community (+1 to that suggestion, btw -- it's hard to learn French without > hearing fluent speakers in conversation with each other!). I'd think of all > these readings as reflection prompts on their experiences in FOSS through > the semester (the same way reading about Chinese culture makes a lot more > sense after you've gone to China). > > Grading (mostly for you, not your students): > * http://vocamus.net/dave/?p=680 > * > http://zenit.senecac.on.ca/**wiki/index.php/OSD600#Grading<http://zenit.senecac.on.ca/wiki/index.php/OSD600#Grading> > > > for everything practical and then some: > * Fogel, K. Producing Open Source Software (+1; Karl is revising this > right now, http://www.kickstarter.com/**projects/kfogel/updating-** > producing-open-source-**software-for-2nd-ed<http://www.kickstarter.com/projects/kfogel/updating-producing-open-source-software-for-2nd-ed> > ) > * http://quaid.fedorapeople.org/**TOS/Practical_Open_Source_** > Software_Exploration/html/<http://quaid.fedorapeople.org/TOS/Practical_Open_Source_Software_Exploration/html/>-- > note that this *is* unmaintained and outdated (see recent threads on > this list started by students interested in reviving work on the project -- > editing/updating might be a good "learn to use mediawiki" assignment). > > governance: > * Freeman, J. The "Tyrrany of Structurelessness" (on Seb's original list, > but I haven't read it) > * Ostrom, E. Governing the Commons (on Seb's original list, but I haven't > read it) > * The Starfish and the Spider (parts thereof; easy-read book) > * > http://hbr.org/2001/12/what-**leaders-really-do/ar/1<http://hbr.org/2001/12/what-leaders-really-do/ar/1>(not > FOSS-specific, but short and a good discussion-starter on the "ask > forgiveness, not permission" FOSS mentality vs the "wait for orders" > students are often conditioned into) > * also consider: how important is this in the grand scheme of the course? > are you trading-off the pragmatics of producing open source in exchange for > more philosophy time? (The philosophy may not make sense until they have > experience with the pragmatics.) > > business models: > * Pentaho's Beekeeper stuff: http://wiki.pentaho.com/** > display/BEEKEEPER/The+**Beekeeper<http://wiki.pentaho.com/display/BEEKEEPER/The+Beekeeper>(from > Seb's original list, I haven't read) > * Asay, M. something by him like http://news.cnet.com/8301-** > 13505_3-10244853-16.html<http://news.cnet.com/8301-13505_3-10244853-16.html>(from > Seb's original list, I haven't read) > * You asked for stuff about Red Hat: http://arstechnica.com/** > business/2012/02/how-red-hat-**killed-its-core-productand-** > became-a-billion-dollar-**business/<http://arstechnica.com/business/2012/02/how-red-hat-killed-its-core-productand-became-a-billion-dollar-business/>is > short and readable > * You asked for Twitter/Github/Mozilla stuff: this might be a nice Github > reading/media bundle -- http://answers.onstartups.com/** > questions/32530/is-the-github-**business-model-successful<http://answers.onstartups.com/questions/32530/is-the-github-business-model-successful>(with > video), > http://stackoverflow.com/**questions/78991/why-is-github-** > more-popular-than-gitorious<http://stackoverflow.com/questions/78991/why-is-github-more-popular-than-gitorious>, > and > http://erickerr.com/github-is-**eating-the-world<http://erickerr.com/github-is-eating-the-world>from > a HR point of view. Twitter isn't FOSS, but comparing it with > identi.ca may be interesting; Mozilla you'll need to ask someone else for > reading suggestions on. > * In general, http://opensource.com/business may be a nice "find > something interesting to read from here" spot > * But again, is there a tradeoff between reading this and *doing* FOSS > work? > > classical (?) texts: > * RMS. Something. Or maybe just stuff from here; > http://www.gnu.org/philosophy/ (I'd specifically have them read > http://www.gnu.org/philosophy/**free-sw.html<http://www.gnu.org/philosophy/free-sw.html> > ) > * ESR. The Cathedral and the Bazaar (personal opinion: important > historical document, BUT long and dated and the opinionated views of a > single person who is often not transparent about clarifying his > biases/positionality -- I know you're aware that not everyone sees the > world like esr does/did, but if you choose this make sure your students > also grasp the multivocal and often contradictory nature of FOSS culture, > lest they think CATB is the Voice of God.) > * http://www.thelinuxdaily.com/**2010/04/the-first-linux-** > announcement-from-linus-**torvalds/<http://www.thelinuxdaily.com/2010/04/the-first-linux-announcement-from-linus-torvalds/> > > culture: > * Coleman, G. -- I love Biella's writing, but I'm not sure if her work is > applicable for the course you described -- it's beautiful anthropology, but > your students as new FOSS hackers won't recognized themselves in it -- yet > -- so it'll likely remain theoretical rather than illuminating to them. I > could see the epilogue on p. 207 of http://gabriellacoleman.org/** > Coleman-Coding-Freedom.pdf<http://gabriellacoleman.org/Coleman-Coding-Freedom.pdf>being > a good "multivocality" counterpart to esr. Otherwise, I'd save > Biella's work for another class. > * Kelty, C. Two Bits . (on Seb's original list, but I haven't read it) > * http://mako.cc/copyrighteous/**the-cost-of-collaboration-for-** > code-and-art<http://mako.cc/copyrighteous/the-cost-of-collaboration-for-code-and-art>("is > this true? if so, why do FOSS at all?") > * I'd have them choose an active project Planet feed to monitor each week > for N weeks, summarizing X blog posts (X=3? 1-3 sentences per summary?) > each week for the first Y weeks > * and/or the above with a mailing list. A good first-contribution for a > few weeks is a weekly digest/summary of list activity sent back to the > list, playing the journalist role in the community (public) while learning > basic tools in the classroom (private) -- see https://fedoraproject.org/** > wiki/FWN/Issue296?rd=FWN/**LatestIssue<https://fedoraproject.org/wiki/FWN/Issue296?rd=FWN/LatestIssue>for > an example. > > international participation: > * Tahkteyev, Y. Coding places . (on Seb's original list, but I haven't > read it) > * You seem to use a lot of book-like/academic-paper readings as opposed to > live/less-formal data, like http://fedoraproject.org/** > membership-map/ambassadors.**html<http://fedoraproject.org/membership-map/ambassadors.html>(constructed > via > https://fedoraproject.org/**wiki/Fedora_ambassadors_map<https://fedoraproject.org/wiki/Fedora_ambassadors_map>; > possible discussion-starter on the impossibility of accurately tracking > FOSS contribution/usage) > > > something on gender in open source? > * again, although I care *deeply* about this topic, I'm not sure if it's > going to be illuminating for students who don't already identify with the > FOSS movement, and worry that if a female student's first exposure to FOSS > is "there are no women!" before she *actually* gets into it, that could be > off-putting. Also, it's just damn hard to discuss. But if you want to > plunge in... > * http://infotrope.net/2009/07/**25/standing-out-in-the-crowd-** > my-oscon-keynote/<http://infotrope.net/2009/07/25/standing-out-in-the-crowd-my-oscon-keynote/>(excellent > first overview of the situation, plus see comments discussion) > * http://www.etsy.com/hacker-**grants > <http://www.etsy.com/hacker-grants>(what do you think of this program as a > response?) > * > https://live.gnome.org/**OutreachProgramForWomen<https://live.gnome.org/OutreachProgramForWomen>(or > this?) > * > http://geekfeminism.wikia.com/**wiki/Conference_anti-**harassment/Policy<http://geekfeminism.wikia.com/wiki/Conference_anti-harassment/Policy>(or > this?) > > Also, +1 to guests from the FOSS world coming to class -- not just to > lecture, but to plunge in and review/hack/tinker/dialogue with students as > they do their hacking in the lab. > > Exciting times. Good luck! > > --Mel > > ______________________________**_________________ > tos mailing list > tos@teachingopensource.org > http://lists.**teachingopensource.org/**mailman/listinfo/tos<http://lists.teachingopensource.org/mailman/listinfo/tos> >
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