Standing on the shoulders of giants : Are ERP success factors relevant for EDRMS implementation?

Records management has been a central concern for organisations in both private and public sectors since the beginning of the 21st century. This new focus is due both to the introduction of laws, regulations and standards affecting corporate information management; and to the way records are changing from paper-based to “born-digital” and “made-digital”. The need for an effective automated system to manage records is now greater than ever, with Electronic Document and Records Management Systems (EDRMS) being the most likely solution. Despite their increasing popularity, however, successful uptake of such systems is not yet widespread and research into their implementation is still limited. This paper investigates the possibility of applying existing Enterprise Resource Planning (ERP) models to EDRMS by analysing the substantial body of literature on success factors for ERP implementation, both qualitatively and quantitatively; and then comparing these with the still relatively limited literature on EDRMS.

Digital natives? New and old media and children's outcomes.

The current generation of young children has been described as 'digital natives', having been born into a ubiquitous digital media environment. They are envisaged as educationally independent of the guided interaction provided by 'digital immigrants': parents and teachers. This article uses data from the Longitudinal Study of Australian Children (LSAC) to study the development of vocabulary and traditional literacy in children aged from 0 to 8 years; their access to digital devices; parental mediation practices; children's use of digital devices as recorded in time-diaries; and, finally, the association between patterns of media use and family contexts on children's learning. The analysis shows the importance of the parental context in framing media use for acquiring vocabulary, and suggests that computer (but not games) use is associated with more developed language skills. Independently of these factors, raw exposure to television is not harmful to learning.

Digital natives? : new and old media and children’s language acquisition

The current generation of young children has been described as “digital natives”, having been born into a ubiquitous digital media environment. They are envisaged as educationally independent of the guided interaction provided by “digital immigrants”: parents and teachers. This paper uses data from the multiples waves of the Longitudinal Study of Australian Children (LSAC) to study the effect of various media on children’s development of vocabulary and traditional literacy. Previous research has suggested that time spent watching television is associated with less time spent reading, and ultimately, with inferior educational outcomes. The early studies of the “new” digital media (computers, games consoles, mobile phones, the Internet, etc.) assumed these devices would have similar effects on literacy outcomes to those associated with television. Moreover, these earlier studies relied on poorer measures of time spent in media use and usually did not control for the context of the child’s media use. Fortunately, LSAC contains measures of access to digital devices; parental mediation practices; the child’s use of digital devices as recorded in time use diaries; direct measures of the child’s passive vocabulary; and teachers’ ratings of the child’s literacy. The analysis presented shows the importance of the parental context framing the child’s media use in promoting the acquisition of vocabulary, and suggests that computer (but not games) use is associated with more developed language skills. Independently of these factors, raw exposure to television is not harmful to learning, as previously thought.