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Month: December 2011

Books vs. Screens: The Disingenuous Argument

Books vs. Screens: The Disingenuous Argument

The UT Librarians Blog posted another authorless post I have attempted to comment on; while they announced some time ago that the blog would no longer put comments in a moderation queue, I seem to be stuck in one. Again. And thus:

The post in question is a link to the Globe and Mail article entitled, “Books Vs. Screens: Which should Your Kids be Reading?” The article contains such wisdom as:

In Britain, University of Oxford neuroscientist and former Royal Institution director Susan Greenfield revealed a far different vision – one that could have come straight out of an Atwoodian dystopia – when she warned that Internet-driven “mind change” was comparable with climate change as a threat to the species, “skewing the brain” to operate in an infantalized mode and creating “a world in which we are all required to become autistic.”

Less dire but no less pointed warnings have come from Maryanne Wolf, director of the Center for Reading and Language Research at Tufts University in Massachusetts. “I do think something is going to be lost with the Twitter brain,” she said in an interview.

The UT Librarians (apparently collectively) said:

Is this something we should be thinking about? Deep Reading vs. Screen Reading? In today’s Globe & Mail, Dec. 12, 2011, John Barber, examines recent studies on screen reading vs. what is being called deep reading – something to consider as educators and leaders in our fields.

On the platform, reading

And now, finally, my reply from the moderation queue:

This is blatant scare-mongering, and disingenuous to boot. Comparing reading novels to reading tweets is like saying the card catalogue, with it’s tiny bits of information, was a threat to “deep thinking”.

There are many kinds of reading, and literate people engage in many of them, sometimes within the same afternoon. People who follow Margaret Atwood also, as a general rule, read novels. “Screen reading” pontificators need to spend some time looking at the actual reading (and writing) going on on the internet. Like BookCountry, from Penguin, which is practically brand new, and fictionpress. Look at all that reading and writing going on! Reading and writing of lengthy bits of writing, no less, and on screens! If you’re brave, look at (there are 56k stories on there about the television show Glee alone) or AO3 (which, for the record, has works over 100k words long with as many views and thousands of comments from readers). Lots of people read online, and form communities around texts. It might not be the kind of reading you want to see, but it’s sustained, lengthy, uninterrupted, and on screens.

We need to stop fixating on the form content takes. What the screen is providing is a platform for people who would never get their work passed through publishing houses and editors, and while you may scoff at that (because we all know money is the ultimate test of whether or not something has value, right?), there is more text to read and engage with now than ever before, and people are engaging. Young people are engaging. Some of that text is in short format (like twitter). Some of it is so long publishers would balk at the idea of trying to publish it in physical form. It doesn’t matter if it’s on a screen. Content in content. This new form has the potential to save the monograph, not just to kill it. The form of the novel, the short story, the extended series, the monograph are all alive and well and being published online.

I think, as librarians, we should be concerned with providing access to content, and, perhaps, providing platforms for content to be published, found, and engaged with on every level (deep or browse). Marrying ourselves to paper is the death knell of this profession.

Spooky and I enjoy the Nook--Daily Image 2011--October 2

The Technology Trifecta

The Technology Trifecta

I work with the soft side of technology. I don’t write code (I only have the tiniest bit of coding ability, and I haven’t used it in years), I don’t do hardware. I don’t monitor servers. The soft side of technology is all about working with the people trying to use it, and helping them to understand it. I’ve come to believe that there are three key things required to help other people use technology effectively. I’ve come to this realization as part of the rethink and reworking of our faculty training program this year, and it’s forced me to think about the whole experience from another angle.

Granted, my background in theological studies and my penchant for writing fiction in my spare time probably play a role in my perspective on this, but I’m going to run with it.

The (soft side) Technology Trifecta

1. A Good Metaphor


All technology requires a good metaphor, something people can seize onto. The wrong metaphor can leave a technology languishing for ages. Metaphor is how the brain learns what to do with a thing. When they called it “email” (a stroke of genius) everyone knew what they could do with this network messaging system: send and receive, store, forward, add attachments. That metaphor is what, I believe, makes email the most obvious and easiest-to-learn application we’ve got. Blogs had a good one with old school journaling and diaries (and explains why the first run of blogs were all intensely personal). Without decent metaphors, our patrons will struggle with the web. A good metaphor might take years to think up, and we might only come up with one really good metaphor in our lifetimes, but I think coming up with them is a worthy pursuit.

2. Faith

Faith Street

I had the experience recently of having to investigate something pretty dire, and then relay my findings back to a distressed and disconcerted instructor. He had to take my word for it that the thing he was afraid had happened had not in fact happened. I had to reassure him that he could still trust the system. If you don’t have faith in the system you’re using, if you think it’s possible that, without your knowledge or understanding, it’s revealing secrets or displaying your content to the world without your permission, your willingness to be creative with it will rapidly vanish.

There’s a difference, however, between selling someone a system and helping them to have faith in it. You don’t have to adore a bit of software in order to have faith in it. You need to know that when you trust it with information it will do what you expect it to with that information. Setting those expectations appropriately helps people develop faith in a system. I see my role not as making you love the institutional system, but to have faith in it.

The best gift I could receive in this situation is to have the instructor believe me when I explain what’s happened. I want him to have faith in me, too. (He did.)

3. A Mac Friend

Geek Squad to the Rescue

This one takes a bit of explaining. Back in the 90s when I first started using macs, I wasn’t comfortable making that decision on my own. Everyone I knew was a PC user: what if I ran into a problem? There were no mac stores then. I would have been on my own. I might not have stayed a mac user if it had not been for the one guy I knew who used macs. I had my mac friend, and I knew he could help me with the things I didn’t understand. Knowing I had a mac friend meant I could try things and feel comfortable knowing there was someone I could turn to.

In a meeting several months ago, a retiring librarian told me she wanted to switch to a mac but wasn’t sure she knew what she was doing. I said to her, “It’s okay. I’ll be your mac friend.” That was when I realized that I didn’t need a mac friend anymore. But I had become one for other people.

Of course, this is the genius of the apple genius bar: they sell mac friends.

I think every technology needs a mac friend, and that’s how I’m currently framing faculty technology support. They may not need you to walk them through every “click here” and array of options. They may just need your help to get them started, and your reassurance that you are there for them when they hit a wall. They have a mac friend; they can try things and not be afraid of having to dig themselves back out on their own. It’s like a safety net; personal, one-on-one, on call reassurance.

We’ve spent years focusing on the content of training when it comes to technology, not realizing that the most important thing we were doing while giving that training was just demonstrating that we know what we’re doing and we’re here to help.

So that’s what I’m focusing on now. I know what I’m doing, you can trust me. I’m here to help you, not just now, but all year long. See this thing? It thinks its an archive. Go play with it. If you run into trouble, I’m always here to help.