The Future of Academic Computing (1988)
[youtube http://www.youtube.com/watch?v=kl3CVaWtF-o&hl=en_US&fs=1&]
This is how apple envisioned academic computing in 1988. Not all that outlandish.
[youtube http://www.youtube.com/watch?v=kl3CVaWtF-o&hl=en_US&fs=1&]
This is how apple envisioned academic computing in 1988. Not all that outlandish.
She seems to be under the impression that everyone who writes fanfiction wants to be just like her (i.e. a successful published writer named Diana Gabaldon), but because they are just not as dedicated/original/awesome as she is, the best they can do it try to write exactly like her. With her characters and everything. (link)
I’ve been skimming through the great fanfiction debacle. For those not following along, I’ll summarize: Diana Gabaldon, fantasy fiction writer, discovered that a group of fanfiction writers were auctioning off custom-written fanfiction based on her books, with the proceeds going toward the hospital bill of an uninsured breast cancer patient. When Diana Gabaldon caught wind of this situation, she did not like it one little bit. She posted about her opinions of fanfiction in general (not something she’s avoided airing before: she has previously stated that fanfiction is like someone selling your children into white slavery.) She struck a nerve by describing fanfiction as immoral and illegal, and then went on to wax poetic with analogies for fanfiction like “You can’t break into somebody’s house, even if you don’t mean to steal anything. You can’t camp in someone’s backyard without permission, even if you aren’t raising a marijuana crop back there.” And more inflammatory yet: “I wouldn’t like people writing sex fantasies for public consumption about me or members of my family—why would I be all right with them doing it to the intimate creations of my imagination and personality?” The posts themselves, there were three of them in total which garnered a significant number of comments in reaction, have been deleted from Gabaldon’s blog, but have been reproduced for posterity here. Obviously, these words generated a lot of hurt feelings, and many others, fanfiction readers, writers, and published authors alike have weighed in.
What I find so interesting about the whole mess is the basic misunderstanding, summed up so succinctly by one of the commenters on the fandom wank post quoted above: Diana Gabaldon appears to believe that the purpose of writing fanfiction is mimic writers. And perhaps, if understood from this perspective, her reaction makes sense.
In the mid 90s, when I was finishing my undergraduate degree, I did a research project on an oddity that I noticed in journalistic sources during the 19th century; women in factories wearing outfits that would have cost them their entire yearly wage to buy. I wondered what would possess a woman of limited means to buy such an dress, and uncovered a whole paranoid segment of literature where the upper classes were unrelentingly scornful of the working classes who sought to “pass” as above their station. There was a great deal of worrying about this possibility, and certainty that such “greasy silk” would never really convince anyone. Once I started to dig into the working class side, another motive appearedl it wasn’t limited to fancy clothes, either. Furniture and general household objects, all sorts of things, including fake dinners, complete with the rattling of silverware even if they had no food, to keep up appearances. And then I understood; while the upper classes saw their underlings trying to “pass”, the working classes were actually communicating amongst themselves. They were signaling to each other that they were doing okay, doing great, doing better than their neighbours, no matter what their actual circumstances. The upper classes were there only as a metaphor, as the providers of a language of symbols they could use to communicate, not with the upper classes themselves, but with each other.
This is pretty much exactly the same thing that’s going on in fan communities, including the scornful, wealthy observers. While authors see amateurs stealing their work and possibly trying to masquerade as one of them (usually very poorly, laughably poorly, and the wealthy, educated, comfortable elite has no issues announcing that fact loudly and proudly), fan writers are really only communicating within their own group, to each other. What those on the outside of these communities fail to understand is that any one work of fanfiction rarely stands alone. It is part of a larger discussion about who these characters could be, what these places are like, and working through the issues of the moment within the community itself. This is why it’s often possible to track the development of a fandom version of a character regardless of who the writer is. Fandom tropes come and go, objects, jokes, ideas, themes come into style, and within the culture of the fan community. It’s up to each writer to tackle these things in new and creative ways, to contribute to the narrative behind these characters, these ideas: that’s the challenge, that’s the fun of it. It’s not about you, Diana Gabaldon, privileged writer with a comfortable living and no concept of fan community. It’s about us.
Of course, all fan communities are rooted in the original text (whether that text is in fact text, or video, or any other media); that text is the language that everyone understands. It’s the commons from which everyone feeds. All creative work happens on top of that commons, and subtle differences between the canon action and the story presented carries a ton of meaning. These shared language, structure, place, and characters is what brings strangers together, gives them a common location from which to start.
This is exactly how biblical stories are thought to have developed. They would take a standard story that everyone knows (The garden-paradise, the tower of Babel, etc.), and embroider it in a particular way. The way you chose to embroider a known story is where all the politics and challenge is, and demonstrates your take on the story, your comment on the workings of the day. In the story of the garden that we understand as the standard one, Adam and Eve are thrown out of the garden; in another, they walk out of their own accord. These are the decisions that tell you what the author means to say with his version story; are humans powerful or powerless? Are we here because we outsmarted God, or because we are being punished? Should we be proud or humble? The author is communicating something above and beyond the story itself, using the story elements as tools. If you don’t know the base story, you’ll miss the whole point, the meaning behind the differences. You’ll think it’s just a story.
Published writers unfamiliar with this kind of community will say, “go write your own story! Stay out of mine!” which displays a basic misunderstanding of the whole point of fan communities. If we were all writing our own, we wouldn’t have the shared language to work from. I couldn’t read your story and say, “hm, so you think there is the psychological basis to have character X go this way, well, that seems reasonable and I can see where you’re coming from, but it doesn’t resonate with me. I’m going to write something indicating the opposite, which is also reasonable and arguable, as you shall see.” The first writer will project one tiny element in one direction, and another will come along and build on that, pushing boundaries in another way. You can see characters in fandom as great big trees; starting with a trunk in the commons as part of the original work, then branching off as the community wrestles with him, pushing him in different directions. Camps form; some people see a character as essentially one way, and others see the opposite. People from the camps gather and further refine ideas together, with waves of creativity taking them off in new directions altogether from time to time. If everyone were writing their own story, there would only be a single branch. There wouldn’t be a whole community getting together and sorting out all the ways a given character might go, and writing each and every direction.
The original author is largely irrelevant to this entire process. S/he can step in and add some elements, which might make one faction feel triumphant in their “right” interpretation, but many more couldn’t care less. (Most slash fandoms, for example.) Interpretation of canon material springs from the canon material only; if the book leaves arguable room for a character to become a lawyer, or be gay, or be straight, or marry his best friend, then some part of the fandom will celebrate him in that way, no matter what the author says about it or what the author would prefer. Fandom is about the various interpretations of the collective, not the desires of the individual.
While many fanfiction writers want to be published authors one day, and in fact, many former fanfiction writers have indeed gone on to publish their own original work, the majority do not. This is where Gabaldon is so confused; most fanfiction writers write to participate in this larger community of interpretation and imagination, following not only her lead with her characters and her world, but the lead of all the fanfiction writers who had come before and laid the groundwork, establishing rationales and potentialities. A fandom once born tends to feed itself like a brushfire. Many fanfiction writers get into the culture not by reading the original text, but by reading fanfiction, which by its very nature begs the reader to answer it, to add their own layer, to contribute. Characters leave their original stories and live a million other lives through these multiple lenses, picked up and reconsidered, refashioned. No one’s trying to pretend to be Diana Gabaldon; no one thinks they’re version is a replacement for the original, anymore than a branch is a replacement for a trunk. Instead, fan communities face inward, sharing their stories, their ideas, their interpretations with other fans. The creative commons of culture, including books, movies, tv, video games, provides the base layer on which fandoms begin to create their scaffolds, which spawn more and more scaffolds on which to hang a new story every day.
This is a presentation of the content I delivered to our staff in our last P.L.O.T. (Playing and Learning Online Together) session of the year.
http://prezi.com/embed/bj2vnmrxuyi5/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined
Here’s a short list of my current favourite and frequently-used web apps.
Prezi
My current darling, Prezi, is probably best understood as a slick replacement for powerpoint, but it’s so much more than that. It’s a cross between a mind-mapping tool, presentation software, an interactive flash embed for a website, and a great way to present a whole mash of youtube videos in one simple document. Rather than flipping slides, you zoom from one element of the presentation canvas to the next. Perhaps what I like best about Prezi is the way it makes use of depth as well as height and width; your content can hide in small text, visible to the audience only when it’s turn comes along the path. Working in Prezi makes the web feel like infinite space rather than a simple text box or just the space within a monitor. I’ve taken to not only presenting with Prezi, but also creating presentations to add to our website and throwing ideas out onto a canvas to construct ideas and make plans (even when I have no intention of presenting it).
Prezi has an educational license, making it freely available to those of us in higher ed.
Crocodoc
I feel like I’ve been looking for this web app for most of my life. Crocodoc lets you upload a pdf and mark it up. It has a nice set of tools; sticky notes, drawing tools, highlighters, text. You can share the URL and let others mark up the pdf with you, or download the marked up version and have a permanent, printable copy of your commentary. Simple, incredibly useful. Crocodoc has actually been an answer to reference questions at our library. Can you mark up a pdf document without paying for Adobe? Yes, you can.
Screenjelly and Screentoaster
In general, I’m not a big fan of the screencast. It focuses our attention on how-tos and distracts us from the deeper issues of any tool. However, there are times when it’s a heck of a lot easier to demonstrate how to accomplish a task with software rather than trying desperately to paint a picture with words. And if you’re going to do it, do it fast. Screenjelly has pushed me in my “quick and dirty” thinking; if you’re going to do video (which surely dates itself instantly), make it disposable. Don’t spend hours on it! Do it, post it, move on. Let it fulfill its purpose right this moment, and don’t expect it to be perfect. I like this attitude and this embrace of the ephemeral. And thus, Screenjelly is my friend. Screenjelly records what’s on your screen (and optionally records whatever you have to say about it) for a maximum of three minutes. Then it gives you the option to embed the video, just like a youtube video. In fullscreen mode, your video is sharp, crisp, and actually looks as if it’s your own computer, not a video recording. Screenjelly is surely the quickest way to show someone how to do that one little thing they’re struggling to do. Custom videos, made on demand! That’s music to my ears.
If you need something a little fancier than what Screenjelly can do for you, you can try Screentoaster. Screentoaster doesn’t have a time limit, it lets you choose a segment of your screen to record, and it will record and superimpose live video from your webcam into the bottom right of the video. So not only can your audience hear you explaining how to do something on a website, they can see you while you tell them!
These services are just amazing. And free! Outrageous!
I’m on the record of not being particularly in favour of using Twitter as a form of online reference, but that’s not to say that I’m not interested in seeing how students use Twitter. I feel like a bit of a hypocrite doing it, but I follow a Twitter search of people mentioning my place of work. I do this mostly out of curiosity, but I find that I can’t see us mentioned and not respond, or answer a question, or assure someone that I’ll pass on their complaint to the right person. I don’t consider it reference, and I do it on my own time, and I don’t think it’s something particularly sustainable or broad-spectrum, but it’s interesting nevertheless. I think of it as more of a zeitgeist, and a means of reminding myself why I do what I do. I let Twitter remind me about what’s important, and where my efforts should be directed. It’s humbling and grounding in that way.
So as I’ve been monitoring this one singular little Twitter search (mentions of my place of work), I’ve noticed some interesting trends. I’m starting to consider the possibility of being able to form an answer to the question “what do students use Twitter for?” Of course, these preliminary answers are biased, since they must contain a location in the tweet. But even so.
What I’ve seen so far falls into two broad categories: complaints, and shout outs. The complaints are things I expect; students who can’t find a place to sit, grumbling about wireless problems, outlets not working, complaints about workload, etc. I’ve seen exactly one tweet from a lecture, but I suspect there are more that I’m just not finding with my search term. In short: students appear to use Twitter as a way to vent about things when they’re stressed out. Since I find myself doing the same thing more often than I’d like, this doesn’t surprise me. It’s this behaviour that I think makes it worth my while to keep an eye on it. I saw a marked uptick in complaints once the exam period began last term. Twitter complaints may have more to do with the stress level of the student body than with specific issues, but it’s a nice reminder to be extra sympathetic at those times.
The shout outs: these are sort of fun. More often than not, the stuff that comes up on my search fits into this category. Students use Twitter to tell their friends where they are; it’s the foursquare use, even without the use of foursquare! They announce which part of the library they’re in, who they’re with, and what they’re working on. They shout out how many words they’ve written in their essays. This is really cool, and it would be neat to incorporate this kind of presence awareness status update with the course itself. It could certainly help students find classmates to study with. It could fit into some kind of meta courseware, nebulous social layer to the university.
At this point, I don’t think there are very many students at my campus using Twitter. I’m not sure there will ever be very many of them. But it provides an interesting view of student life.
As part of my job this year, I have taken on the task of delivering six emerging tech sessions for library staff between October and March, one a month. The purpose of these sessions nominally to introduce the staff to interesting applications or uses of applications on the web, and then talk about them. I want to make these sessions part of the solution rather than part of the problem; it’s really easy for people to get overwhelmed and intimidated by the galaxy of web 2.0 flash and dazzle, so I’m going out of my way to make these sessions easy and fun. The idea is to create some awareness, some understanding of the new directions the web is taking, and keep that knowledge in your back pocket as you go about the rest of your work day. The best stuff we do around here as training gets us together, playing with something, laughing, and generally having a good time. The series is called P.L.O.T.: Playing and Learning Online Together.
Today I delivered the fourth in the series: Google Bingo. I’ve been asked a lot of questions about this on Twitter, and since I can’t adequately describe it in 140 characters, I’ll describe it here.
The point of the session is to create some awareness about how to do advanced searching in a standard Google search bar, and to point out some neat additional features. Rather than stand up and lecture about it, I created 10 short (~1 minute) videos. Each video contains a pink square with a bingo word on it. I scattered these videos on workstations throughout the library. I created a map of these stations, and created a set of bingo cards containing the words from the videos. Instructions to staff are to follow their own path through the map as they see fit, with a friend or on their own, watch each video and look for the bingo word. Once they see the bingo word, they can cross it off on their bingo card and move on. Once they finished, we all met back up to talk about the experience.
This went extraordinarily well. Everyone reported learning things they hadn’t known about google services or google search, and they all had a good time wandering around through the library. Unfortunately I spent so much time thinking about the details of this (finding the computers to do this, making videos and maps and bingo cards, making sure computers didn’t fall asleep on me, etc.) that I failed to think AT ALL about how to spur discussion afterward. I do each session twice, so that’s a lesson learned. We had some fun reports about ways to use things or things people wished they’d known earlier, so it wasn’t a disaster, but I wish I had thought of offering a bit more at the end.
I’ll be posting all the videos tomorrow, if you’re curious. There’s far more I could have done, I just thought 10 was probably more than enough. I had no idea how long it would take everyone to get through it, but it only took about 30 minutes for everyone to make it all the way through, not the 45 minutes I had allotted. But they didn’t get bored, there was lots of discovery along the way, and I’ve gotten lots of great feedback.
So that’s Google Bingo!
Last Friday I did two sessions with library staff around Twitter. We’ve explored Twitter before, but it was two years ago, before the explosion of use. What I wanted to demonstrate was how people use Twitter in a conference setting. I find it so engaging to listen to something and process it through and with Twitter and my amazing collection of Twittering friends and professionals, I wanted to share that aspect of its use.
So I set up accounts for everyone, set them up on Seesmic for the autorefresh, and prepared a presentation. It was October 30th, so I presented about ghoulish things; ideas about death and dead bodies in early modern Europe, ideas that are precursors to zombies and vampires and all other kinds of post-dead creatures.
The first presentation went fine, but I felt very weird about the whole thing. I didn’t really know what the experience was like for them, and it was certainly a new and weird experience for them. Listening and responding is a difficult skill. I think this is one of the skills we don’t directly teach, but expect people to just know. It’s like reading a novel versus reading an academic article; you read them very differently. You go into it with a different mindset. Your goals are different. We got into a good conversation afterwards about the whys and wheretofores, which made me feel like I might have had a shot of getting my general point across. I got lots of nice feedback about it, but something felt off about it to me. It was more off-putting for me than I expected; as my supervisor Susan says, you have to lean into what makes you uncomfortable. I think I was experiencing the loss of control that a presenter/teacher usually feels that they have. I deliberately set it up so that I was only part of the experience in the room; they were also talking to each other, playing with it, experimenting. So by the end of the presentation I really only had half the story (if that).
I had set up tags on each computer with the username so that they would know who was saying what; too often they were spending time looking around for a name and I think that was distracting for them. We talked about how comments about sessions at conferences leads people to leave one session they’re not enjoying and move to one that sounds more interesting; about gaining background. the content presentation contained two falsehoods and ten truths; they were to determine which was which. Gut instincts appeared, agreements and disagreements, etc. So I think it worked, they did what it is we do at conferences, but I think it was uncomfortable all around.
People do not now how to allocate attention. We don’t train people to do that either. I can sort of understand that, as I guess I’ve had moments of struggling with that as well. I don’t find using Twitter and listening to a conference presentation to be multi-tasking, as they are about the same thing. I am merely giving digital voice to the thoughts in my head. For me, the response on Twitter rarely distracts me because I look down for response only in a pause or segue, or when the speaker is reiterating something I already understand. So they flow together well; one enriches the other. But that’s not a skill you’re born with. Both of those pieces (the speaker’s content, the @replies on Twitter or other conference goers opinions) need to be important enough to you to weigh them effectively. I often look at tweets from a conference when I really agree with something being said or a disagree dramatically; I want to see what the room thinks. I want to know if someone says, “that’s not true because…” For me that’s enriching the actual talk. It also emboldens me to pose a question or make a comment outloud, because I know I’m not the only person thinking it.
But that’s a carefully honed skill. It’s even a bit of a technological issue; lately I’ve been using seesmic for conference sessions, and I shut off my main timeline. I only look at direct replies and people posting using a conference hashtag. That helps keeps me focused solely on the matter at hand.
I don’t know that it’s necessarily a different skillset, really; just an old one on steroids. But I definitely found that that was the hardest part for the staff; how to listen to me and read tweets at the same time. (It’s NOT at the same time. That’s the trick.)
One of the most interesting things about the experience was the initial tweets by the participants. Some of them were things like “what do you mean by X?” or “Can you give us a definition of X?” Questions that should have been asked in person, at the time. I said from the start that I would not be following the tweets, but we’re so stuck in the idea of presenter/audience that the most obvious ways to start were merely to ask me questions. To me that showed how very much presentations are still about the presenter, with the audience meant to be only open and absorbing (and only from the presenter, not from each other). But as we proceeded, we got more responses that went farther than just me; to each other, to self, to the world.
Critical listening isn’t really a web 2.0 type skill, but it seems to me that maybe some tools require it. What people call multi-tasking, that IS a web 2.0 skill. And I think it’s far more varied and complex than people presume. It’s less about multi-tasking and more about identifying where you must pay attention and where you have a moment to catch a breath and jot down some ideas and reactions. It’s like learning to read for academics: you need to hear the introduction, you need to hear the opening of each section, and you need to pay attention to the first example in each section so that you understand it well. Then you can skim until you come to the concluding sentences, and the general conclusion. There are all kinds of little nooks and crannies in there where you can insert yourself and others.
But how do you teach that?
The last time I took a written test, I found myself very frustrated. I was sitting by myself in a room, answering questions on a sheet of paper, cut off from the large network of people I have digitally gathered around me over the years. The questions were testing my knowledge, not how I could put knowledge to use with the help of my extended social networks, which, practically, is how I would solve the problem. We are increasingly living in a world where our general understanding of things is more important than the particular details we can remember; we are using our brains more to make sketches of how things work and letting things like Google and our social networks fill in the blanks. Rather than spending time memorizing, we are jumping up the ladder and processing meaning and use. We expand our understanding knowing that the details will come via our always-on internet connections.
And this is why your social networks are important. You store information in your social networks, in the people you trust and communicate with. One of your friends reads a lot of historical novels; when you need to know the name of Henry VIII’s second wife, you can ask him. Or you can just Google it. You don’t need to store that name in your grey matter. You know you don’t need to; you know Henry VIII had a second wife. And that’s largely enough. Your friend would be happy to chat with you about English history, and when your friend stumbles into an area you’re interested in, you’re happy to chat with him about that. Reciprocal information-sharing. Two heads are better than one!
Step one in creating and using a social network is to acknowledge that it’s there. Asking a friend is something they let you do on TV game shows, but we often don’t see that knowledge network as real or valuable in our professional lives. But it’s probably the biggest asset we have. Your social network is your living library. You are part of other people’s living libraries. One of the best things you can do is to contribute to your network when they need your obscure knowledge and educated opinion. Engage with your network; provide ideas, thoughts, where required. Let your network shine by employing your knowledge. Then you can do the same.
I would comfortably posit that people at certain stages in their lives don’t have functionally useful networks. This might be because your network isn’t comfortable in its knowledge yet, or that knowledge isn’t yet solidified, or that the individuals in your network haven’t had a chance yet to set out on its own and develop knowledge and experience independent of their peers. If everyone in your network reads the same books, has similar summer jobs, and lives in the same town, that network isn’t going to be terribly useful to you. So branch out a bit: cultivate difference. Embrace it. Share your experiences. Become expert at something. It doesn’t have to be something lofty; it could be about gardening in a micoclimate, or knitting, or the history of a pop band, or the works of Margaret Atwood, or doing laundry. Become the go-to person. Everyone has expertise in something; if we pool all that expertise together, we get a really interesting resource that makes us all better people.
I’ve found that the deeper I dig into my passion (which is my work: internet apps in academia), the more obscure my knowledge and expertise gets. And so does that of my friends and my peers. So my networks have become really interesting and rich. I know that if I announce an opinion on a social network (facebook, twitter, my blog, etc.), I will surely get some diverse responses. Because the people I care about are coming from so many different spaces, I am enriched by interacting with them.
We largely categorize this kind of interaction as “social” and therefore “fun” and therefore “not work/serious”. But interacting with our networks is often the key that opens up whole new worlds for us. Our friends and our peers shape us, just as much as official, serious education and information do (likely far more). Let’s just acknowledge that while our friends are great and fun and we blow off steam with them and have fun with them, they are still valid sources of information and growth for us. Often when we’re working on a thorny problem, and have a few IM windows open, and Twitter, and Facebook, and are composing a blog post, we’re not just messing around on the internet. It might be fun, it might be building our friendships, it might look like we’re not paying proper attention, but in actual fact we are learning and processing and drawing on the collective knowledge of our networks. Even pure socializing, pure “not-work”, is part of building a real and useful social network. We are laying the groundwork to trust and share with our peers.
So: is it a bad thing to have facebook open at work? It can be if it’s distracting you from getting something done. I remember back at library school everyone would open up their IM clients and complain about the assignment we all had due. It can distract, it can act as the thing you do instead of doing what you need to do. Or, we can use these tools to build ourselves. We can use them as our interactive library. The thing itself isn’t the problem; it’s how we use it.
This is largely why I like to share what I’m thinking about or experiencing via social networks. I know that many of my friends and peers find it engaging and thought-provoking professionally, and I find the same when they share their work with me. I get to benefit from their learning when they share it. My professional development expands via sharing. When I attend an event about a subject I’m only passingly familiar with, I go to that event with the collective knowledge of my network, who correct my assumptions and add colour to the details I learn.
So embrace your social network. Cultivate it. add to it the people who challenge and inspire you. Let your network build you into the sort of person you want to be, and return the favour.
Below is an email exchange about laptops in the classroomI had recently with a friend of mine who teaches undergraduates in a university setting. I wanted to share it because I don’t know that we’re addressing these issues with faculty as effectively as we might; people like me, who work with collaborative applications and the internet, aren’t always invited into the spaces where these conversations occur. I’m aware that there is a vocal and adamant contingent of faculty at most if not all Canadian and American universities who are seriously distressed by the way students use laptops in class; I also know that there is another contingent, perhaps less powerful, perhaps less vocal, who are uncomfortable with the arguments in play and don’t necessarily want to ban laptops from class.
I’d like to engage in this conversation more often.
To: Rochelle Mazar
From: [REDACTED]
Subject: Lament for the iGeneration
You may have seen this, but I thought of you. I just CANNOT DECIDE if banning laptops in the classroom is the answer. It feels like a hostile, uncooperative, fatalistic, pessimistic move when laptops are only going to become MORE pervasive and part of our daily lives, not less. However, even my best students are often giggling away on IM’s instead of participating in a classroom discussion. I am really torn. I know some universities have tried to ‘unwire’ just lecture halls, but now students can use iPhones or other devices for WiFi, so it really is moot. However, even if they claim to just use their laptops for notetaking, how can they resist surfing? I couldn’t! I need to figure out how to simultaneously embrace the information age and keep my students tuned in at the same time!
To: [REDACTED]
From: Rochelle Mazar
Subject: re: Lament for the iGeneration
It’s not exactly a zero sum game. I think we’ve been teaching the same way for so long, and isn’t really terribly effective. So students have been finding other ways to entertain themselves in lecture since…well, probably since the beginning. There are really good ways to use even things like IM as part of the experience…better to be active while listening than passive. So one way to deal with it is to accept that it’s there and use it. Twitter could be really good for that; collective note taking. (There’s a variety of collaborative note-taking applications out there now, too.) Another is to target the people who are using their computers a lot during class and get them to look things up and report back to you. The OED is aweesome for this. Yet another; send someone to the library’s website and ask whatever vital infomation questions you have ongoing on virtual reference. Get the library into your classroom in every possible way.
But in the end: it’s not your job to make sure they pay attention. You can only do your best. If they choose to check out, whether with IM, facebook, crossword puzzles, etc., that’s their decision. Teachers generally have a lot of control/power issues around “what’s done in my classroom”, and I understand that there’s a certain policing role involved. But a long as someone isn’t actively distracting others, I think they’ve made a personal decision that you just can’t hold yourself accountable for. They’re adults, after all.
That said: I’m someone who can’t attend a lecture without communicating what I’m hearing and thinking about it in some way while listening. If I have an internet connection, it will be via Twitter, IM, or both. Sometimes also IRC as well. If I don’t have an internet connection, I will whisper to the person next to me. I don’t know if people think I’m not paying attention, but I surely am. In fact, if I’m completely silent, I’m probably not paying attention or didn’t learn anything that interested or inspired me. Engaging in some way with others online is actually the best way for me to learn. It took a long time for me to figure that out!
Not that most undergrads are as engaged as I am. But they could be. And the internet connection in the room could be the thing that helps foster that engagement just as much as it could be the thing to distract from it.
To: Rochelle Mazar
From: [REDACTED]
Subject: re: Lament for the iGeneration
Ah, I wish you could come into our faculty meetings! There is a huge faction now who literally view laptops as devil that are luring their otherwise interested students away from their brilliant and riveting lectures. They whine, “What are we going to dooooo about this laptop PROBLEM!” About half the department now has BANNED laptops in class. They stroll in, drop the briefcase and announce, “Hello class, laptops away, let’s start!” It’s ridiculous.
As for me, I have never commented on people using laptops during class, because I have NEVER had a situation in which someone was disruptive or bothered anyone! A lot of them take notes, others chat/facebook, etc. I would be thrilled if they tweeted ideas, but for some reason I think this is rare in my cohort here — I mentioned twitter once last term and asked for a show of hands and 1/80 used it. They seem more into facebook — they are still quite young (most 2nd year). I really do like the idea of asking someone to look up a definition or check a statistic for us — I think I may do this tonight! I also show video clips online and look up things on my own laptop during class, and we’re all in the same boat. I’m definitely looking into the collective notetaking — I think many of the students would be very interested in this, and i like the idea of a backbone of ideas flowing around and holding the class together during lecture! I also like the image of someone tweeting thoughts quietly instead of poking their neighbour — after all — engagement with the subject matter IS supposed to be the goal!
Perhaps soon I’ll try to allow a sort of alternate assignment were students could keep a little blog of thoughts built during lectures and earn some marks for that… though I wouldn’t want it to keep them from participating out loud! That’s the hardest part. For the ones who are genuinely engaging and tweeting thoughts, I need to get them to share them with the class!
So much to think about, but I think banning laptops is ridiculous and will not bring about instant engagement with the same ol’ lecture format… 🙂
Thanks so much for your thoughts!
To: [REDACTED]
From: Rochelle Mazar
Subject: re: Lament for the iGeneration
It’s a huge sea change that involves bringing students into the process, and that’s really threatening. I understand that.
Yeah, people 30+ are into twitter, not really the 25 and under set. They don’t really get the idea of sharing your big ideas to make them better…yet. Things to remember: just because they don’t do it in their personal life doesn’t mean it can’t be something they can do for class. 🙂 In my dream world I have a twitter install with a school login I could use just for classes. I don’t care if the behaviour translates into regular twittering (I’m not really into pimping any particular applications), but it would be great if it helps them to learn to listen and read critically and actively.
Oh also: I find writing the ideas out makes me more likely to contribute them in person, especially if I’ve “tested” them online and gotten good response first. It’s kind of a confidence-builder.
Most undergrads don’t develop the kinds of online networks that are particularly interested in revelations from class, which is a tragedy. Would be a great project to help them build some.
I guess that might be my job. 😉
I really love the idea that it might be my job to help students create and nurture useful networks. That would be wicked.
I heard an episode of Spark on the radio just now talking about a fellow at IBM who opted out of email (sort of). Instead of replying to the constant stream of email, he uses appropriate social networks instead. I’m envious of this, because I really dislike email generally. I dislike it because of how horribly misused it is. I’ve talked about this many times before; I believe that because email has such a water-tight metaphor, it’s easy for people to understand, so they use it for everything under the sun. I know several people who use email as a to-do list; an unread email message tells them what they need to do today, and they mark it read once it’s done. I find this frustrating. Obviously we have needs that go beyond email, and because so many people cling to email, we’re all forced to do it. I think email easily makes up about 60-70% of my work, because almost everyone I work with wants a response to something via email. Face to face is informal; email is our new paper trail.
So I’m inspired to try and break out of the email prison. I have doubts, though; since most of the people requesting my attention via email are faculty, I’m not sure I can really disentangle myself. Why faculty email me: they have a question they wouldn’t want to make public for fear of it making them look stupid (their questions never make them look stupid, but it’s a common fear); They know how to use email, and know how to email me; they want to be helped personally, not through an FAQ or tutorial system (we already have plenty of those). So anything we put in place to replace email for the kind of courseware support we provide to faculty, it would have to be private, personal, and easy. Easier than email. That is a tall, tall order.
So maybe I can’t convert faculty yet. (Emphasis on the “yet”.) So maybe we start in-house. We send A LOT of email to each other; it’s the way we track issues, and since it archives everything, it would be hard to convince people do use something else. Nora says they are trying Yammer at Spark to try and move away from email. I’ve tried things like this before, and while there is some support among my colleagues for trying something new, I’m not sure this would cover it. It might, though. I’ll give a shot.
I don’t think there’s anything out there right now that will really fit the bill of what we’re trying to do, barring things like Lotus Notes, which would probably do the trick. (I’ve never used Lotus Notes, but I’ve heard good things.) The circumstances of our workplace would have to change radically for something beyond email to be completely feasible. The biggest advantage email has right now is that we give every one email address, and everyone knows how to send an email message. It’s something they use for everything else. I wish there were a simple, obvious answer to avoid the email but keep the archive. The only step up that’s functionally in use is a ticket system, but that uses email anyway.
Yeah, I wish I could get rid of email, at least the kind that I usually get. It would be nice if email were only replacing what we would otherwise put into a printed letter to a person rather than a phone call or a face to face visit.
I’m all for social media, don’t get me wrong. Very much. I’m a big fan of and an advocate for things like Twitter and blogs and IM and all that. I follow social media I use social media, I recommend social media to others. However.
I don’t really understand the libraries and social media stuff. I just haven’t seen any compelling reasons why libraries should be all up in the social media, other than it makes us look “with it”.
Here’s why I don’t get it: social media has a pretty broad reach geographically, and allows you to connect to people who use that particular brand of social media. So you can reach, say, lots of people who use Facebook or Twitter (or LinkedIn, or whatever), but there’s no particular reason to presume that those people are your users. Also: does anyone actually like it when companies/institutions use social media for marketing? I certainly don’t. The moment I feel like they’re trying to sell me something I stop following them. I like to follow individuals who have particular professional passions; not institutions who have a corporate agenda. I’m not interested in mixing PR in my authentic social media experiences.
Why do want in on social media so much?
If you can find a way to use social media to narrowcast to your users, even the ones who don’t use that brand of social media, then I think you have a winner. Using technology to engage within your physical/community space with your actual patrons rather than blindly broadcasting to the universe seems like a better use of time and resources. RSS is good this way: being able to push information into other digital spaces that serve your community is invaluable. Having a two-way interaction with your patrons in places other than the digital spaces owned by the library is great too. (From an academic library perspective: IM reference inside courseware, on departmental websites, etc.) Moving your digital presence around, being flexible enough to constantly update all sorts of spaces: useful. This is also where social media meets ubiquitous computing; you shouldn’t require your users to a) find you on their spare time, or b) be as tech savvy as you are. If you can move that same information and interactivity into the physical spaces where your patrons are using social media, that narrowcast is always worth the time and effort.
The research is increasingly showing that it’s people over 25 who make the best use of social media tools; if your audience is 35-45 with no fixed geographic location, Twitter might be a good tool for you. As I recall, there’s already plenty of evidence to suggest that no one wants to add institutions or libraries to their friends list on Facebook, unless they are offering a particularly useful service. People use Facebook to connect with their friends; I think it’s only librarians who are interested in libraries on Facebook. Study groups on Facebook? Sure! If the library were facilitating study groups, then sure, maybe that would serve a good purpose for people who are open to sharing their facebook profiles with their classmates, TAs and instructors. (Is this even a good idea? Are we being responsible when we encourage students to use their personal social media venues for professional/academic activities? Is there a level of information literacy we should be applying and teaching by our own use of social media as professionals? Should we be encouraging them to compromise their privacy in this way?)
Of course I say that as someone who IS using social media for her library, but not in the traditional sense. We’re going to be using Twitter for announcements and news of all varieties. But I’m not going to judge success or failure by how many people follow the account. In fact, as soon as the developer gives me an RSS parser that publishes Twitter feeds properly, the announcements won’t even indicate that they are coming from Twitter. They are designed to show up on the library’s website, which requires no Twitter id or knowledge of Twitter in the slightest, and on the library’s digital signage, which everyone can see the moment they walk into the building. We are not interested in broadcasting our news to the world, though if anyone wants to follow us that way, that’s fine. We will not be RTing, we will not be @replying. The real purpose is to narrowcast to the people who actually need to know what we’re saying in the simplest possible way, without requiring any participation in that particular application. During our last demo to the library staff (our website officially goes live on Monday), our associate chief librarian posted to the twitter account from his Blackberry, demonstrating how easy it will be for us to make quick announcements to the students in our building, even when not in front of a computer.
This is “social media”, but it’s sucked all the “social” of it. I’ve been a bit sheepish about this idea, mostly because I know that as someone who respects and participates in social media, I’m using the technology in ways that removes the interactivity. But this is the only way I can see it being genuinely useful, both to us and to our users. I don’t want to encourage them to use Twitter or Facebook or even AIM or Skype or anything else just because we’re using them. We need to get beyond the locked gardens and focus more on the quality of the communication rather than the branded playground its happening within.
I don’t know that I’ve seen social media yet that I think would make sense for institutions like libraries. Broadcast, yes: interactive…I just don’t know. You can have a Facebook page that everyone (including all the staff) will ignore; you can set up a Twitter account and encourage sharing and conversation with whatever patrons find you, but what happens if you actually get all you patrons asking you questions this way? It’s unsustainable. It’s largely invisible to the real workings of the library.
I’m looking for ways to integrate the business of the library into social media in a way that is inclusive, useful, and sustainable. Social media’s current focus is on individuals with passions communicating with other individuals with passions. It’s great; it’s just not always the right answer for libraries.
The Library day in the Life project collects the activities of library staff for a single week. The idea is to help prospective librarians and library staff get a sense of what life is like in particular roles. Here’s Tuesday’s activities:
9:30am
10:30am
11:30am
12:30pm
1:30pm
2:00pm
3:00pm
3:30pm
4:00pm
8:00pm
8:30pm
The Library day in the Life project collects the activities of library staff for a single week. The idea is to help prospective librarians and library staff get a sense of what life is like in particular roles. This is a rather strange and strangled week for me, but here goes Monday.
9:30am
10:30am
11:30am
12:30pm
1:30pm
2:00pm
3:00pm
3:30pm
4:00pm
4:30pm
5:14pm
Have I mentioned lately how much I love my job? My head has been in a bit of a fog with it the last few months. The only thing on my horizon currently is my current task: rethinking, restructuring, and recreating the library’s website.
When I explain what the project is, it seems like such a small thing, really. We have a website: surely we’re just making it prettier and adding a few extra pages of text, right? This couldn’t be further from the truth.
Our original goal with the project was to create a local hub for our community; we wanted our website to be not only for our community but by our community. We wanted it to have a lot of interaction, where students could contribute in a variety of ways. We wanted it to belong to them as much as to us. This is, of course, a very lofty goal. Few websites manage to do this; why would a library website be one of them? There were a wide variety of things we really wanted to implement so that we could assist students in communicating not only with us but with each other. We took a look around at what happens in the building and decided that the same kind of activity should also be happening on the website; see and be seen, chat with friends, find classmates who are studying at the same time as you are. We could be antagonistic to the fact that we are apparently the facebook of our campus, given all the various problems that come with that (noise in particular) but instead we’re seeing it as a valid use of the space. Our overall goals including helping students to learn better. You can’t learn with people you don’t trust. How do you build trust? You chat, you share, you relate to each other in friendly ways. Are libraries places to meet people, chat with friends, build community? Why shouldn’t they be? We can encourage it, preserve the traditional “library quiet” in the places where it’s expected, and infuse our social and academic spaces with resources and services to help.
Our goals for the website were lofty. A little too lofty for our first iteration, as it turns out. Not just because of time (though that’s a huge factor) and not just because of money (also a huge factor). It’s also got a lot to do with cultural change in an institution, getting various groups of people on the same page, getting resources you don’t necessarily have any history of requesting, and generally changing expectations on every level. Slow change is sometimes the best we can accomplish. I’m not a patient person, but I think what we’re trying to accomplish needs patience. So a few technical hurdles are probably just what was required to slow me down a bit.
So what we’re going to present in a few weeks is different than what our original goals suggested. It’s going to look like 180 degree turn to some, I realize. But the more I got into the project, the more I realized that we’re not yet entirely qualified to start building digital community. We don’t live digitally yet as a library. How can we responsibly foster such a community, encourage interaction, when we’re not doing it ourselves? So in our steps toward creating a community website, the first thing we need to do is focus on us.
This is totally counter-intuitive. I know this is one of the battles I’m going to need to fight: in order to be a part of a community, you need talk as much as you need to listen. The received wisdom on this point is that to be a trusted source, you listen to your audience and give them what they want. I shall now turn that on its ear: to be valuable and trusted, you need to demonstrate who you are and what you do. Not just once, but constantly. It’s not enough to listen; we’re listening, and no one knows who we are. We are faceless. We can be an echo chamber for our patrons, or we can show them who we actually are and what we actually do. We can share our passion with them. We can tell them about all the really interesting things that we encounter on a regular basis. We can talk about the things that slow us down. Talking doesn’t stop us from listening. In order to be part of a community we hope to provide resources for, we need to open up and share.
So the first iteration of our website will be about us sharing. It will be about us telling you what’s going on and what we’re thinking about. This is going to be a challenge on all sides. As I said, we are not a digital culture here. Other than me, no one is used to musing aloud in public. We are currently a closed circle, looking at each other and filling the space between us with papers and words. Now, we will face outward, and you will get to see those words. They will be for you as much as for us.
What this means: regular updates on things like construction in the library. It won’t just be a little sign for you to read on the way in; you can see the plans, the ideas, the fundraising goals. You will know that we are having some of our soft furnishing replaced, that we’re rearranging the fourth floor because the original plan didn’t make as much sense as we thought, and that we have big plans for the structure of the library in the future. There are so many really exciting things going on related to the physical space; there’s no good reason not to share it with our community. We can talk about ideas we have about replacing our loaner laptops with hardy netbooks. (Just ideas, but good ones!) When something explodes in the library world, we can be upfront and clear with our community about how it effects them, and hear about what we’re doing about it ourselves. We can track the progress of all the new initiatives that are starting up in the library, including my own position, Emerging Technologies.
So our first go with our new website is going to be about a change in practice and in metaphor. Our website is not just a big book full of how-tos that you can pull down when you need it, though we’re going to make sure it’s easy to find out how to do everything we know students are going to need to know how to do. The book metaphor is gone. We’re not just trying to serve all known needs. We’re also trying to engage with our community on the issues we are passionate about. We are trying to inform everyone about what’s going on here, what the plans are, how we’re considering an issue or a problem. We will not be faceless. We will not be without our particular interests and specialties. We will not be perfect PR. We will be human beings who happen to love the work that we do.
You can give someone a blank piece of paper and tell them to write. Or you can give them a book full of ideas and comments and ask them to jot down their response. The first one seems easier, but is actually harder. So we’ll start. We’ll start the process of creating an institutional space that changes all the time, that reflects the people in the building, and responds to the community in every way that they talk back. As time goes on, we’ll expand the voices that populate our website. We want to hear more from students and faculty. We want to provide them with tools to communicate with each other.
One step at a time.
I was going to write up a post about this, but the conversation may have summed it up best for now:
me: I read a dana boyd post today
me: I am brewing a post now
me: it was about people getting offended when you’re online during a presentation
Jason: ya, I heard about that one
me: she was expressing frustration at the misunderstanding
Jason: people talk too slow and over explain too much and never listen to each other so they make the wrong assumptions over and over…
me: I think I’ll have to fight it from a learning angle
me: I was thinking about writing about why it works
me: like…why you can be hyper focused on something
me: and look like you’re not
me: in most situations
Jason: 🙂
me: the only ones I think it doesn’t work in are fictional
me: like, movies
me: not all movies
me: but a good movie
me: or a book
Jason: you mean cause there’s a real narrative flow that must be sequential?
me: maybe!
me: I don’t know why…that’s a good reason
Jason: zactly
me: I know I have no desire to tweet anything in the middle of a good movie
me: sometimes I want to snark in a bad one though
Jason: usually I can plot out a movie by the time the credits are done
Jason: of course there will be some inconsitencies, but still
me: lol
Jason: with a conference presentation you can do it from the title
me: yeah, pretty much
Jason: unless osmeone’s one of those great process story teller conference paper givers
me: but also…the valuable parts are usually spaced out
me: a speaker is never giving sterling bits of info every second
me: because we breathe
me: and shuffle papers
me: and use connecting phrases
me: and reiterate
me: mostly because we reiterate
me: I should write this up when I get home
Jason: so, if you want all my attention all the time, give me something to attend to
me: yep
me: like, in a good talk
me: you make your point and then prove it three times
me: that’s how we’re trained
me: so it’s kind of easy to get the point the first time, and then let your brain work for the rest of that section
me: you come up with your own proofs or counter evidence
me: and then you transition
me: and then you make another point
me: and prove it three times
me: intellectually, a talk is like lace
me: filled with space
Jason: ya ya. weaving an argument
me: the only time I’d need to pay as much attention as they think I do
me: is if I decided to count your use of the word “the”
[youtube http://www.youtube.com/watch?v=FOyOQqjylmQ&hl=en&fs=1&]
I suspect this is the last iteration of Cancerland, since I don’t think the land its sitting on will be around too much longer. So I really went to town with it. Building it and sharing it has been a great experience.
With thanks to thatjohn and girltarist, a major chord game on the Relay for Life route in Second Life:
[youtube http://www.youtube.com/watch?v=puUEyUJ12Ck&hl=en&fs=1&]
In preparation for our new library website, I have been working on some social media policies. I’ve never really been much of a policy person before, but I recognize that because I am bringing in some standard social media tools, I’m going to have to define some best practices. I got my first blog in 2001 and had many conversations back then and ever since about what is and is not appropriate content; I’ve had many years to think about it and get comfortable with my own boundaries. As I prepare to give each content creator in our library a blog, I realize that a policy might be the best way to share some of that experience. No need for everyone to stub their toes and scrape their knees via a professional medium.
Blogging policies are actually pretty easy to generate these days. There are tons of them around, since many industries encourage corporate/professional blogging, and most have developed policies for them. Maybe it’s also easier to do because we have, I think, determined the distinction between a personal blog (like this one) and a professional one. It’s not a foreign concept.
The hard part comes when trying to come up with a Twitter policy.
I posted both my draft blogging policy and my draft twitter policy on twitter to get some feedback from people who use these services. Here there are for your information. The Blogging policy starts with the legal and then moves into guidelines; the Twitter one doesn’t have as much legal, I think the general TOS of Twitter covers that.
These two are actually contained in one document on my side; I split them up because at first I wasn’t going to post the Twitter policy. I thought it would be…controversial, not helpful to anyone else, not useful outside our very specific context. I expected it to be widely disliked. I think what people are expecting is something more like this; some friendly guidelines that help a librarian engage with her patrons by treating Twitter as a personal, interactive communication medium. My guidelines are very nearly the opposite of that.
Now: as a librarian who uses Twitter a lot, follows a lot of librarians, and gets into a lot of discussions on Twitter about library issues, I understand where people are going with their personal guidelines. I suppose I think I’m the last person in the world who should tell another librarian how to use Twitter personally. As a person. As themselves. For themselves. For their own development. Reading through those guidelines, I can almost hear the chorus coming from all the non-Twitter, non-social media librarians of the world: “When am I supposed to find the time for that?!” I love using Twitter to share and question and communicate, but I’m not sure it’s the best use of an institution’s time. Which is why my policy runs counter to what I do personally.
So I guess my policy isn’t so much for the people who want to use Twitter the way I do. It’s for people who don’t, who have no interest in social media, but who still need to communicate with their patrons in the widest possible way.
Here are the reasons why I want to use Twitter for our library website and for our digital signage:
I’m not planning to use Twitter for Twitter’s sake. I am advocating the use of Twitter as a broadcast medium, as unpopular as that might be. I’m not sure Twitter is really at its best when it’s conversational, though I may be in the minority on that. There are so many better conversational media, and we’re using those too. We’ll have mulitple meebo widgets scattered throughout the site; some staff want a personal one. If you want to have a conversation, we will ensure that you can. Twitter actually is a broadcast medium, as far as I can tell.
Maybe this is a redefinition of the term “broadcast”. On Twitter, I broadcast my thoughts, my ideas. When I’m at a conference, I broadcast a lot. My use in that case isn’t dependent on anyone reading my broadcast or responding to it. If someone broadcasts their own response to what I’m saying, I can broadcast a response back. Blogs are a broadcast medium as well, in very much the same way, in spite of all the hype about the conversationality of blogging. Just because it’s a broadcast medium doesn’t mean we’re not paying attention to its context or responding to questions or comments around it. Not using Twitter to @reply to singular users in public doesn’t make it less useful, in my opinion. Or even less personal, less engaging, or less a good use of the medium.
The great thing about Twitter is that I can use it this way and it won’t affect anyone else at all; in fact, I don’t really care how many other Twitter users follow our broadcast Twitter account. I don’t anticipate that our students will; almost none of them (statistically) are on Twitter to start with, or have any interest in using it. I don’t want to exclude them by using Twitter-specific conventions or lingo. My goal is not to draw them into Twitter or increase their use of social media (not with this initiative, at least). Our use of Twitter in this way serves our needs first; we have vital information to distribute to students in our own building and campus, and currently have very limited means of doing so. We’re going to use Twitter to distribute it in a way we’ve never been able to do before. If it happens to serve a Twitter community at the same time, I’m delighted.
In short: I wrote a couple of social media policies for libraries as institutions rather than for librarians as individuals. They may or may not be useful, interesting, or appropriate to your situation. I’m still not sure how I feel about them myself. But I will certainly be tracking how it works this year.
Any feedback or comments on the policies is gratefully accepted, and will probably spawn more navel-gazing and fussing on my part.
My old friend Michael drew my attention to an article by Michael Nieslen about changes in publishing and how the paradigm shifts catch companies by surprise. In short:
Each industry has (or had) a standard organizational architecture. That organizational architecture is close to optimal, in the sense that small changes mostly make things worse, not better. Everyone in the industry uses some close variant of that architecture. Then a new technology emerges and creates the possibility for a radically different organizational architecture, using an entirely different combination of skills and relationships. The only way to get from one organizational architecture to the other is to make drastic, painful changes. The money and power that come from commitment to an existing organizational architecture actually place incumbents at a disadvantage, locking them in. It’s easier and more effective to start over, from scratch.
It’s not that they’re malevolent; they’re just stuck in an institutional structure that is too difficult to change. His first example is newspapers; the New York Times (in decline) versus TechCrunch (in the black).
That got me thinking: what would it take for me to go back to supporting a newspaper? Because, in truth, I love newspapers. I haven’t subscribed to one in about two years now, but I do love newspapers. I just don’t like getting one every day. First: they’re messy. The ink stained my carpet at the point where it met the front door, because the newspaper deliverer would drop it just so. It stained my fingers. They pile up and have to be transported somewhere and be disposed of. They’re net worth isn’t sufficient for all the work I have to do to maintain their presence in my daily life. However: I love sitting outside on the patio of our favourite breakfast place with Jeremy, trading parts of the paper, skimming the stuff that is vaguely interesting, digging down on the stuff that’s very interesting, ignoring the sports section…I suppose we use the newspaper as our internet when we’re not online, or when being online would be too costly, too disruptive, or too awkward. Clearly it’s simply a matter of time before we have devices that will fill this desire handily: a roll of thin plastic, perhaps, tucked under an arm, an easy part of the breakfast scene, online for cheap no matter where we are, showing us only the articles that are at least vaguely interesting if not very interesting to us, with no sports section to ignore; our device would have the upsides of the newspaper (no computers cluttering up the table, getting between the food, the people), but the cleanliness, customizability and immediacy of the internet. The future newspaper is a gadget.
Michael Nieslen says: “My claim is that in ten to twenty years, scientific publishers will be technology companies.” Could that be true of newspapers as well? Is the medium more valuable to us than the content? If newspapers managed to produce the device, instead of the content, or perhaps in conjunction with some content funded by the popularity of the device, could that be their future?
Beth Jefferson makes the case that librarians should carefully watch the decline of the newspaper industry, because our descent is similar and may come soon afterward. We, also, are less about our content than about the medium in which we can present them. Our devices are buildings; while “the library without walls” meme has been going around for a while, the reality is that people still need space, and our spaces are popular as spaces to work, think, be and be seen. At the very least. When we move into things like ubiquitous interfaces, maybe our space becomes the medium, the device.
A recent report on libraries and mobile technologies suggested that we wait on developing mobile tech versions of our collections and services, a conclusion with which some disagreed. While I’m all for being cutting edge (bleeding edge, even), I agree with the report. We have no idea where this mobile thing is going. If we had gone all mobile three years ago (when we easily could have gone to town with it), and then the iphone would have appeared, with its alternate internet of apps. Mobile devices don’t tend to do the web well; rather than get better at it, we’re creating a new web for them, designed with their location-awareness, mobility, and lack of keyboards in mind. What if our big future isn’t in making our content web/mobile friendly, but in building ourselves into the e-newspaper or the e-book, letting you do “more like this” searches, hooking up bibliographies, keyword searches within (digital, mobile) text? Maybe the future of libraries is an app inside an app? What about blackberries and other smartphones? Are they going to get in on this app revolution? Are we going to have competing app universes to contend with? The data plan revolution (at least in Canada) is clearly coming, but when? And what will it bring with it? What restrictions will we be under?
I see the legacy of “waiting” that newspapers have demonstrated has not served them particularly well. But on the flip side, jumping in without getting the full lay of the land doesn’t have a good track record either. Maybe we’re all about to come technology companies, in some way or other.
Next year I will be challenging library staff to use a comic strip application (bitstrips) to explain their who they are and what they do in the library to a student audience. It’s still months away, but here’s my shot at it:
Since the start, I’ve taken issue with the “digital immigrants/digital natives” divide. From one angle, that division puts me and everyone I share my digital life with on the digital immigrants side, in spite of our very rich online lives. From another, it suggests that the undergraduate students I spend my days assisting are somehow “wired differently” than me, and are way more adept at technology than me. This just isn’t my experience in any way. I think it denigrates the amazing work of older net citizens and puts teens in a box in which they do not identify in any way shape or form. The generational argument just falls flat to me.
Listening to Don Tapscott’s recent Big Ideas lecture the other day gave me a new insight on the matter. Like all who advocate the idea of a digital generational shift, Tapscott was inspired by watching his kids. They’re geniuses! No wait, all their friends are geniuses too! This is the beginning of the problem; anecdotes are great, but they bias you in a particular way. In Tapscott’s world, it’s the kids who are living the digital life, not his peers. Therefore, it must be generational. There is nothing in his evidence that proves this; in fact, even the brain chemistry evidence he cites doesn’t prove it. Different behaviours, different activities can change brain chemistry; that’s not news. That’s the real story, not generations.
Different behaviours and activities can be more popular with certain age groups than others, which makes this “digital native” thing an issue of correlation, not causation. However: do we have evidence that more teenagers are interested in the digital life than any other generation? Gen X is small compared to the “millenials”, correct? In 1994 Wired predicted that by the year 2000 the average age of internet users would be 15. Then I wonder why, in 2008, the average age of internet users in the UK is 37.9? As of right now, NiteCo lists the average age of internet users as 28.3421. I’m not suggesting that teens aren’t interested in the internet and in digital life; it’s just that it’s not primarily or only them. It’s not a factor of their age. This isn’t even like Elvis, when the kids loved the rock’n’roll and the adults hated it; it’s nowhere near that clear cut.
I think it’s more like a cultural meme. It’s a series of metaphors, of truths we accept. In the digital culture meme, there can be something called “digital culture”. An online community is a real community. You can have online friends, and they’re real friends. You can “talk” online using only text, and have it mean as much to you as a face to face conversation. You’re intrigued by new internet apps, not scared. You have a tendency to play with things digital and see how they fit into, or alter, your digital life. The idea of wanting to be connected pretty much all the time is not that strange or dangerous; “thinking with the internet” is a concept that makes sense to you. These ideas, among many others, make up the digital culture meme, and the people who subscribe to it are the digital natives. It has nothing to do with when and where you were born.
Maybe it’s like Stravinsky. When they first performed Rite of Spring, people rioted. It was so foreign, no one knew how to respond to it. But eventually, the meme of radical music spread; eventually, the song made it into Disney’s Fantasia. It wasn’t worthy of a riot anymore; it wasn’t different anymore. It wasn’t going to destroy society. It was just a new way of thinking. Did that start with a generation? Or just a group of classical music lovers? We didn’t consider that a generational shift, but perhaps it was. New ways of thinking, new ways to intrepret culture.
Or are we trapped by old ideas about genetics? Old ideas, the ideas that filter through into society as truths. You can’t teach an old dog new tricks; real change comes from the youth. Is that so? For people like Don Tapscott, is thinking of the digital culture meme as a generational change a way to excuse himself, and his peers, and others who fear the meme, from participating? Is it reassuring to think of digital culture as something akin to built-into-your-genes and unfixable? They are just built differently, they’re brains are different; don’t feel challenged by these new ways of thinking and communicating. Don’t feel threatened. It’s not your fault that you don’t understand or won’t participate. That’s what’s right given your brain wiring. This is only a game for the young. This is the way THEY think, because they were born in this world. But no, it’s not like genetics in that sense; it’s more like epigenetics. Your brain is flexible, your genes are flexible depending on the choices you make, the options you have, and the circumstances you’re in. Accepting the meme and living digital can change your brain. It has nothing to do with your age.
Not news: an Australian unit of Elsevier contracted with drugmakers to publish what appeared to be medical journals that didn’t disclose who had paid for them. In other words, Merck supposedly created a fake peer-reviewed journal to publish data that made its drugs look good. It also got Elsevier to publish the journal to make it look legit (Elsevier being one of the bigger publishers of — of course — proprietary medical journals). This news has been filtered through the internet for a couple of weeks now.
It wasn’t a librarian who discovered the problem, though. Which makes me wonder: is it the role of librarians to examine journals that present themselves as peer reviewed to ensure that they really are? The Progressive Librarians’ Guild thinks we should. Others think it’s not feasible for us to do so. But given that libraries give authority to journals by subscribing to them, don’t we have an ethical responsibility to try to find the fakes?
As my friend Jennifer is wont to say, it’s time we work out what business we’re in and clearly articulate it. I’m not sure I even get it anymore.
Interesting searches of the week:
my feeling of brussels: One day, you’ll be able to run a google search to find out how you feel about something.
“national defence” and “information literacy”: I love that these were together in a search. The fact that it’s a search about information literacy tells you that this search was performed by a librarian, let alone the use of a boolean operator.
ban a friend (email with comma) subject: Not sure where (email with comma) fits in.
build+disappearing+second life: another interesting attempt to booleanize google.
can i get more storage on my macbook: No question mark!
canlı ifade msn penis görüntüleri: I don’t even want to know.
cn tower at night from across the water: An image search?
i’m uncomfortable with instructional technology: I’m sorry to hear that. I wonder if my blog helped this person; somehow I doubt it. Google as psychologist.
what places have alot of people in second life the game: I think this is my favourite of the week. Adding “the game” will surely help filter out all the instances where “second” and “life” appear together in a paragraph. Though, I guess it worked: that person got to me, and I write about Second Life (the game). Though I specifically don’t call it a game. So this person is clearly on to something.
[vimeo 2541800 w=1239 h=755]
Interesting. But it might be faster and easier to just do this through your browser alone. Is there a circumstance where you need to be both in-world and collaborating on a document?
This might actually have some interesting implications as a display tool, where you can get people watching a collaboration in which they aren’t participating directly.
I’d love to see some real applications of the HUD.
I haven’t done this in a long while, mostly because I did something to my site that prevented me from being able to access them anymore, and I only recently thought about adding Google Analytics. So now I can see them again! So here we go:
“a diary is an example can you til me is primary or secondary
This is interesting; homework question? It’s clearly not a copy/paste, or a typed in copy from a question sheet. It looks like it was typed in on the fly; is this an example of someone using a computer/device while in class? If so, do you think that’s a good or a bad thing? It’s research, right? Is this an example of someone getting the internet to do their thinking for them?
ban a friend (email with comma) subject
Ban a friend…from where? IM? Facebook? email with comma, does that tell us why this person wants to ban a friend? It’s a mystery!
cheapest sd cards
I suspect no one needs me to add a data point to the research indicating that people use the internet to buy things. And to find deals. But this does indicate that people look pretty broadly to find general advice before buying technology and its associated bits.
confessions of an ugly stepsister chapter summaries
There’s always someone looking for ways to avoid reading the book. It’s a good book; just read it! It won’t take that long!
dream and meaning and running home across a field
This one is an interesting combination of boolean and free text. Not “dream interpretation”, but dream AND meaning AND “running home across a field”.
dreaming of making out with someone but don’t see there face
I must post too much about dreams, apparently. This one is on the verge of being a full-blown question, interestingly; if you added an “I’m” to the front, and then the obvious question at the end, “What do you think that means?” While the first dream related question shows evidence of some thought in terms of search construction, this one is more free-flowing, containing mostly words that won’t bring up a useful result.
how do you find if someone had been running a search for your name on the internet
An entire question, minus the question mark. Now: conceivably this might work; if someone created an FAQ with this as a question on it, you’d get a good result. But given the lack of quotation marks, it reads more as if the user is asking google a question rather than searching it. I love how conversational it is. We really do think of google as an extension of our brains in a way, don’t we? Our searches are so stream-of-consciousness.
how to do that google search thing where your name comes up and it says “did you mean”
Speaking of conversational! Yeah, it’s as if instead of the Google logo, the words above the search box says “I would like to know…” and the user merely finishes the sentence. I wonder how many hits you get when you search for “that google search thing”.
primary source subject heading strings capitalization
Someone’s cataloguing homework?
swallow lymph nude on back of my neck and can’t fell on that side
This is a strange combination of search terms and conversationality. Since you can’t very well swallow your lymph nodes, I presume those are separate constructions; swallow, plus “lymph node on back of my neck” “can’t feel on that side”. A pretty ingenious way to search for a series of symptoms, really. If it weren’t for the spelling errors. It’s always easier to type symptoms into google than it is to go see your doctor. But rule number one when you have a serious illness; don’t google it. What you’ll find will only depress you.
the emerging tools to access oa content.
With a period, no less!
what could me to have a rough feeling red ring around my neck
More stream-of-conscious medical questions. We talk about how users don’t need training in how to use Google, and we know they don’t usually go beyond the first page of search results, but looking at strings like this makes it clear that they don’t really know how to use the tool. There’s just so much in it, and we appear to have so much patience with google searching (we like the browse aspect, I guess?) that we will keep hammering at it until we get somewhere that interests us.
whining and complaining examples
You came to the right place!
will having the radioactive iodine treatmenat to kill my thyroid also get rid of the puffyness around my eyes?
Of course I’m going to attract the radioactive iodine and thyroid cancer crowd. Now this one interests me for a whole other reason. No matter how sick we are, vanity is always there, isn’t it. For me, I knew how big my scar was going to be, but I didn’t really care very much about that part; I didn’t care about how it would make me look. Once I had it I realized that it marked me as damaged, made me sort of Frankenstein-like. Pulled apart. Never the same again. I never once considered whether radioactive iodine would have an effect on my face, except that I worried about whether it would block up my salivary glands. However, it’s pretty clear that this person doesn’t have thyroid cancer, s/he has hyperthyroidism. But I don’t think the radiation would change puffiness. It only gets rid of the bug-eyed look that comes with Graves Disease. Sadly, there’s no pill that will magically turn us into Scarlett Johansson.
you don’t have to be afraid of cancer anymore
I hope that’s an accurate prediction.
(GNN)– Rapid-fire news from conversation with friends or too many stories from newspapers could numb our sense of morality and make us indifferent to human suffering, scientists say.
Scientists say updates from friends and family, let alone media like printed text, are often too quick for the brain to fully digest.
New findings show that the streams of information provided by newspapers, street signs, and conversation with others are too fast for the brain’s “moral compass” to process and could harm young people’s emotional development.
Before the brain can fully digest the anguish and suffering of a story, it is being bombarded by the next bit of information or update from one’s mother, according to a University of Southern Suburbia study.
“If things are happening too fast, you may not ever fully experience emotions about other people’s psychological states and that would have implications for your morality,” said researcher Mary Helen Scaremonger-Yang.
The report, published next week in Proceedings of the National Academy of Sciences Online Early Edition, which tries to update itself as slowly as possible because of these findings, studied how volunteers responded to real-life stories chosen to stimulate admiration for virtue or skill, or compassion for physical or social pain. iReport.com: Growing pains for the conversational art?
Brain scans showed humans can process and respond very quickly to signs of physical pain in others, but took longer to show admiration of compassion.
“For some kinds of thought, especially moral decision-making about other people’s social and psychological situations, we need to allow for adequate time and refection,” said Scaremonger-Yang.
She said the study raises questions about the emotional cost, particularly for young people, of heavy reliance on a torrent of news snippets delivered via vocal conversation and text-based sources such as newspaper headlines and posters in shop windows.
She said: “We need to understand how social experience shapes interactions between the body and mind, to produce citizens with a strong moral compass.”
USS sociologist Beamish Boy said the study raised more concerns over fast-moving lives than the conversational-based environment.
“In a culture in which violence and suffering becomes an endless show, be it in a play, politics, or merely your means of employment, indifference to the vision of human suffering gradually sets in.”
Research leader Tony Dammitall, director of USS’s Brain and Creativity Institute, said the findings stressed the need for slower delivery of the news and conversation, and highlighted the importance of slow-burn emotions like admiration.
Dammitall cited the example of French Absolutist Louis XIV, who says he was inspired by his father, to show how admiration can be key to cultural success.
“We actually separate the good from the bad in great part thanks to the feeling of admiration. It’s a deep physiological reaction that’s very important to define our humanity.”
Conversation, which allows users to swap messages and use their hands to emphasize a point often in as little as a single word at a time, is largely seen as a solution to information overload, rather than a cause of it.
This function, it is said, “means you can step in and out of the flow of information as it suits you and it never queues up with increasing demand of your attention. You can just stop and ask someone if you want to know what’s going on. No pressure.”
(In response to this.) Ahem.
In response to Mashable’s Twitter Follow Fail, my own 10 Reasons why I won’t follow you on Twitter:
1. You’re trying to sell me something. This goes for all entrepreneurs of all varieties, particularly the “social media” ones. Now, if you’re a social media entrepreneur but not directly using Twitter to market yourself and your company, but instead using Twitter like everyone else, that’s cool.
2. You follow a zillion people. By a zillion I mean something near or over a thousand, because it’s unlikely that you’re even able to follow all those people. So why are you following me? It’s not like you’re really going to read what I’m saying right? Now, as an exception: if your tweets are awesome and I want to follow you for the content, I don’t care how many people you follow, and if you follow me I will follow you back.
3. You follow a zillion people, hardly anyone follows you, and you have no posts. It’s work to follow a zillion people, so I’m suspicious. Are you using twitter as a feed reader? I sometimes post links, but that’s not really what I use twitter for. Are you just trying to gather followers?
4. You post pretty much nothing but RTs and memes. I’d rather follow people with original ideas rather than rerouters.
5. You post about your follower count. “Three more followers and I’ll be at X00!” “Yay, just hit 500 followers!” Anything like that. Even if I know you, this calls for an immediate unfollow. Sorry. I don’t want to be a notch in anyone’s belt. Clarification: posting about wondering why a bunch of people recently unfollowed you, and wondering if you’ve been offensive, doesn’t make me unfollow. It’s only if you’re demonstrating that you’re using twitter only partly to do anything other than gather enough followers to feel good about yourself.
6. Your archives consist largely of @replies. Some people say this is a display of engaging with your community, but I have my twitter set to not show me any @replies to people I don’t follow. So: if all you do is use twitter as a public chatroom, I’m not going to see your updates anyway. And I don’t think that’s a very effective use of the medium.
7. You post about specific topics that don’t interest me. I sometimes get followed by people who post mostly about life with kids kids, or entertaining kids. I don’t dislike kids, but I have no interest in reading about them on twitter. Sorry. edit: unless I know you and/or your kids. I want to hear about @halavais‘s baby, of course. just not generic stuff for kids. Well, unless it’s YA fiction, which is a whole other topic. Maybe I should think this one through some more.
8. You’re a “life coach”. Just…no.
9. All your posts appear to be automated. I don’t really understand the blip.fm-to-twitter phenomenon, and I already use a greasemonkey script to remove them from my feed. If all your updates are just blip.fm links, I’m unlikely to follow you.
10. You are arguing against gay marriage, posting about your love of the Republicans or of Stephen Harper. So not interested.
Now: 10 reasons I WILL follow you on Twitter:
1. You’re a librarian. I love following librarians. All kinds of librarians. I like to use Twitter as part of my work, so I love seeing what librarians are thinking about.
2. You work in a library. I love hearing from everyone in the library world.
3. You’re in library school. I miss being in school, so I’d be very very happy to read updates about your classes and things that interest you. I think of it as a way to listen in on classes.
4. You’re interested in social media/emerging technologies from an educational/community perspective. I’m not interested in the “social media for profit” crowd, but am very interested in the “social media for fun and learning” crowd.
5. You make me laugh. Hello, @StephenFry.
6. I know you, or I should know you. You live in Toronto, you work at the same school as me, we move in the same circles, you’re my husband, my best friend, or my dad. We’ve had dinner together. We hang out on the same IRC channel or other online community. Something like that.
7. You go to the same conferences I do. I will definitely follow you if I see you tweeting about the same conferences I’m at. I love to hear the thoughts of other conference attendees.
8. You’re at a conference I wish I were at. It’s great to hear what’s going on at a conference I can’t attend. If you’re there, I might want to keep following you after the conference too.
9. I admire your work. Academics, start-up owners, Googlers, etc.
10. You respond to me in an interesting way. I might not have noticed you before, but you responded to something I said in a way that piqued my interest. I’m a sucker for intelligence and thoughtfulness.
I bet this says a lot about what I use twitter for.
[youtube http://www.youtube.com/watch?v=EIS6G-HvnkU&hl=en&fs=1]
For the most part I’m not that interested in the ad war between mac and PC. I think the mac ads are cute, mostly because John Hodgman is adorable. There’s lots of talk online right now about this ad, saying that “Lauren” is an actor, she never went into the mac store as she said she did, and the PC she got is a piece of crap, etc. Dishonest marketing? Of course! What marketing isn’t dishonest?
When I first saw the ad I went to see what computer she got, and I saw that it was 8lbs and laughed.
I personally don’t care about the mac/pc war because in general I think mac will continue to produce good products regardless, they’re making plenty of money to keep them in business, they’re still producing macbooks, which will be my computer of choice for the rest of the forseeable future. I like to love my laptops, and I love using macs. I generally think that mac is good as a niche; they aren’t going to produce crap computers for the cheap audience, because they don’t cater to the cheap audience. I don’t really want to see them change that priority just to get the greater market share. So as a mac user, I like them having a healthy share of the niche market. Seems perfect to me. So if PC wants to create a persona who “isn’t cool enough to be a mac person”, that’s cool. I mean, if “Lauren” wants to spend 25K on her car but won’t spend more than 1K on a computer, well, maybe she’s really not a mac person.
But in musing about it, the “regular person” technique, a few things are jumping out at me. She wants a cheap, 17-inch laptop. Why 17-inch? Clearly not for professional reasons; the 17-inch computer she got doesn’t have the juice to do any video editing or whatnot. For watching movies? It’s funny, because things are getting smaller these days. Most of the students at my campus have laptops, but the ones who got the bigger ones generally don’t want to lug them around. (And Lauren’s laptop is 8lbs…she might as well have gotten a desktop, really, for the amount she’ll be willing to drag it around.) The smaller laptops are getting more popular because of their sheer usability as portable machines. Netbooks are all the rage because of there incredible portability; we’re entering an era where we’re finally savvy enough about our needs to not always get the biggest and best “just in case”.
Maybe that’s why this ad makes me laugh. Lauren wasn’t trying to get the biggest and best, like we used to, trying to make the most of her investment. She just wanted the biggest, for the least amount of money. Why? This request just doesn’t resonate, particularly not in our current computing climate. Big laptops are increasingly a pain in the ass for everyone who owns one. Currently, the only people who appear to really want a big laptop are professionals who have particular kinds of work to do that requires a big screen and a modicum of portability for presentations. I’m a professional who wants lots of screen real estate; I have an external monitor at work on which I extend my desktop. I wouldn’t want a 17-inch laptop. It’s just not practical.
The only laptop I regularly move around these days is my beloved netbook, which gets online and plays all my favourite tv programs for me while I’m on planes, trains and automobiles. I can sit at the bar and check my email on my netbook, and still have room for my dinner and my beer. I get more comments on that netbook than I’ve ever gotten on all of my macs put together. People love the idea of a usable, small, cheap laptop. If you’re a coolhunter, you’re probably looking at small, fast and cheap. You can buy gigs of space on USB drives for peanuts these days; why spend hundreds for a big internal hard drive? Small hard drive, small physical computer, big RAM, bloody great OS (Ubuntu, anyone?) No one’s that excited about a big laptop running Vista, no matter how cheap it is.
Apple is often a bit a head of its time, sometimes painfully. They got rid of floppy drives well before it was a good idea (even I had to buy an external in the 90s). They took out the phone jack in the last few years too; that’s what pushed me to give my dad my old wireless router so I could still get online when I was visiting. They’re usually on the right track, but they pull the plug on things a tad too early. They keep you slightly uncomfortable with the things they declare as dead. But why is it that microsoft always seems to be, just as painfully, a step behind? Everyone else is talking about cheap, fast and small, and they give us an ad about cheap, slow and huge?