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Quechup Quandry: Today, we’re all Spammers

Quechup Quandry: Today, we’re all Spammers

I like to think that the blogosphere in general has a certain amount of power. One blog out of milions may not, but when something happens that runs counter to expectations and a good chunk of bloggers complain publicly, the results seem to be pretty dramatic.

Case in point: social networking site Quechup created a splash in the last few days by asking users to enter their email addresses and passwords so that the system could check to see if any of their friends were already members. (Personally, I don’t see why anyone would do this in the first place. While I guess there’s some email from my closest friends and family in my inbox somewhere, I don’t really use email to communicate with the people I see on, say, Facebook, or in Second Life or on IRC. Email is too formal for that, and I’d rather search for my friends some other way. I’d rather look up one and see who they have friended already, etc. I found a lot of people I know on Facebook through the groups. Anyway.) So the system does what one would expect; it looks up the email addresses in your contacts lists and checks to see if those people have accounts yet. Then it shows you the ones it found. Do you want to add these people are friends? Sure! Who wouldn’t push that button? Why not. Add them. What Quechup does next: it emails out an invitation, from you, to everyone you’ve ever corresponded with, personally inviting them to join this rockin’ new site you found. Without warning you that it was going to do it.

This is really not what email is for, and it’s a real abuse to use it that way.

In what universe is this okay? In what universe, seriously, is it okay for a system to prompt you to send out mass email to people who have not signed up for it? It’s one thing to send a message to people in a facebook group; they’re there on purpose. People in your contacts in email? Didn’t sign up for squat.

It’s a trust issue, certainly. You see an invite from someone you know (heck, there are a handful of people whose mere name in email would get me to click a button somewhere, sure!), follow through, and suddenly…you’re in the same boat! You’ve just spammed every living soul you know! So Quechup was certainly taking advantage of that trust, but is in return eroding people’s trust not only in social networking systems, but also in us. (Will people think twice when you ask them to have a look at something? Sure they will.)

So now if you run a google search on “quetchup” (like this one) you see a zillion posts by angry bloggers who are incredibly sorry to those they accidentally emailed, and incredibly angry at Quetchup. I’d love to see what happens. Will that mistake, and the widespread reaction to it, destroy Quetchup? Or is any publicity good publicity, and will this be the making of them?

Moral of the story: don’t give anyone or any website your email password. Ever!

Education == National Defence

Education == National Defence

Education is not a routine activity which is divorced from national defense. It is, in the most fundamental and important sense, the first line of national defense.

A quote from the former mayor of Chicago, snapped inside a display at the Chicago Public Library. Jeremy recommended that I take a picture of it for Jason. It’s a bit disturbing to think about education being a branch of national defence, but I suppose a good education could be a defence against just about anything. Right?

Networked Imagination and Persistence

Networked Imagination and Persistence

The education keynote at the SLCC conference this morning was by Connie Yowell of the MacArthur Foundation. She brought up a range of interesting things, but one of the key ideas she presented relates to the idea of connectivism as key to teaching and learning. In this context, she called it networked imagination. Her general premise is that virtual worlds can be the result of a single person’s imagination, but it supports the possibility of people building upon the imagination of others.

This is true on a variety of levels in Second Life; you can copy, collect, and often modify objects originally created by others, but true sharing of builds is difficult. I had lunch with Ali Andrews from the University of Northern Illinois, who pointed out that co-construction is fraught with practical difficulties; each prim in the build needs to have its permissions switched by its original creator to allow co-editing, a process which is tedious and easy to forget on a single prim. In a build that shared, if a single prim isn’t jointly editable, and the collection of objects (making up, say, a single building, or other larger item made up of a collection of individual prims) is placed into someone’s inventory, the next time it comes out into the open, the entirety of it becomes uneditable by both builders. It’s easier to build alone and share your creation, but actually allowing multiple builders, actually doing what Connie suggested, is more complicated. Co-ownership is a difficult proposition.

But more seriously (in my mind) is the problem of ongoing shared space. There’s a wonderful video of a build from start to finish that replicates Van Gogh’s “A Starry Night”; the point of the build was to make the video, the point of the video is to demonstrate the build. In the build, you could stand in one particular spot and see the world exactly the way you see it in the painting. I think it’s amazing, and it saddens me deeply that I can’t go in world and see it. It’s gone. I don’t know how long it stuck around, but I’m told that the point of these videos (machinima) is not to create the builds for posterity, or even in order for others to experiences it in person (so to speak), but only to create the video. I used to bring everyone I knew onto Info Island to show them an audio art exhibit where you could run through sounds and make your own little a capella music, but one day it just vanished. It was a temporary build, and no one seemed to have offered to keep it around. So it’s just gone.

You can build on the creation of someone else’s imagination only as long as that construct exists in world; so much is so incredibly temporary. If you wanted to house something long term, you’d need to pay for the space to put it somewhere. And you’d need to pay regularly. If someone builds something marvelous and useful to the world, but then moves on to other worlds or other projects, you lose that build. Even if the creator of the build is supportive of others taking on custodial ownership of their build, there’s very little structure in place to hook up those creators with people who are prepared to house their creations; in fact, there are no resources around for long-term build storage. Small items, say, a dress or a shirt, are unlikely to disappear, but large builds (like, say, the recreation of the sistine chapel), most certainly will.

I’m a fan of ephemeria. I’m a very big advocate of it, in fact; I don’t feel great about generic blog archiving, for instance, because I believe strongly in the space between permanent record published material (like books), and unrecoraded/ephermal material (like ideas or dinner conversation). This is something I love about the internet, how it takes “publish” and makes it more fluid and flexible. I think there’s a huge place for public, “published”, ephemeral material whose existance depends entirely on the will of the author. But I have the luxury of feeling that way about blogs. There are tons of services that provide long-term storage for blogs, so its not as if the world of the blogosphere is likely to disappear any time soon. Holding on to a blog, or letting your blog just stay up dormant, costs little to nothing. What bothers me so much about the disappearing Second Life builds is that there really is no way to hold on to them. An abandoned blog (so very common) is still a blog, and is still readable; an abandoned build in Second Life just doesn’t exist at all. In fact, the system encourages you to destroy your builds if you lose interest in them; the land you built it on is valuable, and you can sell it for serious amounts of money. Second Life is the most ephemeral space I’ve ever seen.

Rather than set up more reference desks in Second Life, I wish the librarians in-world could instead start collecting builds. Lots of builders would love to either have their build on permanent (or semi-permanent?) display in a central location, or have it sunk into a catalogue where it can be recreated by others for short times. Borrow the sistine chapel or van gogh for a couple of weeks for a class, say. Networked imagination is a great idea, but Second Life without some means of archiving and sharing is not going to allow for that in the long term. The MacArthur folks seem interested in philanthropy in digital worlds;I have a hard time imagining much that’s more important than that.

Hipster Librarians

Hipster Librarians

The New York Times has just discovered that librarians are hip and cool. This is hardly news! But they included a few pictures of hot, hip, young librarians, so I thought I’d take a page from their style guide and get a shot of myself in a similar pose. Their image on the left, mine on the right.

hipsters

There! I too am a hipster librarian! Seeee?

Voice in Second Life

Voice in Second Life

Second Life is moving toward integrated voice capability. This isn’t news at this point; it’s moved onto the main grid now, and it’s only a matter of time (less rather than more) before it becomes an everyday, standard feature. There has been much discussion about what voice will do to interactions within SL; some people believe it will be so revolutionary that it will fundamentally change the way this particular virtual environment functions, and some others believe that voice is the path toward ultimate destruction.

Personally, I don’t think it’s that big a deal.

I mean, technically, it is a big deal; it’s an amazing thing. If you try it out, you’ll see what I mean. It’s not internet audio like I remember it back when I used AIM to talk to people overseas. Press the button, talk, release, listen: it’s like talking on CB radios. Second Life voice is not like that. It’s not tinny and distant like skype can be, either. Voice in Second Life is more like voice in real life than anything else I’ve ever seen. Everyone can talk at once; you get overlapping voices when many people are talking to each other, not cancelling each other out, but competing with each other. The people who are closer to you are louder, while people who are walking away from you get progressively quieter. I had the interesting experience of standing in a valley by a river with a friend on the beta grid and hearing conversations floating past as others walking near our location; it’s an amazingly rich way to process information, giving Second Life a depth that’s difficult to fully quantify. It has always had its three dimensions in terms of movement, but the flexibility of the voice features highlights them in ways that are incredibly powerful. The idea of this was already buried in the system; people’s text greys out as they’e farther away from you. But the audio factor is so much clearer in defining and describing distance and space. I’ve always found audio cues particularly powerful, so the voice features appeal to me.

But I don’t think voice chat is going to destroy anything. Not really.

There are a variety of arguments for why voice is destructive. The obvious: people whose avatars don’t reflect their physical realities are on their way to becoming exposed. Female avatars belonging to real-life men, for instance; possibly age will be reabable though voice (unlikely, in my opinion). Those with hearing challenges will be left out, as will people who are shy or don’t have a mic, who will disappear into the wallpaper. Wired noted that voice destroys the kind of level playing field that the text-based world provides by hiding age/culture distinctions that might otherwise keep users in their respective silos. It brings in a level of the real world that, in the case of World of Warcraft in particular, apparently isn’t very welcome. Having our preconceptions about others challenged is uncomfortable. Going along with other people preconceptions of us can sometimes be useful, and voice might endanger that.

You could make the same arguments for text, in many ways. Lots of us are pretty good at working out who’s probably male and who’s probably female in text anyway. (And I’m not talking about the gender genie, but that’s a post for another time.) And it’s not as if we can really hide our age and experience from people with whom we spend significant time. Educational level, etc. becomes clear fairly quickly in text. Pure text conversation excludes a significant number of people as well; it’s not as if text is more pure and predjudice-free than voice.

But I’m primarily convinced that voice won’t alter much because I don’t think voice is going to supplant text in Second Life.

I was talking to Catspaw last night about voice in WoW, and the way she described it pretty much matched up with what I expect we’ll see; voice takes its place as one element in the mix, an authoritative feature used in very specific circumstances with requirements that can make use of its advantages. In her case, she said the voice channel is what you use when the leader of a group needs to get information to everyone else really fast. In the case of Second Life, it might be a short bit of instruction or a story that everyone in a place wants to hear. I will likely be immediate, intimate, ephemeral, and short. In the case of Second Life, it’s not private by any means (your “ears” in Second Life are attached to your camera, not your avatar; you can zoom in on people and listen to a conversation even if you’re not that close to them). You can’t walk away from a voice chat (though, Catspaw says you can, you just need to crank the volume, but that crack aside). Voice chat ties you to a window in ways that text doesn’t. If someone hears you talking in response, you can’t very well be multi-tasking and catching up at intervals (which, I suspect, is how many people manage text chats…at least, that’s how I manage them). Voice chat is more like a real life conversation; if you don’t answer immediately, people will think you’re not paying attention (which you aren’t) and will be offended. For spurts of information, I think voice will be very useful, but I don’t think it will really push out those who doesn’t want to use it. Most people will use text for chatter because it requires less effort and allows for the ability to read up. (Even if they added a “listen to the last 5 minutes you missed” feature, you’d still get dragged out of the immediacy of the voice chat moment.)

And some people don’t have mics, that’s just reality. They can still listen in, though, and respond. If someone really didn’t want to use their voices, they could just say that they don’t have a mic and don’t really like talking into one anyway. I can’t imagine too many people would find that odd. Even I found it a bit daunting to experiment with the voice feature on the beta grid, and it’s hard to find someone more gregarious than I am. Voice is sort of like stepping up on stage in middle school to give your speech in front of all your peers; even for the pathologically un-shy, it’s a bit unnerving.

I expect the full introduction of voice in Second Life will go something like this: voice comes in, there’s a flurry of activity around it for a while, people talking to old friends for the first time, listening to people’s accents and luxuriating in the quality of their voices, feeling, possibly, distance because the tenor of the voices is different than expected, and then eventually things settling down and returning to normal, and returning, primarily, to text. Voice will probably get used, but only in specific circumstances that call for it. I think this is very literally about the addition of a feature rather than the replacement of another.

From an Ed Tech perspective, I think the introduction of voice is going to be amazing; it means we don’t need to set up live streaming to bring talks into Second Life. Audio chat comes with a certain amount of built-in authority; we used to run into problems with getting a message out to everyone in a class through text, because the set up of text is democratic in nature and doesn’t specially highlight the teacher’s words over everyone else’s. I’m in favour of that breakdown of authority on most levels and in most circumstances, but providing an authoritative channel like voice means we can acknowledge that the authority that exists, alows us to use it thoughtfully and meaningfully when we need it, and let us deliberately distribute it among the students when it’s required. For instance, we could have students take turns presenting via voice chat, and allow others to type their reactions and questions and feedback as text. It allows for a kind of visible backchannel that doesn’t need to take away from the presentation itself. It means many people can “talk” at once without interrupting each other; that was always been the beauty of text. (Me and Jason sometimes tell each other stories at the same time in text, stories that get twisted together but both get across at the same time.) Personally, I can’t sit through presentations anymore without talking back; at the moment I’m restricted to the number of questions I can ask before I feel like I’m dominating the group, and my various text-based backchannel options (which drag me out of the immediate room rather than keeping me in it). Voice brings to Second Life the function that conferencing software already has; text from the peanut gallery and voice from the presenter, and then the option of voice for the peanut gallery, who generally prefer to stick to text. If anything, the introduction of voice to Second Life is a challenge to conference software packages; there’s no sense of presence in those as it stands. Second Life would be a much more fun place to hold a conference once it gets easy voice chat.

But I guess we’ll soon see.

xkcd and the shhing librarians

xkcd and the shhing librarians

This morning I saw today’s xkcd strip, “Librarians“. My reaction went like this: oooo yay some librarian love, yippeee….oh, it’s the “librarians love books more than anything” meme again…boo. He’s clearly never dated an actual librarian, because this is so clearly the perspective of a person who doesn’t know what librarians actually do, and man, now I’m all disappointed. I was going to write something about it this morning, but the words kind of trickled out of my head and pooled together into nonsense, so I didn’t bother.

But Kathleen Houlihan hit the nail squarely on the head (link via Steven):

Images/stereotypes are viral. There’s very little we can do to change the way the public views us. Badgering publishers or authors into printing retractions for their portrayal of librarians is defensive and not particularly productive or flattering, as it goes a long way towards perpetuating the myth that we’re a bunch of control-freak biddies running around in packs trying to maintain order. The only way to change the perception of librarians (and I’d guess that the Shh! variety of librarian stereotype will be around for a long time because of movies, cartoons and books) is to get people to come into the library. See that we have more than books. See that many of us don’t care how you treat our books as long as you use them. See that we can help you tame the torrent of information that’s available on the web and find real and useful sources of information for you. That many libraries have “quiet floors” instead of the whole library being off-limits for chatter. That we even encourage noisiness with some of our programming. Get people in the door and their perception of us might change.

This is something we’ve been wrestling with at my place of work, as well; there is a stereotype of librarians out there in the world, for good and/or for ill. While Kathleen thinks it’s okay either way, from my perspective as an academic librarian, it’s not okay and we really do need to change perceptions, at least locally. That strip demonstrates the idea that a librarian is so closely tied to the collection that hurting a book is torture to her; libraries are primarily understood as houses for their collections. The distinction between the library as a structure and the librarian as a thinking person and a professional is getting blurry. Librarians are far more than merely their collections, and we need to challenge that perception if we’re going to be taken seriously.

As I’ve heard it expressed at a couple of different institutions now, librarians need to better express the business that we’re in. The number of times we encounter people who don’t know the difference between a public library and an academic library is staggering enough; why don’t we better express what it is we do? What sort of resource we are to the universities in which we’re ensconced? We need to better articulate our expertise, as well. We are not a little-league version of an academic; we are the people who watch the flow of publication and information distribution, keep tabs on the different entry ways into a discipline. We are the people who know how to find sources of information when you know nothing about a discipline, because we know how to read its tea leaves. We fight to make sure information is available to the people who need it; we haven’t done very well so far at expressing that battle to the faculty who’s work is the fodder for it.

I’m not saying we should ask for a retraction; it’s not xkcd’s fault that we have a shhh-ing reputation. It’s ours. And it’s our job to get out there and make a new reputation for ourselves, not as bespeckled, cardigan-wearing biddies, but as loud-mouthed, politically-savvy, compassionate brainacs with a pendant for the rare and obscure. With a talent for divination, of course.

Ping Me

Ping Me

My friend June figured this one out first, and it’s so rad I had to follow suit: meebo, the wonder tool that allows anyone to log into their AIM, Yahoo, MSN or Jabber accounts from any browser anywhere, came out with a widget you can stick on your site. And it does what I’ve always dreamed of such an app doing; it’s connected to a client, so I can launch the client and get IMs from guests who visit my website. And they don’t need to log in to do it.

You can test it out on me here.

You could do something like this with those floating chat windows (very cool, all of them), but this one really bridges the gap between proper IM and web-based chat. You don’t even need a meebo account (or any other) to talk to me!

One of the big advantages to the meebo widget is that it’s entirely private, only two-way communication. If two people land on the page at the same time, you just get two IM windows in your client, they aren’t aware of each other. There are other apps to allow people who are visiting the same site to natter at each other anyway. I’ve been wanting something like this.

I think this widget is a really nice step to move into v.ref. No accounts, no special software; and you coud stick it all over the place, including, say, in a course-specific web resource or pathfinder. And the thing tells you if the person on the other end isn’t available right now. Sweet!

Ephemera, Dignity, and Control: Should Libraries collect Blogs?

Ephemera, Dignity, and Control: Should Libraries collect Blogs?

This morning my friend Jeremy blessed us with a post about a project at the library school at UNC Chapel Hill entitled Blogger Perceptions on Digital Preservation. Not only is my comment on Jeremy’s post 5 times longer than everything he had to say about it, I still have more rant left in me that’s going to have to spill out here. (One can only abuse other people’s blogs so much.)

From their project website:

This research study grew out of calls in the literature of information and library science to regard these new vehicles for communication and information dissemination as valuable additions to the human record. The purpose of this research is to survey bloggers’ own perceptions on digital preservation. It is hoped that the results of this study will inform development of recommendations for impacting stewardship of weblogs at the level of creation, and the development of strategies for capturing the content of blogs for perpetuity.

I’ve heard about this kind of thing before. There are many librarians who think collecting blogs is the right thing to do. These are usually the pro-internet ones, the one who like blogs, use the term “web 2.0” with some fluency, know what a wiki is, have a profile on facebook, and maybe even use an RSS reader. They think it would be progressive for libraries to archive blogs in the same way they archive academic journals and Time Magazine. There’s a cultural currency at play there; as librarians, we underscore the value of one form of publishing when we opt to collect one variety of publication and exclude others. In selecting the American Historical Review and not The Inquirer for our permanent collection, we privilege one form of expression over the other; we say, this is worthy of your attention and a portion of our funds; this other thing is not. So I understand why so many digitally hip librarians are trying to widen the net and start scooping up blog posts as well as academic serial publications. It would be a act of friendliness toward us, of certain kind of regard; it would be, on one level, an act offering us a level of dignity that we so often fail to engender among the general population.

The first time I heard a librarian suggest that libraries start collecting blogs, it was like a punch in the stomach. I had a very irrational, visceral reaction to it that went like this: absolutely not, no, no way, stop now, please leave me alone. It was only later I stopped to think about it and tried to deconstruct why I had such a strong reaction to the idea.

The first issue is control. My blog is mine, and I can go back at any time and edit bits and pieces of it as I see fit. I’m particularly sensitive to the control issues around blogging, because I’ve been a blogger for many years and have been through many life-changing experiences throughout my time as a blogger. Not only have I dropped out of one graduate program and completed another, I’ve completely changed careers, moved many times, picked up and dropped hobbies, and thus I’ve changed the based focus of my blog multiple times. I’ve also grown up a lot since the beginning, and I learned through trial and error what is and is not appropriate to put on line. Actually, no, that’s not entirely a fair way to phrase that: it’s not nearly that simple. The things that were appropriate for me to put online in 2001 when I started blogging are no longer appropriate for me now that I’m a professional with a professional online presence. There are things I used to talk about on my blog back in 2001 and 2002 that I wouldn’t dream of posting now; it’s less a matter of cut-and-dried internet privacy and more a matter of direction. I’ve changed my direction, I’ve changed the purpose of my blogging, and so I’ve edited and pruned my blog as I went along. What if my blog had been archived back in 2001, and at intervals thereafter? What if someone had felt that I was part of creating a permanent public record?

I did say it in public, after all. Do we give up our rights to edit our work once it’s in the public sphere? Historically, yes; hard copies would be distributed, and the sheer logistics of it make that editing impossible. But we aren’t talking about a hard copy world, here. Why are we suggesting that the hard copy rules need to follow us into the digital sphere?

When I merged the first iteration of my blog (blogspot) into this one (wordpress), I brought it all over, the picked through it and locked a whole ton of posts. It wasn’t entirely a matter of being ashamed or having something to hide; they just weren’t in keeping with my current perspective on this blog. They didn’t fit into the open portfolio I’m keeping here. At some point, should those posts become relevant, I may re-release them minus the lock and refer to them. I deleted a bunch of stuff that just struck me as trite and boring, too. This is my archive, built and maintained primarily for myself and my friends, but others are welcome to visit and have a look through it as well. Does this openness strip me of my right to tweak my work?

There’s part of my objection: I felt that, should libraries collect my blog, keep a permanent archive for the public record, I would be losing something that’s important to me. I would be losing some ability to control my own work.

Most of the issue here seems based on a difference between old and new media, or old and new publication methods. We have ideas about works in progress, and we have a definite idea about what it means to be “finished”. We freeze things when they’re finished. We take a picture and say, there it is, it’s done now, and we mass produce the result. Novelists write and write, edit and edit, and finally finish their novels and hand them over. They’re published and, for the most part, that’s the end of the story. There are rarely revisions to published work; it’s gone out into the wild, it’s over now. There are millions of copies out there and there’s no taking them back. I know many writers who cringe when they look at their own published books, because they can still see errors that they can’t edit anymore. We take these fixed iterations of their work and put it in the library, because they’re done now. The stone tablet has been carved. This version of archiving is based entirely on the idea that the master copy is finite and complete, it’s the movable type all set in order, it’s the means of production rather than the product. The end user doesn’t have access to the master copy; once they have their version, they don’t look back at the master. But in the world of blogs, the master copy is the product. Sure, everyone takes their own copy; technically, every time you look at a website, you take a copy of it. In theory it’s the same master copy/copy world. But in practice, that copy is so ephemeral people often fail to understand that it even exists. They can fish a copy out of their browser caches, they can save copies down to their hard drives, but the vast majority of people believe that there is a single version of, say, a website, and in order to view it, they need to go to it and look. And when they do, their old copy is replaced by the new copy.

So why are we talking about taking still versions of blogs and sticking them in archives? Why are we taking a living document, killing it, and taking a picture? Where putting novels in libriaries provides the author with a distribution network, putting archived copies of blogs in repositories doesn’t increase distribution for the blogger. It merely creates a new master copy that the blogger has no control over. It takes away from the blogger.

However: libraries could always respect the rights of the blogger to constantly change their master copy simply by collecting their RSS feeds rather than the blog proper. If their parser checks back with the original document and syncs it, much like a browser does when a user goes back to a website and sees that something has changed, I could accept that. We could filter what goes to the library, and be very clear that some things are okay from that perspective and some things we keep just for us. That requires librarians to accept that we don’t have a complete or permanent record, however. We only have access to that information the blogger allows us to see, when they allow us to see it. And there’s no guarantee it will be the same the next time we go to look at it.

And that raises the question of the historical record. As a former historian-in-training I suppose I should be more sympathetic to this argument; someday some poor graduate student will do a dissertation about phd dropouts who become librarians and will want access to my blog. Well, that’s too bad for him, I’m afraid. He’ll have to hope that people like me will put something into the permanent historical record and not hope that someone someday will see the joy in archiving my digital voice, because I have no intention of ensuring that my blog stays around for centuries after my death. I’m not writing this for that future graduate student; I’m writing it as part of the dialogue that exists right now, a sort of extended public square conversation. It doesn’t exist in a vaccum, and is so dependent on the digital swirls of dialogue around it that I’m not sure it would make sense on its own. In fact, I’m not sure we should understand blogs as singular, decontextualized entities in the first place. (Though: can we even consider books as singular decontextualized entities, and am I inching toward complete nihilism here?)

I recently had a drink with a faculty member at my place of work who told me that his father destroyed all of his personal correspondence prior to his death. What right did he have to do this? Every right in the world, I have to say. Every right. There’s dignity in radio silence. Those letters weren’t written with the understanding of permanence. When we ask students to write something that won’t be seen by others and won’t be attached to their names, we can’t change streams weeks later and decide to make them public. We should have some respect for the boundaries in which a work was created.

When I was an undergrad I did some work in the National Archives of Canada on a project using letters written to the Prime Minister during the depression. As it turns out, if you really want to get into the permanent public record, send it to the Prime Minister’s office; they microfilm everything. EVERYTHING. The letters were private pleas from the desperately poor to the millionaire businessman prime minister at the time, R. B. Bennett. There were letters from children asking for skates, or for shoes so they could walk to school, or for pencils and paper. There were letters from men who couldn’t get jobs, and from women who were so distraught about their husbands’ financial emasculation that they sent secret letters to the PM asking for help. One of these letters had a note at the bottom: please destroy this letter once you’ve read it. That was from a woman so ashamed of the details she was writing about, so scared for her family, that she didn’t want a permanent record of it. And there I was, sitting in the archives in front of the microfilm reader, sixty years later, reading it. I felt sick. They should have destroyed that letter, and I couldn’t stomach the idea of taking notes on it and using it in my paper. I scrolled past it instead. Why did they film it? Did the person who took the shot of it cringe the way I did? But she did send it, didn’t she. She put it into the public record, with a postage stamp attached. It wasn’t intended for my eyes. At the time I knew I’d rather preserve her dignity than get one more source for a paper with hundreds and hundreds of sources already. There were other letters I could draw from to write that paper, there are other ways to get at that information without breaking a sort of historical trust. She had been wronged.

Some things were created to be, and should remain, ephemeral.

Wikipedia as Community Service

Wikipedia as Community Service

If I were “You”: How Academics Can Stop Worrying and Learn to Love “the Encyclopedia that Anyone Can Edit”. I’ve spouted off about this a million times before, and I’m glad to see someone else finally saying it too:

This recognition of the extent to which the Wikipedia has engaged the imagination of the general public and turned it to the amateur practice of scholarship suggests what I think may prove to be the best way of incorporating it into the lives of professional academics: since the Wikipedia appears unable to serve as a route to professional advancement for intrinsic reasons, perhaps we should begin to see contributions to it by professional scholars as a different type of activity altogether—as a form of community service to be performed by academics in much the same way lawyers are often expected to give back to the public through their pro bono work. A glance at almost any discussion page on the Wikipedia will show that the Wikipedians themselves are aware of the dangers posed to the enterprise by the inclusion of fringe theories, poor research, and contributions by people with insufficient disciplinary expertise. As certified experts who work daily with the secondary and primary research required to construct good Wikipedia entries, we are in a position to contribute to the construction of individual articles in a uniquely positive way by taking the time to help clean up and provide balance to entries in our professional areas of interest. In doing so, we can both materially improve the quality of the Wikipedia and demonstrate the importance of professional scholars to a public whose hobby touches very closely on the work we are paid to do—and whose taxes, by and large, support us.

I’d like to insert a little more concern about access to information by the general public, and perhaps add just a glimmer of the serials crisis into this article, but I guess that’s for librarians to do, not academics. Though it will never cease to amaze me that academics don’t seem to realize that they give away their intellectual labour all the time to support a third party distribution system that takes money away from the universities, thus making academics the number one threat to library budgets and the number one reason why those with access to the internet but no access to university libraries can’t get a hold of scholarly works, but hey. It’s Monday morning, and this article is a start.

Via Jason.

Stop being so damn nice

Stop being so damn nice

Steven Bell suggests that we librarians are too nice for our own good.

As one explores and delves into the world of library blogs it soon becomes apparent that the rules of disengagement dominate the landscape. There one is likely to see a repetitious flood of posts exclaiming “What a great post by so-and-so” or “She’s got a must read post today”. Rarely does one see a post that starts with “I have to disagree” or “Boy, does he have it wrong.” Most commenting is no better. It’s mostly gratuitous back patting. But why bother anyway? Comments are secondary to actual posts and they reach a much smaller audience. One exception might be ACRLog, a blog for which I write. Geared specifically to academic librarians it still allows fairly unrestrictive commenting, and on occasion comments may offer brilliant opposing views. But these are few and far between; the overall dearth of comments, even for posts that make controversial statements, is shockingly surprising for this profession.

I’ve got two reactions to this; the sympathetic one, and the raised eyebrow one.

One one hand: yes, librarianship is not the world’s more ‘rigorous’ when it comes to scholarship. I would be very happy to be challenged a little more often, particularly as a relatively new librarian who still has a heck of a lot to learn. And when I find an article in the literature dealing with my precise struggles and challenges at work, it’s pretty disheartening to see trite, sophmoric and downright pathetic options listed as best practices in some of the supposedly sterling journals of the profession. I’ll be among the first to jump up and agree that we tend not to think deeply enough or research long enough. We’ve got a million other things to do, unfortunately, and I don’t know a single librarian who isn’t flailing a little under all the work. So yes; it would be nice to dig a little deeper.

But let’s move on to the raised eyebrow. (Steven, you know you asked for it!) The basic accusations here centre around us being “too nice”. We don’t stir up debate enough. We don’t disagree enough. We don’t show our selves off as true (aggressive) social scientists, clinging to the stats as ultimate truth and displaying our hard-won research to the world. We don’t fight amongst each other, in an academic kind of way. We are, as he says, “the nice guys of higher education.” But you know what? No we’re not. We’re the nice women of higher education. Librarianship is, for the most part, filled to the brim with women. Women, who were attracted to librarianship in the first place based on its positive, affirming and stress-reduced traits. It’s not generally acceptable in western cultures for a woman to be aggressive, and certainly not aggressive in the workplace; what’s considered confidence in a man would label a woman strident at best or a bitch at worst. Why would we go out of our way to do a bellyflop into someone’s work and say, “I completely disagree with this ridiculous argument” in blatant, argumentative terms? We have way more powerful tools in our arsenal. We have agreement to play with. And silence to lay on thick.

Rather than an absence of debate in the profession, I submit to you that we have lots of it, but you need to be more subtle in your interpretations to understand it. Librarians use a more cautious, conciliatory approach to debate. Let’s take Steven’s examples: he mentions contentious posts that recieve no comment. Well, isn’t “no comment” a comment as well? Sure, you could call it passive aggressive, but I prefer to think of it as using praise to reinforce the good, and silence to discourage the bad. The best thing you can do in a situation where someone has said something clearly offensive is ignore it, and spend your time instead of speaking only of the things you do agree with. That way, we take up more bandwidth with the things we think are worth it. This is otherwise known as “don’t feed the troll.” It’s generally good advice.

First: we don’t blog for pay (well, most of us don’t, at least), so why should we waste our time thinking and writing about things we don’t find useful? (It’s true that critical reactions to things are learning experiences too, but no less so than responding to things that are challenging in a more positive and reinforcing way.) Silence is powerful; librarianship has opted to eshew open hostility in favour of positive discussion and praise. I don’t think that’s necessarily a bad thing. Librarians will certainly tell me when they disgree with me, but why must they be aggressive about it in order to be seen as rigorous or thoughtful? Most librarians would rather pick the one thing about my argument that they liked or that resonated with them, and ignore the rest. They are not just patting my head when they do this; they’re pointing out their disagreement in a most polite and subtle way. In a sophisticated way.

Why must we be aggressive in order to be seen as rigorous? There is no natural relationship between those things, unless the purpose is to denigrate cooperative and collaborative knowledge construction in favour of a more war-like, negative debating style of learning. It’s not really fair of me to suggest that one is the way of women and one is the way of men, but there are gender distinctions in western communications, and and this is one way to describe them. Roughly speaking. Why should librarianship model themselves after male-dominated, aggressively negative disciplines? Why is that seen as a better means to an end? Is their output really so much better?

We all work in the same tiny pools, and we need each other in many ways throughout the our (usually long) careers. I think it says a lot about us that we don’t want to make enemies of each other; a person who says something you disagree with today might be your best ally tomorrow, and I think we all know that. It is more functionally productive for us to try and see the positives in each other’s thought rather than focus on the negatives in a space where collaboration is the best way forward (and I believe quite strongly that it is).

Sure, it’s easy to read through the literature and roll your eyes (as I expressed quite clearly above that I have done). But I’m not going to name names. It would be more useful for me to instead take my criticisms, bolster them with bigger, better, more creative and sustainable ideas, and write a whole new article, citing the useless ones with grace. I am far more likely to enact positive change by rising above petty debate. Denigrating the ideas of others is far more likely to make it look like I’m feathering my own nest and trying to look super smrt in front of my peers than actively trying to make the world a better place. And maybe that’s the distinction here; librarians are not defined by their scholarship. Librarians are defined by their work, which is, writ large, an attempt to make the world a better place. We put our efforts toward that rather than toward showing off.

Let’s not stop the nice. Nice isn’t weak. Nice is a form of power.

Or, as Margaret Atwood wrote in her story “Gertrude Talks Back” in Good Bones and Simple Murders: “I’m not wringing my hands. I’m drying my nails.”

Reference, Transcripts, and Ethics in SL

Reference, Transcripts, and Ethics in SL

Librarian spy

So here’s the situation: I dropped into the Info Island Reference Desk because someone asked me what librarians in Second Life look like. A neat question, I thought. How do librarians represent themselves when they can look like anything they want? Do they look like traditional librarians, with glasses and buns and sensible shoes, or do they mix it up and look more radical? So I thought I’d drop in and see if I could take some pictures of people to show the variety of looks librarians sport. But this is what I found instead: a librarian sitting in a chair with text over his head saying he’s just listening in to reference questions. (click the picture to see it bigger; the key parts are the hovering text over him, and probably also the two lines of chat in the bottom right corner. That tells you how people were reacting to the fellow!)

Does this seem appropriate to you? I mean, would we let someone just hover around the reference desk and record to the kinds of questions people ask us? This guy is sitting there completely mute. He’s probably away from his computer, so the joy for him will be in reading the transcript. I make no secret whatsoever about my issues with transcripts; I found this guy entirely creepy. He’s sitting in his chair, staring blankly out at us, recording everything we say. We apparently give our permission by merely being in the space. Since this is a reference point, this basically says, if you want to ask a question, you have to let this guy record it. And newbies may not realize that that’s what’s going on. I have a bad feeling about this.

He didn’t mean anything by it, I know it. He just wanted to get a sense of the kinds of questions that are asked at a SL reference point. He’s trying to learn. I understand that, but I think this approach is a classic example of misundertsanding the nature of a virtual environment. While it might look like it’s just another form of virtual reference software, it’s important to remember that you have a body in Second Life. You have presence and you can intimidate people. Someone plonking down in your living room and staring into space, with a tape recorder in their hands, is going to be saying something to the occupants, even if he says nothing at all. While body language is a null issue in traditional virtual reference software (I didn’t think it was time to attach the word “traditional” to vref, but there you go), body language has real meaning in a virtual space, and we need to be conscious of that. It would have been wiser to ask to shadow a reference librarian in action in SL rather than to just sit around and listen while afk. Actually participate in the process, like reference librarians in training tend to do. Watch and learn, participate and learn, interact and learn. The things we do in real life often work pretty well in an immersive digital world.

Is it respectful to record people’s conversations at the reference desk in real life? Why would we do it here? It’s possible here, of course; you can always record the conversations around you. It’s just transcripts, it’s just text. But in SL it’s not just text; it’s more personal than that. While it’s possible to record and study every word that’s said in SL, I expect librarians to be more thoughtful and more careful about patron privacy. We live by it in our work lives, so why shouldn’t it carry over? Why is it so difficult to bring the rules of real life social engagement into a digital world? Is it because, in the end, it’s hard to believe in the place and the people inside it? Is it too easy to dehumanize the virtual?

I used to run into that in text based environments. It was just too difficult to read closely and feel the three dimensions in text. But this is a three dimensional world, with human-like avatars. I would think it would be easier to humanize our presence there. But maybe I’m wrong about that.

Service-Learning: How Everything I’m Hearing Lately Falls under the same Paradigm (when I’m looking at it, that is)

Service-Learning: How Everything I’m Hearing Lately Falls under the same Paradigm (when I’m looking at it, that is)

I’ve been thinking a lot lately about service-learning. A variety of things from all different directions have merged in my brain to force me in this direction, and that’s handy, because I’m presenting about this in about a month at WILU. The presentation there is called “Making Coursework Matter”, and had more to do with two or three specific projects and had no particular theoretical underpinning that I was aware of. I had an idea about rescuing student work from the shedder and putting out into the world, and I wanted librarianship to a leadership role in implementing that kind of project. What I was planning to present was, in essence, a call to action. I still want that, but I’ve realized lately that what I intending to propose has far deeper implications and wider-reaching possibilities, and was already rooted in some established ideas.

The basic gist of my presentation (I’m totally scooping myself here) is this: at my institution, and at most others, students have a wealth of resources available to them, and then time and requirement to process them into something new. In other parts of the world (not to mention other parts of the country), this is not the case, and rather than encourage and support assignments that work out to busywork for students, why don’t we create spaces for students to contribute their work, so that students in other places can benefit from it? When you’re creating a document to help someone else form an idea or use a theory, that citation being properly constructed matters a lot more. I have two personal experiences this year with watching student engagement rise to unbelievable levels as soon as their work matters to someone other than their instructors; I have a few ideas for how to form these kinds of assignments, and that’s what I wanted to talk about. I know others will surely have ideas of their own to share, and I’d really like to talk about the role of librarianship is archiving this kind of information and making it globally available. That’s our expertise, right?

So I already had that idea in my head (and I feel it pressing against me with a certain amount of urgency). At the same time, I’ve been doing my research on the ins and outs of Second Life. As I’ve said, I’m spending time with Second Life to get a sense of what it offers (a lot) and how we can best take advantage of it to foster more engaged learning experiences. I’ve got some ideas at the moment, but I’m still new to the space, and I don’t want to jump to conclusions just yet. There’s been way too much jumping to conclusions in Second Life by educators and librarians of all varieties, seeing the fast, immediate use of the thing before really digging in the dirt a bit to see how far it can go. Heck, we’re still in the stage where everyone thinks this kind of space is Brand! New!, which is simply not even close to the case. We’re great at getting excited about things, but there’s far more work to be done. I want to be a little bit slower about this, get to know the natives and see what it is they’re trying to accomplish, see what actually works and what doesn’t, get into the scripting, read up on the theories and the experiences of others, and try to propose something thoughtful; if you look around in there, you’ll find a lot of flashy educational spaces, but I’m not convinced they’re nearly as rich as they could be. And I’m still a newbie. Do we build a space where we provide service to students, or do we provide space for students to provide service themselves, in whatever way makes the most sense within their curriculum?

I’ve heard very (very) often that students are really only interested in grades, so they only truly relevant coursework is anything that provides grades. For librarians, if the work you’re doing with a class results in students getting grades for paying attention, then you’ve succeeded. This argument has never sat well with me, but as a deeply political person, with grand ideas about the human condition and the responsibility of each of us to each other, surely I’m biased. However: students at my school put on a production of The Vagina Monologues on their own, without urging or organization from the administration or the departments, and donated the entirety of their proceeds to a local women’s shelter. There were about 20 students involved, only one of them from the drama program. 20 students dedicated their time and effort to this production, and for no grades at all, because they wanted to draw attention to the relationship between the treatment and perceptions of women’s bodies and the process of war. How can I possibly sit there in the audience, watching these amazing, talented, committed women on the stage, and keep thinking that they only thing that motivates them is grades?

Last week I attended a workshop where fourth year students in an “Information Preparedness” course presented their proposed curriculum for fostering the kind of learning they felt they needed but didn’t recieve. They did a great job, and lots of interesting discussion ensued. The pieces that really stuck with me, and kept coming back at me afterward, were the parts where the talked about how they came to learn the skills we talk about when we talk about Information Literacy; not in class, not in a library instruction session, not in the process of trying to write a paper. They learned things when they were out on co-ops or internships, and where the learning of these skills mattered to someone. If our goal is to equip students with the skills they need for just these situations, should we pay attention to these kinds of results? If the purpose provides some of the engagement required to learn, should we be looking for and providing that kind of purpose?

And then this weekend, while perusing the blog of my (prolific) friend Jeremy Hunsinger, I followed his link to a post about how schools and museums aren’t about learning, they’re about making (and playing). What on earth does learning mean when someone can say something like that? Today I recieved an email from a local teacher Jason Nolan and I have been working with to do some socially-relevant coursework with high school students; he told us that his students are having such a great time with it that he has a hard time pulling them away from the project to work on other things. Everyone presumes the cool part is the technology (that’s certainly part of it). But what about the social action part? What causes and creates engagement? And how can we use that knowledge to encourage real learning?

From servicelearning.org:

service-learning is a form of experiential education where learning occurs through a cycle of action and reflection as students work with others through a process of applying what they are learning to community problems and, at the same time, reflecting upon their experience as they seek to achieve real objectives for the community and deeper understanding and skills for themselves.

I’ve seen service-learning in action before, but it’s only now that I see how it could blend nicely with library instruction, and with my particular role as a collaborator with faculty. Service-learning generally implies a large project, but what I’m thinking now is that it could also be scaled down; why shouldn’t we propose micro serivce-learning projects that have an impact, not necessarily or only on the local community, but on the global community? Creating information sources for others, with the right citations, in order to improve the lives of people who don’t have the same level of access as we do, is a form of service-learning too. Even traditional coursework can become part of a service-learning project. The moment things became digital, we entered a world where our community can span the entire globe; maybe one way we engage students and show them the relevance of information literacy skills is by getting them on side to start making that global community a better place.

Libraries/Homeless Shelters

Libraries/Homeless Shelters

From America Gone Wrong: A Slashed Safety Net Turns Libraries into Homeless Shelters:

In a democratic culture, even disturbing information is useful feedback. When the mentally ill whom we have thrown onto the streets haunt our public places, their presence tells us something important about the state of our union, our national character, our priorities, and our capacity to care for one another. That information is no less important than the information we provide through databases and books. The presence of the impoverished mentally ill among us is not an eloquent expression of civil discourse, like a lecture in the library’s auditorium, but it speaks volumes nonetheless.

This is exactly the kind of thing I needed to read in this moment when I’m seriously considering how best to understand the term “Information Professional”. [via Jeremy]

Instructional Technology: Public, private, personal, or institutional?

Instructional Technology: Public, private, personal, or institutional?

I’m a bit behind on my blog reading I’ll admit (it’s amazing how easy it is to take on way too much at once, isn’t it?), but I ran into a blog post this morning that threw me. It’s from George Siemens’ Connectivism blog. He says:

I’ve decided that we are taking the wrong approach to technology adoption in schools and universities. We shouldn’t own the space of learning. The students should. We shouldn’t ask them to create a new account, or learn a new tool every time they switch to a different institution or a different job. They should have their own tools…and we should “expose” our content so they can bring it into their space (pick any tool – drupal, blogger, myspace, facebook, elgg). And the conversation that ensues should be controlled (from a public internet or private ownership stance) by the learner. When the learner graduates, the content and conversations remain his/hers.

I agree with him in principle; just not in practice. Yes, students should feel some ownership over their own learning space, or at least some part of the learning space. I think we see this in the most traditional classrooms in the form of personal notebooks; the student doesn’t own the classroom, but they own their own way of making sense of what happens there, what words they note on a page, etc. I’ve always felt a particularly strong attachment to my own notes, which I was loath to lend. I would tend to write done things like whether or not I was tired, what the instructor was wearing that day, and shopping lists in the margins. Because it’s my space, I felt I should be able to write down whatever I wanted to. Some bit of ownership is, I think, critical to the process, and granting students more ownership is not, I would say, a bad thing.

However.

I really don’t like the idea of bowing down to the habits of our students to such a degree that their platforms become our platforms. I have always resisted this. When we have discussions about things like facebook or myspace and people say, hey, that’s where the students are, that’s where we should be! my general reaction is, yeah? Well, the kids are down at the pub, maybe we should move our offices down there too, eh? Come on. There are places where students are, and they don’t want us there with them. There is a danger there of becoming telemarketers of the academic world, the spam of the institution. It’s good to be accessible, but we don’t really want to be sitting on the students’ laps on a Friday night when they’re out to see a movie, right? Give them their space. We don’t need to be in the faces all the time. So part of my objection to George’s suggestion above is that we need to let students have some communities and technologies that they use for fun.

But my primary objection is actually grounded in the basic presumption here. The presumption I see glaring out at me from that pargraph is that students know best. I mean, when it was Father knows best or Librarian knows best we weren’t really better off either, lest it be said that I have a bias against students, but why on earth are we looking to students to work out the best platform for learning? There’s a bit of noble savage about this. Just because today’s undergradate students are supposedly “digital natives” doesn’t mean that they know which platform and which interactive software is best for a classroom, or best for learning (best for learning linguistics, or best for learning microbiology, because there isn’t one be-all-end-all piece of instructional technology either). I drives me batty when I see professionals with lots of offer twisting themselves into pretzels because the mode of the moment is myspace or facebook or cellphones. We can learn lessons from how people interact with social software and mobile technology, definitely, but we don’t need to migrate everything we do into the web 2.0 fad du jour. Students are not technology savants. We need a mixture of experimentation with software, research on trends and what kinds of interactions fit best into which platforms, not a wild free-for-all. Have we nothing to teach here? Don’t we have anything to offer as an institution? Do we not have a responsibility to choose our tools based on the learning outcomes we’ve developed?

Additionally, there are a whole host of problems that come along with allowing students to syndicate institutional content into, say, myspace. If we just provide the feeds, does this mean the instructor is giving up their intellectual property rights? Are instructors meant to just trust facebook’s internal privacy controls to keep their ideas to a limited group? Library content is never going to sit on livejournal, not as long as we sign off on licenses and pay our regular fee to Access Copyright. George’s suggestion above would require all faculty to distribute their work across any platform students feel like using. This is remarkably unwieldy and would be wildly unpopular among certain sectors. (Though, I know many faculty who would be more than happy to have entirely public course documents, but I can’t imagine they would particularly love having it distributed far and wide across the internet.)

This taps into another argument I seem to get into on a regular basis; should student work be public? Should students be required to put their coursework on the wild open internet while they’re still forming their ideas? Or should we be providing a sheltered space for them to grow and change their minds and reconsider? There’s definitely benefits to being wide open, but there are downsides as well. The wayback machine can be an unforgiving mistress if you’ve ever done/said/posted something you regretted years later. Whose responsibility is it to understand that, the students’, or ours?

One final problem; how do you build community if you have a class of 30, and 9 of them are synidcating course content to myspace, 12 to livejournal, and the rest to facebook, except for one student on Vox? If your teaching method consists of merely distributing course content digitally and never getting feedback or collaborating in any way, this method might have no drawbacks (barring the ones I mentioned above). But what if you’re trying to get students to respond and react to each other’s work? What if you’re trying to have students co-construct knowledge? Haven’t you just effectively split the course into 4 parts? Are students going to now have to learn four different interfaces just to connect with the whole class? How is the instructor supposed to manage that? How does this help build community? Haven’t we just isolated the students who chose a less popular system? I know George hates insitutional course management systems, but I don’t think this syndication system is in anyone’s best interests. It would be easier on the student if we introduced them to a centrally-supported system and let them all learn one interface. The key thing with any course management system is to constantly update it, rethink it, build new tools for it, revise and revisit. It can’t be a static thing. It needs to grow and change based on the needs of faculty and students.

And don’t we owe it to students (and faculty) to provide them with the tools of the trade?

Spin Cycles

Spin Cycles

Yesterday morning, I listened to episode 5 of a 6 part series on CBC radio called Spin Cycles. It’s a documentary about spin, or “how those in power can manipulate facts in order to make their case for the rest of us.” I’ve been listening to it for a few weeks now, but episode 5 suddenly really hit me: it’s about citations. It struck me that a discussion about political spin is a perfect example of why it’s important to be critical about your sources.

In episode 5 (click here to hear the mp3 file), the documentary described how PR firms designed American reactions to WW1, the Gulf war, and the Iraq war. In WW1, the PR firms painted the Germans as baby-killers in order to rouse American sentiment against them; in the Gulf war, a PR firm created a fake witness to testify that Iraqi soldiers were taking babies out of incubators in Kuwait and leaving them “on the cold floor to die”. (The witness was actually the daughter of the Kuwaiti ambassador, and lived in Washington; she hadn’t been present during the invasion of Kuwait in the first place. But boy did she give a tearful testimony!) And it was a PR company, tasked by the CIA with the responsibility of creating the circumstances to unseat Saddam Hussein, who created the Iraqi National Congress. And it was the Iraqi National Congress’s president, Ahmed Chalabi, a de facto paid employee of the CIA, who testified to the American government and press that Saddam Hussein had weapons of mass destruction. At the end of WW1, someone asked a journalist what caused the war, and he responded that the politicians lied to the journalists, and then believed the lies when they saw them in print. That seems to be exactly what happened with the current war (if you can accept that high level policy makers didn’t know who this guy was, and who was paying him).

I was thinking about how obvious this example is; we didn’t check to see who these people were, we heard what they were saying, it sounded good, it seemed to fit into our understanding of the world, so we just bought it. But we should have asked the same questions we ask students to ask when they are looking at a source; who produced this? Who paid for it? What are this person’s motivations? Who benefits from this perspective? Who am I hurting if I buy this perspective without carefully examining it first?

How Information is like Beef Brisket

How Information is like Beef Brisket

The difference between an academic (and by this I mean a person who completes a PhD and goes on to take a variety of sessional positions at a school of higher education and vies for, but does not always gain, a tenure-track position) and a librarian is something I’ve been pondering a great deal lately. Having spent time in both universes, and thus having passed from one paradigm to another, I’m regularly intrigued by the differences. All of it is in the training, I find.

One of the things I think is fairly universal with academics is a general disdain for tertiary sources. I thought this was mostly a bias coming from the particularly snobbish elements of the history and literature crowd, but I sense that it’s much more wide spread than that. Witness this recent college ban on Wikipedia, which is supported with statements like, “oh, it’s not just that we don’t trust wikipedia! Students shouldn’t be citing any kind of encyclopedia, they are silly sources, you know, for kids!” (My paraphrasal, of course.)

In my experience, there’s a hierarchy in the world of documents: primary sources are best. I have met more than one professor (at a certain Ivy League institution with which I have some familiarity) who have lectured on at length about the purity of luxuriating only in primary sources, letting them sink into your skin, swirl around in your mouth, run its fingers through your hair. Read the primary sources and ignore everything else. Original interpretions arrive in this way, from the very font of the river, not from any other direction. Primary is first, and first is always the winner.

Secondary sources are still up there in high esteem (unless, as I say, you’re a certain kind of Harvard professor), but on the whole only because they are the discussion board of academe. This is where the action is, this is where we fight over our intepretations of the real stuff (those Primary Sources!). Secondary sources are the speeches academics give to each other. They are excellent because we have excellent ideas about primary sources, and the rest of the (academic) world should hear all about them.

And then we have tertiary sources. Tertiary sources are full of what an academic might write as a lark one afternoon (post tenure) when a colleague is editing some title or other. Tertiary sources are what non-academics tend to write, with the education they gleaned from greater minds. They consist are short, bland, normative, reductionist descriptions written with junior high school students as an audience. This is knowledge for the unwashed. Fast food knowledge. Knowledge in bite-sized chunks. Knowledge for the ADHD generation. I suspect that it’s widely believed that they employ a particular, watered-down terminology so as not to intimidate their readers with big words. Encyclopedias have pictures. Therefore, they are a relative of picture books.

I’m very familiar with the bias against tertiary sources. I felt it myself well into library school. They are considered reduced information, and thus somehow suspect; they are designed (so it seems) for the housewife market, those people who take encyclopedia salesmen up on their offer to provide a wealth of information for little Johnny. Encyclopedias are for junior high, not for smarty pants grownups like us. If knowledge is gained by experiencing it first hand, a twice-removed paragraph on it is a far cry from sufficient.

It’s hard to explain the value of a reference collection when so many people have no regard whatsoever for tertiary sources.

The other day I woke up with this rather awful metaphor in my head that relates to this. Imagine that information is meat. Meat in all its forms; ribs, filet mignon, peameal bacon, smoked turkey sliced from the deli counter, a side of wild boar. An academic will tell you that the best way to find out anything about a new piece of random meat is to cook it up and taste it. That way you’ll understand what it is, you’ll savour it’s qualities, sense the care that went into feeding this animal, the preparation it went through, and this way you will glean the kind of cut you ended up with, the freshness of it, etc. etc. The only way to really know the meat is to be one with the meat; dive right in! It might take a lifetime to get through all the different kinds, but you will understand the meat if you persevere. Particularly if you stick to only one particular kind of meat. Say, beef brisket, in all it’s variety. For guidance, speak only to other beef brisket connoisseurs. Subscribe to beef brisket journals. Travel to see far-away butchers to learn from their ways. This is an academic take on understanding meat.

Now, on the other hand, a librarian seeking to find out what sort of meat we’re dealing with will look at the label on the package, check the date and the supplier, and tell you exactly what kind of meat you’re looking at. her report will not in the same loving detail, not by a long shot, but she will give you exactly what you’re looking for.

This is because librarians are one with tertiary literature. Librarians deal in metaknowledge. When I first discovered that information is organized like meat in a butcher shop, I was shocked. I’d always been told I had to eat my way through the store to find what I was looking for. Who knew someone had already slapped a useful tag on it, and I might even find it before it went off?

Sometimes, Web 2.0 Hurts

Sometimes, Web 2.0 Hurts

Oh boy. I didn’t see this one coming, though I suppose I should have: Students Used for Cheap Labour. This is a link to our student newspaper, and possibly it loads better in your browser than it does in mine, but I had to view its source to get at the content, so I will explain. Steve Joordens, a psychology prof at UTSC, has been working on a piece of software that has students engaging in not just reading and responding to articles, but actually grading each other’s work:

The program PeerScholar is currently being used to mark two written assignments, which are worth 5 percent each. After writing their own answers in the program, students are asked to log in later during the week to read over other students’ answers. Students are then asked to grade each answer based on criterion available on the website. All student work is graded by five students, to provide fairness in the marking, Joordans [sic]claims.

I’ve met Steve. I went over to UTSC a few months ago to talk with him about what he’s doing and get a demo. He’s a very nice guy, very smart guy, and while he’s taken a very different approach to instructional technology than I have, his work is very interesting. I found myself very challenged by what he’s doing because it’s so radically different and yet so similar to the work I’m doing myself. The pool of data he’s gathered means that he can do some serious statistical analysis on how students grade, the numbers of students who will try to game the system, how to account for gaming the system, etc. It hit my like a brick wall; stats. Instructional technology as a thing that gathers stats, from which we can extrapolate and learn something about the user group. It’s just not in my repetoire of goals, what can I say, that’s what a background in english, history and theological studies gets you. Seeing a demo of PeerScholar showed me my biases very, very clearly. It was like looking into a mirror for the first time. Revealing and a little unsettling.

My focus has always been more touchy-feely, more humanities than social sciences, in that I’m more interested in using “web 2.0” to create a culture of feedback inside a class, to use comment features as a way to train students to work up a response to everything they read, to make reading scholarly work simply another form of dialogue rather than monologue. As a way to help build a sense of community, because community always needs to be built and strengthened. I generally steer clear of grading per se; assessment is a grey area for me in a lot of ways, and while I have ideas about it, I still feel that the instructor is the best judge when it comes to assessing student work. When it comes to interactive work, it seems to me that grading less rather than more (grading the whole experience, the whole process, rather than a single instance) is the way to go. So it wouldn’t have occurred to me to include students grading each other as a feature. Reacting to each other? Yes. Leaving feedback, starting a discussion, quoting each other, definitely. But grading seems so…formal. Final. Mercenary, somehow. But Professor Joordens is a working instructor, with a huge class to teach, so I can easily see how he would stop to consider how technology could help automate the process. If they don’t automate it, students in those classes will only be able to express themselves through scantron sheets. I appreciate what he’s trying to do. I can absolutely understand and respect the desire to get those students getting more engaged and doing more writing about what they’re reading. I can’t think of a more passive and limiting educational experience than nothing but multiple choice exams for assessment. So I see where he’s coming from.

I didn’t see this coming, though:

However, according CUPE 3902, since marking and grading of student work is a paid position at U of T, the students are subsequently covered by the Collective Agreement for Teaching Assistants, which also makes them members of the union. As a result of this, CUPE 3902 is arguing that students are being made to work for free, which CUPE 3902 Chair Anil Varughese claims is to “compensate for the failure to hire enough trained and qualified teaching assistants to evaluate them.”

Ack! Slippery slope, isn’t it. Reading an article and responding to it is coursework, but reading another student’s response and assigning it a grade is paid labour. I absolutely see CUPE’s point, though, and so does Professor Joordens:

On the UTSC’s PSYA01 website, Joordans [sic] goes on to say, “I will be completely honest. The original reason for seriously considering a peer-to-peer evaluation process was financial. We cannot afford to pay a large team of TAs to mark written answers for large classes. Moreover, it would take them so long to do the marking that it also just wouldn’t be practical. Peer-to-peer evaluation, when combined with great internet programming, is fast and cheap.”

Oops.

The Star has weighed in on this issue as well: Peer Marking Gets a Negative Grade:

Jemy Joseph, 20, “absolutely loved the idea” when she found out her course at the University of Toronto Scarborough also featured short, written assignments that would be returned with assessments of ability to write and think critically.
Her problem was that the marking — worth 10 per cent of her final grade — was done by her 1,500 classmates, as part of peerScholar, an online evaluation program in limited use at the school.

“The idea behind it is great because you’re not just getting graded but you’re also getting some sort of feedback,” said Joseph, who took the course in 2004. “But I’m not comfortable with getting marks from random students who have no experience in grading and may not put a lot of work into it.”

If I recall correctly, the statistics indicate that students are getting roughly the same grade from each other than they would get from a graduate TA. Though possibly that’s an aggregate statistic, I’m not sure. (Stats: really not my territory.) I don’t think this student is actually complaining about the grade she got, but more about the relative emptiness behind it. She feels cheated out of not getting that feedback from the person teaching the course, or someone who is part of the authority of the course staff. There’s a piece missing there that we need to define. I think it’s easy to see the value that faculty bring to courses, but often the shift into using more technology in the classroom makes people forget about that value, or think it can be replaced by something automated. But students clearly still value the experience and knowledge of instructors themselves. You can give them the grades they want, give them a relatively easy and quick way to get those grades, but they still want more of the faculty member’s time and thoughts. This is a good thing; students aren’t necessarily just here to pick up a grade.

More from the Star article:

“We’re not opposed to finding ways to move beyond multiple-choice testing,” Chantal Sundaram, a representative with Local 3902 of the Canadian Union of Public Employees, said yesterday. “But we think the best way to do that, to have more critical thinking and more long, written answers in introductory courses, is by hiring more teaching assistants. …

“This practice raises issues around our collective agreement and our workplace, but we believe it’s also an issue around the quality of education for the undergraduate students.”

Again, the union has a point. If multiple choice is not desireable and we accept Steve Joordens’ mission, what are the options when faced with 1500 students per term who want to take PSY100?

The basic structure of the system Steve Joordens created is, I think, sound; students can still read and evaluate each other’s work, I think, it just can’t translate directly into a grade. It seems to me. I hadn’t considered how very carefully we need to tread when moving interactive internet applications into the classroom in a deeply unionized environment. I’ve always been on the side of hiring more TAs when technology is involved rather than fewer; the more feedback from official, experienced sources, the better.

This grievance is definitely one to grow on.

Agency

Agency

I’m at a workshop today, and so far all my notes on the first presentation revolve around various concepts of ownership. This something I’ve been chewing over for some time, and trying to find ways to express. My experience thus far in educational technology (and education in general, honestly) is that when the learner is granted a measure of owernship over the site of their learning, they are dramatically more engaged in the material. Owernship seems to be one of the important elements that bridges the gap between working toward a grade and working toward a greater, more personal goal. (And, inevitably, the grades sky-rocket when student engagement is that much higher.)

This is the argument I’ve tried to use in describing the difference between a discussion board and a blog; you get a different kind of content on a blog, at least in part because a blog belongs to the student, while a discussion board belongs to the instructor. On a discussion board, a single person can dominate the dicussion, because while the space is not finite, there is a single, shared location for input; on a blog, you naturally dominate it, because it’s yours. And everyone has their own space to dominate. The sense of space is completely different.

I keep trying to make this argument, but I always feel on shaky ground. It’s just my gut talking. Ownership: why is that so significant? My experience is that it’s true, but I feel like I’m not expressing it well or describing it completely enough. I feel as though I don’t entirely understand it myself.

But other words are coming out of this presentation that address the same issue: the presenter (Clare Brett) talks about the importance of student agency, of student control. Is this all part and parcel of the same niggling thing I’ve been feeing?

I’m also pushed toward thinking about what agency and ownership means very personally, in my own work; since I know that applications can be (and should be!) routinely improved and expanded, I feel very empowered by the introduction of systems like Blackboard to our world. Sure, it has its problems, but we can edit this thing, we can add to it, we can make it what we need. I feel my own agency in relation to it. So I can see what it means to feel your own agency, primarily because when I look around me I see a lot of people feeling oppressed by it, feeling boxed in, constrained by a piece of technology.

MLearn: Mobile Devices and Coursework

MLearn: Mobile Devices and Coursework

I wanted to take a moment to reflect on two very interesting presentations I attended yesterday; one about museums and coursework by Mike Sharples from the UK Open University, and another by Maria Parks & Mark Dransfield from York St John University in the UK about occupational therapy students blogging from mobiles. I wanted to hear the presentation about museums because I figured many of the issues present in “the one-off museum visit” are similar to the ones faced by librarians. I was definitely right in part, though the museums have a few advantages we don’t quite have as librarians.

He started by explaining that museum visits by classrooms are often isolated from coursework. Teachers spend a lot of time working out the logistics of getting students to the museum and when their lunch break will be, but less time connecting the visit back to curriculum. He had some interesting ideas around how to link these two locations up through technology.

The term of the moment: “enquiry-led museum learning”. Of course my ears perked right up, as I’ve been hearing a lot of conflicting ideas about what “inquiry-based learning” meant. He expressed a definition much like the one that resonated most with me; a structured experience with a specific question to answer, where the way to the answer is what the student determines for him or herself. In the example he showed us, the students were prepared with a question about D-Day; was it a success or a failure? They were given mobile phones that could take pictures and were connected to a piece of software that would organize and post the pictures they took and the comments they had. So they students were set free in the museum to find evidence to support whatever conclusion they came to. Since the museum is a very visual place, the photographs made sense as evidence.

When I thought about this class project, and tried to imagine it in a library context, I realized that he was using photographs where we already use print and digital resources; while we rarely frame academic work as a journey toward an evidenced-based result, that’s exactly what it is. It would be harder to use photographs to prove a point in a library. What are the copyright implications of taking photographs of images in books, after all? A library activity even close to this one would be mostly spent, not running through the stacks, but sitting in front of a computer linking up digital resources or creating a bibliography. Not quite so exciting, really.

Though you could do fun library school assignments like this, taking photographs of the funny bits of LC (where socialists sit next to criminals, for instance).

The mo-blogging presentation was somewhat similar (but very different). The occupational therapy students were given cell phones hooked up to flickr and blogger. So they blogged from the phone, could take pictures and blog those (but not of broken legs and such like they wanted to, that went against the ethics board). It was a very interesting presentation, and definitely exactly the kind of reflective learning that we’re talking about at UTM, so I was paying close attention.

One of the other themes of this conference (which is very very excited about cell phones, let me tell you) is that the cell phone interface is preferable to “today’s kids”. I’ve heard repeated versions of what I think is the same story about a kid in South Africa who would rather type out his essay on his cell phone rather than sit at a computer with a keyboard. I’m fairly sure the stories I kept hearing like this are all about the same kid. The presentation from York absolutely underscored this; half of the occupational therapy students had a full-sized bluetooth keyboard to connect to their cell phones, while the other half did not. Maria Parks shows us examples of the blog posts written by the students with keyboards; they had pictures, and tons and tons and tons of reflective text. And then she showed us examples of blog posts by the students with no keyboards; one line. Pictures, basically no text. The feedback they got: “I wanted to write more, but the phone was so annoying!” Maria said it was a good thing their assessment was based on other things, because the difference between the two groups was so extreme. How can you assess reflection based on one line every few days or so? And what that one line contained: some basic description of things that happened, or things they needed to do: “Hypersensitivity must control pain”. Versus the paragraphs of text from the other students.

It’s just a strange thing how the over all feeling of what was “right” and true was so different from the projects on the ground running.

But also, the difference from country to country; in a place where computers and internet connections prohibitively expensive, but cellphones are cheap, it makes sense that people would feel more at home with the cell phones. But that’s really not the way work here.

I came to this conference to figure out how I felt about mobile devices in education at my own school; I’m still not quite sure yet. It will take a bit more reflection to sort through it all.

MLearn: South Africa and the Problem of $100 Laptops

MLearn: South Africa and the Problem of $100 Laptops

The One Laptop per Child program is creating a lot of conversation and consternation at the MLearn conference. There have been an interesting series of (still hopeful) criticisms of it, particularly from the delegates from South Africa.

The stunning comment that threw me into a whole new mind set was this: “If you give children laptops, you’re making them targets of violence, theft, and possibly death.”

In a place where the economy is so shaky, where items like cell phones and laptops are just as appealing to the black market as they are to students and teachers, how do you concieve of the prospect of using this technology, giving these (valuable) items to children, encouraging them to take them home and carry them around, when we understand that we’re painting targets on their backs? Even for parts those laptops would have value on the black market. The laptops come with a certain amount of security, but how long will it take for the ravenous black markets of the world to disable it? At what point does risk outweigh benefit? Is there any way (shy of full government and social overhaul) to lower the risk of theft and real physical danger and protect these children? Can we give them technology and keep them safe at the same time?

There was a considerable amount of talk about the value of ownership; when the laptop is theirs, there is a different learning outcome. I’ve seen this kind of process play out myself, so it strikes a chord with me. (I’ve spoken before about the difference between posting on a message board “owned” by the instructor and posting on a blog “owned” by the student; you get a different kind of committment, different kind of content, different kind of interaction. I’ve struggled with how to express the value of ownership, but I feel it rearing its head again here. What if the laptops are one per child, but don’t leave the school? I have a feeling the value of them drains right out with that scenario.

It’s a difficult question, and I’m pretty relieved that it’s not me who has to come up with an answer. I wouldn’t know where to start.

MLearn: Don’t forget about Training!

MLearn: Don’t forget about Training!

There’s a bit of a recurring theme to the presentations so far that hovers around teacher training in particular, and training in general. It started with the Keynote (which I blogged about yesterday), its head was raised again in this morning’s keynote (about the “Net Generation”) and crops up here and there in various presentations. It seems there’s a devout belief from on high that training is simply not necessary, particularly not for anyone under the age of 23.

I’ve fought this beast a million times. First: there have been legitimate studies that indicate that access to a computer doesn’t make students any smarter, or get them better grades. I think I’ve already blogged a few of those studies. A computer alone doesn’t solve anything, and even if a student knows how to play WoW (World of Warcraft), it doesn’t mean she is a technogenius. In my experience, undergraduates are not only not “digital natives” in the way that people over 30 like to think of them; they have cell phones, they have IM, but they have no idea how to find information on the internet, are floored by a new web application, aren’t comfortable playing around with something like a wiki to see how it works, and no idea why it’s not a good idea to send email from their h0tchk1987@yahoo.com account to the registrar’s office or two a potential employer. Technology literacy cannot be judged by a person’s gadgets; I often think these ideas are generated by people who are in awe of the toys available and find them difficult to use. Seeing that their 12 year old daughters aren’t intimidated by these gadgets, they decide that kids just Get It. It’s just natural for them, somehow.

I really wish the people who write these things would stop using their (genius!) 12 year old daughters as models and would instead ask the people who actually work with students on a regular basis. I did. I asked at UTM’s Computing Services what they thought about this idea of younger age == tech virtuosity. Their experience: just because a person is 19 years old doesn’t mean he knows how to set up his wireless, or knows how to do a windows update, or can work out how to configure his email account. Technology is a wide world of its own, and you can be extremely proficient at one part of it and be hopeless with another.

The result of this deep-seated belief that Kids are born with a USB plug in their mouths had a serious impact; my friend Minna Saulio from Finland reported in her research from South Africa that private corps provide money for computers, but no tech support; they have rooms full of computers they can’t use.

In sum: training is important!

MLearn: Gadgets and their Uses

MLearn: Gadgets and their Uses

One of the pieces of the puzzle I wanted to sort out coming to this MLearn conference was the issues of tech toys; are we trying to integrate Treos and Blackberrys an ipods because they’re cool, or because there’s actually some pedagogical value to using them? I’m personally of the opinion that there are lots of cool things in the world, and lots of things that students enjoy, but it doesn’t necessarily follow that all cool things can or should be used for our purposes. There are some things I think maybe we should leave alone.

But if there’s a good reason to use something, I’m all ears. I’m here to be convinced. And I’m not even a hard sell, I just want to see the extra pedagogical value that we can’t get any other way. I want to see that extra piece that takes a technology beyond “that’s cool”.

One of the tech toys I was expecting to see here, and expecting to not be impressed about, is cell phones. Like many other educational “toys”, it often seems to me that we adopt these other media when the standard one is still the best. For instance, while it’s great that it’s possible to download a PDF file to your cell phone, it would be easier, faster, and cheaper to download it on a computer. Does anyone actually want to read a PDF on a cell phone?

But I did hear some interesting things about cell phones so far. First, there was talk about sending broadcast messages from instructors to students via text message. There are a few things that make this interesting; first, email is on the decline. Frankly I’m delighted to hear that, because email should be used for the thing it does best (exchanging lengthy messages in text over the internet that aren’t necessarily instantaneous) and not for everything (rapidfire email chat, file transfer, important alerts). There was one example, that came from student feedback, about helpful messages sent to students over the Easter holiday while they were working on reports; I like the idea of instructors being able to give last-minute help (“That book we talked about in class, the one that’s so critical to this assignment, went missing from the library, but there’s another source that’s just as good, there’s a copy of it available on the course website.”). Of course there’s a training piece there for instructors; text messages cost the student money, so they really need to not send many of these things, and make sure the messages they send are really awesomely important. But I don’t think it’s a horrible idea.

Immediately someone in the room said, come on, how are we going to get faculty to take care of get ANOTHER piece of this tech pie? They have a hard enough time just getting student emails, now you want them to get student phone numbers? I think there’s a simple answer to that, though. Faculty shouldn’t be information collectors. The LMS should handle that, the SIS (student Information System) could be (and should be) the repository for all student information. The LMS should draw that information out of SIS for use in classrooms. That way students could just toggle the SMS option on or off, and faculty could just make use of it if they want to or not.

Second, they showed us a project they were working on in the UK where students could send pictures from their phones to a sort of discussion board. On its own, this idea isn’t that exciting, but in a course that has assignments based on things that require images, I think it’s great to have students go out on field trips and share a record of what they see with the class. Of course, you don’t need a cell phone to do this. You could use a camera and just upload the photo. But I do like the idea. I spoke with a woman from Athabasca University over lunch about using GPS software in a cell phone to trigger a series of sound/audio files on a handheld, so that students could walk around a site, and, based on their precise location, hear details about it. We talked about the idea of having a variety of students do projects about a specific site, from the perspective of different disicplines. So you could get a perspective of the place as a site of religious ritual, or from an architectural perspective, a religious perspective, an anthropological or sociological perspective, and so forth. Environmental, even biological projects. And what an amazing final product it would be! Students could create content for an interpretive centre that could offer up a multi-disciplinary tour of a site, complete with audio recordings, images, and text. Very cool.

In another session, one about the Mobile Library (how could I help but attend?) the idea of making your library’s catalogue browseable via Treo or Blackberry arose. On one hand, I sat there aghast. Browsing with a cell phone in Canada is just way too expensive for students. It’s way too expensive for me and I have a full time job. I know it’s cheaper in other countries, but I just can’t see it as being feasible here. But on the other hand…the idea of a mobile device in the stacks intrigues me. It would be great to be up in the stacks, hanging out among the books, and be able to punch in a title and get a call number without having to go back downstairs to a computer. It would be additionally awesome to hook it up with GPS and have it map the route out for you; how to get from where you are now to the book you want. Can we provide that? Can we provide handheld devices so that students can wander the stacks and find what they’re looking for? I can’t imagine how you’d do that. But it’s a neat idea.

So my personal jury is still sort of out on the use of the gadgets. But I’m starting to see some interesting applications for some creative assignments.

MLearn: One Laptop Per Child

MLearn: One Laptop Per Child

I’m blogging from the MLearn conference in Banff, Alberta. Things are moving very fast, so I’m grabbing what time I can to process the sessions and blog about them.

The keynote this morning was by Mary Lou Jepson of the One Laptop Per Child Initiative, nurtured, of course, by the MIT Media Lab. I’ve heard about this project, but I hadn’t really sat down and considered what it truly meant. Mary Lou framed it in terms of a social welfare and social activism more than anything else; education reform is no minor issue worldwide. She noted that, in a country where they experimented with paying parents to send their kids to school rather than the other way around, the kids themselves grew several inches taller than their peers. (This isn’t a crazy notion; height isn’t only about diet, as it turns out. Cuture, social safety nets and education have an impact on us physically as well as mentally.) So this isn’t just about spreading toys around the world, they see a real impact in the countries where they’re starting to rollout these laptops.

The thrust of this project is to provide laptops to every child in the world, and by extension to create a wireless network (using the laptops themselves as connections for those farther way from the access points) to bring resources into parts of the world where there are none. The technical details and design are amazing, and it’s clear that they’ve proceeded with great thoughtfulness and care.

The budget for this project is, essentially, a country’s textbook budget. So, what these laptops are doing is replacing textbooks in classrooms. When I realized this, my stomach kind of dropped. Is this a good thing? I mean, on one hand, if you had to choose between access to the internet and an ancient textbook that’s been kicking around an elementary school classroom for the last 15 years, which would you pick? I can understand that the internet is going to provide more than a single book (that few governments around the world can afford to replace yearly as knowledge changes and develops), but it’s starkness (“it’s the internet or a book”) that threw me. It’s a dramatic statement. But one that reminds me of what we can do to change the world from the comfort of our own classrooms.

It reminds me all the more how important it is for us (students, faculty, librarians) in the west to make sure those public resources (like wikipedia, like public learning object repositories) are as good as they can be. It reminds me that our own work, our own passions and interests, can translate into real life improvement in the lives of millions around the world. These laptops are going to be different than ours; on one hand, they can do some things ours can’t (work without outlets, without lithium exploding, with a level of brightness that allows them to be used in sunlight), we’ll need to think again about the way we design information for the public. We’re back to 1995 in terms of thinking about easy loading, keeping the images smaller and less frequent, thinking about content over flash. Sure, we can create quicktime movies as learning objects, but if we want to create something for the students in Brazil or Botswana, we’ll need to remember that download speeds aren’t the same there as they are here. I find this challenge exciting and inspiring.

The $100 laptop is designed to be not just an internet portal, but also as an e-book reader. Again you see the original intent; to replace textbooks. Another thing we can do from the richer end of the world is produce e-books for those computers. The term “learning object” seems too empty to me; what if your learning object, produced by students, produced by an entire class perhaps, is an e-book to offer to a country where books are scarce? I’m in a session right now about a class in South Africa that built their own textbook on a wiki. So, even before the laptop project gets started, we’re already doing that kind of work. I like the idea that academic work has a social conscience and a social responsibility. As someone who spent the majority of her adult life in graduate school, I understand the joy or pure academic study, but the part that made me leave graduate school was the lack of impact, the inability to leave the ivory tower from time to time and make that knowledge and depth of understanding useful to someone else. This seems like a bright little light to me.

What’s missing from the laptop program so far is the librarian’s perspective. What they’re creating is essentially a library interface, and in place of working with librarians, they’re working with archive.org. That’s what’s available, right? I think there’s an important role for librarians in this project to make their public resources available and ready for these students, in a format they will be able to make use of.

One of the questions from the audience was about training; who’s going to train the teachers? Who’s going to train the students to use these computers? The answer to this question: Well, kids are good at this stuff. They can pick it up on their own. And then the kids will teach the teachers. My immediate reaction to this was a raised eyebrow. Kids will just pick it up? With no support at all? How will that help the project? If the goal is educational, it seems that providing exactly no support is asking for failure. While I understand their desire not to foist learning theories and curriculum on other cultures, a helping hand would hardly be a bad thing. Some ideas, some pointers, some support. I wondered, as we talked about it, if it might not be the role of both teachers and librarians to provide some training to teachers and librarians in other countries to help them make use of the laptops and the tools. It’s much easier to subvert and be creative with technology if you know first how it works and what it can do. And while the goal of the project is to be technology only, not curriculum or theory, by giving the laptops to the children with the expectation that they will pick it up and teach the teachers, they are bringing that constructivist chaos and reversal of power (the student becomes the teacher) that we so value, but so many feel profoundly uncomfortable with. Are we setting up third world teachers to feel stupid? Are we setting them up to be subverted by their students? It just seems more value-laden than they intend.

But, all in all, I was impressed. Since I’ve been looking for ways to bring courseware out of the classroom and into the real world, this project just adds fuel to my fire.

Digital Natives vs. Digital Immigrants

Digital Natives vs. Digital Immigrants

From the Times Online: The next step in brain evolution. Let me summarize: young people, who have lived with the internet all their lives, are digital natives. If you’re over 30 and didn’t grow up with text messaging, MSN, and Google, you’re a digital immigrant.

This particular bit of rhetoric really gets to me, and I’ll tell you why. It’s a broad-swath excuse, apparently designed to make those over 30 feel safer about their own current knowledge base. As long as new communication technologies are something your brain is or is not hardwired to comprehend based on your experiences while a preteen/teenager, the rest of us, who don’t understand this new-fangled email thing (or whatever it is people don’t want to understand) can relax and not feel behind the times or missing out. We’re just different, that’s all. This line of reasoning has the added effect of underscoring that which we feel is already true; each generation is a radically new product, and history is based on a set of processes built upon the last that lead to greater and greater progress. Standing on the shoulders of giants, and all that. We can happily let the kids do their internet stuff, knowing that our own smug little land of postal service and telephones is the giant they’re standing on.

Because we all stop learning at age 20, right? And there should be no more pressure to learn after that. Is that really the world we want to live in? That’s like asking us to stop reading after age 20. All the greatest books have already been written by then anyway, right?

I object strenuously to the suggestion that those 20 and under are somehow more “digitally native” than those of us who came to the internet/computers later in life. The difference is not in this early experience; the difference is in whether or not you’re prepared to let something new change your life. It’s about a willingness to learn and an openness to new ideas. The only relationship between that willingness and age is that we expect people under 20 to be open to learning That’s not a “new generation” or strange new brain chemistry. That’s a decision we’re making about how we want to live our lives, and where (and when) we opt to limit ourselves.

From the article:

Emily Feld is a native of a new planet. While the 20-year-old university student may appear to live in London, she actually spends much of her time in another galaxy — out there, in the digital universe of websites, e-mails, text messages and mobile phone calls. The behaviour of Feld and her generation, say experts, is being shaped by digital technology as never before, taking her boldly where no generation has gone before. It may even be the next step in evolution, transforming brains and the way we think.

As long as it’s chemical, it means we don’t need to feel threatened by this personally. It’s not a choice, doesn’t this sound familiar? It’s biology. Further:

“First thing every morning I wake up, check my mobile for messages, have a cup of tea and then check my e-mails,” says Feld. “I may have a look at Facebook.com, a website connecting university students, to see if someone has written anything on my ‘wall’. I’m connected to about 80 people on that. It’s really addictive. I’ll then browse around the internet, and if a news article on Yahoo catches my eye, I’ll read it. And I may upload my iTunes page to see if any of my subscribed podcasts have come in.

“upload” is most defnitely the wrong word to use here. I presume she’s thinking “load” the podcast category inside itunes, or perhaps “download” the latest podcasts through itunes (which doesn’t use the term “download” at all, but rather the more logical “get”), and perhaps she wants to sync her ipod so that the newly downloaded podcasts are transferred to her ipod. But she’s not “uploading” anything.

Sure, Emily listens to podcasts, but is she a digital native? Does she speak the language, know how stuff works, can she easily move between one digital landscape and another? With that language, I’m going to have to say no. Using something doesn’t mean you understand how it works, and it doesn’t mean you can take that use to the next level and apply the knowledge gained from the use to another circumstance.

That’s what makes Emily a “digital native”, one who has never known a world without instant communication. Her mother, Christine, on the other hand, is a “digital immigrant”, still coming to terms with a culture ruled by the ring of a mobile and the zip of e-mails.

Okay, so that’s Emily, age 20. Enter Rochelle, age 31 (32 in a couple of weeks, might I add). Unlike Emily, I didn’t touch my first computer until I was 17. I stumbled on the internet when I was 20 and figured it was a toy. I’d say, according to this article, I would be a “digital immigrant”, a person who grew up without the internet, without cell phones, without text messaging and emails and IM.

First thing in the morning when I wake up, I open up my computer, which is constantly connected to the internet because I bought myself a wireless router. I check my personal email, which collects any new comments on my blog, and then I let my widgets check my gmail, which collects comments from my various other journals (at livejournal, Vox, etc. I check my livejournal friends page, leave a few comments, engage in a few conversations about this and that. I see new pictures posted by an American friend of mine who is currently on a cruise to Alaska, I see what’s new with my friend in the Peace Corps in Jamaica. I check my RSS reader to read my friends’ blogs. I check to see if my friend with the very hot new job in San Francisco has broken any new bones lately. I take the pulse of the blogs by those around the world who share my profession. I say hello via IM to my friend in Australia, who is just settling down for the night. We complain about the weather (always the direct opposite from each other). I wave hello to my friends in the UK. I have my breakfast with my buddy Jason, who is sitting down to his own breakfast in his condo in downtown Toronto with his lovely wife. We trade links we think are interesting and complain about the ones we think are wrong-headed.

Our conversation this morning:

Rochelle: http://www.timesonline.co.uk/article/0,,2101-2256968,00.html
Jason: hypsterism
Rochelle: yeah, I think so too
Rochelle: am writing an annoyed post about it
Rochelle: we should write a joint post or something
Rochelle: because
Rochelle: how old are you now?
Jason: 44
Jason: and I started using computers at 27
Rochelle: yeah, they’re suggesting that only 20 year olds are “digital natives”
Rochelle: and I dare any of these kids to be more digital native than you and I
Rochelle: I’m posting about that
Jason: 20 yr olds are digital naives, not natives
Rochelle: EXACTLY
Jason: The digital naives have lost all sense of critical distance
Jason: and are peons to the marketed moment
Rochelle: I think this kind of thinking is an excuse
Rochelle: for people over 30 to not bother with this stuff
Rochelle: because it’s a generational thing
Jason: unable to function outside the user manual
Jason: and the marketing campaign
Rochelle: letting adults off the hook

On the way to work, I may text my friends for the entertainment value. If I’m on the train on the way into Toronto, I definitely text for the entertainment value. Since I don’t want to spend the money to browse the internet from my cell, I text a friend near a computer to google something for me if I need to know something. (For instance: this past weekend I texted Jason to ask him to find out why the trains weren’t moving out of Union station in Toronto; the bus driver wasn’t sure, but I told him it was a freight train derailment, since that’s what Jason found out through Google News.) I was on Toronto island during the final world cup game; I texted a friend in Syracuse to ask her who won (since I know she’s a fan). I got an answer in about a minute and a half.

Being a “digital native” is not about your early experiences. It’s not about an aptitude or a particular brain chemistry. It’s about being willing to explore, to be changed by technology, and a desire to be connected in this way, beyond the physical space we inhabit. It’s a choice; no one has to do it. But we’re not limited because we’re not 20.

Inquiry-Based Learning

Inquiry-Based Learning

I’m really struggling with the idea of inquiry-based learning practices. Every discussion about it ends up upside down and backwards, because we all seem to mean something radically different when we use the terminology. The general idea appears to revolve around having students be more engaged in the curriculum, and beyond that I can’t work out any common ground.

What’s becoming a standard definition of an inquiry-based classroom (from the experiences I’ve had with it thus far) is one where the instructor does not lecture and does not impose topics, but instead stops, turns the lights around, and asks students what they want to learn.

This sounds great. It really does. But it concerns me. It concerns me because I’m not certain students (particularly undergraduate students, but also graduate students, to be honest) are ready to answer that question. And I think it’s okay that they’re not ready. It’s like bringing someone into a darkened room and ask them which of the paintings on the walls they would like to learn about. They need to get a glimpse of the place first in order to tell you, and I think our job is to turn up the lights in the room.

On a basic level, universities are already structured in this way; once we get through, for instance, History 101, students get to tell us what areas they want to focus on: African American history, Renaissance history, the history of poverty in Europe. We give them a bit of an introduction before we ask them to make choices, and I think that’s wise. They don’t know what we know. The come to us to learn. They come to us to have their universes turned around, to discover that the thing they never took any interest in before is actually utterly fascinating. I never liked history, (in fact, I failed my history classes in high school. Twice.) but I found it completely fascinating as an undergrad. I had no particular interest in religion until I started taking history classes either, and I now have a master’s degree in Theological Studies. If I hadn’t been guided by faculty who shaped the courses they taught with their own research interests, I wouldn’t have discovered these two passions in my life. I know I’m not the only one who can say that. What if they had just asked me what I wanted to learn about? I can’t imagine what I would have said, frankly.

Inquiry-based learning methods (as described to me thus far) appear to undervalue the resource that the instructor really is to the student. While I’ve spent lots of time talking about changing the structure of power in classrooms (taking some power away from the instructor in order to empower students), but if the structure of the course is based entirely on the questions of the students, there isn’t much room for the knowledge of the instructor. Someone in one of the sessions today asked about this; how can you bring research and teaching closer together if the students are determining the direction? That resonates with what Bob Rae (“call me Bob” Rae) said in the keynote; research and teaching need to go hand in hand. Without the research, the teaching is empty; without the teaching, we’re no longer a university.

In an ideal world, the reason students come to universities, the reason they exist in the first place, is because students want to learn from the experiences of established scholars and grow intellectually with their guidance and feedback. As a graduate student, I wanted the instructor to set the parameters of the course. I get to pick what I want to study based on the course description, after all; I didn’t come to school (and in one notable instance, I didn’t [have someone who was not me] pay my 13K USD in tuition) to learn about what the person sitting next to me wants to study that day. I came to learn from this professor, I came to glean some knowledge from and be guided by this particular instructor. She knows things other people do not. She has read documents other people have ignored. She has had epiphanies and realizations that I can learn from. I wanted her to establish the direction we were going to take, and give me freedom within it to understand it in my own way. I would love to see instructors tie their teaching in very closely with their research; to me that would be the ideal learning experience.

I’ve been involved in amazing inquiry-based learning experiences. One in particular was at an advanced graduate level (a phd class) where the instructor plucked a particularly thorny question out of her own research process and we worked on it as a group. It was completely fascinating, and I hadn’t had such an amazing learning experience prior and I have yet to experience anything that matched it. But she didn’t ask us what we wanted to learn; she gave us a question and gave us the option to participate in that inquiry. I felt like I had been let into the tiny little room at the top of the ivory tower, really engaging in the deep questions, and participating in finding out the answer. Until recently I thought this was inquiry-based learning. But apparently it’s not; it’s merely a subset called problem-based learning.

Don’t get me wrong, I see a place for peer interaction in a classroom; in fact, I spend quite a bit of my regular workday pitching that very idea. But (perhaps biased as a former phd student in a very traditional and structured discipline) I’m uncomfortable with unloading the intellectual work of creating curriculum onto students. Of all the things the extremely well-educated among us can offer society, presenting a unique and surprising path through a dense discipline seems like the very best. There’s lots of freedom within a structured curriculum; it’s still up to the students whether or not they want to be there, and what perspective they want to take on the ideas that arise.

Can someone explain inquiry-based learning to me? Please tell me I’ve misunderstood.

Deep Learning

Deep Learning

From STLHE:

I’m gratified to see an emphasis on “deep learning” or reflective learning from faculty members; mostly because I have a tendency to work from my gut rather than theory (I’m working on that), and my gut reacts well to the idea that students need to reflect on what they’re learning. It’s nice to see that other people, who work from something more citeable than their guts, are thinking along the same lines.

I’ve never been that jazzed about the idea of an “e-portfolio”, because it seems a little basic. But I’m getting the idea now; it’s not all that different from where we’re trying to go with institutional blogging. We want blogs that stick around throughout a student’s academic life; not something that’s tied to the course, but to the student. This way, a student can go back over their own process, and as you get farther along, you could conceivably reflect on your entire academic career, tracing the growth of an idea or a concept over multiple classes and multiple years. So I guess I need to stop thinking about e-portfolios as a set item or piece of technology and more as a concept. Obviously I’m already behind the concept.

From a personal perspective, I finally went through and revisited my own archives, and found a post I wrote in 2001 about blogging in higher ed. I read this segment of the post during the presentation yesterday, because I’m surprised that I still agree with my younger self so much:

I’m getting more and more firmly convinced that blogs are tantamount to essential in humanities classes. I believe this to be true because a) it allows students to speak in a ‘public’ forum about their readings and the lectures in a course, no matter what format the class takes, no matter how shy the student is, and no matter how many students are in the class, b) it allows the instructor/TA to read, respond to, and evaluate students critical thinking skills, understanding of the course material, and if they’re paying attention at all, c) it allows students to read and respond to each other’s opinions in a ‘democratic’ space, d) unlike reflection papers or other forms of journaling for class, the responses are not static documents that are handed from student to evaluator, but exist as individual archives of thoughts and information that are permanently available to both the student and the teacher. Blogs as Educational Tools? April 5, 2001.

La plus ca change!

In the session I’m in right now, we’re talking about reflection in learning, and the conversation is really interesting. So much interest on the process! Someone just suggested that if you want to use reflection in class, don’t use the word “reflection”. The questions she suggested asking instead are What? So What? Now what? I like this; there’s a delgate here who’s an undergraduate student from Calgary who tells us that she’s been writing reflection papers for years and only just got it this last term. Students have an idea of what “reflection” means, and they can tell you that they’re doing it while not doing what we’re looking for. This reminds me of so many of the problems we hit in librarianship; the terms get in the way of getting the job done.

This conference is very good; of course, when most of the delegates are faculty, you end up with a roomful of very critical listeners who ask very pertinent and challenging questions.

Bits and Bytes

Bits and Bytes

Something to roll your eyes at: Republicans in the US Congress want libraries to block web 2.0 in order to get funding.

The Deleting Online Predators Act (DOPA) would require schools and libraries to block access to a broad selection of web content, including “commercial Web sites that let users create web pages or profiles or offer communication with other users via forums, chat rooms, e-mail or instant messaging.” Not only would the bill block sites like MySpace—where even libraries have set up their own profiles—it would also block instant messaging, online e-mail, wikis, and blogs.

Something to play with: a web 2.0 app that lets you add a group chat function to any website (even one that’s not yours!) I couldn’t get this to work properly in Safari, but it works nicely in Camino. I hear it works in firefox too! (Cheers to gabbly!)

And thus ends another joyous workweek.

TechKnowFile

TechKnowFile

Today I gave a presentation with Derek Williams, a History professor at UTM, at TechKnowFile, the U of T IT staff conference. Right before this started we discovered that they had booked us into a room with a class in it, so we had a last minute scramble to a new room. And then somehow between leaving home this morning and unpacking to give the presentation at 3pm I lost my video out cable, which really bums me out. I loved that cable, man. But amazingly they found me one to use for the presentation.

Anyway, all this is to say, when we started this presentation I was a little off my game, but we picked it up again pretty fast. In the end it was a lot of fun and there were lots of interesting questions afterward. Derek Williams is an amazing guy and a great instructor, and we used this tech_know_file presentation as a moment to talk about what he did with his Latin American history class this winter term. In sum: he gave his students something beyond a grade to work for. He asked his students to improve the content of Wikipedia.

You can download and listen to the presentation here: Wikis on the Move: TechKnowFile.06 [19 meg file].

Edited to add: I found my video out cable. I was on my bedroom floor. Phew.