Marshall Breeding gave a talk today to the Harvard Library system as part of its Discoverability Day. Marshall is an expert in discovery systems, i.e., technology that enables library users to find what they need and what they didn’t know they needed, across every medium and metadata boundary.
It’s a stupendously difficult problem, not least because the various providers of the metadata about non-catalog items — journal articles, etc. — don’t cooperate. On top of that, there’s a demand for “single searchbox solutions,” so that you can not only search everything the Googley way, but the results that come back will magically sort themselves in the order of what’s most useful to you. To bring us closer to that result, Marshall said that systems are beginning to use personal profiles and usage data. The personal profile lets the search engine know that you’re an astronomer, so that when you search for “mercury” you’re probably not looking for information about the chemical, the outboard motor company, or Queen. The usage data will let the engine sort based on what your community has voted on with its checkouts, recommendations, etc.
Marshall was careful to stipulate that using profiles or usage data will require user consent. I’m very interested in this because the Library Innovation Lab where I work has created an online library browser — StackLife — that sorts results based on a variety of measures of Harvard community usage. StackLife computes a “stackscore” based on a simple calculation of the number of checkouts by faculty, grad students or undergrads, how many copies are in Harvard’s 73 libraries, and potentially other metrics such as how often it’s put on reserve or called back early. The stackscores are based on 10-year aggregates without any personal identifiers, and with no knowledge of which books were checked out together. And our Awesome Box project, now in more than 40 libraries, provides a returns box into which users can deposit books that they thought were “awesome,” generating particularly delicious user-based (but completely anonymized) data.
Marshall is right: usage data is insanely useful for a community, and I’d love for us to be able to get our hands on more of it. But, I got into a Twitter discussion about the danger of re-identification with Mark Ockerbloom [twitter:jmarkockerbloom] and John Wilbanks [twitter:wilbanks], two people I greatly respect, and I agree that a simple opt-in isn’t enough, because people may not fully recognize the possibility that their info may be made public. So, I had an idea.
Suppose you are not allowed to do a “soft” opt-in, by which I mean an opt-in that requires you to read some terms and ticking a box that permits the sharing of information about what you check out from the library. Instead, you would be clearly told that you are opting-in to publishing your check-outs. Not to letting your checkouts be made public if someone figures out how to get them, or even to making your checkouts public to anyone who asks for them. No, you’d be agreeing to having a public page with your name on it that lists your checkouts. This is a service a lot of people want anyway, but the point would be to make it completely clear to you that ticking the checkbox means that, yes, your checkouts are so visible that they get their own page. And if you want to agree to the “soft” opt-in, but don’t want that public page posted, you can’t.
Presumably the library checkout system would allow you to exempt particular checkouts, but by default they all get posted. That would, I think, drive home what the legal language expressed in the “soft” version really entails.
Here are a couple of articles by Marshall Breeding: 1. Infotoday 2. Digital Shift
Tagged with: libraries
Date: November 13th, 2013 dw
I was unable to go to our local Aaron Swartz Hackathon, one of twenty around the world, because I’d committed (very happily) to give the after dinner talk at the University of Rhode Island Graduate Library and Information Studies 50th anniversary gala last night.
The event brought together an amazing set of people, including Senator Jack Reed, the current and most recent presidents of the American Library Association, Joan Ress Reeves, 50 particularly distinguished alumni (out of the three thousand (!) who have been graduated), and many, many more. These are heroes of libraries. (My cousin’s daughter, Alison Courchesne, also got an award. Yay, Alison!)
Although I’d worked hard on my talk, I decided to open it differently. I won’t try to reproduce what I actually said because the adrenalin of speaking in front of a crowd, especially one as awesome as last night’s, wipes out whatever short term memory remains. But it went very roughly something like this:
It’s awesome to be in a room with teachers, professors, researchers, a provost, deans, and librarians: people who work to make the world better…not to mention the three thousand alumni who are too busy do-ing to be able to be here tonight.
But it makes me remember another do-er: Aaron Swartz, the champion of open access, open data, open metadata, open government, open everything. Maybe I’m thinking about Aaron tonight because today is his birthday.
When we talk about the future of libaries, I usually promote the idea of libraries as platforms — platforms that make openly available everything that libraries know: all the data, all the metadata, what the community is making of what they get from the library (privacy accommodated, of course), all the guidance and wisdom of librarians, all the content especially if we can ever fix the insane copyright laws. Everything. All accessible to anyone who wants to write an application that puts it to use.
And the reason for that is because in my heart I don’t think librarians are going to invent the future of libraries. It’s too big a job for any one group. It will take the world to invent the future of libraries. It will take 14 year olds like Aaron to invent the future of libraries. We need supply them with platforms that enable them.
I should add that I co-direct a Library Innovation Lab where we do work that I’m very proud of. So, of course libraries will participate in the invention of their future. But it’ll take the world — a world that contains people with the brilliance and commitment of an Aaron Swartz — to invent that future fully.
Here are wise words delivered at an Aaron Hackathon last night by Carl Malamud: Hacking Authority. For me, Carl is reminding us that the concept of hacking over-promises when the changes threaten large institutions that represent long-held values and assumptions. Change often requires the persistence and patience that Aaron exhibited, even as he hacked.
We now know that the Google barges are “interactive learning spaces.” That narrows the field. They’re not off-shore data centers or Google Glass stores. They’re also not where Google keeps the porn (as Seth Meyers reported) and they’re not filled with bubblewrap for people to step on, although that would be awesome.
So here’s my hope for what “interactive learning spaces” means: In your face, Apple Store!
Apple Stores manifest Apple’s leave-no-fingerprints consumerist ideal. Pure white, squeaky clean, and please do come try out the tools we’ve decided are appropriate for you inferior Earth creatures.
Google from the beginning has manifested itself as comfortable with the messy bustle of the Net, especially when the bustlers are hyper-geeky middle class Americans.
So, I’m hoping that the “interactive learning spaces” are places where you can not only get your email on a Chromebook keyboard, play a game on an Android tablet, and take a class in how to use Google Glass, but is a place where you can actually build stuff, learn from other “customers,” and hang out because the environment itself — not just the scheduled courses — is so stimulating and educational. Have hackathons there, let the community schedule classes and talks, make sure that Google engineers hang out there and maybe even some work there. Open bench everything!
That’s what I hope. I look forward to being disappointed.
Tagged with: apple
Date: November 7th, 2013 dw
I was invited to give a talk yesterday afternoon to the faculty at Brookline High School where all three of our children were educated, and that graduated my wife and both of her parents. Furthermore, the event was held in the Black Box, a performance space I watched our youngest child perform in many times. (Go T-Tones!) So, it was thrilling and quite intimidating, even though the new headmaster, Deb Holman [twitter: bhsheadmaster] could not be more welcoming and open.
There were some great (= hard) questions, and a lot of skepticism about my comments, but not all that much time to carry on a conversation. After most people left, a couple of teachers stayed to talk.
One said that she thoroughly disagrees with my generally positive characterization of the Internet. In her experience, it is where children go to get quick answers. Rather than provoking them and challenging them, the Net lets them get instant gratification, and shuts down their curiosity.
We talked for a while. Her experience certainly rings true. After all, I go to the Net for quick answers also, and if I had to write an assignment on, say, The Great Gatsby, and I wanted to finish it before The Walking Dead comes on, I’d be out on the Net. And I’d get it done much faster than in the old days when I’d have to go to the library.
I’m still not sure what to make of this phenomenon. Did the old library experience of looking things up in the card catalog or in the Periodical Index made me any more thoughtful than googling does now? In fact, I’m more likely to see more ideas and opinions on the Net than in a trip to the library. On the other hand, the convenience of the Net means that I can just look up some ideas rather than having to work through them myself; the Net is letting student short-circuit the process of forming ideas. Perhaps the old difficulty of accessing materials added friction that usefully slowed down thought. I don’t know. I don’t feel that way about my own experience, but I am not a high school student, and I’m pretty self-deluding to begin with.
Anyway, that’s pretty much the issue the second teacher brought up after the talk. Keep in mind that BHS has an extraordinary set of teachers, always caring and frequently quite inspiring. She is in the School Within a School, which is more loosely structured than the rest of BHS. When she gives writing assignments, she tells her students to come up with an idea that will surprise her, and to express it in their own voice. Very cool.
Her concern is that jangle of the Net keeps students from mulling over ideas. Thought comes from a private and individual place, she believes, and students need that stillness and aloneness.
I can’t disagree with her. I want students to understand — to experience — the value of solitude and quiet, and to have internalized enough information that they can have it at hand to play with and synthesize. And yet…
..I’m not convinced that private thought is realest thought. I know that who I am when I’m alone doesn’t feel more real than when I am with others, and in many ways feels less authentic; I’ve written before about the inner narrator who accompanies me when I visit someplace new alone, making me feel more crazy than authentic. In a similar way, I’m not ready to accept that private thinking is the best thinking or the most authentic thinking. It has its place, of course, but personally (data point of one!) I think best when engaged with others, or when I’m writing while imagining my words engaging with others.
We have, it seems to me, overvalued private thinking, which is certainly not to say that it has no value. We have likewise undervalued social thinking. But now We think in public, out loud, with others. Most of our public engagements of course are not particularly deep or thoughtful in any normal use of the term. That’s why we need to be educating our children to appreciate thinking out loud with others, and teaching them how to do it. It’s in these public multi-way discussions that ideas and knowledge develop.
While there are many ways in which public thinking can go wrong, it has the advantage of revealing the mechanisms of knowledge in all their fallibility. We are still carrying over the cultural wish for black box authorities whom we can trust simply because they were the ones who said it. We need to steer our children away from that wish for inhuman knowledge, and thus toward recognizing how ideas and knowledge actually develop. Public thinking does that. At least it should. And it will do it more if our children learn to always wonder how knowledge has been brought forward. Especially when the ideas seem so obvious.
This is one reason I find the “flipped classroom” idea so interesting. (Good discussion of this yesterday on On Point.) I was asked yesterday what I’d like BHS to do if I could have it do anything. I answered rather badly, but part of it would have to be that students learn how to engage with one another socially so that they build knowledge together, and this knowledge tolerates disagreement, is assumed to be public, and is aware of itself as a product of social engagement. Of course that happens already in classrooms — and more so (presumably) in flipped classrooms — but we should be preparing our students for doing this virtually as well as in real space because the “real” discussions will increasingly be online where there is a wealth of sources to draw upon and to argue about.
But it’s hard to see how we get there so long as we continue to assign papers and reports as the primary type of knowledge artifact, isn’t it? (I’m not even going to mention standardized testing.) Doing so implicitly tells students that knowing is what you do alone: foraging sources, coming back with useful bits, and then engaging in an internal thought process that renders them into one of the conventional written forms. In that frame, the Net looks like an uncurated library, overflowing with lies, studded with occasional truths.
Instead, students could be required to explore a topic together, in public (or at least in the protected public of their class), discussing, arguing, joking, and evaluating one another’s sources. In that frame, the Net looks like a set of discussions, not an information resource at the end of the Information Highway. After all, kids don’t come into a class interested in The Great Gatsby. The teacher will help them to see what’s interesting about the novel, which is crucial and not easy to do. But primarily we get interested in things through one another. My interest steers yours, and yours amplifies mine. Our interest in The Great Gatsby is mediated and amplified by our interest in one another. We make the world interesting together. The Net does this all the time. Papers and reports rarely do.In their pursuit of demonstrating mastery, they too often drive the interest right out of the topic — less so at a wonderful school like BHS where teachers ask students to write in their own voice and come up with ideas that surprise them both.
Anyway, I came out of the session very stimulated, very thankful that so many of my relatives had the great good luck to attend that institution, and ever thankful to our teachers.
I fall forward far more often than I fall back.
I can’t remember the last time I sprang forward or sprang back.
Worst. Mnemonic. Ever.
Tagged with: fall
Date: November 3rd, 2013 dw
In August, I blogged about a mangled quotation supposedly from Mark Twain posted on an interstitial page at Forbes.com. When I tweeted about the post, it was (thanks to John Overholt [twitter:JohnOverholt]) noticed by Quote Investigator [twitter:QuoteResearch] , who over the course of a few hours tweeted the results of his investigation. Yes, it was mangled. No, it was not Twain. It was probably Christian Bovee. Quote Investigator, who goes by the pen name Garson O’Toole, has now posted on his site at greater length about this investigation.
It’s been clear from the beginning of the Web that it gives us access to experts on topics we never even thought of. As the Web has become more social, and as conversations have become scaled up, these crazy-smart experts are no longer nestling at home. They’re showing up like genies summoned by the incantation of particular words. We see this at Twitter, Reddit, and other sites with large populations and open-circle conversations.
This is a great thing, especially if the conversational space is engineered to give prominence to the contributions of drive-by experts. We want to take advantage of the fact that if enough people are in a conversation, one of them will be an expert.
Tagged with: 2b2k
Date: October 27th, 2013 dw
I’m at a DPLAfest session. Jean Bauer (Digital Humanities Librarian, Brown U.), Jim Egan (English Prof, Brown), Kathryn Shaughnessy (Assoc. Prof, University Libraries, St. John’s U), and David Smth (Ass’t Prof CS, Northeastern).
Rather than liveblogging in this blog, I contributed to the collaboratively-written Google Doc designated for the session notes. It’s here.
Tagged with: dpla
Date: October 25th, 2013 dw
Dan Cohen has some announcements in his welcome to the DPLAfest.
NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. You are warned, people.
The collection now has 5M items. These come from partner hubs (large institutions) and service hubs (aggregations of smaller providers). Three new hubs have joined, bringing the total to nine, from NY, North Carolina, and Texas. Dan stresses the diversity of contributors.
The DPLA sends visitors back to the contributing organizations. E.g., Minnesota Reflections is up 55% in visitors and 62% in unique visitors over the year since it joined the DPLA.
He also announces the DPLA Bookshelf, which is a contribution from the Harvard Library Innovation Lab that I co-direct. It’s an embedded version of the Stacklife browser, which you can see by going to DP.LA and searching for a book. (You can use the Harvard version here.
Dan announces a $1M grant from the Bill & Melinda Gates Foundation, to help local libraries curate material in the DPLA and start scanning in local collections. Also, an anonymous donor gave $450,000. [I don't want to say who it was, but, well, you're welcome.] Dan Cohen suggests we become a sponsor athttp://www.dp.la/donate. T-shirts and, yes, tote bags.
There have been 1,7M uses of the DPLA API as of September 2013. Examples of work already done:
Dan talks about DPA Local, and idea that would enable local communities to use the services the DPLA provides.
Dan says that all of the sessions have Google Docs already set up for collaborative note-taking [an approach I'm very fond of].
Tagged with: dpla
Date: October 25th, 2013 dw
The Emily Dickinson archive went online today. It’s a big deal not only because of the richness of the collection, and the excellent technical work by the Berkman Center, but also because it is a good sign for Open Access. Amherst, one of the major contributors, had open accessed its Dickinson material earlier, and now the Harvard University Press has open accessed some of its most valuable material. Well done!
The collection makes available in one place the great Dickinson collections held by Amherst, Harvard, and others. The metadata for the items is (inevitably) inconsistent in terms of its quantity, but the system has been tuned so that items with less metadata are not systematically overwhelmed by its search engine.
The Berkman folks tell me that they’re going to develop an open API. That will be extra special cool.
Categories: open access
Tagged with: apis
• open access
Date: October 24th, 2013 dw
Yesterday I participated as a color commentator in a 90 minute debate between Clive Thompson [twitter:pomeranian99] and Steve Easterbrook [twitter:smeasterbrook], put on by the CBC’s Q program.The topic was “Does the Net Make Us Smart or Stupid?” It airs today, and you can hear it here.
It was a really good discussion between Clive and Steve, without any of the trumped up argumentativeness that too often mars this type of public conversation. It was, of course, too short, but with a topic like this, we want it to bust its bounds, don’t we?
My participation was minimal, but that’s why we have blogs, right? So, here are two points I would have liked to pursue further.
First, if we’re going to ask if the Net makes us smart or stupid, we have to ask who we’re talking about. More exactly, who in what roles? So, I’d say that the Net’s made me stupider in that I spend more of my time chasing down trivialities. I know more about Miley Cyrus than I would have in the old days. Now I find that I’m interested in the Miley Phenomenon — the media’s treatment, the role of celebrity, the sexualization of everything, etc. — whereas before I would never have felt it worth a trip to the library or the purchase of an issue of Tiger Beat or whatever. (Let me be clear: I’m not that interested. But that’s the point: it’s all now just a click away.)
On the other hand, if you ask if the Net has made scholars and experts smarter, I think the answer has to be an almost unmitigated yes. Find me a scholar or expert who would turn off the Net when pursuing her topic. All discussions of whether the Net makes us smarter I think should begin by considering those who are in the business of being smart, as we all are at some points during the day.
Now, that’s not really as clear a distinction as I’d like. It’s possible to argue that the Net’s made experts stupider because it’s enabled people to become instant “experts” on topics. (Hat tip to Visiona-ary [twitter:0penCV] who independently raised this on Twitter.) We can delude ourselves into thinking we’re experts because we’ve skimmed the Wikipedia article or read an undergrad’s C- post about it. But is it really a bad thing that we can now get a quick gulp of knowledge in a field that we haven’t studied and probably never will study in depth? Only if we don’t recognize that we are just skimmers. At that point we find ourselves seriously arguing with a physicist about information’s behavior at the event horizon of a black hole as if we actually knew what we were talking about. Or, worse, we find ourselves disregarding our physician’s advice because we read something on the Internet. Humility is 95% of knowledge.
Here’s a place where learning some of the skills of journalists would be helpful for us all. (See Dan Gillmor‘s MediActive for more on this.) After all, the primary skill of a particular class of journalists is their ability to speak for experts in a field in which the journalist is not her/himself expert. Journalists, however, know how to figure out who to consult, and don’t confuse themselves with experts themselves. Modern media literacy means learning some of the skills and all of the humility of good journalists.
Second, Clive Thompson made the excellent and hugely important point that knowledge is now becoming public. In the radio show, I tried to elaborate on that in a way that I’m confident Clive already agrees with by saying that it’s not just public, it’s social, and not just social, but networked. Jian Ghomeshi, the host, raised the question of misinformation on the Net by pointing to Reddit‘s misidentification of one of the Boston bombers. He even played a touching and troubling clip by the innocent person’s brother talking about the permanent damage this did to the family. Now, every time you look up “Sunil Tripathi” on the Web, you’ll see him misidentified as a suspect in the bombing.
I responded ineffectively by pointing to Judith Miller’s year of misreporting for the NY Times that helped move us into a war, to make the point that all media are error prone. Clive did a better job by citing a researcher who fact checked an entire issue of a newspaper and uncovered a plethora of errors (mainly small, I assume) that were never corrected and that are preserved forever in the digital edition of that paper.
But I didn’t get a chance to say the thing that I think matters more. So, go ahead and google “Sunil Tripathi”. You will have to work at finding anything that identifies him as the Boston Bomber. Instead, the results are about his being wrongly identified, and about his suicide (which apparently occurred before the false accusations were made).
None of this excuses the exuberantly irresponsible way a subreddit (i.e., a topic-based discussion) at Reddit accused him. And it’s easy to imagine a case in which such a horrible mistake could have driven someone to suicide. But that’s not my point. My point here is twofold.
First, the idea that false ideas once published on the Net continue forever uncorrected is not always the case. If we’re taking as our example ideas that are clearly wrong and are important, the corrections will usually be more obvious and available to us than in the prior media ecology. (That doesn’t relieve us of the responsibility of getting facts right in the first place.)
Second, this is why I keep insisting that knowledge now lives in networks the way it used to live in books or newspapers. You get the truth not in any single chunk but in the web of chunks that are arguing, correcting, and arguing about the corrections. This, however, means that knowledge is an argument, or a conversation, or is more like the webs of contention that characterize the field of living scholarship. There was an advantage to the old ecosystem in which there was a known path to authoritative opinions, but there were problems with that old system as well.
That’s why it irks me to take any one failure, such as the attempt to crowdsource the identification of the Boston murderers, as a trump card in the argument the Net makes us stupider. To do so is to confuse the Net with an aggregation of public utterances. That misses the transformative character of the networking of knowledge. The Net’s essential character is that it’s a network, that it’s connected. We therefore have to look at the network that arose around those tragically wrong accusations.
So, search for Sunil Tripathi at Reddit.com and you will find a list of discussions at Reddit about how wrong the accusation was, how ill-suited Reddit is for such investigations, and how the ethos and culture of Reddit led to the confident condemning of an innocent person. That network of discussion — which obviously extends far beyond Reddit’s borders — is the real phenomenon…”real” in the sense that the accusations themselves arose from a network and were very quickly absorbed into a web of correction, introspection, and contextualization.
The network is the primary unit of knowledge now. For better and for worse.
Tagged with: 2b2k
Date: October 23rd, 2013 dw
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