Jazz and Identity: Comment on Lydon’s Iyer Interview

Radio Open Source » Blog Archive » Vijay Iyer’s Life in Music: “Striving is the Back Story…”.

Sounds like it will be a while before the United States becomes a truly post-racial society.

Iyer can define himself as American and he can even one-up other US citizens in Americanness, but he’s still defined by his having “a Brahmin Indian name and heritage, and a Yale degree in physics.”

Something by which I was taken aback, at IU Bloomington ten years ago, is the fact that those who were considered to be “of color” (as if colour were the factor!) were expected to mostly talk about their “race” whereas those who were considered “white” were expected to remain silent when notions of “race” and ethnicity came up for discussion. Granted, ethnicity and “race” were frequently discussed, so it was possible to hear the voices of those “of color” on a semi-regular basis. Still, part of my culture shock while living in the MidWest was the conspicuous silence of students with brilliant ideas who happened to be considered African-American.

Something similar happened with gender, on occasion, in that women were strongly encouraged to speak out…when a gender angle was needed. Thankfully, some of these women (at least, among those whose “racial” identity was perceived as neutral) did speak up, regardless of topic. But there was still an expectation that when they did, their perspective was intimately gendered.

Of course, some gender lines were blurred: the gender ratio among faculty members was relatively balanced (probably more women than men), the chair of the department was a woman for a time, and one department secretary was a man. But women’s behaviours were frequently interpreted in a gender-specific way, while men were often treated as almost genderless. Male privilege manifested itself in the fact that it was apparently difficult for women not to be gender-conscious.

Those of us who were “international students” had the possibility to decide when our identities were germane to the discussion. At least, I was able to push my «différence» when I so pleased, often by becoming the token Francophone in discussions about Francophone scholars, yet being able not to play the “Frenchie card” when I didn’t find it necessary. At the same time, my behaviour may have been deemed brash and a fellow student teased me by calling me “Mr. Snottyhead.” As an instructor later told me, “it’s just that, since you’re Canadian, we didn’t expect you to be so different.” (My response: “I know some Canadians who would despise that comment. But since I’m Québécois, it doesn’t matter.”) This was in reference to a seminar with twenty students, including seven “internationals”: one Zimbabwean, one Swiss-German, two Koreans, one Japanese, one Kenyan, and one “Québécois of Swiss heritage.” In this same graduate seminar, the instructor expected everyone to know of Johnny Appleseed and of John Denver.

Again, a culture shock. Especially for someone coming from a context in which the ethnic identity of the majority is frequently discussed and in which cultural identity is often “achieved” instead of being ascribed. This isn’t to say that Quebec society is devoid of similar issues. Everybody knows, Quebec has more than its fair share of identity-based problems. The fact of the matter is, Quebec society is entangled in all sorts of complex identity issues, and for many of those, Quebec may appear underprepared. The point is precisely that, in Quebec, identity politics is a matter for everyone. Nobody has the luxury to treat their identity as “neutral.”

Going back to Iyer… It’s remarkable that his thoughtful comments on Jazz end up associated more with his background than with his overall approach. As if what he had to say were of a different kind than those from Roy Hayes or Robin Kelley. As if Iyer had more in common with Koo Nimo than with, say, Sonny Rollins. Given Lydon’s journalistic background, it’s probably significant that the Iyer conversation carried the “Life in Music” name of  the show’s music biography series yet got “filed under” the show’s “Year of India” series. I kid you not.

And this is what we hear at the end of each episode’s intro:

This is Open Source, from the Watson Institute at Brown University. An American conversation with Global attitude, we call it.

Guess the “American” part was taken by Jazz itself, so Iyer was assigned the “Global” one. Kind of wishing the roles were reversed, though Iyer had rehearsed his part.

But enough symbolic interactionism. For now.

During Lydon’s interview with Iyer, I kept being reminded of a conversation (in Brookline)  with fellow Canadian-ethnomusicologist-and-Jazz-musician Tanya Kalmanovitch. Kalmanovitch had fantastic insight to share on identity politics at play through the international (yet not post-national) Jazz scene. In fact, methinks she’d make a great Open Source guest. She lives in Brooklyn but works as assistant chair of contemporary improv at NEC, in B-Town, so Lydon could probably meet her locally.

Anyhoo…

In some ways, Jazz is more racialized and ethnicized now than it was when Howie Becker published Outsiders. (hey, I did hint symbolic interactionism’d be back!). It’s also very national, gendered, compartmentalized… In a word: modern. Of course, Jazz (or something like it) shall play a role in postmodernity. But only if it sheds itself of its modernist trappings. We should hear out Kevin Mahogany’s (swung) comments about a popular misconception:

Some cats work from nine to five
Change their life for line of jive
Never had foresight to see
Where the changes had to be
Thought that they had heard the word
Thought it all died after Bird
But we’re still swingin’

The following anecdote seems à propos.

Branford Marsalis quartet on stage outside at the Indy Jazz Fest 1999. Some dude in the audience starts heckling the band: “Play something we know!” Marsalis, not losing his cool, engaged the heckler in a conversation on Jazz history, pushing the envelope, playing the way you want to play, and expected behaviour during shows. Though the audience sounded divided when Marsalis advised the heckler to go to Chaka Khan‘s show on the next stage over, if that was more to the heckler’s liking, there wasn’t a major shift in the crowd and, hopefully, most people understood how respectful Marsalis’s comments really were. What was especially precious is when Marsalis asked the heckler: “We’re cool, man?”

It’s nothing personal.

In Phase

Lissajous curve

Something which happens to me on a rather regular basis (and about which I blogged before) is that I’ll hear about something right after thinking about it. For instance, if I think about the fact that a given tool should exist, it may be announced right at that moment.

Hey, I was just thinking about this!

The effect is a bit strange but it’s quite easy to explain. It feels like a “premonition,” but it probably has more to do with “being in phase.” In some cases, it may also be that I heard about that something but hadn’t registered the information. I know it happens a lot and  it might not be too hard to trace back. But I prefer thinking about phase.

And, yes, I am thinking about phase difference in waves. Not in a very precise sense, but the image still works, for me. Especially with the Lissajous representation, as above.

See, I don’t particularly want to be “ahead of the curve” and I don’t particularly mind being “behind the curve.” But when I’m right “in the curve,” something interesting happens. I’m “in the now.”

I originally thought about being “in tune” and it could also be about “in sync” or even “matching impedances.” But I still like the waves analogy. Especially since, when two waves are in phase, they reinforce one another. As analogies go, it’s not only a beautiful one, but a powerful one. And, yes, I do think about my sweetheart.

One reason I like the concept of phase difference is that I think through sound. My first exposure to the concept comes from courses in musical acoustics, almost twenty years ago. It wasn’t the main thing I’d remember from the course and it’s not something I investigated at any point since. Like I keep telling students, some things hit you long after you’ve heard about it in a course. Lifelong learning and “landminds” are based on such elements, even tiny unimportant ones. Phase difference is one such thing.

And it’s no big deal, of course. It’s not like I spent days thinking about these concepts. But I’ve been feeling like writing, lately, and this is as good an opportunity as any.

The trigger for this particular thing is rather silly and is probably explained more accurately, come to think of it, by “unconsciously registering” something before consciously registering it.

Was having breakfast and started thinking about the importance of being environmentally responsible, the paradox of “consumption as freedom,” the consequences of some lifestyle choices including carfree living, etc. This stream of thought led me, not unexpectedly, to the perspectives on climate change, people’s perception of scientific evidence, and the so-called ClimateGate. I care a lot about critical thinking, regardless of whether or not I agree with a certain idea, so I think the email controversy shows the importance of transparency. So far, nothing unexpected. Within a couple of minutes, I had covered a few of the subjects du jour. And that’s what struck me, because right then, I (over)heard a radio host introduce a guest whose talk is titled:

What is the role of climate scientists in the climate change debate?

Obviously, Tremblay addressed ClimateGate quite directly. So my thoughts were “in phase” with Tremblay’s.

A few minutes prior to (over)hearing this introduction, I (over)heard a comment about topics of social conversations at different points in recent history. According to screenwriter Fabienne Larouche, issues covered in the first seasons of her “flagship” tv series are still at the forefront in Quebec society today, fourteen years later. So I was probably even more “in tune” with the notion of being “in phase.” Especially with my society.

I said “(over)heard” because I wasn’t really listening to that radio show. It was just playing in the background and I wasn’t paying much attention. I don’t tend to listen to live radio but I do listen to some radio recordings as podcasts. One reason I like doing so is that I can pay much closer attention to what I hear. Another is that I can listen to what I want when I feel like listen to it, which means that I can prepare myself for a heady topic or choose some tech-fluff to wind down after a course. There’s also the serendipity of listening to very disparate programmes in the same listening session, as if I were “turning the dial” after each show on a worldwide radio (I often switch between French and English and/or between European and North American sources). For a while now, I’ve been listening to podcasts at double-speed, which helps me focus on what’s most significant.

(In Jazz, we talk about “top notes,” meaning the ones which are more prominent. It’s easier to focus on them at double-speed than at normal speed so “double-times” have an interesting cognitive effect.)

So, I felt “in phase.” As mentioned, it probably has much more to do with having passively heard things without paying attention yet letting it “seep into my brain” to create connections between a few subjects which get me to the same point as what comes later. A large part of this is well-known in psychology, especially in terms of cognition. We start noticing things when they enter into a schema we have in our mind. These things we start noticing were there all along so the “discovery” is only in our mind (in the sense that it wouldn’t be a discovery for others). When we learn a new word, for instance, we start hearing it everywhere.

But there are also words which start being used by everyone because they have been diffused largely at a given point in time. An actual neologism can travel quickly and a word in our passive vocabulary can also come to prominence, especially in mainstream media. Clearly, this is an issue of interest to psychologists, folklorists, and media analysts alike. I’m enough of a folklorist and media observer to think about the social processes behind the diffusion of terms regardless of what psychologists think.

A few months back, I got the impression that the word “nimble” had suddenly increased in currency after it was used in a speech by the current PotUS. Since I’m a non-native speaker of English, I’m likely to be accused of noticing the word because it’s part my own passive vocabulary. I have examples in French, though some are with words which were new to me, at the time («peoplisation», «battante»…). I probably won’t be able to defend myself from those who say that it’s just a matter of my own exposure to those terms. Though there are ways to analyze the currency of a given term, I’m not sure I trust this type of analysis a lot more than my gut feeling, at least in terms of realtime trends.

Which makes me think of “memetics.” Not in the strict sense that Dawkins would like us to use. But in the way popular culture cares about the propagation of “units of thought.” I recently read a fascinating blogpost (in French) about  memetics from this perspective, playing Dawkins against himself. As coincidences keep happening (or, more accurately, as I’m accutely tuned to find coincidences everywhere), I’ve been having a discussion about Mahir‘s personal homepage (aka “I kiss you”), who became an “Internet celebrity” through this process which is now called memetic. The reason his page was noticed isn’t that it was so unique. But it had this je ne sais quoi which captured the imagination, at the time (the latter part of the “Dot-Com Bubble”). As some literary critics and many other humanists teach us, it’s not the item itself which counts, it’s how we receive it (yes, I tend to be on the “reception” and “eye of the beholder” side of things). Mahir was striking because he was, indeed, “out of phase” with the times.

As I think about phase, I keep hearing the other acoustic analogy: the tuning of sine waves. When a sine wave is very slightly “out of tune” with another, we hear a very slow oscillation (interference beats) until they produce resonance. There’s a direct relationship between beat tones and phase, but I think “in tune” and “in phase” remain separate analogies.

One reason I like to think about waves for these analogies is that I tend to perceive temporal change through these concepts. If we think of historical change through cycles, being “in phase” is a matter of matching two change processes until they’re aligned but the cycles may be in harmonic relationships. One can move twice as fast as society and still be “in phase” with it.

Sure, I’m overextending the analogies, and there’s something far-fetched about this. But that’s pretty much what I like about analogical thinking. As I’m under the weather, this kind of rambling is almost therapeutic.

Scriptocentrism and the Freedom to Think

As a comment on my previous blogpost on books, a friend sent me (through Facebook) a link to a blogpost about a petition to Amazon with the following statement:

The freedom to read is tantamount to the freedom to think.

As this friend and I are both anthros+africanists, I’m reacting (perhaps a bit strongly) to that statement.

Given my perspective, I would dare say that I find this statement (brought about by DbD)… ethnocentric.

There, I said it.

And I’ll try to back it up in this blogpost in order to spark even more discussion.

We won’t exhaust this topic any time soon, but I feel there’s a lot we can do about it which has rarely been done.

I won’t use the textbook case of “Language in the Inner City,” but it could help us talk about who decides, in a given social context, what is important. We both come from a literacy-focused background, so we may have to take a step back. Not sure if Bourdieu has commented on Labov, especially in terms of what all this means for “education,” but I’d even want to bring in Ivan Illich, at some point.

Hunters with whom I’ve been working, in Mali, vary greatly in terms of literacy. Some of them have a strong university background and one can even write French legalese (he’s a judge). Others (or some of the same) have gone to Koranic school long enough that can read classical Arabic. Some have the minimal knowledge of Arabic which suffices, for them, to do divination. Many of them have a very low level of functional literacy. There’s always someone around them who can read and write, so they’re usually not out of the loop and it’s not like the social hierarchy stereotypical of the Catholic Church during the Middle Ages in Europe. It’s a very different social context which can hardly be superimposed with the history of writing and the printing press in Europe.

In terms of “freedom to thinik,” I really wouldn’t say that they’re lacking. Of course, “free thinker” has a specific meaning in liberal societies with a European background. But even this meaning can be applied to many people I’ve met in Mali.

And I go back to the social context. Those with the highest degree of functional literacy aren’t necessarily those with the highest social status. And unlike Harlem described by Labov, it’s a relatively independent context from the one in which literacy is a sine qua non. Sure, it’s a neocolonial context and Euro-Americans keep insisting that literacy in Latin script is “the most important thing ever” if they are to become a true liberal democracy. Yet, internally, it’s perfectly possible for someone to think freely, get recognition, and help other people to think without going through the written medium.

Many of those I know who have almost nonexistent skills in the written medium also have enough power (in a Weberian sense) that they get others to do the reading and writing for them. And because there are many social means to ensure that communication has worked appropriately, these “scribes” aren’t very likely to use this to take anything away from those for whom they read and write.

In Switzerland, one of my recent ancestors was functionally illiterate. Because of this, she “signed away” most of her wealth. Down the line, I’m one of her very few heirs. So, in a way, I lost part of my inheritance due to illiteracy.

Unless the switch to a European model for notarial services becomes complete, a case like this is unlikely to occur among people I know in Mali. If it does happen, it’s clearly not a failure of the oral system but a problem with this kind of transition. It’s somewhat similar to the situation with women in diverse parts of the continent during the period of direct colonialism: the fact that women have lost what powers they had (say, in a matrilineal/matrilocal society) has to do with the switch to a hierarchical system which put the emphasis on new factors which excluded the type of influence women had.

In other words, I fully understand the connections between liberalism and literacy and I’ve heard enough about the importance of the printing press and journalism in these liberal societies to understand what role reading has played in those contexts. I simply dispute the notion that these connections should be universal.

Yes, I wish the “Universal Declaration of Human Rights” (including the (in)famous Article 26, which caused so many issues) were more culturally aware.

I started reading Deschooling Society a few weeks ago. In terms of “insight density,” it’s much higher than the book which prompted this discussion. While reading the first chapter, I constructed a number of ideas which I personally find useful.

I haven’t finished reading the book. Yet. I might eventually finish it. But much of what I wanted to get from that book, I was able to get from diverse sources. Including that part of the book I did read, sequentially. But, also, everything which has been written about Illich since 1971. And I’ll be interested in reading comments by the reading group at Wikiversity.

Given my background, I have as many “things to say” about the issues surrounding schooling as what I’ve read. If I had the time, I could write as much on what I’ve read from that book and it’d probably bring me a lot of benefits.

I’ve heard enough strong reactions against this attitude I’m displaying that I can hear it, already: “how can you talk about a book you haven’t read.” And I sincerely think these people miss an important point. I wouldn’t go so far as to say that their reading habits are off (that’d be mean), especially since those are well-adapted to certain contexts, including what I call scriptocentrism. Not that these people are scriptocentric. But their attitude “goes well with” scriptocentrism.

Academia, despite being to context for an enormous amount of writing and reading, isn’t displaying that kind of scriptocentrism. Sure, a lot of what we do needs to be written (although, it’s often surprising how much insight goes unwritten in the work of many an academic). And we do get evaluated through our writing. Not to mention that we need to write in a very specific mode, which almost causes a diglossia.

But we simply don’t feel forced to “read the whole text.”

A colleague has described this as the “dirty little secret” of academia. And one which changes many things for students, to the point that it almost sounds as if it remains a secret so as to separate students into categories of “those who get it” and “the mass.”

It doesn’t take a semester to read a textbook so there are students who get the impression that they can simply read the book in a weekend and take the exams. These students may succeed, depending on the course. In fact, they may get really good grades. But they run into a wall if they want to go on with a career making any use of knowledge construction skills.

Bill Reimer has interesting documents about “better reading.” It’s a PowerPoint presentation accompanied by exercises in a PDF format. (No, I won’t discuss format here.)

I keep pointing students to those documents for a simple reason: Reimer isn’t advocating reading every word in sequence. His “skim then focus” advice might be the one piece which is harder to get through to people but it’s tremendously effective in academic contexts. It’s also one which is well-adapted to the kind of online reading I’m thinking about. And not necessarily that good for physical books. Sure, you can efficiently flip pages in a book. But skimming a text on paper is more likely to be about what stands out visually than about the structure of the text. Especially with book-length texts. The same advice holds with physical books, of course. After all, this kind of advice originally comes from that historical period which I might describe as the “heyday of books”: the late 20th Century. But I’d say that the kind of “better reading” Reimer describes is enhanced in the context of online textuality. Not just the “Read/Write Web” but Instant Messaging, email, forums, ICQ, wikis, hypertext, Gopher, even PowerPoint…

Much of this has to do with different models of human communication. The Shannon/Weaver crowd have a linear/directional model, based on information processing. Codec and modem. Something which, after Irvine’s Shadow Conversations, I tend to call “the football theory of communication.” This model might be the best-known one, especially among those who study in departments of communication along with other would-be journalists. Works well for a “broadcast” medium with mostly indirect interaction (books, television, radio, cinema, press conferences, etc.). Doesn’t work so well for the backchannel-heavy “smalltalk”  stuff of most human communication actually going on in this world.

Some cognitivists (including Chomsky) have a schema-based model. Constructivists (from Piaget on) have an elaborate model based on knowledge. Several linguistic anthropologists (including yours truly but also Judith Irvine, Richard Bauman, and Dell Hymes) have a model which gives more than lipservice to the notion of performance. And there’s a functional model of any human communication in Jakobson’s classic text on verbal communication. It’s a model which can sound as if it were linear/bidirectional but it’s much broader than this. His six “functions of verbal communication” do come from six elements of the communication process (channel, code, form, context, speaker, listener). But each of these elements embeds a complex reality and Jakobson’s model seems completely compatible with a holistic approach to human communication. In fact, Jakobson has had a tremendous impact on a large variety of people, including many key figures in linguistic anthropology along with Lévi-Strauss and, yes, even Chomsky.

(Sometimes, I wish more people knew about Jakobson. Oh, wait! Since Jakobson was living in the US, I need to americanize this statement: “Jakobson is the most underrated scholar ever.”)

All these models do (or, in my mind, should) integrate written communication. Yet scriptocentrism has often led us far away from “texts as communication” and into “text as an object.” Scriptocentrism works well with modernity. Going away from scriptocentrism is a way to accept our postmodern reality.

Actively Reading: OLPC Critique

Critical thinking has been on my mind, recently. For one thing, I oriented an  “intro. to sociology” course I teach toward critical skills and methods. To me, it’s a very important part of university education, going much beyond media literacy.

And media literacy is something about which I care a great deal. Seems to me that several journalists have been giving up on trying to help the general population increase and enhance their own media literacy skills. It’s almost as if they were claiming they’re the only ones who can reach a significant level of media literacy. Of course, many of them seem unable to have a critical approach to their own work. I’m with Bourdieu on this one. And I make my problem with journalism known.

As a simple example, I couldn’t help but notice a number of problems with this CBC coverage of a new citizenship guidebook. My approach to this coverage is partly visible in short discussions I’ve had on Aardvark about bylines.

A bit over a week ago, I heard about something interesting related to “making technology work,” on WTP (a technology podcast for PRI/BBC/Discovery The World, a bit like Search Engine from bigger media outlets). It was a special forum discussion related to issues broader than simply finding the right tool for the right task. In fact, it sounded like it could become a broad discussion of issues and challenges going way beyond the troubleshooting/problem-solving approach favoured by some technology enthusiasts. Given my ethnographic background, my interest in geek culture, and my passion for social media, I thought I’d give it a try.

The first thing I noticed was a link to a critique of the OLPC project. I’ve personally been quite critical of that project, writing several blogposts about it. So I had to take a look.

And although I find the critical stance of this piece relatively useful (there was way too much groupthink with the original coverage of the OLPC), I couldn’t help but use my critical sense as I was reading this piece.

Which motivated me to do some Diigo annotations on it. For some reason, there are things that I wanted to highlight which aren’t working and I think I may have lost some annotations in the process. But the following is the result of a relatively simple reading of this piece. True to the draft aesthetics, I made no attempt to be thorough, clean, precise, or clear.

http://www.miller-mccune.com/business_economics/computer-error-1390.print
http://www.miller-mccune.com/business_economics/computer-error-1390.print

• appealing
• World Economic Forum
• 50 percent of staff were being laid off and a major restructuring was under way
  • The dramatic version which sends the message: OLPC Inc. was in big trouble. (The fact that it’s allegedly a non-profit is relatively irrelevant.)
• the project seems nearly dead in the water
  • A strong statement. Stronger than all those “beleaguered company” ones made about Apple in the mid90s before Jobs went back.
• And that may be great news for children in the developing world.
  • Tadaa! Here’s the twist! The OLPC is dead, long live the Child!
• lobbied national governments and international agencies
  • Right. The target was institutional. Kind of strange for a project which was billed as a way to get tools in the hands of individual children. And possibly one of the biggest downfalls of the project.
• Negroponte and other techno-luminati
  • Oh, snap!
    It could sound relatively harmless an appellation. But the context and the piece’s tone make it sound like a rather deep insult.
• Innovate
  • Ah, nice! Not “create” or “build.” But “innovate.” Which is something the project has been remarkably good at. It was able to achieve a number of engineering feats. Despite Negroponte’s repeated claims to the contrary, the OLPC project can be conceived as an engineering project. In fact, it’s probably the most efficient way to shed the most positive light on it. As an engineering project, it was rather successful. As an “education project” (as Negroponte kept calling it), it wasn’t that successful. In fact, it may have delayed a number of things which matter in terms of education.
• take control of their education
  • Self-empowerment, at the individual level. In many ways, it sounds like a very Protestant ideal. And it’s clearly part of the neoliberal agenda (or the neoconservative one, actually). Yet it doesn’t sound strange at all. It sounds naturally good and pure.
• technology optimists
  • Could be neutral in denotation but does connote a form of idealistic technological determinism.
• Child
• school attendance
  • “Children who aren’t in school can’t be learning anything, right?”
• trending dramatically upward
  • Fascinating choice of words.
• tens of millions of dollars
• highly respected center
  • Formulas such as these are often a way to prevent any form of source criticism. Not sure Wikipedians would consider these “peacock terms,” but they don’t clearly represent a “neutral point of view.”
• they don’t seem to be learning much
  • Nothing which can be measured with our tools, at least. Of course, nothing else matters. But still…
• international science exam
  • Of course, these tend to be ideally suited for most learning contexts…
• There’s no question that improving education in the developing world is necessary.
  • Although, there could be a question or two about this. Not politically expedient, perhaps. But still…
• powerful argument
  • Tools in a rhetorical process.
• instinctive appeal
  • Even the denotative sense is polarized.
• precious little evidence
  • Switching to the “studies have shown” mode. In this mode, lack of proof is proof of lack, critical thinking is somewhat discouraged, and figures are significant by themselves.
• circumstantial evidence
  • The jury isn’t out, on this one.
• co-founder of J-PA
  • Did Esther co-write the article? Honest question.
• the technology didn’t work any better than a normal classroom teacher
  • A very specific point. If the goal of tool use is to improve performance over “regular teaching,” it’s a particular view of technology. One which, itself, is going by the wayside. And which has been a large part of the OLPC worldview.
• the goal is improving education for children in the developing world, there are plenty of better, and cheaper, alternatives.
  • A core belief, orienting the piece. Cost is central. The logic is one of “bang for the buck.”
• the teachers simply weren’t using the computers
  • We’re touching on something, here. People have to actually use the computers for the “concept” to work. Funny that there’s rarely a lot of discussion on how that works. A specific version of “throwing money at a problem” is to “throw technology at” people.
• few experimental studies to show a positive impact from the use of computers
  • Is the number of studies going one way or another the main issue, here? Can’t diverse studies look at different things and be understood as a way to describe a more complex reality than “technology is good and/or bad?”
• substituting computers for teachers
  • Still oriented toward the “time to task” approach. But that’s good enough for cognitive science, which tends to be favourably viewed in educational fields.
• supplement
  • Kept thinking about the well-known Hawthorne effect. In this case, the very idea that providing students with supplementary “care” can be seen as an obvious approach which is most often discussed in the field instead of at the higher levels of decision-making.
• The OLPC concept has been pioneered in a number of school districts in the United States over the last decade
  • From a 2005 project targeting “countries with inconsistent power grids,” we get to a relatively long series of initiatives in individual school districts in the USofA since last century. Telescoping geographical and temporal scales. And, more importantly, assigning the exact same “concept” to diverse projects.
• Negroponte has explicitly derided
  • Not the only thing Negroponte derides. He’s been a professional derider for a while, now.
    Negroponte’s personality is part of the subtext of any OLPC-related piece. It’d be interesting to analyse him in view of the “mercurial CEO” type which fascinates a number of people.
• It must be said
  • Acknowledging the fact that there is more to the situation than what this piece is pushing.
• academic
  • In this context, “academic” can have a variety of connotations, many of which are relatively negative.
• teachers limited access to the computers
  • Typically, teachers have relatively little control in terms of students’ access to computers so it sounds likely that the phrase should have read “had limited access.” But, then again, maybe teachers in Hollow’s research were in fact limiting access to computers, which would be a very interesting point to bring and discuss. In fact, part of what is missing in many of those pieces about technology and learning is what access really implies. Typically, most discussions on the subject have to do with time spent alone with such a tool, hence the “one…per child” part of the OLPC approach. But it’s hard to tell if there has been any thought about the benefits of group access to tools or limited access to such tools.
    To go even further, there’s a broad critique of the OLPC approach, left unaddressed in this piece, about the emphasis on individual ownership of tools. In the US, it’s usually not ok for neighbours to ask about using others’ lawnmowers and ladders. It’s unsurprising that pushing individual ownership would seem logical to those who design projects from the US.
• had not been adequately trained
  • In the OLPC context, it has been made as a case for the dark side of constructionism. The OLPC project might have been a learning project, but it wasn’t a teaching one. Some explicit comments from project members were doing little to dispel the notion that constructivism isn’t about getting rid of teachers. Even documentation for the OLPC XO contained precious little which could help teachers. Teachers weren’t the target audience. Children and governments were.
• not silver bullets
  • Acknowledging, in an oblique way, that the situation is more complex.
• surveys of students
  • With a clear Hawthorne effect.
• parents rolling their eyes
  • Interesting appeal to parenting experience. Even more than teachers, they’re absent from many of these projects. Not a new pattern. Literacy projects often forget parents and the implications in terms of a generation gap. But what is perhaps more striking is that parents are also invisible in coverage of many of these issues. Contrary to “our” children, children in “those poor countries over there” are “ours to care for,” through development projects, adoptions, future immigration, etc.
• evaluation of an OLPC project in Haiti
  • Sounds more like a pilot project than like field research. But maybe it’s more insightful.
• Repeated calls and e-mails to OLPC and Negroponte seeking comment on OLPC did not receive a response
  • Such statements are “standard procedure” for journalists. But what is striking about this one is where it’s placed in the piece. Not only is it near the end of the argumentation but it’s in a series of comments about alternative views on the OLPC project. Whether or not it was done on purpose, the effect that we get is that there are two main voices, pro and con. Those on the con side can only have arguments in the same line of thought (about the project’s cost and “efficacy,” with possible comments about management). Those on the pro side are put in a defensive position.
    In such cases, responsiveness is often key. Though Negroponte has been an effective marketer of his pet project, the fact that he explicitly refuses to respond to criticisms and critiques makes for an even more constrained offense/defense game.
• ironic
  • Strong words, in such a context. Because it’s not the situation which is ironic. It’s a lack of action in a very specific domain.
• the Third World
  • Interesting that the antiquated “Third World” expression comes in two contexts: the alleged target of the OLPC project (with little discussion as to what was meant by that relationship) and as the J-PAL field of expertise.
• a leader in
  • Peacock terms or J-PAL are on the Miller-McCune lovelist?
• There are
  • This is where the piece switches. We’re not talking about the OLPC, anymore. We reduce OLPC to a single goal, which has allegedly not been met, and propose that there are better ways to achieve this goal. Easy and efficient technique, but there still seems to be something missing.
• etting children in developing countries into school and helping them learn more while they are there
  • A more specific goal than it might seem, at first blush.
    For a very simple example: how about homeschooling?
• proven successful
  • “We have proof!”
• cheap
  • One might have expected “inexpensive,” here, instead of “cheap.” But, still, the emphasis is on cost.
• deworming
  • Sounds a little bit surprising a switch from computer tech to public health.
• 50 cents per child per year
• $4 per student per year
• 30 percent increase in lifetime earnings
• technology-based approaches to improving student learning in the developing world
  • Coming back to technology, to an extent, but almost in passing. Technology, here, can still be a saviour. The issue would be to find the key technology to solve that one problem (student learning in the developing world needs calls for improvement). Rather limited in scope, depth, insight.
• show more promise than one laptop per child
  • Perhaps the comment most directly related to opinions. “Showing promise” is closer to “instinctive appeal” but, in this case, it’s a positive. We don’t need to apply critical thinking to something which shows promise. It’s undeniably good. Right?
• the J-PAL co-founder
  • There we are!
• $2.20
• Remedial education
• A study in Kenya
  • Reference needed.
• it didn’t matter
  • Sounds like a bold statement, as it’s not expressly linked to the scope of the study. It probably did matter. Just not in terms of what was measured. Mattering has to do with significance in general, not just with statistical significance.
• expensive
  • Cost/benefits are apparently the only two “factors” to consider.
• quarter of the cost
• cheaper
• $2 per month
• $3 per month

Actively Reading: “Teach Naked” sans PowerPoint

Some Diigo comments on a Chronicle piece on moving lectures out of the classroom. (Or, if you ask the piece’s author and some commenters, on PowerPoint as a source of boredom.)

I’d like to transform some of my own comments in a standalone blog entry, especially given the discussions Pamthropologist and I have been having through comments on her blog and mine. (And I just noticed Pamthropologist had written her own blogpost about this piece…) As I’m preparing for the Fall semester, I tend to think a lot about learning and teaching but I also get a bit less time.

Semi-disclaimer: John Bentley, instructional developer and programme coordinator at Concordia’s CTLS pointed me to this piece. John used to work for the Open University and the BBC. Together, John and I are currently developing a series of workshops on the use of online tools in learning and teaching. We’ve been discussing numerous dimensions of the connection between learning, teaching, and online tools. Our current focus is on creating communities of learners. One thing that I find especially neat about this collaboration is that our perspectives and spheres of expertise are quite different. Makes for interesting and thoughtful discussions.

‘Teach Naked’ Effort Strips Computers From Classrooms – Technology – The Chronicle of Higher Education

• Not to be too snarky but… I can’t help but feel this is typical journalism. Take a complex issue, get a diverse array of comments on it, boil it down to an overly simplistic point about some polarizing question (PPT: is it evil?). Tadaa! You got an article and you’ve discouraged critical thinking.Sorry. I’m bad. I really shouldn’t go there.But I guess I’m disappointed in myself. When I first watched the video interview, I was reacting fairly strongly against Bowen. After reading (very actively!) the whole piece, I now realize that Jeff Young is the one who set the whole thing up.The problem with this is that I should know better. Right?Well, ok, I wasn’t that adamantly opposed to Bowen. I didn’t shout at my computer screen or anything. But watching the video interview again, after reading the piece, I notice that I interpret as much more open a discussion than the setup made it sound like. In other words, I went from thinking that Bowen was imposing a radical view on members of his faculty to hearing Bowen proposing ideas about ways to cope with social changes surrounding university education.The statement about most on-campus lectures being bad is rather bold, but it’s nothing we haven’t heard and it’s a reasonable comment to make in such a context. The stronger statement against PPT is actually weakened by Bowen himself in two ways: he explicitly talks about using PPT online and he frames his comment in comparison with podcasts. It then sounds like his problem isn’t with PPT itself. It’s with the use of PPT in the classroom by comparison to both podcasts and PPTs online. He may be wrong about the relative merits of podcasts, online “presentations,” and classroom lectures using PPT. But his opinion is much less radical than what I originally thought.Still, there’s room for much broader discussion of what classroom lectures and PPT presentations imply in teaching. Young’s piece and several Diigo comments on it focus on the value of PPT either in the abstract or through appropriate use. But there’s a lot more ground to cover, including such apparently simple issues as the effort needed to create compelling “presentation content” or students’ (and future employers’) expectations about PPT presentations.

• Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool.
  • damn you got there first! comment by dean groom
  • I think the more important point that’s being made by the article – is something that many of us in edtech world realised very quickly – that being able to teach well is a prerequisite to being able to effectively and creatively engage technology to help others learn…Powerpoint is probably the most obvious target because oif its ubiquity – but I suspect that there will also be a backlash when the masses start adopting other technologies… they’ll be misused just as effectively as PPT is.When we can assume that all university lecturers/tutors are effective teachers then the argument will be moot… until then we’ll continue to see death by powerpoint and powerpointlessness…I’m a drama teacher and love the idea of active rooms filled with proactive engaged learners… and if we have proactive engaged learners we can more effectively deploy technology in the mix…The world of teaching and learning is far from perfect and expectations seem to be geared towards a paradigm that says : “professors should tell me every last thing I need to know in order to get good grades and if students sat still and shut up long enough they might just learn something useful.”I even had one “lecturer” recently tell me “I’m a subject specialist, why do I need to know about pedagogy?” – sadly he was serious. comment by Kim FLINTOFF
  • On the subject specialist uninterested in pedagogy…It’s not an uncommon perspective, in university teaching. In fact, it might be more common among French-speakers, as most of those I’ve heard say something like this were French-speakers.I reacted quite negatively when I first heard some statement about university teachers not needing pedagogy. Don’t they care about learning?But… Isn’t there a point to be made about “non-pedagogy?”Not trying to be contrarian, here. Not playing devil’s advocate. Nor am I going on the kind of “anti-anti” PoMo mode which seems not to fit too well in English-speaking communities. I’m just thinking about teacher-less learning. And a relativist’s attitude to not judge before I know more. After all, can we safely assume that courses given by someone with such a reluctant attitude to learning pedagogy are inherently bad?There are even some people out there who take constructivism and constructionism to such an extreme that they’d say teachers aren’t needed. To an extent, the OLPC project has been going in that direction. “Students will teach themselves. We don’t need to train teachers or to engage with them in building this project.”There’s also a lot of discussion about learning outside of formal institutions. Including “on-the-job training” but also all sorts of learning strategies which don’t rely on the teacher/student (mentee, apprentice, pupil…) hierarchy. For instance, actual learning occurs in a large set of online activities. Enthusiastic people learn about things that passion them by reading about the subject, participating in online discussions, presenting their work for feedback, etc. Oftentimes, there is a hierarchy in terms of prestige, but it’s mostly negotiated through actions and not set in advance. More like “achieved status” than “ascribed status” (to use a convenient distinction from SOC101 courses). As this kind of training not infrequently leads to interesting careers, we’d be remiss to ignore the trend.Speaking of trends… It’s quite clear that many universities tend toward a more consumer-based approach. Students register and pay tuition to get “credentials” (good grades and impressive degrees). The notion that they might be there to do the actual learning is going by the wayside. In some professional contexts, people are quite explicit about how little they learnt in classrooms. It makes for difficult teaching contexts (especially at prestigious universities in the US), but it’s also something with which people learn to cope.My personal attitude is that “learning happens despite teachers.” I still think teachers make a difference, that we should learn about learners and learning, that pedagogy matters a whole lot. In fact, I’m passionate about pedagogy and I do what I can to improve my teaching.Yet the bottomline is: do people learn? If they do, does it matter what pedagogical training the teacher has? This isn’t a rhetorical question. comment by Alexandre Enkerli
• A study published in the April issue of British Educational Research Journal
  • http://www.informaworld.com/smpp/content~db=all~content=a902053143 comment by Alexandre Enkerli
• PowerPoint was one of the dullest methods they saw.
  • Can somebody post links to especially good PowerPoint files? comment by Bill Chapman
  • I don’t think this is really about PPT, but more about blind use of technology. It’s not the software to blame but the user.Also if you’re looking for great PPT examples, check out slideshare.net comment by Dean Shareski
  • Looking forward to reading what their criteria are for boredom.And the exact justification they give for lectures needing not to be boring.Or if they discuss the broad implications of lecturing, as opposed to the many other teaching methods that we use.Now, to be honest, I do use PPT in class. In fact, my PPT slides are the very example of what many people would consider boring: text outlines transformed into bullet points. Usually black on white, without images.But, overall, students seem to find me engaging. In student evaluations, I do get the occasional comment about the course being boring, but that’s also about the book and the nature of what we discuss.I upload these PPT files to Slideshare before going to class. In seminars, I use the PPT file to outline some topics, themes, and questions brought up by students and I upload the updated file after class.The PPT files on Slideshare are embedded into Moodle and serve as “course notes,” in conjunction with the audio recordings from the class meetings. These slides may include material which wasn’t covered in class.During “lecture,” I often spend extend periods of time discussing things with the class as a whole, leaving a slide up as a reminder of the general topic. Going from a bullet point to an extended discussion has the benefit of providing context for the discussion. When I started teaching, several students were saying that I’m “disorganized.” I still get a few comments like that but they’re much less frequent. And I still go on tangents, based on interactions with the group.Once in a while, I refrain from using PPT altogether. Which can lead to interesting challenges, in part because of student expectations and the fact that the screen becomes an indicator that “teaching is going on.”Perhaps a more important point: I try to lecture as little as possible. My upper-level courses are rapidly transformed into seminars. Even in large classes, the last class meetings of the semester involve just a few minutes of lecturing.This may all sound like a justification for my teaching method. But it’s also a reaction to the frequent discussions about PPT as evil. I do hate PPT, but I still use it.If only Google Wave could be released soon, we could use it to replace PPT. Wikis and microblogging tools are good and well, but they’re not as efficient in terms of real-time collaboration on complex material. comment by Alexandre Enkerli
• seminars, practical sessions, and group discussions
• In other words, tech-free classrooms were the most engaging.
  • Does it follow so directly? It’s quite easy to integrate technology with “seminars, practical sessions, and group discussions.” comment by Alexandre Enkerli
• better than many older classroom technologies, like slate chalkboards or overhead transparencies
  • Which seems to support a form of technological determinism or, at least, a notion of a somewhat consistent improvement in the use of tools, if not in the tools themselves. comment by Alexandre Enkerli
• But technology has hardly revolutionized the classroom experience for most college students, despite millions of dollars in investment and early predictions that going digital would force professors to rethink their lectures and would herald a pedagogical renaissance.
  • If so, then it’s only because profs aren’t bringing social technologies into their classrooms. Does the author of this article understand what’s current in ed tech? comment by Shelly Blake-Plock
  • the problem here is that in higher education, student satisfaction drives a service mentality – and students WANT summised PPTs and the want PODCASTS. Spoooon feeeeeed me – for I am paying. comment by dean groom
  • A rather broad statement which might be difficult to support with evidence.If we look at “classroom experience” in different contexts, we do notice large differences. Not necessarily in a positive sense. Technology is an integral part of all sorts of changes happening in, around, and away from the classroom.It would be quite different if that sentence said: “But institutional programs based on the adoption of specific tools in the classroom have hardly revolutionized…” It’s still early to assess the effectiveness of these programs, especially if we think about lifelong learning and about ongoing social changes related to technology use. But the statement would make more sense if it were more directly tied to specific programs instead of being a blanket critique of “technology” (left undefined). comment by Alexandre Enkerli
• dream of shaking up college instruction
  • One of the most interesting parts of the interview with Bowen has to do with the notion that this isn’t, in fact, about following a dream. It’s about remaining relevant in a changing world. There’s a lot about Bowen’s perspective which sounds quite strange, to me. But the notion that universities should “wake up and smell the coffee” is something I wish were the object of more discussion in academic circles. comment by Alexandre Enkerli
• Here’s the kicker, though: The biggest resistance to Mr. Bowen’s ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods.
  • Great points, here. Let’s wish more students were involved in this conversation. It’s not just “about” them.One thing we should probably not forget about student populations is that they’re diverse. Chances are, some students in Meadows are delighted by the discussion focus. Others may be puzzled. It’s likely an adaptation for most of them. And it doesn’t sound like they were ever consulted about those changes. comment by Alexandre Enkerli
• lecture model is pretty comfortable
  • And, though many of us are quick to criticize it, it’s difficult to avoid in the current systems of formal education in which we work. comment by Alexandre Enkerli
• cool gadgets
  • The easiest way to dismiss the social role of technology is to call tools “gadgets.” But are these tools really just gadgets? In fact, some tools which are put to good use really aren’t that cool or even new. Are we discussing them enough? Are we aware of how they fit in the grand scheme of things?An obvious example would be cellphones. Some administrators and teachers perceive them as a nuisance. Rather few people talk about educational opportunities with cellphones, even though they already are used by people in different parts of the World to empower themselves and to learn. Negroponte has explicltly dimissed the educational potential of cellphones but the World isn’t waiting for approval from designers. comment by Alexandre Enkerli
• seasoned performer,
  • There’s a larger point to be about performance in teaching. Including through a reference to Dick Bauman’s “Verbal Art as Performance” or other dimensions of Performance Theory.There’s also a more “mundane” point about a kind of conflict in universities between academic material and performance. In French-speaking universities, at least, it’s not uncommon to hear teachers talk about the necessity to be a “performer” as something of a distraction in teaching. Are teachers in front of the class to entertain students or is the classroom an environment in which to think and learn about difficult concepts? The consumer approach to universities, pushed in part by administrators who run universities like businesses, tends to emphasize the “entertainment paradigm,” hence the whole “boredom” issue.Having said all of this, Bowen’s own attitude goes beyond this simplistic “entertainment paradigm.” In fact, it sounds like he’s specifically not advocating for lectures to become a series of TEDtalks. Judging from the interview, it sounds like he might say that TEDtalk-style presentation should be put online and classroom-time should be devoted to analyzing those presentations.I do consider myself a performer, as I’ve been playing saxophone in a rather broad range of circumstances, from outdoor stages at festivals to concert halls. And my experience as a performer does influence the way I teach large classes. At the same time, it probably makes more salient the distinction between teaching and performing. comment by Alexandre Enkerli
• The goateed administrator sported a suit jacket over a dark T-shirt
  • Though I’d be the first one to say that context is key, I fail to see what Bowen’s clothes contribute to the discussion. comment by Alexandre Enkerli
• philosophical argument about the best way to engage students, he grounded it
  • A novel way to bring in grounded theory. comment by Alexandre Enkerli
• information delivery common in today’s classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions
  • Fully agreed. Especially if we throw other things in the mix such as journal articles and collaboratively-created learning material. comment by Alexandre Enkerli
• short online multiple-choice tests.
  • I don’t think he’s using the mc tests with an essessment focus rather an engagement focus – noit necessarily the most sophisticated but done playfully and creatively it can be a good first step to getting reluctatnt students to engage in first instance… comment by Kim FLINTOFF
  • I would also “defend” the use of MCTs in this context. Especially if the stakes are relatively low, the questions are well-crafted, and students do end up engaging.Like PPT, MCTs have some advantages, including because of student expectations.But, of course, it’s rather funny to hear Bowen talk about shaking things up and find out that he uses such tools. Still, the fact that these tests are online (and, one would think, taken outside of class time) goes well with Bowen’s main point about class time vs. tech-enabled work outside of class. comment by Alexandre Enkerli
• Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts, Mr. Bowen says.
  • This wouldn’t be too difficult to do in social sciences and there are scenarios in which it would work wonderfully for lab sciences (if we think of “debate” as something similar to “discussion” sections in scientific articles).At the same time, some people do react negatively to such approaches based not on discipline but on “responsibilities of the university.” Some people even talk about responsibilities toward students’ parents! comment by Alexandre Enkerli
• But if the student believes they can contribute, they’re a whole lot more motivated to enter the discourse, and to enter the discipline.
  • Sounds a bit like some of the “higher” positions in William Perry’s scheme. comment by Alexandre Enkerli
• don’t be boring
  • Is boredom induced exclusively by the teacher? Can a student bored during a class meeting still be motivated and engaged in the material at another point? Should we apply the same principle to the readings we assign? Is there a way to efficiently assess the “boredom factor” of an academic article? How can we convince academic publishers that fighting boredom isn’t necessarily done through the addition of pretty pictures? comment by Alexandre Enkerli
• you need a Ph.D. to figure it out
  • While I agree that these panels are difficult to use and could afford a redesign, the joke about needing a PhD sounds a bit strange in context. comment by Alexandre Enkerli
• plug in their laptops
  • There’s something of a more general move toward getting people to use their own computers in the workplace. In fact, classroom computers are often so restricted as to be quite cumbersome to use in teaching. comment by Alexandre Enkerli
• allow students to work in groups more easily
  • Not a bad idea. A good number of classrooms are structured in a way that makes it very hard to get students to do group work. Of course, it’s possible to do group work in any setting, but it’s remarkable how some of these seemingly trivial matters as the type of desk used can be enough to discourage some teachers from using certain teaching strategies. comment by Alexandre Enkerli
• The classroom computers were old and needed an upgrade when Mr. Bowen arrived, so ditching them instead saved money.
  • Getting into the core of the issue. The reason it’s so important to think about “new ways” to do things isn’t necessarily that “old ways” weren’t conducive to learning. It’s because there are increased pressures on the system and some seem to perceive that cost-cutting and competition from online learning, making the issue so pressing. comment by Alexandre Enkerli
• eliminate one staff position for a technician
  • Sounds sad, especially since support staff is already undervalued. But, at the same time, it does sound like relatively rational cost-cutting. One would just wish that they replaced that position with, say, teaching support. comment by Alexandre Enkerli
• gave every professor a laptop
  • Again, this is a rather common practise outside of universities. Knowing how several colleagues think, this may also function as a way to “keep them happy.” comment by Alexandre Enkerli
• support so they could create their own podcasts and videos.
  • This is where the tech support position which was cut could be useful. Recording and podcasting aren’t difficult to set up or do. But it’s an area where support can mean more than answering questions about which button to press. In fact, podcasting projects are an ideal context for collaboration between tech, teach, and research. comment by Alexandre Enkerli
• lugging their laptops to class,
  • It can be an issue, especially if there wasn’t a choice in the type of laptop which could be used. comment by Alexandre Enkerli
• She’s made podcasts for her course on “Critical Scholarship in Communication” that feature interviews she recorded with experts in the field.
  • One cool thing about these podcasting projects is that people can build upon them, one semester after the other. Interviews with practitioners do help provide a multiplicity of voices. And, yes, getting students to produce their own content is often a good way to go, especially if the topic is somehow related to the activity. Getting students in applied communication to create material does sound appropriate. comment by Alexandre Enkerli
• they come in actually much more informed
  • Sounds effective. Especially since Bowen’s approach seems to be oriented toward pre-class preparation. comment by Alexandre Enkerli
• if they had been assigned a reading.
  • There’s a lot to be said about this. One reason this method may be more efficient than reading assignments could have to do with the particularities of written language, especially the very formal style of those texts we often assign as readings. Not that students shouldn’t read, of course! But there’s a case to be made for some readings being replaced by oral sources, especially those which have to do with people’s experience in a field. Reading primary source material, integrating some reference texts, and using oral material can all be part of an appropriate set of learning strategies. comment by Alexandre Enkerli
• created podcast lectures
  • An advantage of such “lecturecasts,” “profcasts,” and “slidecasts” is that they’re relatively easy to build and can be tightly structured. It’s not the end-all of learning material, but it’s a better substitute for classroom lectures than one might think.Still, there’s room for improvement in the technology itself. For instance, it’d be nice to have Revver-style comments in the timeline. comment by Alexandre Enkerli
• shows movie clips from his laptop
  • This one is slightly surprising because one would expect that these clips could easily be shown, online, ahead of class. It might have to do with the chilling effect of copyright regulation or Heffernan’s strategy of getting “fresh” feedback. There would have been good questions to ask Heffernan in preparation for this piece. comment by Alexandre Enkerli
• “Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,” says Mr. Heffernan. “Students have been socialized to view the educational process as essentially passive. The only way we’re going to stop that is by radically refiguring the classroom in precisely the way José wants to do it.”
  • This interpretation sounds a tiny bit lopsided. After all, aren’t there students who were already quite active and engaged in the “old system” who have expressed some resistance to the “new system?” Sounds likely to me. But maybe my students are different.One fascinating thing is the level of agreement, among teachers, about the necessity to have students who aren’t passive. I certainly share this opinion but there are teachers in this World who actually do prefer students who are somewhat passive and… “obedient.” comment by Alexandre Enkerli
• The same sequence of events
  • That part is quite significant: Bowen was already a reformer and already had gone through the process. In this case, he sounds more like one of those CEOs who are hired to save a company from a difficult situation. He originally sounded more like someone who wanted to impose specific views about teaching. comment by Alexandre Enkerli
• ‘I paid for a college education and you’re not going to lecture?'”
  • A fairly common reaction, in certain contexts. A combination of the infamous “sense of entitlement,” the “customer-based approach to universities,” and student expectations about the way university teaching is supposed to go.One version I’ve had in student evaluations is that the student felt like s/he was hearing too much from other students instead of from me. It did pain me, because of the disconnect between what I was trying to do and that student’s notion of what university courses are supposed to bring her/him. comment by Alexandre Enkerli
• PowerPoint lecture
  • As a commenter to my blog was saying about lectures in general, some of us (myself included) have been building a straw man. We may have negative attitudes toward certain teaching strategies, including some lecturing techniques. But that shouldn’t prevent us from discussing a wide array of teaching and learning strategies.In this case, it’s remarkable that despite the radical nature of Bowen’s reform, we learn that there are teachers who record PPT-based presentations. It then sounds like the issue isn’t so much about using PPT as it is about what is done in the classroom as opposed to what is done during the rest of the week.Boring or not, PPT lectures, even some which aren’t directly meant to engage students, can still find their place in the “teaching toolbox.” A dogmatic anti-PPT stance (such as the one displayed by this journalist) is unlikely to foster conversations about tools and learning. Based on the fact that teachers are in fact doing PPT lectures to be used outside the classroom, one ends up seeing Bowen’s perspective as much more open than that of the Chronicle’s editorial staff. comment by Alexandre Enkerli
• Sandi Mann, the British researcher who led the recent study on student attitudes toward teaching, argues that boredom has serious implications in an educational setting.
  • Unsurprising perspective. Wonder if it had any impact on Mann’s research results. Makes the research sound more oriented than one might hope. comment by Alexandre Enkerli
• according to some studies
  • Wow. Just… Wow. comment by Alexandre Enkerli
• low-cost online alternatives to the traditional campus experience
  • This could have been the core issue discussed in an article about Bowen. Especially if we are to have a thoughtful conversation about the state of higher education in a changing context. Justification for high tuition fees, the latent functions of “college life,” the likely outcome of “competing with free,” the value of the complete learning experience as opposed to the value of information transmission… comment by Alexandre Enkerli
• give away videos
  • This is the “competing with free” part, to which record companies have been oblivious for so long but which makes OCW appear like quite a forward-looking proposition. comment by Alexandre Enkerli
• colleges must make sure their in-person teaching really is superior to those alternatives
  • It’s both a free-market argument, which goes so well with the customer-based approach to learning, and a plea to consider learning in a broader way than the mere transmission of information from authoritative source to passive mass. An old saw, for sure, but one which surprisingly hasn’t been heard by everyone. comment by Alexandre Enkerli
• add value
  • This might be appropriate language to convince trustees. At some institutions, this might be more important than getting students’ or teachers’ approval. comment by Alexandre Enkerli
• not being online
  • Although, they do have an online presence. The arguments used have more to do with blended learning than with exclusively face-to-face methods. comment by Alexandre Enkerli
• might need to stay a low-tech zone to survive.
  • Rubbish there is no reason to dumb down learning; and he obviously is not teaching 2500 students at one time. PPT is not the problem here, and this really is a collection of facile arguements that are not ironically substantiated. Lowering his overhead does not increase student learning – wheres the evidence? comment by dean groom
  • Come to think of it, it sounds like the argument was made more forcefully by Young than by Bowen himself. Bowen is certainly quite vocal but the “need… to survive” sounds a tad bit stronger than Bowen’s project.What’s funny is that the video made Bowen sound almost opinionated. The article makes Young sound like he has his own axe to grind comment by Alexandre Enkerli

A Glocal Network of City-States?

This one should probably be in a fictive mode, maybe even in a science-fiction genre. In fact, I’m reconnecting with literature after a long hiatus and now would be an interesting time to start writing fiction. But I’ll still start this as one of those  “ramblings” blogposts that I tend to build or which tend to come to me.

The reason this should be fiction is that it might sound exceedingly naïve, especially for a social scientist. I tend to “throw ideas out there” and see what sticks to other ideas, but this broad idea about which I’ve been thinking for a while may sound rather crazy, quaint, unsophisticated.

See, while my academic background is rather solid, I don’t have formal training in political science. In fact, I’ve frequently avoided several academic activities related to political science as a discipline. Or to journalism as a discipline. Part of my reluctance to involve myself in academic activities related political science relates to my reaction to journalism. The connection may not seem obvious to everyone but I see political science as a discipline in the same frame, and participating in the same worldview, as what I find problematic in journalism.

The simplest way to contextualize this connection is the (“modern”) notion of the “Nation-State.” That context involves me personally. As an anthropologist, as a post-modernist, as a “dual citizen” of two countries, as a folklorist, as a North American with a relatively salient European background, as a “citizen of the World,” and as a member of a community which has switched in part from a “nationalist” movement to other notions of statehood. Simply put: I sincerely think that the notion of a “Nation-State” is outdated and that it will (whether it should or not) give way to other social constructs.

A candidate to replace the conceptual apparatus of the “Nation-State” is both global and local, both post-modern and ancient: a glocal network of city-states (GNoCS).

Yes, I know, it sounds awkward. No, I’m not saying that things would necessarily be better in a post-national world. And I have no idea when this shift from the “nation-states” frame to a network of city-states may happen. But I sincerely think that it could happen. And that it could happen rather quickly.

Not that the shift would be so radical as to obliterate the notion of “nation-state” overnight. In this case, I’m closer to Foucault’s épistémè than to Kuhn’s paradigm. After all, while the “Democratic Nation-State” model is global, former social structures are still present around the Globe and the very notion of a “Nation-State” takes different values in different parts of the world. What I envision has less to do with the linear view of history than with a perspective in which different currents of social change interact with one another over time, evoking shifts in polarity for those who hold a binary perspective on social issues.

I started “working on” this post four months ago. I was just taking some notes in a blog draft, in view of a blogpost, instead of simply keeping general notes, as I tend to do. This post remained on my mind and I’ve been accumulating different threads which can connect to my basic idea. I now realize that this blogpost will be more of a placeholder for further thinking than a “milestone” in my reflection on the topic. My reluctance to publish this blog entry had as much to do with an idiosyncratic sense of prudence as with time-management or any other issue. In other words, I was wary of sticking my neck out. Which might explain why this post is so personal as compared to most of my posts in English.

As uninformed as I may seem of the minutiae of national era political science, I happen to think that there’s a lot of groupthink involved in the way several people describe political systems. For instance, there’s a strong tendency for certain people, journalists especially, to “count countries.” With relatively few exceptions (especially those which have to do with specific international institutions like the United Nations or the “G20”) the number of countries involved in an event only has superficial significance. Demographic discrepancies between these national entities, not tio mention a certain degree of diversity in their social structures or even government apparatus, makes “counting countries” appear quite misleading, especially when the issue has to do with, say, social dynamics or geography. It sounds at times like people have a vague “political map of the World” in their heads and that this image preempts other approaches to global diversity. This may sound like a defensive stance on my part, as I try to position myself as “perhaps crazy but not more than others are.” But the issue goes deeper. In fact, it seems that “countries” are so ingrained  in some people’s minds and political borders are so obvious that local and regional issues are perceived as micro-version of what happens at the “national level.” This image doesn’t seem so strange when we talk about partisan politics but it appears quite inappropriate when we talk about a broad range of other subjects, from epidemiology to climate change, from online communication to geology, from language to religion.

An initial spark in my thinking about several of these issues came during Beverly Stoeltje‘s interdisciplinary Ph.D. seminar on nationalism at Indiana University Bloomington, back in 2000. Not only was this seminar edifying on many levels, but it represented a kind of epiphany moment in my reflections on not only nationalism itself (with related issues of patriotism, colonialism, and citizenship) but on a range of social issues and changes.

My initial “realization” was on the significance of the shift from Groulx-style French-Canadian nationalism to what Lévesque called «souveraineté-association» (“sovereignty-association”) and which served as the basis for the Quebec sovereignty movement.

While this all connects to well-known issues in political science and while it may (again) sound exceedingly naïve, I mean it in a very specific way which, I think, many people who discuss Quebec’s political history may rarely visit. As with other shifts about which I think, I don’t envision the one from French-Canadian nationalism (FCN) to Quebec sovereignty movement (QSM) to be radical or complete. But it was significant and broad-reaching.

Regardless of Lévesque’s personal view on nationalism (a relatively recent television series on his life had it that he became anti-nationalist after a visit to concentration camps), the very idea that there may exist a social movement oriented toward sovereignty outside of the nationalist logic seems quite important to me personally. The fact that this movement may only be represented in partisan politics as nationalism complicates the issue and may explain a certain confusion in terms of the range of Quebec’s current social movements. In other words, the fact that anti-nationalists are consistently lumped together with nationalists in the public (and journalistic) eye makes it difficult to discuss post-nationalism in this part of the Globe.

But Quebec’s history is only central to my thinking because I was born and Montreal and grew up through the Quiet Revolution. My reflections on a post-national shift are hopefully broader than historical events in a tiny part of the Globe.

In fact, my initial attempt at drafting this blogpost came after I attended a talk by Satoshi Ikeda entitled The Global Financial Crisis and the End of Neoliberalism. (November 27, 2008, Concordia University, SGW H-1125-12; found thanks to Twistory). My main idea at this point was that part of the solution to global problems were local.

But I was also thinking about The Internet.

Contrary to what technological determinists tend to say, the ‘Net isn’t changing things as much as it is part of a broad set of changes. In other words, the global communication network we now know as the Internet is embedded in historical contexts, not the ultimate cause of History. At the risk of replacing technological determinism with social determinism, one might point out that the ‘Net existed (both technologically and institutionally) long before its use became widespread. Those of us who observed a large influx of people online during the early to mid-1990s might even think that social changes were more significant in making the ‘Net what it is today than any “immanent” feature of the network as it was in, say, 1991.

Still, my thinking about the ‘Net has to do with the post-national shift. The ‘Net won’t cause the shift to new social and political structures. But it’s likely to “play a part” in that shift, to be prominently places as we move into a post-national reality.

There’s a number of practical and legal issues with a wide range of online activities which make it clear that the ‘Net fits more in a global structure than in an “international” one. Examples I have in mind include issues of copyright, broadcast rights, “national content,” and access to information, not to mention the online setting for some grassroots movements and the notion of “Internet citizenry.” In all of these cases, “Globalization” expands much beyond trade and currency-based economy.

Then, there’s the notion of “glocalization.” Every time I use the term “glocal,” I point out how “ugly” it is. The term hasn’t gained any currency (AFAICT) but I keep thinking that the concept can generate something interesting. What I personally have in mind is a movement away from national structures into both a globally connected world and a more local significance. The whole “Think Local, Act Global” idea (which I mostly encountered as “Think Global, Drink Local” as a motto). “Despite” the ‘Net, location still matters. But many people are also global-looking.

All of this is part of the setup for some of my reflections on a GNoCS. A kind of prelude/prologue. While my basic idea is very much a “pie in the sky,” I do have more precise notions about what the future may look like and the conditions in which some social changes might happen. At this point, I realize that these thoughts will be part of future blogposts, including some which might be closer to science-fiction than to this type semi- (or pseudo-) scholarly rambling.

But I might still flesh out a few notes.

Demographically, cities may matter more now than ever as the majority of the Globe’s population is urban. At least, the continued urbanization trend may fit well with a city-focused post-national model.

Some metropolitan areas have become so large as to connect with one another, constituting a kind of urban continuum. Contrary to boundaries between “nation-states,” divisions between cities can be quite blurry. In fact, a same location can be connected to dispersed centres of activity and people living in the same place can participate in more than one local sphere. Rotterdam-Amsterdam, Tokyo-Kyoto, Boston-NYC…

Somewhat counterintuitvely, urban areas tend to work relatively as the source of solutions to problems in the natural environment. For instance, some mayors have taken a lead in terms of environmental initiatives, not waiting for their national governments. And such issues as public transportations represent core competencies for municipal governments.

While transborder political entities like the European Union (EU), the African Union (AU), and the North American Free-Trade Agreement (NAFTA) are enmeshed in the national logic, they fit well with notions of globalized decentralization. As the mayor of a small Swiss town was saying on the event of Switzerland’s official 700th anniversary, we can think about «l’Europe des régions» (“Europe of regions”), beyond national borders.

Speaking of Switzerland, the confederacy/confederation model fits rather well with a network structure, perhaps more than with the idea of a “nation-state.” It also seems to go well with some forms of participatory democracy (as opposed to representative democracy). Not to mean that Switzerland or any other confederation/confederacy works as a participatory democracy. But these notions can help situate this GNoCS.

While relatively rare and unimportant “on the World Stage,” micro-states and micro-nations represent interesting cases in view of post-nationalist entities. For one thing, they may help dispel the belief that any political apart from the “nation-state” is a “reversal” to feudalism or even (Greek) Antiquity. The very existence of those entities which are “the exceptions to the rule” make it possible to “think outside of the national box.”

Demographically at the opposite end of the spectrum from microstates and micronations, the notion of a China-India union (or even a collaboration between China, India, Brazil, and Russia) may sound crazy in the current state of national politics but it would go well with a restructuring of the Globe, especially if this “New World Order” goes beyond currency-based trade.

Speaking of currency, the notion of the International Monetary Fund having its own currency is quite striking as a sign of a major shift from the “nation-state” logic. Of course, the IMF is embedded in “national” structures, but it can shift the focus away from “individual countries.”

The very notion of “democracy” has been on many lips, over the years. Now may be the time to pay more than lipservice to a notion of “Global Democracy,” which would transcend national boundaries (and give equal rights to all people across the Globe). Chances are that representative democracy may still dominate but a network structure connecting a large number of localized entities can also fit in other systems including participatory democracy, consensus culture, republicanism, and even the models of relatively egalitarian systems that some cultural anthropologists have been constructing over the years.

I still have all sorts of notes about examples and issues related to this notion of a GNoCS. But that will do for now.

Présence féminine et culture geek (Journée Ada Lovelace) #ald09

En 2009, la journée de la femme a été hypothéquée d’une heure, dans certaines contrées qui sont passées à l’heure d’été le 8 mars. Pourtant, plus que jamais, c’est aux femmes que nous devrions accorder plus de place. Cette Journée internationale en l’honneur d’Ada Lovelace et des femmes dans les domaines technologiques est une excellente occasion pour discuter de l’importance de la présence féminine pour la pérennité sociale.

Pour un féministe mâle, le fait de parler de condition féminine peut poser certains défis. Qui suis-je, pour parler des femmes? De quel droit pourrais-je m’approprier de la parole qui devrait, selon moi, être accordée aux femmes? Mes propos ne sont-ils pas teintés de biais? C’est donc d’avantage en tant qu’observateur de ce que j’ai tendance à appeler la «culture geek» (voire la «niche geek» ou la «foule geek») que je parle de cette présence féminine.

Au risque de tomber dans le panneau du stéréotype, j’oserais dire qu’une présence accrue des femmes en milieu geek peut avoir des impacts intéressants en fonction de certains rôles impartis aux femmes dans diverses sociétés liées à la culture geek. En d’autres termes, j’aimerais célébrer le pouvoir féminin, bien plus fondamntal que la «force» masculine.

Je fais en cela référence à des notions sur les femmes et les hommes qui m’ont été révélées au cours de mes recherches sur les confréries de chasseurs, au Mali. En apparence exclusivement mâles, les confréries de chasseurs en Afrique de l’ouest accordent une place prépondérante à la féminité. Comme le dit le proverbe, «nous sommes tous dans les bras de nos mères» (bèè y’i ba bolo). Si le père, notre premier rival (i fa y’i faden folo de ye), peut nous donner la force physique, c’est la mère qui nous donne la puissance, le vrai pouvoir.

Loin de moi l’idée d’assigner aux femmes un pouvoir qui ne viendrait que de leur capacité à donner naissance. Ce n’est pas uniquement en tant que mère que la femme se doit d’être respectée. Bien au contraire, les divers rôles des femmes ont tous à être célébrés. Ce qui donne à la maternité une telle importance, d’un point de vue masculin, c’est son universalité: un homme peut ne pas avoir de sœur, d’épouse ou de fille, il peut même ne pas connaître l’identité précise de son père, il a au minimum eu un contact avec sa mère, de la conception à la naissance.

C’est souvent par référence à la maternité que les hommes conçoivent le respect le plus inconditionnel pour la femme. Et l’image maternelle ne doit pas être négligée, même si elle est souvent stéréotypée. Même si le terme «materner» a des connotations péjoratives, il fait appel à un soi adapté et sans motif spécifique. La culture geek a-t-elle besoin de soins maternels?

Une étude récente s’est penchée sur la dimension hormonale des activités des courtiers de Wall Street, surtout en ce qui a trait à la prise de risques. Selon cette étude (décrite dans une baladodiffusion de vulgarisation scientifique), il y aurait un lien entre certains taux d’hormones et un comportement fondé sur le profit à court terme. Ces hormones sont surtout présentes chez de jeunes hommes, qui constituent la majorité de ce groupe professionnel. Si les résultats de cette étude sont valables, un groupe plus diversifié de courtiers, au niveau du sexe et de l’âge, risque d’être plus prudent qu’un groupe dominé par de jeunes hommes.

Malgré d’énormes différences dans le détail, la culture geek a quelques ressemblances avec la composition de Wall Street, du moins au point de vue hormonal. Si l’appât du gain y est moins saillant que sur le plancher de la Bourse, la culture geek accorde une très large place au culte méritocratique de la compétition et à l’image de l’individu brillant et tout-puissant. La prise de risques n’est pas une caractéristique très visible de la culture geek, mais l’approche «résolution de problèmes» (“troubleshooting”) évoque la décision hâtive plutôt que la réflexion approfondie. Le rôle du dialogue équitable et respectueux, sans en être évacué, n’y est que rarement mis en valeur. La culture geek est «internationale», en ce sens qu’elle trouve sa place dans divers lieux du Globe (généralement définis avec une certaine précision en cebuees névralgiques comme la Silicon Valley). Elle est pourtant loin d’être représentative de la diversité humaine. La proportion bien trop basse de femmes liées à la culture geek est une marque importante de ce manque de diversité. Un groupe moins homogène rendrait plus prégnante la notion de coopération et, avec elle, un plus grand soucis de la dignité humaine. Après tout, le vrai humanisme est autant philogyne que philanthrope.

Un principe similaire est énoncé dans le cadre des soins médicaux. Sans être assignées à des tâches spécifiques, associées à leur sexe, la présence de certaines femmes-médecins semble améliorer certains aspects du travail médical. Il y a peut-être un stéréotype implicite dans tout ça et les femmes du secteur médical ne sont probablement pas traitées d’une bien meilleure façon que les femmes d’autres secteurs d’activité. Pourtant, au-delà du stéréotype, l’association entre féminité et relation d’aide semble se maintenir dans l’esprit des membres de certaines sociétés et peut être utilisée pour rendre la médecine plus «humaine», tant dans la diversité que dans cette notion d’empathie raisonnée, évoquée par l’humanisme.

Je ne peux m’empêcher de penser à cette remarquable expérience, il y a quelques années déjà, de participer à un colloque académique à forte présence féminine. En plus d’une proportion élevée de femmes, ce colloque sur la nourriture et la culture donnait la part belle à l’image de la mère nourricière, à l’influence fondamentale de la sphère donestique sur la vie sociale. Bien que mâle, je m’y suis senti à mon aise et je garde de ces quelques jours l’idée qu’un monde un tant soit peu féminisé pouvait avoir des effets intéressants, d’un point de vue social. Un groupe accordant un réel respect à la condition féminine peut être associé à une ambiance empreinte de «soin», une atmosphère “nurturing”.

Le milieu geek peut être très agréable, à divers niveaux, mais la notion de «soin», l’empathie, voire même l’humanisme n’en sont pas des caractéristiques très évidentes. Un monde geek accordant plus d’importance à la présence des femmes serait peut-être plus humain que ce qu’un portrait global de la culture geek semble présager.

Et n’est-ce pas ce qui s’est passé? Le ‘Net s’est partiellement féminisé au cours des dix dernières années et l’émergence du média social est intimement lié à cette transformation «démographique».

D’aucuns parlent de «démocratisation» d’Internet, usant d’un champ lexical associé au journalisme et à la notion d’État-Nation. Bien qu’il s’agisse de parler d’accès plus uniforme aux moyens technologiques, la source de ce discours se situe dans une vision spécifique de la structure social. Un relent de la Révolution Industrielle, peut-être? Le ‘Net étant construit au-delà des frontières politiques, cette vision du monde semble peu appropriée à la communication mondialisée. D’ailleurs, qu’entend-on vraiment par «démocratisation» d’Internet? La participation active de personnes diversifiées aux processus décisionnels qui créent continuellement le ‘Net? La simple juxtaposition de personnes provenant de milieux socio-économiques distincts? La possibilité pour la majorité de la planète d’utiliser certains outils dans le but d’obtenir ces avantages auxquels elle a droit, par prérogative statistique? Si c’est le cas, il en reviendrait aux femmes, majoritaires sur le Globe, de décider du sort du ‘Net. Pourtant, ce sont surtout des hommes qui dominent le ‘Net. Le contrôle exercé par les hommes semble indirect mais il n’en est pas moins réel.

Cet état des choses a tendance à changer. Bien qu’elles ne soient toujours pas dominantes, les femmes sont de plus en plus présentes, en-ligne. Certaines recherches statistiques semblent d’ailleurs leur assigner la majorité dans certaines sphères d’activité en-ligne. Mais mon approche est holistique et qualitative, plutôt que statistique et déterministe. C’est plutôt au sujet des rôles joués par les femmes que je pense. Si certains de ces rôles semblent sortir en ligne direct du stéréotype d’inégalité sexuelle du milieu du XXè siècle, c’est aussi en reconnaissant l’emprise du passé que nous pouvons comprendre certaines dimensions de notre présent. Les choses ont changé, soit. La conscience de ce changement informe certains de nos actes. Peu d’entre nous ont complètement mis de côté cette notion que notre «passé à tous» était patriarcal et misogyne. Et cette notion conserve sa signifiance dans nos gestes quotidiens puisque nous nous comparons à un modèle précis, lié à la domination et à la lutte des classes.

Au risque, encore une fois, de faire appel à des stéréotypes, j’aimerais parler d’une tendance que je trouve fascinante, dans le comportement de certaines femmes au sein du média social. Les blogueuses, par exemple, ont souvent réussi à bâtir des communautés de lectrices fidèles, des petits groupes d’amies qui partagent leurs vies en public. Au lieu de favoriser le plus grand nombre de visites, plusieurs femmes ont fondé leurs activités sur la blogosphère sur des groupes relativement restreints mais très actifs. D’ailleurs, certains blogues de femmes sont l’objet de longues discussions continues, liant les billets les uns aux autres et, même, dépassant le cadre du blogue.

À ce sujet, je fonde certaines de mes idées sur quelques études du phénomène de blogue, parues il y a déjà plusieurs années (et qu’il me serait difficile de localiser en ce moment) et sur certaines observations au sein de certaines «scènes geeks» comme Yulblog. Lors de certains événements mettant en contacts de nombreuses blogueuses, certaines d’entre elles semblaient préférer demeurer en groupe restreint pour une part importante de la durée de l’événement que de multiplier les nouveaux contacts. Il ne s’agit pas ici d’une restriction, certaines femmes sont mieux à même de provoquer l’«effet du papillon social» que la plupart des hommes. Mais il y a une force tranquille dans ces petits regroupements de femmes, qui fondent leur participation à la blogosphère sur des contacts directs et forts plutôt que sur la «pêche au filet». C’est souvent par de très petits groupes très soudés que les changements sociaux se produisent et, des “quilting bees” aux blogues de groupes de femmes, il y a une puissance ignorée.

Il serait probablement abusif de dire que c’est la présence féminine qui a provoqué l’éclosion du média social au cours des dix dernières années. Mais la présence des femmes est liée au fait que le ‘Net ait pu dépasser la «niche geek». Le domaine de ce que certains appellent le «Web 2.0» (ou la sixième culture d’Internet) n’est peut-être pas plus démocratique que le ‘Net du début des années 1990. Mais il est clairement moins exclusif et plus accueillant.

Comme ma tendre moitié l’a lu sur la devanture d’une taverne: «Bienvenue aux dames!»

Les billets publiés en l’honneur de la Journée Ada Lovelace devaient, semble-t-il, se pencher sur des femmes spécifiques, œuvrant dans des domaines technologiques. J’ai préféré «réfléchir à plume haute» au sujet de quelques éléments qui me trottaient dans la tête. Il serait toutefois de bon ton pour moi de mentionner des noms et de ne pas consigner ce billet à une observation purement macroscopique et impersonnelle. Étant peu porté sur l’individualisme, je préfère citer plusieurs femmes, plutôt que de me concentrer sur une d’entre elles. D’autant plus que la femme à laquelle je pense avec le plus d’intensité dit désirer garder une certaine discrétion et, même si elle blogue depuis bien plus longtemps que moi et qu’elle sait très bien se débrouiller avec les outils en question, elle prétend ne pas être associée à la technologie.

J’ai donc décidé de procéder à une simple énumération (alphabétique, j’aime pas les rangs) de quelques femmes dont j’apprécie le travail et qui ont une présence Internet facilement identifiable. Certaines d’entre elles sont très proches de moi. D’autres planent au-dessus de milieux auxquels je suis lié. D’autres encore sont des présences discrètes ou fortes dans un quelconque domaine que j’associe à la culture geek et/ou au média social. Évidemment, j’en oublie des tonnes. Mais c’est un début. Continuons le combat! 😉

• Aleijna Brugos
• Anik Lachance
• AT Wyatt
• Aurora Flewweling-Skup
• Caroline Allard
• Caroline Fontaine
• Cécile Gladel
• Christine Prefontaine
• Connie Reece
• Debbie Cerda
• Debbie Rouleau
• Diana Martin
• Elizabeth Hunt
• Elizabeth Losh
• Erin MacLeod
• Geeta Nadkarni
• Helen Faradji
• Hélène Recule
• Isabelle Lopez
• Jean Crawford
• Jen Cardew Kersey
• Jenny Cool
• Jess Laccetti
• Kim Vallée
• Kumiko Vézina
• Kyra Gaunt
• Leila Monaghan
• Mademoiselle Klektik
• Maria Briceno
• Maria Ljungdahl
• Marie-Chantale Turgeon
• Martine Pagé
• Meri Walker
• Michelle Blanc
• Michelle Greer
• Michelle Sullivan
• Mireille Caissy
• Muriel Ide
• Nadia Seraiocco
• Nathalie Bergeron
• Nellie Deutsch
• Nicole Hansen
• Oza Meilleur
• Panthère Rousse
• Patricia Tessier
• Renée Wathelet
• Sarine Makdessian
• Shirley-Carol Landry
• Vali Fugulin
• Vanessa (Vanou)
• Véronique Boisjoly

Influence and Butterflies

Seems like “influence” is a key theme in social media, these days. An example among several others:

Influenceur, autorité, passeur de culture ou l’un de ces singes exubérants | Mario tout de go.

In that post, Mario Asselin brings together a number of notions which are at the centre of current discussions about social media. The core notion seems to be that “influence” replaces “authority” as a quality or skill some people have, more than others. Some people are “influencers” and, as such, they have a specific power over others. Such a notion seems to be widely held in social media and numerous services exist which are based on the notion that “influence” can be measured.

I don’t disagree. There’s something important, online, which can be called “influence” and which can be measured. To a large extent, it’s related to a large number of other concepts such as fame and readership, popularity and network centrality. There are significant differences between all of those concepts but they’re still related. They still depict “social power” which isn’t coercive but is the basis of an obvious stratification.

In some contexts, this is what people mean by “social capital.” I originally thought people meant something closer to Bourdieu but a fellow social scientist made me realise that people are probably using Putnam’s concept instead. I recently learnt that George W. Bush himself used “political capital” in a sense which is fairly similar to what most people seem to mean by “social capital.” Even in that context, “capital” is more specific than “influence.” But the core notion is the same.

To put it bluntly:

Some people are more “important” than others.

Social marketers are especially interested in such a notion. Marketing as a whole is about influence. Social marketing, because it allows for social groups to be relatively amorphous, opposes influence to authority. But influence maintains a connection with “top-down” approaches to marketing.

My own point would be that there’s another kind of influence which is difficult to pinpoint but which is highly significant in social networks: the social butterfly effect.

Yep, I’m still at it after more than three years. It’s even more relevant now than it was then. And I’m now able to describe it more clearly and define it more precisely.

The social butterfly effect is a social network analogue to the Edward Lorenz’s well-known “butterfly effect. ” As any analogy, this connection is partial but telling. Like Lorenz’s phrase, “social butterfly effect” is more meaningful than precise. One thing which makes the phrase more important for me is the connection with the notion of a “social butterfly,” which is both a characteristic I have been said to have and a concept I deem important in social science.

I define social butterflies as people who connect to diverse network clusters. Community enthusiast Christine Prefontaine defined social butterflies within (clustered) networks, but I think it’s useful to separate out network clusters. A social butterfly’s network is rather sparse as, on the whole, a small number of people in it have direct connections with one another. But given the topography of most social groups, there likely are clusters within that network. The social butterfly connects these clusters. When the social butterfly is the only node which can connect these clusters directly, her/his “influence” can be as strong as that of a central node in one of these clusters since s/he may be able to bring some new element from one cluster to another.

I like the notion of “repercussion” because it has an auditory sense and it resonates with all sorts of notions I think important without being too buzzwordy. For instance, as expressions like “ripple effect” and “domino effect” are frequently used, they sound like clichés. Obviously, so does “butterfly effect” but I like puns too much to abandon it. From a social perspective, the behaviour of a social butterfly has important “repercussions” in diverse social groups.

Since I define myself as a social butterfly, this all sounds self-serving. And I do pride myself in being a “connector.” Not only in generational terms (I dislike some generational metaphors). But in social terms. I’m rarely, if ever, central to any group. But I’m also especially good at serving as a contact between people from different groups.

Yay, me! 🙂

My thinking about the social butterfly effect isn’t an attempt to put myself on some kind of pedestal. Social butterflies typically don’t have much “power” or “prestige.” Our status is fluid/precarious. I enjoy being a social butterfly but I don’t think we’re better or even more important than anybody else. But I do think that social marketers and other people concerned with “influence” should take us into account.

I say all of this as a social scientist. Some parts of my description are personalized but I’m thinking about a broad stance “from society’s perspective.” In diverse contexts, including this blog, I have been using “sociocentric” in at least three distinct senses: class-based ethnocentrism, a special form of “altrocentrism,” and this “society-centred perspective.” These meanings are distinct enough that they imply homonyms. Social network analysis is typically “egocentric” (“ego-centred”) in that each individual is the centre of her/his own network. This “egocentricity” is both a characteristic of social networks in opposition to other social groups and a methodological issue. It specifically doesn’t imply egotism but it does imply a move away from pre-established social categories. In this sense, social network analysis isn’t “society-centred” and it’s one reason I put so much emphasis on social networks.

In the context of discussions of influence, however, there is a “society-centredness” which needs to be taken into account. The type of “influence” social marketers and others are so interested in relies on defined “spaces.” In some ways, if “so-and-so is influential,” s/he has influence within a specific space, sphere, or context, the boundaries of which may be difficult to define. For marketers, this can bring about the notion of a “market,” including in its regional and demographic senses. This seems to be the main reason for the importance of clusters but it also sounds like a way to recuperate older marketing concepts which seem outdated online.

A related point is the “vertical” dimension of this notion of “influence.” Whether or not it can be measured accurately, it implies some sort of scale. Some people are at the top of the scale, they’re influencers. Those at the bottom are the masses, since we take for granted that pyramids are the main models for social structure. To those of us who favour egalitarianism, there’s something unpalatable about this.

And I would say that online contacts tend toward some form of egalitarianism. To go back to one of my favourite buzzphrases, the notion of attention relates to reciprocity:

It’s an attention economy: you need to pay attention to get attention.

This is one thing journalism tends to “forget.” Relationships between journalists and “people” are asymmetrical. Before writing this post, I read Brian Storm’s commencement speech for the Mizzou J-School. While it does contain some interesting tidbits about the future of journalism, it positions journalists (in this case, recent graduates from an allegedly prestigious school of journalism) away from the masses. To oversimplify, journalists are constructed as those who capture people’s attention by the quality of their work, not by any two-way relationship. Though they rarely discuss this, journalists, especially those in mainstream media, typically perceive themselves as influencers.

Attention often has a temporal dimension which relates to journalism’s obsession with time. Journalists work in time-sensitive contexts, news are timely, audiences spend time with journalistic contents, and journalists fight for this audience time as a scarce resource, especially in connection to radio and television. Much of this likely has to do with the fact that journalism is intimately tied to advertising.

As I write this post, I hear on a radio talk show a short discussion about media coverage of Africa. The topic wakes up the africanist in me. The time devoted to Africa in almost any media outside of Africa is not only very limited but spent on very specific issues having to do with Africa. In mainstream media, Africa only “matters” when major problems occur. Even though most parts of Africa are peaceful and there many fabulously interesting things occuring throughout the continent, Africa is the “forgotten” continent.

A connection I perceive is that, regardless of any other factor, Africans are taken to not be “influential.” What makes this notion especially strange to an africanist is that influence tends to be a very important matter throughout the continent. Most Africans I know or have heard about have displayed a very nuanced and acute sense of “influence” to the extent that “power” often seems less relevant when working in Africa than different elements of influence. I know full well that, to outsiders to African studies, these claims may sound far-fetched. But there’s a lot to be said about the importance of social networks in Africa and this could help refine a number of notions that I have tagged in this post.

Quest for Expertise

Will at Work Learning: People remember 10%, 20%…Oh Really?.

This post was mentioned on the mailing-list for the Society for Teaching and Learning in Higher Education (STLHE-L).

In that post, Will Thalheimer traces back a well-known claim about learning to shoddy citations. While it doesn’t invalidate the base claim (that people tend to retain more information through certain cognitive processes), Thalheimer does a good job of showing how a graph which has frequently been seen in educational fields was based on faulty interpretation of work by prominent scholars, mixed with some results from other sources.

Quite interesting. IMHO, demystification and critical thinking are among the most important things we can do in academia. In fact, through training in folkloristics, I have become quite accustomed to this specific type of debunking.

I have in mind a somewhat similar claim that I’m currently trying to trace. Preliminary searches seem to imply that citations of original statements have a similar hyperbolic effect on the status of this claim.

The claim is what a type of “rule of thumb” in cognitive science. A generic version could be stated in the following way:

It takes ten years or 10,000 hours to become an expert in any field.

The claim is a rather famous one from cognitive science. I’ve heard it uttered by colleagues with a background in cognitive science. In 2006, I first heard about such a claim from Philip E. Ross, on an episode of Scientific American‘s Science Talk podcast to discuss his article on expertise. I later read a similar claim in Daniel Levitin’s 2006 This Is Your Brain On Music. The clearest statement I could find back in Levitin’s book is the following (p. 193):

The emerging picture from such studies is that ten thousand hours of practice is required to achieve the level of mastery associated with being a world-class expert – in anything.

More recently, during a keynote speech he was giving as part of his latest book tour, I heard a similar claim from presenter extraordinaire Malcolm Gladwell. AFAICT, this claim runs at the centre of Gladwell’s recent book: Outliers: The Story of Success. In fact, it seems that Gladwell uses the same quote from Levitin, on page 40 of Outliers (I just found that out).

I would like to pinpoint the origin for the claim. Contrary to Thalheimer’s debunking, I don’t expect that my search will show that the claim is inaccurate. But I do suspect that the “rule of thumb” versions may be a bit misled. I already notice that most people who set up such claims are doing so without direct reference to the primary literature. This latter comment isn’t damning: in informal contexts, constant referal to primary sources can be extremely cumbersome. But it could still be useful to clear up the issue. Who made this original claim?

I’ve tried a few things already but it’s not working so well. I’m collecting a lot of references, to both online and printed material. Apart from Levitin’s book and a few online comments, I haven’t yet read the material. Eventually, I’d probably like to find a good reference on the cognitive basis for expertise which puts this “rule of thumb” in context and provides more elaborate data on different things which can be done during that extensive “time on task” (including possible skill transfer).

But I should proceed somewhat methodically. This blogpost is but a preliminary step in this process.

Since Philip E. Ross is the first person on record I heard talk about this claim, a logical first step for me is to look through this SciAm article. Doing some text searches on the printable version of his piece, I find a few interesting things including the following (on page 4 of the standard version):

Simon coined a psychological law of his own, the 10-year rule, which states that it takes approximately a decade of heavy labor to master any field.

Apart from the ten thousand (10,000) hours part of the claim, this is about as clear a statement as I’m looking for. The “Simon” in question is Herbert A. Simon, who did research on chess at the Department of Psychology at Carnegie-Mellon University with colleague William G. Chase.  So I dig for diverse combinations of “Herbert Simon,” “ten(10)-year rule,” “William Chase,” “expert(ise),” and/or “chess.” I eventually find two primary texts by those two authors, both from 1973: (Chase and Simon, 1973a) and (Chase and Simon, 1973b).

The first (1973a) is an article from Cognitive Psychology 4(1): 55-81, available for download on ScienceDirect (toll access). Through text searches for obvious words like “hour*,” “year*,” “time,” or even “ten,” it seems that this article doesn’t include any specific statement about the amount of time required to become an expert. The quote which appears to be the most relevant is the following:

Behind this perceptual analysis, as with all skills (cf., Fitts & Posner, 1967), lies an extensive cognitive apparatus amassed through years of constant practice.

While it does relate to the notion that there’s a cognitive basis to practise, the statement is generic enough to be far from the “rule of thumb.”

The second Chase and Simon reference (1973b) is a chapter entitled “The Mind’s Eye in Chess” (pp. 215-281) in the proceedings of the Eighth Carnegie Symposium on Cognition as edited by William Chase and published by Academic Press under the title Visual Information Processing. I borrowed a copy of those proceedings from Concordia and have been scanning that chapter visually for some statements about the “time on task.” Though that symposium occurred in 1972 (before the first Chase and Simon reference was published), the proceedings were apparently published after the issue of Cognitive Psychology since the authors mention that article for background information.

I do find some interesting quotes, but nothing that specific:

By a rough estimate, the amount of time each player has spent playing chess, studying chess, and otherwise staring at chess positions is perhaps 10,000 to 50,000 hours for the Master; 1,000 to 5,000 hours for the Class A player; and less than 100 horus for the beginner. (Chase and Simon 1973b: 219)

or:

The organization of the Master’s elaborate repertoire of information takes thousands of hours to build up, and the same is true of any skilled task (e.g., football, music). That is why practice is the major independent variable in the acquisition of skill. (Chase and Simon 1973b: 279, emphasis in the original, last sentences in the text)

Maybe I haven’t scanned these texts properly but those quotes I find seem to imply that Simon hadn’t really devised his “10-year rule” in a clear, numeric version.

I could probably dig for more Herbert Simon wisdom. Before looking (however cursorily) at those 1973 texts, I was using Herbert Simon as a key figure in the origin of that “rule of thumb.” To back up those statements, I should probably dig deeper in the Herbert Simon archives. But that might require more work than is necessary and it might be useful to dig through other sources.

In my personal case, the other main written source for this “rule of thumb” is Dan Levitin. So, using online versions of his book, I look for comments about expertise. (I do own a copy of the book and I’m assuming the Index contains page numbers for references on expertise. But online searches are more efficient and possibly more thorough on specific keywords.) That’s how I found the statement, quoted above. I’m sure it’s the one which was sticking in my head and, as I found out tonight, it’s the one Gladwell used in his first statement on expertise in Outliers.

So, where did Levitin get this? I could possibly ask him (we’ve been in touch and he happens to be local) but looking for those references might require work on his part. A preliminary step would be to look through Levitin’s published references for Your Brain On Music.

Though Levitin is a McGill professor, Your Brain On Music doesn’t follow the typical practise in English-speaking academia of ladling copious citations onto any claim, even the most truistic statements. Nothing strange in this difference in citation practise.  After all, as Levitin explains in his Bibliographic Notes:

This book was written for the non-specialist and not for my colleagues, and so I have tried to simplify topics without oversimplifying them.

In this context, academic-style citation-fests would make the book too heavy. Levitin does, however, provide those “Bibliographic Notes” at the end of his book and on the website for the same book. In the Bibliographic Notes of that site, Levitin adds a statement I find quite interesting in my quest for “sources of claims”:

Because I wrote this book for the general reader, I want to emphasize that there are no new ideas presented in this book, no ideas that have not already been presented in scientific and scholarly journals as listed below.

So, it sounds like going through those references is a good strategy to locate at least solid references on that specific “10,000 hour” claim. Among relevant references on the cognitive basis of expertise (in Chapter 7), I notice the following texts which might include specific statements about the “time on task” to become an expert. (An advantage of the Web version of these bibliographic notes is that Levitin provides some comments on most references; I put Levitin’s comments in parentheses.)

• Chi, Michelene T.H., Robert Glaser, and Marshall J. Farr, eds. 1988. The Nature of Expertise. Hillsdale, New Jersey: Lawrence Erlbaum Associates. (Psychological studies of expertise, including chess players)
• Ericsson, K. A., and J. Smith, eds. 1991. Toward a General Theory of Expertise: prospects and limits. New York: Cambridge University Press. (Psychological studies of expertise, including chess players)
• Hayes, J. R. 1985. Three problems in teaching general skills. In Thinking and Learning Skills: Research and Open Questions, edited by S. F. Chipman, J. W. Segal and R. Glaser. Hillsdale, NJ: Erlbaum. (Source for the study of Mozart’s early works not being highly regarded, and refutation that Mozart didn’t need 10,000 hours like everyone else to become an expert.)
• Howe, M. J. A., J. W. Davidson, and J. A. Sloboda. 1998. Innate talents: Reality or myth? Behavioral & Brain Sciences 21 (3):399-442. (One of my favorite articles, although I don’t agree with everything in it; an overview of the “talent is a myth” viewpoint.)
• Sloboda, J. A. 1991. Musical expertise. In Toward a general theory of expertise, edited by K. A. Ericcson (sic) and J. Smith. New York: Cambridge University Press. (Overview of issues and findings in musical expertise literature)

I have yet to read any of those references. I did borrow Ericsson and Smith when I first heard about Levitin’s approach to talent and expertise (probably through a radio and/or podcast appearance). But I had put the issue of expertise on the back-burner. It was always at the back of my mind and I did blog about it, back then. But it took Gladwell’s talk to wake me up. What’s funny, though, is that the “time on task” statements in (Ericsson and Smith,  1991) seem to lead back to (Chase and Simon, 1973b).

At this point, I get the impression that the “it takes a decade and/or 10,000 hours to become an expert”:

• was originally proposed as a vague hypothesis a while ago (the year 1899 comes up);
• became an object of some consideration by cognitive psychologists at the end of the 1960s;
• became more widely accepted in the 1970s;
• was tested by Benjamin Bloom and others in the 1980s;
• was precised by Ericsson and others in the late 1980s;
• gained general popularity in the mid-2000s;
• is being further popularized by Malcolm Gladwell in late 2008.

Of course, I’ll have to do a fair bit of digging and reading to verify any of this, but it sounds like the broad timeline makes some sense. One thing, though, is that it doesn’t really seem that anybody had the intention of spelling it out as a “rule” or “law” in such a format as is being carried around. If I’m wrong, I’m especially surprised that a clear formulation isn’t easier to find.

As an aside, of sorts… Some people seem to associate the claim with Gladwell, at this point. Not very surprsing, given the popularity of his books, the effectiveness of his public presentations, the current context of his book tour, and the reluctance of the general public to dig any deeper than the latest source.

The problem, though, is that it doesn’t seem that Gladwell himself has done anything to “set the record straight.” He does quote Levitin in Outliers, but I heard him reply to questions and comments as if the research behind the “ten years or ten thousand hours” claim had some association with him. From a popular author like Gladwell, it’s not that awkward. But these situations are perfect opportunities for popularizers like Gladwell to get a broader public interested in academia. As Gladwell allegedly cares about “educational success” (as measured on a linear scale), I would have expected more transparency.

Ah, well…

So, I have some work to do on all of this. It will have to wait but this placeholder might be helpful. In fact, I’ll use it to collect some links.

Technorati Tags: Daniel Levitin, Malcolm Gladwell, Herbert Simon, William Chase, Carnegie-Mellon, Carnegie Symposium on Cognition, cognitive sciences, expertise, expert, experience, time on task, ten thousand hours, ten year rule, chess, music, This Is Your Brain On Music, Outliers: The Story of Success, educational success, Philip Ross, The Expert Mind, The Mind’s Eye in Chess, Perception in Chess, Will Thalheimer, STLHE, STLHE-L, demystification, debunking, critical thinking, folkloristics, rule of thumb, Science Talk, Scientific American, Visual Information Processing, peer-reviewed, primary source, Benjamin Bloom, citations, Cognitive Psychology, citation practises, talent, effort, estimates, accuracy, McGill University, K. Anders Ericsson, John Hayes, Ericsson and Smith, Jacqui Smith, chess players, decade, practise, practice, rehearsal, experimentation, timeline, academic contexts, linear scales

 

Some relevant blogposts of mine on talent, expertise, effort, and Levitin.

• Money and (Musical) Talent? « Disparate.
• Play Behaviour and Performance « Disparate.
• Effort vs. Talent « Disparate.
• Late August Quickies « Disparate.
• Performance, Expertise, Ingenuity « Disparate.

And a whole bunch of weblinks to help me in my future searches (I have yet to really delve in any of this).

• 10-year rule for exceptional performance « Diverse Thoughts.
• 10-Year Rule To Become A Expert.
• 20071117172260.THE 10 YEAR RULE.pdf (Objet application/pdf).
• Amazon Online Reader : Developing Talent in Young People.
• Amazon.com: Developing Talent in Young People: Benjamin Dr Bloom: Books.
• Amazon.com: Outliers: The Story of Success: Malcolm Gladwell: Books.
• Amazon.com: This Is Your Brain on Music: The Science of a Human Obsession: Daniel J. Levitin: Books.
• Anecdote: 10,000 hours to mastery.
• Computer Science – Teach Yourself Programming In Ten Years | DreamInCode.net.
• Expert – Wikipedia, the free encyclopedia.
• expert thinking — Britannica Online Encyclopedia.
• Expertise.
• GranneBlog » It takes 10 years to develop expertise.
• How Long Does it Take to Become an Expert? (Philosophistry).
• How to Grow a Super-Athlete – New York Times.
• Malcolm Gladwell’s ‘Outliers’: well-written, thinly argued.
• Noise Between Stations » Feedback Leads to Expert Performance.
• Noise Between Stations » Want to Be An Expert? Practice for Ten Years.
• Practice makes perfect: Why it takes 10,000 hours to be a success at anything, according to a top academic | Mail Online.
• Shikow: 10,000 hours = Magic Number to be an Expert at Anything.
• Teach Yourself Programming in Ten Years – 程序设计 – A Better Day.
• Teach Yourself Programming in Ten Years.
• The Cambridge Handbook of Expertise … – Google Book Search.
• The Expert Mind and the Interplanetary Bicycle Ride: Scientific American Podcast.
• The Scientific Curmudgeon » Blog Archive » “The Expert Mind” and Nature/Nurture.
• The secret of your success? 10,000 hours | News.
• thought :: Expert thinking and novice thinking — Britannica Online Encyclopedia.
• Washington Times – BOOKS: It all boils down to practice.
• Xona.com – Developing Talent in Young People (Benjamin Bloom).

Blogging and Literary Standards

I wrote the following comment in response to a conversation between novelist Rick Moody and podcasting pioneer Chris Lydon:

Open Source » Blog Archive » In the Obama Moment: Rick Moody.

In keeping with the RERO principle I describe in that comment, the version on the Open Source site is quite raw. As is my habit, these days, I pushed the “submit” button without rereading what I had written. This version is edited, partly because I noticed some glaring mistakes and partly because I wanted to add some links. (Blog comments are often tagged for moderation if they contain too many links.) As I started editing that comment, I changed a few things, some of which have consequences to the meaning of my comment. There’s this process, in both writing and editing, which “generates new thoughts.” Yet another argument for the RERO principle.

I can already think of an addendum to this post, revolving on my personal position on writing styles (informed by my own blogwriting experience) along with my relative lack of sensitivity for Anglo writing. But I’m still blogging this comment on a standalone basis.

Read on, please…

My Problem With Journalism

I hate having an axe to grind. Really, I do. “It’s unlike me.” When I notice that I catch myself grinding an axe, I “get on my own case.” I can be quite harsh with my own self.

But I’ve been trained to voice my concerns. And I’ve been perceiving an important social problem for a while.

So I “can’t keep quiet about it.”

If everything goes really well, posting this blog entry might be liberating enough that I will no longer have any axe to grind. Even if it doesn’t go as well as I hope, it’ll be useful to keep this post around so that people can understand my position.

Because I don’t necessarily want people to agree with me. I mostly want them to understand “where I come from.”

So, here goes:

Journalism may have outlived its usefulness.

Like several other “-isms” (including nationalism, colonialism, imperialism, and racism) journalism is counterproductive in the current state of society.

This isn’t an ethical stance, though there are ethical positions which go with it. It’s a statement about the anachronic nature of journalism. As per functional analysis, everything in society needs a function if it is to be maintained. What has been known as journalism is now taking new functions. Eventually, “journalism as we know it” should, logically, make way for new forms.

What these new forms might be, I won’t elaborate in this post. I have multiple ideas, especially given well-publicised interests in social media. But this post isn’t about “the future of journalism.”

It’s about the end of journalism.

Or, at least, my looking forward to the end of journalism.

Now, I’m not saying that journalists are bad people and that they should just lose their jobs. I do think that those who were trained as journalists need to retool themselves, but this post isn’t not about that either.

It’s about an axe I’ve been grinding.

See, I can admit it, I’ve been making some rather negative comments about diverse behaviours and statements, by media people. It has even become a habit of mine to allow myself to comment on something a journalist has said, if I feel that there is an issue.

Yes, I know: journalists are people too, they deserve my respect.

And I do respect them, the same way I respect every human being. I just won’t give them the satisfaction of my putting them on a pedestal. In my mind, journalists are people: just like anybody else. They deserve no special treatment. And several of them have been arrogant enough that I can’t help turning their arrogance back to them.

Still, it’s not about journalist as people. It’s about journalism “as an occupation.” And as a system. An outdated system.

Speaking of dates, some context…

I was born in 1972 and, originally,I was quite taken by journalism.

By age twelve, I was pretty much a news junkie. Seriously! I was “consuming” a lot of media at that point. And I was “into” media. Mostly television and radio, with some print mixed in, as well as lots of literary work for context: this is when I first read French and Russian authors from the late 19th and early 20th centuries.

I kept thinking about what was happening in The World. Back in 1984, the Cold War was a major issue. To a French-Canadian tween, this mostly meant thinking about the fact that there were (allegedly) US and USSR “bombs pointed at us,” for reasons beyond our direct control.

“Caring about The World” also meant thinking about all sorts of problems happening across The Globe. Especially poverty, hunger, diseases, and wars. I distinctly remember caring about the famine in Ethiopia. And when We Are the World started playing everywhere, I felt like something was finally happening.

This was one of my first steps toward cynicism. And I’m happy it occured at age twelve because it allowed me to eventually “snap out of it.” Oh, sure, I can still be a cynic on occasion. But my cynicism is contextual. I’m not sure things would have been as happiness-inducing for me if it hadn’t been for that early start in cynicism.

Because, you see, The World disinterested itself quite rapidly with the plight of Ethiopians. I distinctly remember asking myself, after the media frenzy died out, what had happened to Ethiopians in the meantime. I’m sure there has been some report at the time claiming that the famine was over and that the situation was “back to normal.” But I didn’t hear anything about it, and I was looking. As a twelve-year-old French-Canadian with no access to a modem, I had no direct access to information about the situation in Ethiopia.

Ethiopia still remained as a symbol, to me, of an issue to be solved. It’s not the direct cause of my later becoming an africanist. But, come to think of it, there might be a connection, deeper down than I had been looking.

So, by the end of the Ethiopian famine of 1984-85, I was “losing my faith in” journalism.

I clearly haven’t gained a new faith in journalism. And it all makes me feel quite good, actually. I simply don’t need that kind of faith. I was already training myself to be a critical thinker. Sounds self-serving? Well, sorry. I’m just being honest. What’s a blog if the author isn’t honest and genuine?

Flash forward to 1991, when I started formal training in anthropology. The feeling was exhilarating. I finally felt like I belonged. My statement at the time was to the effect that “I wasn’t meant for anthropology: anthropology was meant for me!” And I was learning quite a bit about/from The World. At that point, it already did mean “The Whole Wide World,” even though my knowledge of that World was fairly limited. And it was a haven of critical thinking.

Ideal, I tell you. Moan all you want, it felt like the ideal place at the ideal time.

And, during the summer of 1993, it all happened: I learnt about the existence of the “Internet.” And it changed my life. Seriously, the ‘Net did have a large part to play in important changes in my life.

That event, my discovery of the ‘Net, also has a connection to journalism. The person who described the Internet to me was Kevin Tuite, one of my linguistic anthropology teachers at Université de Montréal. As far as I can remember, Kevin was mostly describing Usenet. But the potential for “relatively unmediated communication” was already a big selling point. Kevin talked about the fact that members of the Caucasian diaspora were able to use the Internet to discuss with their relatives and friends back in the Caucasus about issues pertaining to these independent republics after the fall of the USSR. All this while media coverage was sketchy at best (sounded like journalism still had a hard time coping with the new realities).

As you can imagine, I was more than intrigued and I applied for an account as soon as possible. In the meantime, I bought at 2400 baud modem, joined some local BBSes, and got to chat about the Internet with several friends, some of whom already had accounts. Got my first email account just before semester started, in August, 1993. I can still see traces of that account, but only since April, 1994 (I guess I wasn’t using my address in my signature before this). I’ve been an enthusiastic user of diverse Internet-based means of communication since then.

But coming back to journalism, specifically…

Journalism missed the switch.

During the past fifteen years, I’ve been amazed at how clueless members of mainstream media institutions have been to “the power of the Internet.” This was during Wired Magazine’s first year as a print magazine and we (some friends and I) were already commenting upon the fact that print journalists should look at what was coming. Eventually, they would need to adapt. “The Internet changes everything,” I thought.

No, I didn’t mean that the Internet would cause any of the significant changes that we have seeing around us. I tend to be against technological determinism (and other McLuhan tendencies). Not that I prefer sociological determinism yet I can’t help but think that, from ARPAnet to the current state of the Internet, most of the important changes have been primarily social: if the Internet became something, it’s because people are making it so, not because of some inexorable technological development.

My enthusiastic perspective on the Internet was largely motivated by the notion that it would allow people to go beyond the model from the journalism era. Honestly, I could see the end of “journalism as we knew it.” And I’m surprised, fifteen years later, that journalism has been among the slowest institutions to adapt.

In a sense, my main problem with journalism is that it maintains a very stratified structure which gives too much weight to the credibility of specific individuals. Editors and journalists, who are part of the “medium” in the old models of communication, have taken on a gatekeeping role despite the fact that they rarely are much more proficient thinkers than people who read them. “Gatekeepers” even constitute a “textbook case” in sociology, especially in conflict theory. Though I can easily perceive how “constructed” that gatekeeping model may be, I can easily relate to what it entails in terms of journalism.

There’s a type of arrogance embedded in journalistic self-perception: “we’re journalists/editors so we know better than you; you need us to process information for you.” Regardless of how much I may disagree with some of his words and actions, I take solace in the fact that Murdoch, a key figure in today’s mainstream media, talked directly at this arrogance. Of course, he might have been pandering. But the very fact that he can pay lip-service to journalistic arrogance is, in my mind, quite helpful.

I think the days of fully stratified gatekeeping (a “top-down approach” to information filtering) are over. Now that information is easily available and that knowledge is constructed socially, any “filtering” method can be distributed. I’m not really thinking of a “cream rises to the top” model. An analogy with water sources going through multiple layers of mountain rock would be more appropriate to a Swiss citizen such as myself. But the model I have in mind is more about what Bakhtin called “polyvocality” and what has become an ethical position on “giving voice to the other.” Journalism has taken voice away from people. I have in mind a distributed mode of knowledge construction which gives everyone enough voice to have long-distance effects.

At the risk of sounding too abstract (it’s actually very clear in my mind, but it requires a long description), it’s a blend of ideas like: the social butterfly effect, a post-encyclopedic world, and cultural awareness. All of these, in my mind, contribute to this heightened form of critical thinking away from which I feel journalism has led us.

The social butterfly effect is fairly easy to understand, especially now that social networks are so prominent. Basically, the “butterfly effect” from chaos theory applied to social networks. In this context, a “social butterfly” is a node in multiple networks of varying degrees of density and clustering. Because such a “social butterfly” can bring things (ideas, especially) from one such network to another, I argue that her or his ultimate influence (in agregate) is larger than that of someone who sits at the core of a highly clustered network. Yes, it’s related to “weak ties” and other network classics. But it’s a bit more specific, at least in my mind. In terms of journalism, the social butterfly effect implies that the way knowledge is constructed needs not come from a singular source or channel.

The “encyclopedic world” I have in mind is that of our good friends from the French Enlightenment: Diderot and the gang. At that time, there was a notion that the sum of all knowledge could be contained in the Encyclopédie. Of course, I’m simplifying. But such a notion is still discussed fairly frequently. The world in which we now live has clearly challenged this encyclopedic notion of exhaustiveness. Sure, certain people hold on to that notion. But it’s not taken for granted as “uncontroversial.” Actually, those who hold on to it tend to respond rather positively to the journalistic perspective on human events. As should be obvious, I think the days of that encyclopedic worldview are counted and that “journalism as we know it” will die at the same time. Though it seems to be built on an “encyclopedia” frame, Wikipedia clearly benefits from distributed model of knowledge management. In this sense, Wikipedia is less anachronistic than Britannica. Wikipedia also tends to be more insightful than Britannica.

The cultural awareness point may sound like an ethnographer’s pipe dream. But I perceive a clear connection between Globalization and a certain form of cultural awareness in information and knowledge management. This is probably where the Global Voices model can come in. One of the most useful representations of that model comes from a Chris Lydon’s Open Source conversation with Solana Larsen and Ethan Zuckerman. Simply put, I feel that this model challenges journalism’s ethnocentrism.

Obviously, I have many other things to say about journalism (as well as about its corrolate, nationalism).

But I do feel liberated already. So I’ll leave it at that.

Microblogue d’événement

Version éditée d’un message que je viens d’envoyer à mon ami Martin Lessard.

Le contexte direct, c’est une discussion que nous avons eue au sujet de mon utilisation de Twitter, la principale plateforme de microblogue. Pendant un événement quelconque (conférence, réunion, etc.), j’utilise Twitter pour faire du blogue en temps réel, du liveblogue.

Contrairement à certains, je pense que l’utilisation du microblogue peut être adaptée aux besoins de chaque utilisateur. D’ailleurs, c’est un aspect de la technologie que je trouve admirable: la possibilité d’utiliser des outils pour d’autres usages que ceux pour lesquels ils ont été conçus. C’est là que la technologie au sens propre dépasse l’outil. Dans mon cours de culture matérielle, j’appelle ça “unintended uses”, concept tout simple qui a beaucoup d’implications en rapport aux liens sociaux dans la chaîne qui va de la conception et de la construction d’un outil jusqu’à son utilisation et son «impact» social.

Donc, mon message édité.
Je pense pas mal à cette question de tweets («messages» sur Twitter) considérés comme intempestifs. Alors je lance quelques idées.

Ça m’apporte pas mal, de bloguer en temps réel par l’entremise de Twitter. Vraiment, je vois ça comme prendre des notes en public. Faut dire que la prise de notes est une seconde nature, pour moi. C’est comme ça que je structure ma pensée. Surtout avec des “outliners” mais ça marche aussi en linéaire.

De ce côté, je fais un peu comme ces journalistes sur Twitter qui utilisent le microblogue comme carnet de notes. Andy Carvin est mon exemple préféré. Il tweete plus vite que moi et ses tweets sont aussi utiles qu’un article de journal. Ma démarche est plus proche de la «lecture active» et du sens critique, mais c’est un peu la même idée. Dans mon cas, ça me permet même de remplacer un billet de blogue par une série de tweets.

L’avantage de la prise de notes en temps réel s’est dévoilé entre autres lors d’une présentation de Johannes Fabian, anthropologue émérite qui était à Montréal pendant une semaine bien remplie, le mois dernier. Je livebloguais sa première présentation, sur Twitter. En face de moi, il y avait deux anthropologues de Concordia (Maximilian Forte et Owen Wiltshire) que je connais entre autres comme blogueurs. Les deux prenaient des notes et l’un d’entre eux enregistrait la séance. Dans mes tweets, j’ai essayé de ne pas trop résumer ce que Fabian disait mais je prenais des notes sur mes propres réactions, je faisais part de mes observations de l’auditoire et je réfléchissais à des implications des idées énoncées. Après la présentation, Maximilian me demandait si j’allais bloguer là-dessus. J’ai pu lui dire en toute franchise que c’était déjà fait. Et Owen, un de mes anciens étudiants qui travaille maintenant sur la publication académique et le blogue, a maintenant accès à mes notes complètes, avec “timeline”.
Puissante méthode de prise de notes!

L’avantage de l’aspect public c’est premièrement que je peux avoir des «commentaires» en temps réel. J’en ai pas autant que j’aimerais, mais ça reste ce que je cherche, les commentaires. Le microbloguage me donne plus de commentaires que mon blogue principal, ici même sur WordPress. Facebook me donne plus de commentaires que l’un ou l’autre, mais c’est une autre histoire.

Dans certains cas, le livebloguage donne lieu à une véritable conversation parallèle. Mon exemple préféré, c’est probablement cette interaction que j’ai eue avec John Milles à la fin de la session d’Isabelle Lopez, lors de PodCamp Montréal (#pcmtl08). On parlait de culture d’Internet et je proposais qu’il y avait «une» culture d’Internet (comme on peut dire qu’il y a «une» culture chrétienne, disons). Milles, qui ne me savait pas anthropologue, me fait alors un tweet à propos de la notion classique de culture pour les anthropologues (monolithique, spécifiée dans l’espace, intemporelle…). J’ai alors pu le diriger vers la «crise de la représentation» en anthropologie depuis 1986 avec Writing Culture de Clifford et Marcus. Il m’a par la suite envoyé des références de la littérature juridique.

Bien sûr, c’est l’idée du “backchannel” appliqué au ‘Net. Ça fonctionne de façon très efficace pour des événements comme SXSW et BarCamp puisque tout le monde tweete en même temps. Mais ça peut fonctionner pour d’autres événements, si la pratique devient plus commune.

“More on this later.”

Je crois que le bloguage en temps réel lors d’événements augmente la visibilité de l’événement lui-même. Ça marcherait mieux si je mettais des “hashtags” à chaque tweet. (Les “hashtags” sont des étiquettes textuelles précédées de la notation ‘#’, qui permettent d’identifier des «messages»). Le problème, c’est que c’est pas vraiment pratique de taper des hashtags continuellement, du moins sur un iPod touch. De toutes façons, ce type de redondance semble peu utile.

“More on this later.”

Évidemment, le fait de microbloguer autant augmente un peu ma propre visibilité. Ces temps-ci, je commence à penser à des façons de me «vendre». C’est un peu difficile pour moi parce que j’ai pas l’habitude de me vendre et que je vois l’humilité comme une vertu. Mais ça semble nécessaire et je me cherche des moyens de me vendre tout en restant moi-même. Twitter me permet de me mettre en valeur dans un contexte qui rend cette pratique tout à fait appropriée (selon moi).

D’ailleurs, j’ai commencé à utiliser Twitter comme méthode de réseautage, pendant que j’étais à Austin. C’était quelques jours avant SXSW et je voulais me faire connaître localement. D’ailleurs, je conserve certaines choses de cette époque, y compris des contacts sur Twitter.

Ma méthode était toute simple: je me suis mis à «suivre» tous ceux qui suivaient @BarCampAustin. Ça faisait un bon paquet et ça me permettait de voir ce qui se passait. D’ailleurs, ça m’a permis d’aller observer des événements organisés par du monde de SXSW comme Gary Vaynerchuk et Scott Beale. Pour un ethnographe, y’a rien comme voir Kevin Rose avec son «entourage» ou d’apprendre que Dr. Tiki est d’origine lavalloise. 😉

Dans les “features” du microbloguage que je trouve particulièrement intéressantes, il y a les notations en ‘@’ et en ‘#’. Ni l’une, ni l’autre n’est si pratique sur un iPod touch, du moins avec les applis qu’on a. Mais le concept de base est très intéressant. Le ‘@’ est un peu l’équivalent du ping ou trackback, pouvant servir à attirer l’attention de quelqu’un d’autre (cette notation permet les réponses directes à des messages). C’est assez puissant comme principe et ça aide beaucoup dans le livebloguage (Muriel Ide et Martin Lessard ont utilisé cette méthode pour me contacter pendant WebCom/-Camp).

“More on this later.”

D’après moi, avec des geeks, cette pratique du microblogue d’événement s’intensifie. Il prend même une place prépondérante, donnant au microblogue ce statut que les journalistes ont tant de difficulté à saisir. Lorsqu’il se passe quelque-chose, le microblogue est là pour couvrir l’événement.

Ce qui m’amène à ce “later“. Tout simple, dans le fond. Des instances de microblogues pour des événements. Surtout pour des événements préparés à l’avance, mais ça peut être une structure ad hoc à la Ushahidi d’Erik Hersman.

Laconica d’Evan Prodromou est tout désigné pour remplir la fonction à laquelle je pense mais ça peut être sur n’importe quelle plateforme. J’aime bien Identi.ca, qui est la plus grande instance Laconica. Par contre, j’utilise plus facilement Twitter, entre autres parce qu’il y a des clients Twitter pour l’iPod touch (y compris avec localisation).

Imaginons une (anti-)conférence à la PodCamp. Le même principe s’applique aux événements en-ligne (du genre “WebConference”) mais les rencontres face-à-face ont justement des avantages grâce au microbloguage. Surtout si on pense à la “serendipity”, à l’utilisation de plusieurs canaux de communication (cognitivement moins coûteuse dans un contexte de coprésence), à la facilité des conversations en petits groupes et au «langage non-verbal».

Donc, chaque événement a une instance de microblogue. Ça coûte pratiquement rien à gérer et ça peut vraiment ajouter de la valeur à l’événement.

Chaque personne inscrite à l’événement a un compte de microblogue qui est spécifique à l’instance de cet événement (ou peut utiliser un compte Laconica d’une autre instance et s’inscrire sur la nouvelle instance). Par défaut, tout le monde «suit» tout le monde (tout le monde est incrit pour voir tous les messages). Sur chaque “nametag” de la conférence, l’identifiant de la personne apparaît. Chaque présentateur est aussi lié à son identifiant. Le profil de chaque utilisateur peut être calqué sur un autre profil ou créé spécifiquement pour l’événement. Les portraits photos sont privilégiés, mais les avatars sont aussi permis. Tout ce qui est envoyé à travers l’instance est archivé et catalogué. S’il y a des façons de spécifier des positions dans l’espace, de façon précise (peut-être même avec une RFID qu’on peut désactiver), ce positionnement est inscrit dans l’instance. Comme ça, on peut se retrouver plus facilement pour discuter en semi-privé. D’ailleurs, ça serait facile d’inclure une façon de prendre des rendez-vous ou de noter des détails de conversations, pour se remémorer le tout plus tard. De belles intégrations possibles avec Google Calendar, par exemple.

Comme la liste des membres de l’instance est limitée, on peut avoir une appli qui facilite les notations ‘@’. Recherche «incrémentale», carnet d’adresse, auto-complétion… Les @ des présentateurs sont sous-entendus lors des présentations, on n’a pas à taper leurs noms au complet pour les citer. Dans le cas de conversations à plusieurs, ça devient légèrement compliqué, mais on peut quand même avoir une liste courte si c’est un panel ou d’autres méthodes si c’est plus large. D’ailleurs, les modérateurs pourraient utiliser ça pour faire la liste d’attente des interventions. (Ça, c’est du bonbon! J’imagine ce que ça donnerait à L’Université autrement!)

Comme Evan Prodromou en parlait lors de PodCamp Montréal, il y a toute la question du “microcasting” qui prend de l’ampleur. Avec une instance de microblogue liée à un événement, on pourrait avoir de la distribution de fichiers à l’interne. Fichiers de présentation (Powerpoint ou autre), fichiers médias, liens, etc. Les présentateurs peuvent préparer le tout à l’avance et envoyer leurs trucs au moment opportun. À la rigueur, ça peut même remplacer certaines utilisations de Powerpoint!

Plutôt que de devoir taper des hashtags d’événements (#pcmtl08), on n’a qu’à envoyer ses messages sur l’instance spécifique. Ceux qui ne participent pas à l’événement ne sont pas inondés de messages inopportuns. Nul besoin d’arrêter de suivre quelqu’un qui participe à un tel événement (comme ç’a été le cas avec #pcmtl08).

Une fois l’événement terminé, on peut faire ce qu’on veut avec l’instance. On peut y revenir, par exemple pour consulter la liste complète des participants. On peut retravailler ses notes pour les transformer en billets et même rapports. Ou on peut tout mettre ça de côté.

Pour le reste, ça serait comme l’utilisation de Twitter lors de SXSWi (y compris le cas Lacy, que je trouve fascinant) ou autre événement geek typique. Dans certains cas, les gens envoient les tweets directement sur des écrans autour des présentateurs.

Avec une instance spécifique, les choses sont plus simple à gérer. En plus, peu de risques de voir l’instance tomber en panne, comme c’était souvent le cas avec Twitter, pendant une assez longue période.

C’est une série d’idées en l’air et je tiens pas au détail spécifique. Mais je crois qu’il y a un besoin réel et que ça aide à mettre plusieurs choses sur une même plateforme. D’ailleurs, j’y avais pas trop pensé mais ça peut avoir des effets intéressants pour la gestion de conférences, pour des rencontres en-ligne, pour la couverture médiatique d’événements d’actualités, etc. Certains pourraient même penser à des modèles d’affaire qui incluent le microblogue comme valeur ajoutée. (Différents types de comptes, possibilité d’assister gratuitement à des conférences sans compte sur l’instance…)

Qu’en pensez-vous?

Apologies and Social Media: A Follow-Up on PRI’s WTP

I did it! I did exactly what I’m usually trying to avoid. And I feel rather good about the outcome despite some potentially “ruffled feathers” («égos froissés»?).

While writing a post about PRI’s The World: Technology Podcast (WTP), I threw caution to the wind.

Why Is PRI’s The World Having Social Media Issues? « Disparate.

I rarely do that. In fact, while writing my post, I was getting an awkward feeling. Almost as if I were writing from a character’s perspective. Playing someone I’m not, with a voice which isn’t my own but that I can appropriate temporarily.

The early effects of my lack of caution took a little bit of time to set in and they were rather negative. What’s funny is that I naïvely took the earliest reaction as being rather positive but it was meant to be very negative. That in itself indicates a very beneficial development in my personal life. And I’m grateful to the person who helped me make this realization.

The person in question is Clark Boyd, someone I knew nothing about a few days ago and someone I’m now getting to know through both his own words and those of people who know about his work.

The power of social media.

And social media’s power is the main target of this, here, follow-up of mine.

 

As I clumsily tried to say in my previous post on WTP, I don’t really have a vested interest in the success or failure of that podcast. I discovered it (as a tech podcast) a few days ago and I do enjoy it. As I (also clumsily) said, I think WTP would rate fairly high on a scale of cultural awareness. To this ethnographer, cultural awareness is too rare a feature in any form of media.

During the latest WTP episode, Boyd discussed what he apparently describes as the mitigated success of his podcast’s embedding in social media and online social networking services. Primarily at stake was the status of the show’s Facebook group which apparently takes too much time to manage and hasn’t increased in membership. But Boyd also made some intriguing comments about other dimensions of the show’s online presence. (If the show were using a Creative Commons license, I’d reproduce these comments here.)

Though it wasn’t that explicit, I interpreted Boyd’s comments to imply that the show’s participants would probably welcome feedback. As giving feedback is an essential part of social media, I thought it appropriate to publish my own raw notes about what I perceived to be the main reasons behind the show’s alleged lack of success in social media spheres.

Let it be noted that, prior to hearing Boyd’s comments, I had no idea what WTP’s status was in terms of social media and social networks. After subscribing to the podcast, the only thing I knew about the show was from the content of those few podcast episodes. Because the show doesn’t go the “meta” route very often (“the show about the show”), my understanding of that podcast was, really, very limited.

My raw notes were set in a tone which is quite unusual for me. In a way, I was “trying it out.” The same tone is used by a lot of friends and acquaintances and, though I have little problem with the individuals who take this tone, I do react a bit negatively when I hear/see it used. For lack of a better term, I’d call it a “scoffing tone.” Not unrelated to the “curmudgeon phase” I described on the same day. But still a bit different. More personalized, in fact. This tone often sounds incredibly dismissive. Yet, when you discuss its target with people who used it, it seems to be “nothing more than a tone.” When people (or cats) use “EPIC FAIL!” as a response to someone’s troubles, they’re not really being mean. They merely use the conventions of a speech community.

Ok, I might be giving these people too much credit. But this tone is so prevalent online that I can’t assume these people have extremely bad intentions. Besides, I can understand the humour in schadenfreude. And I’d hate to use flat-out insults to describe such a large group of people. Even though I do kind of like the self-deprecation made possible by the fact that I adopted the same behaviour.

Whee!

 

So, the power of social media… The tone I’m referring to is common in social media, especially in replies, reactions, responses, comments, feedback. Though I react negatively to that tone, I’m getting to understand its power. At the very least, it makes people react. And it seems to be very straightforward (though I think it’s easily misconstrued). And this tone’s power is but one dimension of the power of social media.

 

Now, going back to the WTP situation.

After posting my raw notes about WTP’s social media issues, I went my merry way. At the back of my mind was this nagging suspicion that my tone would be misconstrued. But instead of taking measures to ensure that my post would have no negative impact (by changing the phrasing or by prefacing it with more tactful comments), I decided to leave it as is.

Is «Rien ne va plus, les jeux sont faits» a corrolary to the RERO mantra?

While I was writing my post, I added all the WTP-related items I could find to my lists: I joined WTP’s apparently-doomed Facebook group, I started following @worldstechpod on Twitter, I added two separate WTP-related blogs to my blogroll… Once I found out what WTP’s online presence was like, I did these few things that any social media fan usually does. “Giving the podcast some love” is the way some social media people might put it.

One interesting effect of my move is that somebody at WTP (probably Clark Boyd) apparently saw my Twitter add and (a few hours after the fact) reciprocated by following me on Twitter. Because I thought feedback about WTP’s social media presence had been requested, I took the opportunity to send a link to my blogpost about WTP with an extra comment about my tone.

To which the @worldstechpod twittername replied with:

@enkerli right, well you took your best shot at me, I’ll give you that. thanks a million. and no, your tone wasn’t “miscontrued” at all.

Call me “naïve” but I interpreted this positively and I even expressed relief.

Turns out, my interpretation was wrong as this is what WTP replied:

@enkerli well, it’s a perfect tone for trashing someone else’s work. thanks.

I may be naïve but I did understand that the last “thanks” was meant as sarcasm. Took me a while but I got it. And I reinterpreted WTP’s previous tweet as sarcastic as well.

Now, if I had read more of WTP’s tweets, I would have understood the “WTP online persona.”  For instance, here’s the tweet announcing the latest WTP episode:

WTP 209 — yet another exercise in utter futility! hurrah! — http://ping.fm/QjkDX

Not to mention this puzzling and decontextualized tweet:

and you make me look like an idiot. thanks!

Had I paid attention to the @worldstechpod archive, I would even have been able to predict how my blogpost would be interpreted. Especially given this tweet:

OK. Somebody school me. Why can I get no love for the WTP on Facebook?

Had I noticed that request, I would have realized that my blogpost would most likely be interpreted as an attempt at “schooling” somebody at WTP. I would have also realized that tweets on the WTP account on Twitter were written by a single individual. Knowing myself, despite my attempt at throwing caution to the wind, I probably would have refrained from posting my WTP comments or, at the very least, I would have rephrased the whole thing.

I’m still glad I didn’t.

Yes, I (unwittingly) “touched a nerve.” Yes, I apparently angered someone I’ve never met (and there’s literally nothing I hate more than angering someone). But I still think the whole situation is leading to something beneficial.

Here’s why…

After that sarcastic tweet about my blogpost, Clark Boyd (because it’s now clear he’s the one tweeting @worldstechpod) sent the following request through Twitter:

rebuttal, anyone? i can’t do it without getting fired. — http://ping.fm/o71wL

The first effect of this request was soon felt right here on my blog. That reaction was, IMHO, based on a misinterpretation of my words. In terms of social media, this kind of reaction is “fair game.” Or, to use a social media phrase: “it’s alll good.”

I hadn’t noticed Boyd’s request for rebuttal. I was assuming that there was a connection between somebody at the show and the fact that this first comment appeared on my blog, but I thought it was less direct than this. Now, it’s possible that there wasn’t any connection between that first “rebuttal” and Clark Boyd’s request through Twitter. But the simplest explanation seems to me to be that the blog comment was a direct result of Clark Boyd’s tweet.

After that initial blog rebuttal, I received two other blog comments which I consider more thoughtful and useful than the earliest one (thanks to the time delay?). The second comment on my post was from a podcaster (Brad P. from N.J.), but it was flagged for moderation because of the links it contained. It’s a bit unfortunate that I didn’t see this comment on time because it probably would have made me understand the situation a lot more quickly.

In his comment, Brad P. gives some context for Clark Boyd’s podcast. What I thought was the work of a small but efficient team of producers and journalists hired by a major media corporation to collaborate with a wider public (à la Search Engine Season I) now sounds more like the labour of love from an individual journalist with limited support from a cerberus-like major media institution. I may still be off, but my original impression was “wronger” than this second one.

The other blog comment, from Dutch blogger and Twitter @Niels, was chronologically the one which first made me realize what was wrong with my post. Niels’s comment is a very effective mix of thoughtful support for some of my points and thoughtful criticism of my post’s tone. Nice job! It actually worked in showing me the error of my ways.

All this to say that I apologise to Mr. Clark Boyd for the harshness of my comments about his show? Not really. I already apologised publicly. And I’ve praised Boyd for both his use of Facebook and of Twitter.

What is it, then?

Well, this post is a way for me to reflect on the power of social media. Boyd talked about social media and online social networks. I’ve used social media (my main blog) to comment on the presence of Boyd’s show in social media and social networking services. Boyd then used social media (Twitter) to not only respond to me but to launch a “rebuttal campaign” about my post. He also made changes to his show’s online presence on a social network (Facebook) and used social media (Twitter) to advertise this change. And I’ve been using social media (Twitter and this blog) to reflect on social media (the “meta” aspect is quite common), find out more about a tricky situation (Twitter), and “spread the word” about PRI’s The World: Technology Podcast (Facebook, blogroll, Twitter).

Sure, I got some egg on my face, some feathers have been ruffled, and Clark Boyd might consider me a jerk.

But, perhaps unfortunately, this is often the way social media works.

 

Heartfelt thanks to Clark Boyd for his help.

Why Is PRI’s The World Having Social Media Issues?

Some raw notes on why PRI’S The World (especially “The World Tech Podcast” or WTP) is having issues with social media. It may sound bad, for many reasons. But I won’t adapt the tone.

No offense intended.

Thing is, I don’t really care about WTP, The World, or even the major media outlets behind them (PRI, BBC, Discovery).

Reason for those notes: WTP host Clark Boyd mentioned that their social media strategy wasn’t working as well as they expected. Seemed like a nice opportunity to think about social media failures from mainstream media outlets.

My list of reasons is not exhaustive and it’s not really in order of importance.

Social media works best when people contribute widely. In other words, a podcaster (or blogger, etc.) who contributes to somebody else’s podcast (blog, etc.) is likely to attract the kind of mindshare afforded social media outlets. Case in point, I learnt about WTP through Erik Hersman because Afrigadget was able to post WTP content. A more efficient strategy is to actually go and contribute to other people’s social media.

The easiest way to do it is to link to other people, especially other blogs. Embedding a YouTube video can have some effects but a good ol’ trackback is so much more effective. In terms of attention economy, the currency is, well, attention: you need to pay attention to others!

Clark Boyd says WTP isn’t opposed to interacting with listeners. Nice… Yet, there hasn’t been any significant move toward interaction with listeners. Not even “letters to the editor” which could be read on the radio programme. No button to leave audio feedback. Listeners who feel they’re recognized as being interesting are likely to go the social media route.

While it’s a technology podcast, WTP is formatted as a straightforward radio news bulletin. “Stories” are strung together in a seamless fashion, most reports follow a very standard BBC format, there are very few “conversations” with non-journalists (interviews don’t count as conversations)… Such shows tend not to attract the same crowd as typical social media formats do. So WTP probably attracts a radio crowd and radio crowds aren’t necessarily that engaged in social media. Unless there’s a compelling reason to engage, but that’s not the issue I want to address.

What’s probably the saddest part is that The World ostensibly has a sort of global mission. Of course, they’re limited by language. But their coverage is even more Anglo-American than it needs to be. A far cry from Global Voices (and even GV tends to be somewhat Anglophone-centric).

The fact that WTP is part of The World (which is itself produced/supported by PRI, BBC, and Discovery) is an issue, in terms of social media. Especially given the fact that WTP-specific information is difficult to find. WTP is probably the one part of The World which is savvy to social media so the difficulty of finding WTP is made even more noticeable by the lack of a dedicated website.

WTP does have its own blog. But here’s how it shows up:

Discovery News: Etherized.

The main URL given for this blog? <tinyurl.com/wtpblog> Slightly better than <http://tinyurl.com/6g3me9&gt; (which also points to the same place). But very forgettable. No branding, no notion of an autonomous entity, little personality.

Speaking of personality, the main show’s name sounds problematic: The World. Not the most unique name in the world! 😉 On WTP, correspondents and host often use “the world” to refer to their main show. Not only is it confusing but it tends to sound extremely pretentious. And pretention is among the trickiest attitudes in social media.

A strange dimension of WTP’s online presence is that it isn’t integrated. For instance, their main blog doesn’t seem to have direct links to its Twitter and Facebook profiles. As we say in geek circles: FAIL!

To make matters worse, WTP is considering pulling off its Facebook page. As Facebook pages require zero maintenance and may bring help listeners associate themselves with the show, I have no idea why they would do such a thing. I’m actually having a very hard time finding that page, which might explain why it has had zero growth in the recent past. (Those who found it originally probably had friends who were adding it. Viral marketing works in bursts.) WTP host Clark Boyd doesn’t seem to have a public profile on Facebook. Facebook searches for WTP and “The World Tech Podcast” don’t return obvious results. Oh! There you go. I found the link to that Facebook page: <http://www.new.facebook.com/home.php#/group.php?gid=2411818715&ref=ts&gt;. Yes, the link they give is directly to the new version of Facebook. Yes, it has extra characters. No, it’s not linked in an obvious fashion.

That link was hidden in the August 22 post on WTP’s blog. But because every post has a link with “Share on Facebook” text, searching the page for “Facebook” returns all blogposts on the same page (not to mention the “Facebook” category for posts, in the right-hand sidebar). C’mon, folks! How about a Facebook badge? It’s free and it works!

Oh, wait! It’s not even a Facebook page! It’s a Facebook group! The difference between group and page seems quite small to the naked eye but ever since Fb came out with pages (a year or so ago), most people have switched from groups to pages. That might be yet another reason why WTP isn’t getting its “social media cred.” Not to mention that maintaining a Facebook group implies just a bit of time and doesn’t tend to provide direct results. Facebook groups may work well with preestablished groups but they’re not at all effective at bringing together disparate people to discuss diverse issues. Unless you regularly send messages to group members which is the best way to annoy people and generate actual animosity against the represented entity.

On that group, I eventually learn that WTP host Clark Boyd has his own WTP-themed blog. In terms of social media, the fact that I only found that blog after several steps indicates a broader problem, IMHO.

And speaking of Clark Boyd… He’s most likely a great person and an adept journalist. But is WTP his own personal podcast with segments from his parent entity or is WTP, like the unfortunately defunct Search Engine, a work of collaboration? If the latter is true, why is Boyd alone between segments in the podcast, why is his picture the only one of the WTP blog, and why is his name the domain for the WTP-themed blog on WordPress.com?

Again, no offence. But I just don’t grok WTP.

There’s one trap I’m glad WTP can avoid. I won’t describe it too much for fear that it will represent the main change in strategy. Not because I get the impression I may have an impact. But, in attention economy, “the squeaky wheel gets the grease.”

Oops! I said too much… 😦

I said I don’t care about WTP. It’s still accurate. But I do care about some of the topics covered by WTP. I wish there were more social media with a modicum of cultural awareness. In this sense, WTP is a notch above Radio Open Source and a few notches below Global Voices. But the podcast for Global Voices may have podfaded and Open Source sounds increasingly U.S.-centric.

Ah, well…

Finally! A Drinking Age Debate

This may be more significant than people seem to assume: university and college administrators in the United States are discussing the potential effects of reverting the drinking age back to the age of maturity in their country (18 years-old). This Amethyst Initiative (blog), which was launched last month, may represent a turning point in not only alcohol policy but campus life in the United States.

This “story” has started to go around recently. And it happens to be one I care about. Read about this on Tuesday, while doing some random browsing.

College presidents seek drinking age debate – Life- msnbc.com.

And it’s coming back as a source of jokes:

College Presidents Rethinking Drinking Age | The Onion – America’s Finest News Source.

Though I may be a big fan of humour, I really hope that people can also take this issue seriously. For some reason, people in the United States tend to react to alcohol-related discussions with (possibly uneasy) humour. Fair enough, but there’s clearly a need for dispassionate, thoughtful, and serious discussion about the effects of current laws or the potential effects of new laws.

I have a lot of things to say about the issue but I’lll try to RERO it.

Now, obviously, the media coverage is typical “wedge issue” journalism. Which might well be working. In a way, I don’t care so much about the outcome of this journalistic coverage.

What I do care about, though, is that people may start discussing the social implications of alcohol prohibitions. It’s a much larger issue than the legal drinking age in the United States. I sincerely hope that it will be addressed, thanks in part to these administrators at well-known academic institutions.

Possibly the best person to talk about this is Indiana University’s Ruth Engs, professor of Applied Health Science. Engs has written extensively on the health effects of alcohol, with a special emphasis on the negative effects of the raised legal drinking age in the United States. She also has fascinating things to say about cultural dimensions of alcohol consumption, which happens to be a topic that I have been exploring on my own.

According to Engs, discussion of responsible drinking are quite rare in public events related to alcohol research in the United States. I personally get the impression that responsible drinking has become a taboo subject in those contexts. I certainly noticed this while living (as full-time faculty) on a “dry campus.”

It’s no secret that I care about responsible drinking. Part of this might have to do with the Éduc’alcool message which has been engrained in Quebeckers over the years: «la modération a bien meilleur goût» (“responsible drinking is more tasteful”). My strong impression is that at least some of those who wish for the drinking age in the United States to remain high share the opinion that, for adults, responsible drinking is more appropriate than binge drinking. They may think that any type of alcohol consumption has negative effects, but it’d be quite surprising if they actually preferred binge drinking over responsible drinking.

Where we seem to disagree is on the most effective strategies to reach the goal of responsible drinking among adults. IMHO, there is at the very least strong anecdotal evidence to show that increasing legal drinking age does very little to encourage responsible drinking. Unfortunately, with issues such as these, there’s a strong tendency for advocates of any position to dig for data supporting their claims. Stephen Jay Gould called this “advocacy masquerading as objectivity.” I may care strongly about the issue but I’m not really taking sides. After all, we’re talking about a country in which I’ve lived but in which I don’t have citizenship.

Let’s call a spade a “spade.” What’s at stake here is the National Minimum Drinking Age Act of 1984, which was pushed by the MADD lobby group (Mothers Against Drunk Driving). With all due respect to people involved in MADD and similar anti-alcohol advocacy groups, I have strong reservations as to some of their actions.

As a group, MADD is a “textbook example” of what sociologist Howard Becker has called “moral entrepreneurs.” In the United States, these moral entrepreneurs seem to be linked to what Ruth Engs calls clean living movements. What’s funny is that, though these movements may be linked to puritanism, Puritans themselves did use alcohol in their diet. So much so that the Mayflower landed in Plymouth Rock partly because of beer.

There’s a lot to say about this. From diverse perspectives. For instance, libertarians surely have interesting points about the NMDAA’s effects on state laws. Health researchers may talk about the difficulty of alcoholism prevention when responsible drinking is left undiscussed. Teetotalers and Muslims may see this as an opportunity to encourage complete abstinence from drinking. Road safety specialists may have important points to make about diverse ways to prevent drunk driving. Law researchers may warn us about the dangers to the legal system inherent to laws which are systematically broken by the majority of the population. Border officers may have some interesting data as to the “alcohol tourism” related to college drinking. University and college students clearly have diverse approaches to the subject, contrary to what the media coverage (especially the visuals used) seem to indicate.

My own perspective is quite specific. As a very responsible drinker. As a Quebecker of recent European origin. As a compulsive pedestrian. As an ethnographer interested in craft beer culture in North America. As a homebrewer. And, more importantly, as a university instructor who, like Barrett Seaman, has noticed widely different situations on university campuses in the United States and Canada.

Simply put, it seems quite likely that widespread binge drinking on university campuses has originated on U.S. campuses since 1984 and that the trend is currently spilling over to affect some campuses outside of the United States. College binge drinking is not a global problem. Nor is it a problem entirely specific to the United States. But the influence of U.S. college and university campus culture in other parts of the world often comes with binge drinking.

Apart from the fact that I find binge drinking to be extremely detrimental to physical and mental health, my observation is about campus life in general. AFAICT, on university and college campuses where alcohol consumption by a significant proportion of the student population is illegal, illicit alcohol consumption pushes younger students outside of the broader campus life. This self-segregation makes for a very uncomfortable learning and teaching context. In other words, the fact that students hide in fraternity houses or off-campus locations to binge drink may have the same socialization effects as regular campus life elsewhere on the planet, but the isolation of these people is a net loss in terms of generating an academic environment which is nurturing and tolerant.

To be clear: I’m not saying that the legal drinking age in the United States needs, of necessity,  be brought back to 18 years-old as it was in several States until fairly recently. I’m not even saying that States should necessarily be allowed to set their own drinking age laws. I simply wish for this debate on legal drinking age to happen. Actually, I hope that there will be real, thoughtful dialogue on the issue.

Really, it’s the tasteful thing to do.

The Issue Is Respect

As a creative generalist, I don’t tend to emphasize expert status too much, but I do see advantages in complementarity between people who act in different spheres of social life. As we say in French, «à chacun son métier et les vaches seront bien gardées» (“to each their own profession and cows will be well-kept”).

The diversity of skills, expertise, and interest is especially useful when people of different “walks of life” can collaborate with one another. Tolerance, collegiality, dialogue. When people share ideas, the potential is much greater if their ideas are in fact different. Very simple principle, which runs through anthropology as the study of human diversity (through language, time, biology, and culture).

The problem, though, is that people from different “fields” tend not to respect one another’s work. For instance, a life scientist and a social scientist often have a hard time understanding one another because they simply don’t respect their interlocutor’s discipline. They may respect each other as human beings but they share a distrust as to the very usefulness of the other person’s field.

Case in point: entomologist Paul R. Ehrlich, who spoke at the Seminar About Long Term Thinking (SALT) a few weeks ago.

The Long Now Blog » Blog Archive » Paul Ehrlich, “The Dominant Animal: Human Evolution and the Environment”

Ehrlich seems to have a high degree of expertise in population studies and, in that SALT talk, was able to make fairly interesting (though rather commonplace) statements about human beings. For instance, he explicitly addressed the tendency, in mainstream media, to perceive genetic determinism where it has no place. Similarly, his discussion about the origins and significance of human language was thoughtful enough that it could lead other life scientists to at least take a look at language.

What’s even more interesting is that Ehrlich realizes that social sciences can be extremely useful in solving the environmental issues which concern him the most. As we learn during the question period after this talk, Ehrlich is currently talking with some economists. And, contrary to business professors, economists participate very directly in the broad field of social sciences.

All of this shows quite a bit of promise, IMVHAWISHIMVVVHO. But the problem has to do with respect, it seems.

Now, it might well be that Ehrlich esteems and respects his economist colleagues. Their methods may be sufficiently compatible with his that he actually “hears what they’re saying.” But he doesn’t seem to “extend this courtesy” to my own highly esteemed colleagues in ethnographic disciplines. Ehrlich simply doesn’t grok the very studies which he states could be the most useful for him.

There’s a very specific example during the talk but my point is broader. When that specific issue was revealed, I had already been noticing an interdisciplinary problem. And part of that problem was my own.

Ehrlich’s talk was fairly entertaining, although rather unsurprising in the typical “doom and gloom” exposé to which science and tech shows have accustomed us. Of course, it was fairly superficial on even the points about which Ehrlich probably has the most expertise. But that’s expected of this kind of popularizer talk. But I started reacting quite negatively to several of his points when he started to make the kinds of statements which make any warm-blooded ethnographer cringe. No, not the fact that his concept of “culture” is so unsophisticated that it could prevent a student of his from getting a passing grade in an introductory course in cultural anthropology. But all sorts of comments which clearly showed that his perspective on human diversity is severely restricted. Though he challenges some ideas about genetic determinism, Ehrlich still holds to a form of reductionism which social scientists would associate with scholars who died before Ehrlich was born.

So, my level of respect for Ehrlich started to fade, with each of those half-baked pronouncments about cultural diversity and change.

Sad, I know. Especially since I respect every human being equally. But it doesn’t mean that I respect all statements equally. As is certainly the case for many other people, my respect for a person’s pronouncements may diminish greatly if those words demonstrate a lack of understanding of something in which I have a relatively high degree of expertise. In other words, a heart surgeon could potentially listen to a journalist talk about “cultural evolution” without blinking an eye but would likely lose “intellectual patience” if, in the same piece, the journalist starts to talk about heart diseases. And this impatience may retroactively carry over to the discussion about “cultural evolution.” As we tend to say in the ethnography of communication, context is the thing.

And this is where I have to catch myself. It’s not because Ehrlich made statements about culture which made him appear clueless that what he said about the connections between population and environment is also clueless. I didn’t, in fact, start perceiving his points about ecology as misled for the very simple reason that we have been saying the same things, in ethnographic disciplines. But that’s dangerous: selectively accepting statements because they reinforce what you already know. Not what academic work is supposed to be about.

In fact, there was something endearing about Ehrlich. He may not understand the study of culture and he doesn’t seem to have any training in the study of society, but at least he was trying to understand. There was even a point in his talk when he something which would be so obvious to any social scientist that I could have gained a new kind of personal respect for Ehrlich’s openness, if it hadn’t been for his inappropriate statements about culture.

The saddest part is about dialogue. If a social scientist is to work with Ehrlich and she reacts the same way I did, dialogue probably won’t be established. And if Ehrlich’s attitude toward epistemological approaches different from his own are represented by the statements he made about ethnography, chances are that he will only respect those of my social science colleagues who share his own reductionist perspective.

It should be obvious that there’s an academic issue, here, in terms of inter-disciplinarity. But there’s also a personal issue. In my own life, I don’t want to restrict myself to conversations with people who think the same way I do.

Visualizing Touch Devices in Education

Took me a while before I watched this concept video about iPhone use on campus.

Connected: The Movie – Abilene Christian University

Sure, it’s a bit campy. Sure, some features aren’t available on the iPhone yet. But the basic concepts are pretty much what I had in mind.

Among things I like in the video:

• The very notion of student empowerment runs at the centre of it.
• Many of the class-related applications presented show an interest in the constructivist dimensions of learning.
• Material is made available before class. Face-to-face time is for engaging in the material, not rehashing it.
• The technology is presented as a way to ease the bureaucratic aspects of university life, relieving a burden on students (and, presumably, on everyone else involved).
• The “iPhone as ID” concept is simple yet powerful, in context.
• Social networks (namely Facebook and MySpace, in the video) are embedded in the campus experience.
• Blended learning (called “hybrid” in the video) is conceived as an option, not as an obligation.
• Use of the technology is specifically perceived as going beyond geek culture.
• The scenarios (use cases) are quite realistic in terms of typical campus life in the United States.
• While “getting an iPhone” is mentioned as a perk, it’s perfectly possible to imagine technology as a levelling factor with educational institutions, lowering some costs while raising the bar for pedagogical standards.
• The shift from “eLearning” to “mLearning” is rather obvious.
• ACU already does iTunes U.
• The video is released under a Creative Commons license.

Of course, there are many directions things can go, from here. Not all of them are in line with the ACU dream scenario. But I’m quite hope judging from some apparently random facts: that Apple may sell iPhones through universities, that Apple has plans for iPhone use on campuses,  that many of the “enterprise features” of iPhone 2.0 could work in institutions of higher education, that the Steve Jobs keynote made several mentions of education, that Apple bundles iPod touch with Macs, that the OLPC XOXO is now conceived more as a touch handheld than as a laptop, that (although delayed) Google’s Android platform can participate in the same usage scenarios, and that browser-based computing apparently has a bright future.

“To Be Verified”: Trivia and Critical Thinking

A friend posted a link to the following list of factoids on his Facebook profile: Useless facts, Weird Information, humor. It contains such intriguing statements about biology, language, inventions, etc.

Similar lists abound, often containing the same tidbits:

• Have Laptop Will Travel » Unusual Trivia
• Trivia 1 and Trivia 2
• Quotes for Everyday
• B.B. Goyal (India) Interesting Facts
• The Talk2 List Fwd: Strange but True Facts
• Diatribe Facts du Jour
• Totally Useless Facts

Several neat pieces of trivial information. Not exactly “useless.” But gratuitous and irrelevant. The type of thing you may wish to plug in a conversation. Especially at the proverbial “cocktail party.” This is, after all, an appropriate context for attention economy. But these lists are also useful as preparation for game shows and barroom competitions. The stuff of erudition.

One of my first reflexes, when I see such lists of trivia online, is to look for ways to evaluate their accuracy. This is partly due to my training in folkloristics, as “netlore” is a prolific medium for verbal folklore (folk beliefs, rumors, urban legends, myths, and jokes). My reflex is also, I think, a common reaction among academics. After all, the detective work of critical thinking is pretty much our “bread and butter.” Sure, we can become bothersome with this. “Don’t be a bore, it’s just trivia.” But many of us may react from a fear of such “trivial” thinking preventing more careful consideration.

An obvious place to start verifying these tidbits is Snopes. In fact, they do debunk several of the statements made in those lists. For instance, the one about an alleged Donald Duck “ban” in Finland found in the list my friend shared through Facebook. Unfortunately, however, many factoids are absent from Snopes, despite that site’s extensive database.

These specific trivia lists are quite interesting. They include some statements which are easy to verify. For instance, the product of two numbers. (However, many calculators are insufficiently precise for the specific example used in those factoid lists.) The ease with which one can verify the accuracy of some statements brings an air of legitimacy to the list in which those easily verified statements are included. The apparent truth-value of those statements is such that a complete list can be perceived as being on unshakable foundations. For full effectiveness, the easily verified statements should not be common knowledge. “Did you know? Two plus two equals four.”

Other statements appear to be based on hypothesis. The plausibility of such statements may be relatively difficult to assess for anyone not familiar with research in that specific field. For instance, the statement about typical life expectancy of currently living humans compared to individual longevity. At first sight, it does seem plausible that today’s extreme longevity would only benefit extremely few individuals in the future. Yet my guess is that those who do research on aging may rebut the statement that “Only one person in two billion will live to be 116 or older.” Because such statements require special training, their effect is a weaker version of the legitimizing effect of easily verifiable statements.

Some of the most difficult statements to assess are the ones which contain quantifiers, especially those for uniqueness. There may, in fact, be “only one” fish which can blink with both eyes. And it seems possible that the English language may include only one word ending in “-mt” (or, to avoid pedantic disclaimers, “only one common word”). To verify these claims, one would need to have access to an exhaustive catalog of fish species or English words. While the dream of “the Web as encyclopedia” may hinge on such claims of exhaustivity, there is a type of “black swan effect” related to the common fallacy about lack of evidence being considered sufficient evidence of lack.

I just noticed, while writing this post, a Google Answers page which not only evaluates the accuracy of several statements found in those trivia lists but also mentions ease of verifiability as a matter of interest. Critical thinking is active in many parts of the online world.

An obvious feature of those factoid lists, found online or in dead-tree print, is the lack of context. Even when those lists are concerned with a single topic (say, snails or sleep), they provide inadequate context for the information they contain. I’m using the term “context” rather loosely as it covers both the text’s internal relationships (the “immediate context,” if you will) and the broader references to the world at large. Without going into details about philosophy of language, these approaches clearly inform my perspective.

A typical academic, especially an English-speaking one, might put the context issue this way: “citation needed.” After all, the Wikipedia approach to truth is close to current academic practice (especially in English-speaking North America) with peer-review replacing audits. Even journalists are trained to cite sources, though they rarely help others apply critical thinking to those sources. In some ways, sources are conceived as the most efficient way to assess accuracy.

My own approach isn’t that far from the citation-happy one. Like most other academics, I’ve learned the value of an appropriate citation. Where I “beg to differ” is on the perceived “weight” of a citation as support. Through an awkward quirk of academic writing, some citation practices amount to fallacious appeal to authority. I’m probably overreacting about this but I’ve heard enough academics make statements equating citations with evidence that I tend to be weary of what I perceive to be excessive referencing. In fact, some of my most link-laden posts could be perceived as attempts to poke fun at citation-happy writing styles. One may even notice my extensive use of Wikipedia links. These are sometimes meant as inside jokes (to my own sorry self). Same thing with many of my blogging tags/categories, actually. Yes, blogging can be playful.

The broad concept is that, regardless of a source’s authority, critical thinking should be applied as much as possible. No more, no less.

Well-Rounded Bloggers

While I keep saying journalist have a tough time putting journalism in perspective, it seems that some blogging journalists are able to do it.

Case in point, ZDNet Editor in Chief Larry Dignan:

Anatomy of a ‘Blogging will kill you’ story: Why I didn’t make the cut | Between the Lines | ZDNet.com

I didn’t read the original NYT piece. On purpose. As I’ve tried to establish, I sometimes run away from things “everybody has read.” Typically, in the U.S., this means something which appeared in the NYT. To the extent that, for some people, “if it’s not in the Times, it didn’t happen.” (Such an attitude is especially tricky when you’re talking about, say, parts of Africa which aren’t at war.)

This time, I’m especially glad I read Dignan’s piece instead of the NYT one because I get the gist of the “story” and Dignan provides the kind of insight I enjoy.

Basic message: blogging can be as stressful as any job yet it’s possible to have a well-balanced life as a blogger.

Simple, useful, personal, insightful, and probably more accurate than the original piece.

Oh, sure. It’s nothing new. It’s not a major revelation for most people that it’s important to think about work/life balance.

Still… As it so happens, this specific piece helped me think about my own blogging activities in a somewhat different light. No, it’s not my job (though I do wish I had a writing job). And I don’t typically stress over it. I’m just thinking about where blogging fits in my life. And that’s helpful.

Even if it means yet another blogpost about blogging.

Touch Thoughts: Apple’s Handheld Strategy

I’m still on the RDF.
Apple‘s March 6, 2008 event was about enterprise and development support for its iPhone and iPod touch lines of handheld devices. Lots to think about.

(For convenience’s sake, I’ll lump together the iPod touch and the iPhone under the name “Touch,” which seems consistent with Apple’s “Cocoa Touch.”)

Been reading a fair bit about this event. Interesting reactions across the board.

• Honest thoughts about the iPhone SDK announcement from a Nokiaholic
• Dear iPhone: We still love you. Signed, Webware | Webware : Cool Web apps for everyone
• iPhone SDK Details, First Look – Mac Rumors
• MacRumors iPhone Blog: Apple Will Allow Voice Over IP (VOIP) on Wifi
• iPhone Enterprise Features: ActiveSync, Exchange, WPA2, Push Services – Mac Rumors
• Apple Releases iPhone SDK, Demos Spore, Instant Messaging – Mac Rumors
• The Omni Mouth » OmniFocus coming for the iPhone
• Live Coverage of iPhone SDK Roadmap Event – Mac Rumors

My own thoughts on the whole thing.
I appreciate the fact that Phil Schiller began the “enterprise” section of the event with comments about a university. Though universities need not be run like profit-hungry corporations, linking Apple’s long-standing educational focus with its newly invigorated enterprise focus makes sense. And I had a brief drift-off moment as I was thinking about Touch products in educational contexts.

I’m surprised at how enthusiastic I get about the enterprise features. Suddenly, I can see Microsoft’s Exchange make sense.

I get the clear impression that even more things will come into place at the end of June than has been said by Apple. Possibly new Touch models or lines. Probably the famous 3G iPhone. Apple-released apps. Renewed emphasis on server technology (XServe, Mac OS X Server, XSan…). New home WiFi products (AirPort, Time Capsule, Apple TV…). New partnerships. Cool VC-funded startups. New features on the less aptly named “iTunes” store.

Though it was obvious already, the accelerometer is an important feature. It seems especially well-adapted to games and casual gamers like myself are likely to enjoy games this feature makes possible. It can also lead to very interesting applications. In fact, the “Etch and Sketch” demo was rather convincing as a display of some core Touch features. These are exactly the features which help sell products.
Actually, I enjoyed the “wow factor” of the event’s demos. I’m convinced that it will energize developers and administrators, whether or not they plan on using Touch products. Some components of Apple’s Touch strategy are exciting enough that the more problematic aspects of this strategy may matter a bit less. Those of us dreaming about Android, OpenMoko, or even a revived NewtonOS can still find things to get inspired by in Apple’s roadmap.

What’s to come, apart from what was announced? No idea. But I do daydream about all of this.
I’m especially interested in the idea of Apple Touch as “mainstream, WiFi, mobile platform.” There’s a lot of potential for Apple-designed, WiFi-enabled handhelds. Whether or not they include a cellphone.
At this point, Apple only makes five models of Touch products: three iPod touches and two iPhones. Flash memory is the main differentiating factor within a line. It makes it relatively easy to decide which device to get but some product diversity could be interesting. While some people expect/hope that Apple will release radically new form factors for Touch devices (e.g., a tablet subnotebook), it’s quite likely that other features will help distinguish Apple’s Touch hardware.
Among features I’d like to get through software, add-ons, or included in a Touch product? Number of things, some alluded to in the “categories” for this post. Some of these I had already posted.

• Quality audio recording (to make it the ideal fieldwork audio tool).
• eBook support (to compete with Amazon’s Kindle).
• Voice support (including continuous dictation, voice interface…).
• Enhanced support for podcasting (interacting with podcasts, sending audio/video responses…)
• Video conferencing (been thinking about this for a while).
• GPS (location will be big).
• Mesh networking (a neat feature of OLPC’s XO).
• Mobile WiMAX (unlikely, but it could be neat).
• Battery pack (especially for long trips in remote regions).
• Add-on flash memory (unlikely, but it could be useful, especially for backup).
• Offline storage of online content (likely, but worth noting).
• Inexpensive model (especially for “emerging markets”).
• Access to 3G data networks without cellular “voice plan” (unlikely, but worth a shot).
• Alternative input methods (MessagEase, Graffiti, adaptive keyboard, speech recognition…).
• Use as Mac OS X “host” (kind of like a user partition).
• Bluetooth/WiFi data transfer (no need for cables and docks).
• MacBook Touch (unlikely, especially with MacBook Air, but it could be fun).
• Automatic cell to VoIP-over-WiFi switching (saving cell minutes).

Of course, there are many obvious ones which will likely be implemented in software. I’m already impressed by the Omni Group’s pledge to develop a Touch version of their flagship GTD app.