What do students

Mary W. George (“Admissions of Another Sort” April 13, 2009) ponders the student library research experience and wonders: “If there is a discrepancy between pedagogical intent and actual student research behavior, how do faculty members address it?”

Here are several statements she has encountered from students. Read the engaging article for her speculations on the “cause and cure” of these statements.

1. “I have no idea [about the dates or details of my topic].”
2. I’m wondering why I can’t I find this periodical article in the library’s catalog.
3. This magazine isn’t digitized, so I guess we don’t have it and I can’t get it.
4. I need to change my topic because there’s not enough stuff [sic] about it.
5. I’m not clear about what makes an article scholarly or a book a monograph.
6. I can’t find books about [an event that occurred last month].
7. I’m confused about the difference between a primary and a secondary source.
8. I’m afraid I’ll be cheating if I take references from someone else’s biblio.

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Digital Humanities: Next Steps

Just published: a report, including several papers, from the September 2008 symposium held by the Council on Library and Information Resources and the National Endowment for the Humanities, titled:

Working Together of Apart: Promoting the Next Generation of Digital Scholarship

The purpose of the symposium was to explore the intersections between the humanities, social sciences, and computer science. There were two fundamental questions framing the meeting: 1) how are the interpretation and analysis of texts, images and other media, as well as their expression and related pedagogy, being transformed by digital applications, and 2) what kinds of research in computer science will be driven by the research, questions, and needs of digital humanities and social science scholars?

Papers include:

  • Asking Questions and Building a Research Agenda for Digital Scholarship (Amy Friedlander)
  • Tools for Thinking: ePhilology and Cyberinfrastructure (Gregory Crane, Alison Babeu, David Bamman, Lisa Cerrato, Rashmi Singhal)
  • The Changing Landscape of American Studies in a Global Era (Caroline Levander)
  • A Whirlwind Tour of Automated Language Processing for the Humanities and Social Sciences (Douglas W. Oard)
  • Information Visualization: Challenge for the Humanities (Maureen Stone)
  • Art History and the New Media: Representation and the Production of
  • Humanistic Knowledge (Stephen Murray)
  • Social Attention in the Age of the Web (Bernardo A. Huberman)
  • Digital Humanities Centers: Loci for Digital Scholarship (Diane M. Zorich)
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LOC and YouTube

Early Films: Westinghouse, 1904First it was Flickr, now its YouTube. Hoorah for the Library of Congress as they begin to place portions of their vast video holdings on the popular site. First collections include the 2008 National Book Festival author presentations, the Books and Beyond author series, “Westinghouse” industrial films from 1904, scholar discussions from the John W. Kluge Center, and the earliest movies made by Thomas Edison, including the first moving image ever made.

Watch for more in future:
http://www.youtube.com/user/LibraryOfCongress

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Reimagining the Printed Page

NYTimes has two articles today related to eBooks and electronic writing. (Brad Stone “Is This the Future of the Digital Book?” and Randall Stross “Small Company Offers Web-Based Competition for Microsoft Word“). I pair them together because they both describe ways in which current web-based media are nibbling at the edges of the reading and writing experience.

The usual points are made–people can and do read onscreen, web-based document creation is possible–but the first article goes on to frame reading in terms of “experience.” This is often left out of discussions about ebooks.

So in a comment ebook readers, for example, we find “for all the hype and initial success of devices like the Kindle, they threaten to strip traditional books of much of their transportive appeal. Images on the jacket cover, inviting fonts and the satisfying feel of quality paper are all largely absent, replaced by humdrum pixels on a virtual page.”

Will portability and convenience be enough, or do readers want to replace the book experience with something else?

The article begins with information about vook.tv, Bradley Inman’s start-up that seeks to roll writing, video, and streams into compelling fiction. Also mentioned are WEBook, which “allows people to collaborate on writing books and is working on new ways to let readers give writers real-time feedback on their work” and Wattpad, a venue for new writers, and Fourth Story Media’s “Amanda Project” that will allow users to “to create their own characters, upload artwork and follow clues that relate to the books’ overarching narrative” on the site or on their iPhones.

Silly? Gimmicky? Ephemeral? Anyone remember Eastgate‘s hypertexts?

As for Zoho writer, the subject of the second article, it is adding features at a pace designed to help it beat Microsoft’s promised web-based editor. Like some online editors it allows for simultaneous editing. Even better, footnotes/endnotes, those two challenges of such online editors as Google Docs, seem to be solved. Now if only Zotero could nail down a way to work with it, academic writers could be set free from the Microsoft chain.

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AAP Reports Book Sales

Some numbers from the Association of American Publishers from data from major book publishers comparing 2007 to 2008:

Overall sales down 2.8% (to $24.3 billion)

Trade paperbacks up, trade hardcover way down for an overall decline of 5.2% (to $8.1 billion)

Higher education textbooks up 2.7% (to $3.8 billion)

Mass market paperbacks down 3% (to $1.1 billion)

Religious books down 7.6% (to $724 million)

Audio book sales down 21% ($172 million)

eBooks up 68.4% (to $113 million)

So, while eBooks are doing well they still represent only a small fraction of total book sales.

Story and link to data here: http://www.publishers.org/main/IndustryStats/IndStats/2008/2008_Stats.htm

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U Chicago Makes Leap to ETDs

The University of Chicago will no longer be accepting and archiving dissertations on paper. Furthermore, they will be using UMI Dissertation Publishing’s web-based interface for submission of dissertations. What a concept! In the current process, dissertations begin life as digital documents, get printed on paper, then get scanned to be turned back into digital documents. The resulting scans are PDF files that are of inferior quality to the originals and are not accessible to those using screen readers to read them.

The new process will accept PDFs created directly from the originals to be archived at the library. These electronic versions will also be sent to UMI for inclusion in the ProQuest Dissertations and Theses. Saves time, saves money, saves space, saves trees, and results in a more useful product. Win, win, win.

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NEH funded humanities computing projects

3D modeling for humanities research may finally be coming into its own. NEH has posted the latest round of funded start-up projects, including “creations and curation of 3D virtual objects/artifacts; 3D modeling and virtual re-creation of historic structures; [and] reconstruction of 3D events using images and documentation…” Another one of particular interest to me: UNC-CH “Image to XML” an “open-source transcription and annotation tool using Scalable Vector Graphics for historical and literary archival manuscripts.” I hope that one is developed.

http://digitalstewardshipnow.wordpress.com/2009/03/15/thirteen-digital-humanities-start-up-grants-announcedneh-office-of-digital-humanities/

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eBook Update

Amazon’s release of Kindle 2 was followed swiftly by their release of the Kindle application for iPod Touch/iPhone, letting you read your current and new Kindle ebooks on your iPod Touch.

But wait, there’s more? Yesterday Thomas Nelson Publishers finally did what ebook enthusiasts have been waiting for: pay for a book once, and get it in multiple formats. One of the things holding back adoption of ebooks is the current practice to sell books by their format instead of by their content. That is, if you want a hardcover edition, and audiobook and an ebook version you have to buy each separately. The more sensible approach? If you want to buy a “book,” buy it – then get it in hardcover, audio, and ebook. Pay one price – get them all. Duh!

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Kindle fun

A nightmare to some, a situation devoutly to be wished by others. (Thanks to joyoftech.com, Nitrozac and Snaggy)
kindle fun

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WIKI assignments: make it better

Blackboard’s wiki option has made it easier for us to experiment with this collaborative writing application. There are a number of web sites that suggest that wikis can be powerful learning tools, a number of sites that discuss basic wiki use, and the usual line up of sites that promise that wikis will cure all ills. This article goes beyond the hype and basic how-to by describing three challenges to wiki use, and suggesting how they might be used to better support learning.

Reynard, Ruth. “3 Challenges (with Benefits) to Wiki Use in Instruction,” in Campus Technology. Feb. 11, 2009.

According to Reynard, current writing about wikis promise that they will “highlight higher-level thinking skills that teachers would love to see developed in their students. The reality is, however, that just as with any actual use of technology in instruction, there are always challenges, not only in practical terms with familiarity with the technology itself but, more importantly, in a pedagogical sense as the benefits to teaching and learning are examined more thoroughly. How can the instructional uses of a wiki be maximized to ensure this higher level of engagement with students?”

She continues that “There is a temptation with using a tool like the wiki for teachers to simply introduce the tool and ask the students to use it, and then watch to see what happens…While knowledge around this is still growing, we do know from teaching in general that students respond poorly to badly designed assignments with no real purpose articulated as to their connection with the learning outcomes or direct benefit to the student’s overall learning experience.”

The challenges she addresses are:

  1. Creating Meaningful Assignments: Motivation
  2. Grade Value for Constructed Input: Affirmation
  3. Collective Knowledge Use: Learning

The suggestions she provides are simple, concrete, and probably quite effective. Good reading for anyone who is considering using wiki assignments in their course.

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