Category Archives: digital

world digital library

The Library of Congress has announced plans for the creation of a World Digital Library, “a shared global undertaking” that will make a major chunk of its collection freely available online, along with contributions from other national libraries around the world. From The Washington Post:

…[the] goal is to bring together materials from the United States and Europe with precious items from Islamic nations stretching from Indonesia through Central and West Africa, as well as important materials from collections in East and South Asia.

Google has stepped forward as the first corporate donor, pledging $3 million to help get operations underway. At this point, there doesn’t appear to be any direct connection to Google’s Book Search program, though Google has been working with LOC to test and refine its book-scanning technology.

the fly — a hundred dollar “pentop” for the overdeveloped world

Two products that will most likely never be owned by the same teenager: The hundred dollar Laptop from MIT and the hundred dollar “pentop” computerized pen called the Fly. While the hundred dollar laptop (as we’ve said a few times on this site already) is promoted as a device to bring children of underdeveloped countries into the silicon era, the Fly is a device that will help technology-saturated 8 to 14 year olds keep track of soccer practice, learn to read, and solve arithmetic equations. Equipped with a microphone and OCR software, the Fly will read aloud what you write: if you use the special paper that comes with the product, you can draw a calculator and the calculator becomes functional. It’s all very Harold and the Purple Crayon .
In his review of the Fly’s capabilities in todays New York Times, David Pogue is largely enthusiastic about the device, finding it both practical and appealing (if a tad buggy in its original version). Most of all, he seems to think the Fly’s too-cool-for-school additional features are necessary innovation in a market that he says has begun to dry up — digital educational products for children. According to Pogue:
When it comes to children’s technology, a sort of post-educational age has dawned. Last year, Americans bought only one-third as much educational software as they did in 2000. Once highflying children’s software companies have dwindled or disappeared. The magazine once called Children’s Software Review is now named Children’s Technology Review, and over half of its coverage now is dedicated to entertainment titles (for Game Boy, PlayStation and the like) that have no educational component.
If Pogue is right, and educational software is on its way out, does this mean that everything has moved over to the web? And what implication does this downturn have for the hundred dollar laptop project?

ebr is back

ebr is back after a several month hiatus during which time it was overhauled. The site, published by AltX was among the first places where the “technorati meets the literati” and I always found it attractive for its emphasis on sustained analysis of digital artifacts and the occasional pop culture reference. The latest project, first person series, seems to answer a lot of what bob finds attractive in the blogs of juan cole and others. And although I’ve heard ebr called “too linear” (as compared to Vectors, USC’s e-journal) the interface goes a long way toward solving the problem of the scrolling feature of many sites/blogs which privilege what’s new. The interweaving threads with search capabilities seem quite hearty.

welcome to the 19th century

The following was posted by Gary Frost as a comment to our post on Neil Postman’s “Building a Bridge to the 18th Century.” Gary recently returned from the Mississippi coast where he was part of a team helping to assess library and museum damage after Katrina.
The mystic advise that we walk into the darkness. Postman’s only qualification is that we do futurism with the right gear. But we cannot wander off into the future with enough AA batteries. An archeologist at the storm damaged Jefferson Davis presidential library greeted me saying; “Welcome to the19th century.” He was not kidding. No water, no electricity, no gas, no groceries. He was digging up the same artifacts for the second time in the immense debris fields left by Katrina.
We were driven to a manuscript era and we were invigorated to do our best. Strangely the cell phones worked and we talked to Washington from the 19th century. We asked if the Nation was still interested in the culture of the deep south. Not really, Transformers were at work and in our mobile society the evacuees had left for good. The army trucks were building new roads over the unmarked gravesites of 3000 Confederate veterans, who in their old age, came to Jeff Davis’ home to die.
We were left hanging about the future and technologies were a sidebar. It wasn’t really important that the 19th century had invented instantaneous communication, digital encoding or photographic representation or that the 21st century was taking the credit for its exploitation of these accomplishments. The gist was that the future deserved to be informed and not deluded. The gist was that the future would be fulfilled as a measure of its use of the accomplishments of a much longer past.

yahoo! announces book-scanning project to rival google’s

Yahoo, in collaboration with The Internet Archive, Adobe, O’Reilly Media, Hewlett Packard Labs, the University of California, the University of Toronto, The National Archives of England, and others, will be participating in The Open Content Alliance, a book and media archiving project that will greatly enlarge the body of knowledge available online. At first glance, it appears the program will focus primarily on public domain works, and in the case of copyrighted books, will seek to leverage the Creative Commons.
Google Print, on the other hand, is more self-consciously a marketing program for publishers and authors (although large portions of the public domain will be represented as well). Google aims to make money off its indexing of books through keyword advertising and click-throughs to book vendors. Yahoo throwing its weight behind the “open content” movement seems on the surface to be more of a philanthropic move, but clearly expresses a concern over being outmaneuvered in the search wars. But having this stuff available online is clearly a win for the world at large.
The Alliance was conceived in large part by Brewster Kahle of the Internet Archive. He announced the project on Yahoo’s blog:

To kick this off, Internet Archive will host the material and sometimes helps with digitization, Yahoo will index the content and is also funding the digitization of an initial corpus of American literature collection that the University of California system is selecting, Adobe and HP are helping with the processing software, University of Toronto and O’Reilly are adding books, Prelinger Archives and the National Archives of the UK are adding movies, etc. We hope to add more institutions and fine tune the principles of working together.
Initial digitized material will be available by the end of the year.

More in:
NY Times
Chronicle of Higher Ed.

creative versioning project

“I don’t have a single early draft of any novel or story. I just ‘saved’ over the originals until I reached the final version. All there is is the books themselves.” – Zadie Smith
This is a call (re-published from the Electronic Literature Organization) for writers to participate in a creative versioning project, hopefully to begin this winter:

Matthew Kirschenbaum is looking for poets and fiction writers willing to participate in a project to archive versions of texts in progress. An electronic document repository (known as a Concurrent Versions System, or CVS) will be used to track revisions and changes to original fiction and poetry contributed by participating writers who will work by checking their drafts in and out of the repository system. The goal is to provide access to a work at each and every state of its composition and conceptual evolution — thereby capturing the text as a living, dynamic object-in-the-making rather than a finished end-product. A reader will be able to watch the composition process unfold as though s/he were looking over the writer’s shoulder.

For guidelines and contact info, visit ELO.

kurzweil’s techno-narcissism

Ray Kurzweil looks into the future and sees the singularity gazing back full of love. It whispers. It seduces. “Ray, take care. Preserve yourself. It will be another 50 years yet. Go. Preserve yourself with vitamins, fruits, infusions. Keep your body tender and vital, and soon enough you will be subsumed, you will transcend. The singularity is near!”
Kurzweil’s book is out and it’s as big as a dictionary. A good friend of mine was given it as a gift a couple of nights ago for his birthday. After dinner, as we rode the crosstown bus toward a game of cards, I read the first few pages. Try holding this goliath in one hand! The bus was crowded and we were standing in the aisle, gripping the handles on the top rail. The bus lurched, and I cursed my physiognomy. If only I could download the damn thing into my brain! If only the singularity were here now!
Kurzweil’s theory, or rather, his unshakeable conviction, his messianic belief, is that we, the human species, are nearing the point (he predicts around 2045) when our tools will become more intelligent than us and we will merge – mentally, biologically, spiritually – with them. Computer processing, artificial intelligence, biotechnology are all developing at an exponential rate (the law of accelerating returns), and are approaching a point of singularity, an all-encompassing transformative power, that will enable us to eliminate poverty, eradicate hunger, and “transcend biology.”
The reason Kurzweil is preserving his body – “reprogramming his biochemistry,” as he puts it – is because he is convinced that in about a generation’s time we will be able to ingest millions of microscopic nanobots into our neural pathways that will turn our brains into supercomputers, and engineer ourselves to live as long as we please. We will become, to borrow a conceit from an earlier book of Kurzweil’s, “spiritual machines.”
I would like to say that I will take the time to read his book and engage with it in more than a passing (and admittedly reactionary) way. Perhaps we’ll make a project of reading Kurzweil here at the institute as a counterpoint to Neil Postman (see recent discussion). But I’m not sure how much of his flaming narcissism I can take. Kurzweil’s ideas of “transhumanism” are so divorced from any social context, so devoid of any acknowledgment of the destructive or enslaving capacities of technology, and above all, so self-involved (the fruit and vitamin regimen is no joke – and there is probably a black monolith at the foot of his bed), that I’m not quite sure how to have a useful discussion about them.
As an inventor, Kurzweil has made many valuable contributions to society, including text-to-speech synthesis and speech recognition technology that has greatly aided the blind. It is understandable that his success in these endeavors has instilled a certain faith in technology’s capacity to do good. But his ecstatic, almost sexual, enthusiasm for human-machine integration is more than a little grotesque. Kurzweil’s website and book jacket are splashed with approving quotes from big name technologists. But I don’t find it particularly reassuring, or convincing, to know that Bill Gates thinks

Ray Kurzweil is the best person I know at predicting the future of artificial intelligence.

For a more reasoned, economic analysis of the possible outcomes of accelerating returns, read John Quiggins’ “The singularity and the knife-edge” on Crooked Timber. Another law – or if not a law, then at least a common sense suspicion – is that if the engine keeps accelerating and heating it up, it will eventually fall apart.

the future of the institute

lately i’ve been thinking about how the institute for the future of the book should be experimental in form as well as content – an organization whose work, when appropriate, is carried out in real time in a relatively public forum. one of the key themes of our first year has been the way a network adds value to an enterprise, whether that be a thought experiment, an attempt to create a collective memory, a curated archive of best practices, or a blog that gathers and processes the world around it. i sense we are feeling our way to new methods of organizing work and distributing the results, and i want to figure out ways to make that aspect of our effort more transparent, more available to the world. this probably calls for a reevaluation of (or a re-acquaintance with) our idea of what an institute actually is, or should be.
the university-based institute arose in the age of print. scholars gathering together to make headway in a particular area of inquiry wrote papers, edited journals, held symposia and printed books of the proceedings. if books are what humans have used to move big ideas around, institutes arose to focus attention on particular big ideas and to distribute the result of that attention, mostly via print. now, as the medium shifts from printed page to networked screen, the organization and methods of “institutes” will change as well.
how they will change is what we hope to find out, and in some small way, influence. so over the next year or so we’ll be trying out a variety of different approaches to presenting our work, and new ways of facilitating debate and discussion. hopefully, we’ll draw some of you in along the way.
here’s a first try. we’ve decided (see thinking out loud) to initiate a weekly discussion at the institute where we read a book (or article or….) and then have a no-holds discussion about it — hoping to at least begin to understand some of the first order questions about what we are doing and how it fits into our perspectives on society. mostly we’re hoping to get to a place where we are regularly asking these questions in our work (whether designing software, studying the web, holding a symposium, or encouraging new publishing projects), measuring technological developments against a sense of what kind of society we’d like to live in and how a particular technology might help or hinder our getting there.
the first discussion is focused on neil postman’s “Building a Bridge to the 18th Century.” following is the audio we recorded broken into annotated chapters. we would be interested in getting people’s feedback on both form and content. (jump to the discussion)

ways of seeing, ways of writing – a conversation

The following discussion about a proposed exercise for a high school or college class began in an email exchange yesterday with Bob, Virginia Kuhn and Karl Stolley (Virginia and Karl are both teachers of rhetoric and composition and great intellectual partners of the institute). We thought it was getting interesting so we decided to slap it up here on the blog as a thought experiment. Please join in the discussion in the comment stream.
Bob Stein wrote:
karl and virginia:
this is an idea for an exercise for a high school or college class. i’m wondering if you think it would be interesting/valuable for both students and for those of us interested in understanding the relation of different media types.
*Ways of Seeing, Ways of Writing*
class is divided into four sections. one given pad and pencil. one given digital still camera. one given audio recorder. one given video camera*
the class is asked to “write” about a place (local historical site, downtown street corner, mall, supermarket, cemetary, etc. etc. )
or asked to “write” a response to a question, e.g. “was the response of the federal govt. to the rescue of New Orleans residents affected by the fact that the people needing rescue were mostly poor and black.”
each group “writes” their description of the place or answer to the question using the particular media assigned to their group.
the class reviews all responses, then each group is asked to make a synthesis piece using media captured by all groups.
*if resources aren’t a problem, it would be great if each of the groups with electronic capture devices has more than one.
Karl Stolley replies:
Hmmm…this assignment does offer interesting possibilities. But I guess I’d be interested in the rationale behind splitting the media-producing and -capturing activities between groups. On the one hand, from a teacherly point of view, it’s quite convenient. But viewed from the analogy of a cooking class, it would be like giving each group a set of ingredients plus a kitchen appliance, and then asking each group to take some of the results and make a dish out of it. I know that’s riddled with all kinds of logical holes, but I have to try and interrogate this somehow.
The thing that bothers me most about the assignment is that there is a serious disconnect between the artful choices required to both capture/produce AND compose/orchestrate, as though those activities can be discreet and separate (that disconnect is what tends to make a lot of multimedia assignments feel like the old Surrealist “exquisite corpse” drawing game; if that’s the rhetorical goal, then fine–but that’s limited to a particular kind of stance towards orchestration).
Instead, wouldn’t it be better to give students the question, and then consider which kind of media would be most effective to capture based on the rhetorical situation they’ve been confronted with, have the groups delegate that task amongst themselves? Beginning with the distribution of media before the question is putting the media/genre cart before the rhetorical horse, I think.
Bob replies:
karl,
thank you for your very thoughtful reply. before make specific comments, perhaps i should explain the origin of the idea.
ashton (girlfriend) and i try to spend as much time at her godmother’s place in sardinia as possible. one of the big draws is an island, actually a big hunk o’ dolomite – two miles long and 1500 feet high- that dominates the view from the shoreline. because tavolara’s rockface is mostly white and gray it changes color all day with the sun. (a few photos from recent vist here.) i literally can sit and watch it for hours. it’s been a dream to bring a group of artists to capture its beauty. this year i was thinking that it might be interesting to bring a writer (think someone like john mcphee), a painter, a photographer, a video artist or filmmaker, and an experimental interactive artist like mike naimark or josh portway and let them all have a go at it. my guess is that each would be inspired and the results while quite different would all get at some aspect of the beauty.
at the same time i was thinking about capturing tavolara in various media, i was thinking a lot about the increasingly nettlesome text vs. image (especially moving image) debate. i’m pretty sure the solution is not to give up words in favor of images, but rather begin to appreciate the value of all media and work toward new forms of _expression which call on different media types at different points or which merge them in useful new ways. i was also thinking about how the insitute might start to play a more active role.
thus the idea of coming up with a series of exercises that might be used in college and high school which helped students begin to understand the relative value and utility of different media types and also begin to experiment with how to use them together.
Specific comments:

Hmmm…this assignment does offer interesting possibilities. But I guess I’d be interested in the rationale behind splitting the media-producing and -capturing activities between groups. On the one hand, from a teacherly point of view, it’s quite convenient. But viewed from the analogy of a cooking class, it would be like giving each group a set of ingredients plus a kitchen appliance, and then asking each group to take some of the results and make a dish out of it. I know that’s riddled with all kinds of logical holes, but I have to try and interrogate this somehow.

i think a better kitchen analogy would be giving everyone the same ingredients (in the sense that tavolara or a question is the same ingredient) but ask one group to use a grill, one group to use a pan on a stove, one group to use only a cuisinart etc. but anyway, the pedagogical reason to get the students to use one media type is so that they can appreciate its properties on its own.

The thing that bothers me most about the assignment is that there is a serious disconnect between the artful choices required to both capture/produce AND compose/orchestrate, as though those activities can be discreet and separate (that disconnect is what tends to make a lot of multimedia assignments feel like the old Surrealist “exquisite corpse” drawing game; if that’s the rhetorical goal, then fine–but that’s limited to a particular kind of stance towards orchestration).

my instincts are that one of the problems with “multimedia” is that few of us really understand the components, that is we don’t really know what the different types can do on their own. i guess i don’t think we are so far advanced that we can conceive of a new media type which is multimedia. e.g. i don’t think people intuitively grasp how impt. sound is to a movie until it’s pointed out and they have an oppty to focus on it.

Instead, wouldn’t it be better to give students the question, and then consider which kind of media would be most effective to capture based on the rhetorical situation they’ve been confronted with, have the groups delegate that task amongst themselves? Beginning with the distribution of media before the question is putting the media/genre cart before the rhetorical horse, I think.

i’m not wedded to my schema, but it still seems like there would be some fantastic discussions in the classroom as students look at the different results and debate the advantages and disadvantages. it seems that experience would be helpful when they later start to create full multimedia projects.
and then of course there is the issue of interactivity which complicates everything exponentially.
b.
The conversation continues in the comment stream.

new york times and several philly papers cutting staff

“Times Company Announces 500 Job Cuts”
“Philly Newspapers Announce 100 Job Cuts”
From an internal email sent by Bill Keller (NY Times Executive Editor) breaking the bad news (leaked to Gawker):

I won’t pretend that it will be painless. Between the buyouts earlier this summer and the demands placed on us by the IHT and the Website — not to mention the heroic commitment we’ve made to covering the aftermath of Katrina – we don’t have a lot of slack. Like the rest of you, I found the recent spate of retirement parties more saddening than celebratory, both for the obvious personal reasons and because they represented a sapping of our collective wisdom and experience. Throughout these lean years you have worked your hearts out to perform our daily miracle, and I wish I could tell you relief was in sight.

Bob Cauthorn comments on Rebuilding Media about newspapers on the precipice:

The pro-industry spin will talk about combining web-site and print readers, which is disingenuous in exactly 1,465 ways. For example, does someone from Islamabad dipping in for one story on your web site have equal value as a seven-day-a- week local print subscriber?…
…The notion of platform shift — people moving from print to web just, you know, because — is a comfort to the media establishment as it suggests people still really, really, really love their product, they’re just selecting a different distribution mechanism.
Nonsense. The platform shift doctrine is a dangerous — and for some media companies, ultimately fatal — illusion that blinds the industry to necessary changes in the core product. Platform shift is the argument for the status quo: We don’t have to do anything different.

Speaking of not doing anything different, the Wall Street Journal ran this story about magazines experimenting with “digital editions”: “electronic versions of their publications that replicate every page of the print edition down to the table of contents and the ads.”
Cauthorn goes on about possibly breathing new life into print:

If newspapers fix their print products circulation will grow — change format, revive local coverage, alter the hierarchical approach to the news, open the ears of the newsrooms and get reporters back on the street where they belong. If you want to get really daring, re-imagine print newspapers as a three-day a week product rather than as a seven-day a week product.
As a practical matter, print newspapers only make money three days a week anyway. Imagine the interplay between a seven day a week digital product and a densely focused (and wildly profitable) three-day a week print product. Each doing different things. Each serving readers and advertisers in different ways.

The Guardian has just totally revamped its print identity, abandoning the broadsheet for the more petite Berliner format and adopting a slicker style. It’ll be worth watching whether this catches on. New packaging might make newspapers cuter, but not necessarily better.

if:book

A Project of the Institute for the Future of the Book