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21 Nov 07

JOHO - November 19, 2007

www.hyperorg.com/...joho-nov19-07.html - Preview

reading technology

But Grafton seriously underestimates the existing and coming
discontinuity. In fact, Grafton is so insistent on defending
libraries that he lets his nostalgia overcome his logic.
Grafton is thus pointing to the needs of a tiny fraction of scholars to
support
his case for the broad necessity of libraries
6 more annotations...
- The scanning projects are not resulting in
  "one
  accessible store
  of information." He might also have mentioned the role of copyright
  standing between us and
  what we need to know.
- Metadata can make collections more "fluid" in
  Kevin Kelly's sense than Grafton acknowledges.
- Think about what scholars could
  learn about our sociology by processing annotation patterns
- reading will change from private to collaborative. That's
  disruptive economically, socially, and epistemologically.
- But increasingly the stacks will feel like
  places where knowledge is locked up, while online will be where we
  feel it is at work, at play, and set free.
- Building a three-story, Greek-styled shrine
  to books will feel like a waste of space that could be devoted to human
  social learning. So, I think I'd build a large, well-lit facility that
  encourages both quiet reading and people interacting about what they're
  reading (and viewing and auditing).

20 Nov 07

Onward and Upward with the Arts: Future Reading: Reporting & Essays: The New Yorker

www.newyorker.com/...071105fa_fact_grafton - Preview

reading technology

Last year, Kevin Kelly, the self-styled “senior maverick” of Wired, predicted, in a piece in the Times, that “all the books in the world” would “become a single liquid fabric of interconnected words and ideas.” The user of the electronic library would be able to bring together “all texts—past and present, multilingual—on a particular subject,” and, by doing so, gain “a clearer sense of what we as a civilization, a species, do know and don’t know.” Others have evoked even more utopian prospects, such as a universal archive that will contain not only all books and articles but all documents anywhere—the basis for a total history of the human race.
The hype and rhetoric make it hard to grasp what Google and Microsoft and their partner libraries are actually doing.
15 more annotations...
- It will result not in the infotopia that the prophets conjure up but in one in a long series of new information ecologies, all of them challenging, in which readers, writers, and producers of text have learned to survive.
- the profit-driven industry of publishing and the industrious scholarship of the libraries gradually became separate spheres
- In a sense, the system resembles nothing more than trillions of old-fashioned footnotes.
- The rest, perhaps seventy-five per cent of all books ever printed, are “orphans,” possibly still covered by copyright protections but out of print and pretty much out of mind. Google, controversially, is scanning these books although it is not yet making them fully available; Microsoft, more cautiously, is scanning only what it knows it can legitimately disseminate.
- Google and Microsoft pursue their own interests, in ways that they think will generate income, and this has prompted a number of major libraries to work with the Open Content Alliance, a nonprofit book-digitizing venture.
- The materials from the poorest societies may not attract companies that rely on subscriptions or on advertising for cash flow. This is unfortunate, because these very societies have the least access to printed books and thus to their own literature and history.
- Poverty, in other words, is embodied in lack of print as well as in lack of food. The Internet will do much to redress this imbalance, by providing Western books for non-Western readers. What it will do for non-Western books is less clear.
- It’s not likely that we’ll see the whole archives of the United States or any other developed nation online in the immediate future—much less those of poorer nations.
- The supposed universal library, then, will be not a seamless mass of books, easily linked and studied together, but a patchwork of interfaces and databases, some open to anyone with a computer and WiFi, others closed to those without access or money.
- Soon, the present will become overwhelmingly accessible, but a great deal of older material may never coalesce into a single database.
- Though the distant past will be more available, in a technical sense, than ever before, once it is captured and preserved as a vast, disjointed mosaic it may recede ever more rapidly from our collective attention.
- It has become impossible for ordinary scholars to keep abreast of what’s available in this age of electronic abundance
- Marginal annotations, which abounded in the centuries when readers usually went through books with pen in hand, identify the often surprising messages that individuals have found as they read
- For now and for the foreseeable future, any serious reader will have to know how to travel down two very different roads simultaneously.
- The narrow path still leads, as it must, to crowded public rooms where the sunlight gleams on varnished tables, and knowledge is embodied in millions of dusty, crumbling, smelly, irreplaceable documents and books.

07 Mar 07

Salon.com Books | Think you know how to read, do you?

www.salon.com/...print.html - Preview

reading

03 Mar 07

The globalization of educational fads and fallacies

itre.cis.upenn.edu/...004261.html - Preview

education reading teaching

This post also contains links to many other posts and articles that surround the pedagogical and political implications of Whole Language instruction.
- ehoefler on 2007-03-03

the
misuse of neuroscientific arguments
>
is also becoming an epidemic, perhaps not as fatal as ineffective methods of reading instruction, but still debilitating to the body politic.
>
Whole Language is a politically correct but scientifically mistaken theory of reading instruction

The Teaching of Reading

itre.cis.upenn.edu/...004263.html - Preview

education reading teaching

teachers generally receive little instruction in how to teach reading in spite of the fact that this is the single most important thing that primary school teachers and the one in which instruction is most needed. This is in part because of the dominance of whole language, a system in which there is nothing much for the teacher to know.

25 Feb 07

Throughlines: Standard Lecture #37

throughlines.blogspot.com/...found-myself-repeating-to.html - Preview

gaming reading

most good books teach you how to read them well as you go along

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