academics with ereaders: results of survey

With 75 responses so far, here’s a peak at the results of the survey. If you have not yet voiced your opinion on whether ereaders are ready for academic use, please take the survey.

Note: if any of the graphs are difficult to read, clicking them takes you to the Flickr page where they are hosted full size.

academics with ereaders
The majority believe that ereaders need better PDF support (not surprising given the near ubiquity of PDFs in academic settings) and better annotation functions.

academics with ereaders
A surprisingly low number of respondents use their ereaders either in class or to prepare for class. It looks like even in the hands of academics, ereaders live up to the reputation of being devices for casual of recreational reading.

academics with ereaders
The Kindle and the iPad are clearly the two most popular devices.

academics with ereaders
And of the population sampled so far, most respondents are graduate students.

 

bike rack orbit

Few bike racks in Davis are topped with this symbol.

Bike rack

 

From Sony Reader to Amazon Kindle

This is an update to previous posts in which I explained why, when I decided to step into the ereader market, I originally chose the Sony Reader. [original articles 1, 2] After a bad experience with both the Reader itself and Sony’s customer service, I reluctantly sold the Reader and switched to the Kindle. I also discuss ereaders’ academic strengths and shortcomings in an article titled “Ereaders in the Classroom,” in the journal Transformations; the journal is dedicating an issue to the digital classroom. But what unfolds below is a more detailed look at what happened that made me give up the Sony Reader and switch to the Amazon Kindle.

It happened again. The problem that happened before, in which notes were lost, hair was pulled, and Sony couldn’t help. So after troubleshooting a problem where the notes I had made in my ebooks would not sync properly between my computer and my Sony Reader, I turned on the ereader one day in May to find all of my books had been deleted from its storage media. With customer support, I was able to restore the books to my ereader and understand how the sync issue started. However, the books loaded back on the Reader as “new” and without all the notes, annotations, and highlighted passages. This loss of data represented the notes and comments from more than a thousand pages of text read over the previous three months.

Reader Library

What I learned from Sony’s customer support is that if you initially check the box (in the Reader Library software) to let the Reader Library keep your books and notes in sync with your Reader, then you had better keep it that way. The software works (even looks) much like iTunes in that your hard drive, the Reader, and other storage devices are listed in a column on the left. The contents (the books) appear on the right, in a list. The software behaves so much like iTunes that you might think, as I did, that if you are having trouble where syncing stalls, it seems reasonable to uncheck the option to have the Reader Library keep everything in sync and instead manage the dragging and dropping of books from hard drive to Reader yourself.

Think again.

Unchecking the sync option deleted the books from my Reader. When I told Sony that I would like a refund, my call was escalated to what I was told was the highest level of technical support. Even after the customer support rep had me reinstall the latest firmware, still he was not able to restore my notes. Sony would not issue a refund since the Reader was more than 90 days old, even though my initial instance of this particular loss-of-data problem began within days of purchasing the Reader.

That was the last straw. Without a reasonably intuitive and easy to use back up system for one’s notes and highlighted passages, I don’t see how the Sony Reader can be reliable for anyone who is reading with any purpose slightly more serious than beach reading.

Aesthetically, I still think the Sony Reader has done the ereader right. Its simple, clean, minimal design is better, in my mind, than even the new Barnes and Noble nook which, with its curved corners and one bottom button, is trying to be the iPad’s kindergartener brother. The Reader, on the other hand, is lighter and thinner without feeling like it will blow away in a breeze. It’s brushed aluminum shell looks smart, and the touch screen is as responsive as I needed it to be. And it doesn’t look like anything else out there, so it’s not trying to imitate another’s design.

I reluctantly sold the Reader through Craigslist and picked up a Kindle. The Kindle feels plasticky and cheap, and I have yet to get comfortable pushing buttons to turn pages. The thumb-dot-keyboard is awkward and feels superfluous after the touchscreen keyboard I was getting used to. But in the end, the Kindle backs up my notes wirelessly and keeps my books in sync between the Kindle, my laptop, and my iPhone. Instapaper’s automatic wireless delivery of a week’s worth of saved articles to the Kindle has saved me the extra step of using Ephemera, and the Send to Kindle Chrome extension is a big plus.

In short, Amazon has nailed the paperless, ebook, e-article ecosystem. But Amazon still could learn something from Sony’s attention to physical detail.

 

Academics using ebook readers

In the commercial world of book sales, ereaders have surged into the spotlight over the last few years. Book retailers Amazon and Barnes and Noble each release new models of their dedicated ebook readers with the same frequency as other popular electronic gadgets. Since Apple first release its popular iPad, the world of tablet of computing is also making inroads into the ebook world.

The perception, however, is that ebook readers are popular mostly among casual, pop-lit readers. If you have an ebook reader (e.g. Amazon Kindle, Barnes and Noble Nook, Kobo, Sony Reader, Apple iPad), please complete this simple survey about how you use ebook readers in an academic setting.

http://bit.ly/mPnZbn

*UPDATE*
Results from the first ten days
ereader poll results (device)

ereader poll results (users)

ereader poll results (needs)

 

Marchand Archive: dig into the digital humanities

In February, The History Project at UC Davis launched the expanded and improved Marchand Archive: a growing digital collection of images and lesson plans, freely available via the Internet to teachers, students, researchers, and professors alike. The Marchand Archive comprises two collections, an Image collection and a Documentary Source Problems collection.

The Image collection is a repository of more than 8600 images – from maps to paintings to codices – contributed by faculty members of the UC Davis History Department and curated by The History Project staff. Andrés Reséndez, Alan Taylor, Cynthia Brantley, Joan Cadden, Louis Warren, and Karen Halttunen (who is now at USC) have added their teaching images to the original slides donated posthumously by the family of Roland Marchand.

The Documentary Source Problems collection is a catalogue of lessons that require students to apply analytical skills to a set of primary sources from which they can deduce and explain events from the past.

Named for Roland Marchand-an internationally acclaimed scholar, member of the UC Davis History Department’s faculty, and one of the co-founders of The History Project at UC Davis-the Archive builds on Marchand’s legacy as a devoted teacher and innovative scholar. With funding from the National Endowment for the Humanities, The History Project at UC Davis has expanded the Marchand Archive from its modest origins to the robust database it is today.

“The Marchand Archive is invaluable to teachers,” says Brian Riley, a teacher at Vacaville High School. “The breadth and quality makes any stop here worthwhile. Whether I am developing a lesson or simply looking for an example, the Marchand Archive is the first place I start. I have bookmarked this site and it is my most frequently used bookmark.”

The Marchand Archive exemplifies what Matthew Kirschenbaum, Associate Director at the Maryland Institute for Technology in the Humanities, describes as central features of digital humanities projects. The Archive focuses the user’s attention on digitized (and digital) objects of material culture. It encourages scholarly and pedagogical practices aimed at producing and disseminating knowledge “freely to an audience apart from or parallel with more traditional structures of academic publishing.” Finally, the open-source information architecture and the collaborative working model that produced the Marchand Archive embody the perspective and the practice of the digital humanities.

I think the Marchand Archive is interesting because it offers insight into the historians’ thinking, particularly in the case of Roland.

By looking at the topics and the images associated with them you can see how he helped his students think about history.

Teachers also benefit from Sherrill Futrell and Camille Leonhardt’s work adapting the documentary source problems Roland used with his university students for high school and middle school.

- Letty Kraus
The History Project

As a digital humanities project, it reaches across disciplinary and academic boundaries to produce a trove of material that bears multiple descriptions. To school teachers, the Marchand Archive is a resource for images and lesson plans aligned with California teaching standards. To researchers and graduate students, it is a collection of raw material to make sense of. IT professionals see a database, employing PHP scripting to create dynamic data sets of image files and metadata. To the volunteers, teacher leaders, and professional development mentors who have nurtured the Archive since its nascence and through multiple iterations, the Marchand Archive is a path to share what is best about academia with a broader public audience.

The History Project invites you to visit (or revisit) the Marchand Archive, and browse or search for something that will be useful to your teaching, research, or writing.

While you are there, consider filling out our survey; your responses help us improve the site, enhancing its utility and its reach.

- Visit the Marchand Archive -

Marchand Archive Survey

Please fill out a survey on the Marchand Archive. Your feedback helps us improve our growing digital collection of images and lesson plans. As noted in the article above, the “Marchand Archive” refers to our Image Collection and Documentary Source Problem Collection, two browsable and searchable collections of teaching resources freely available to teachers.

- Click here to complete the survey -

This article originally appeared in The Source, the newsletter of the California History – Social Science Project. Download the Spring/Summer 2011 edition, dedicated to Teaching History in the Digital Age.

 

Rachel Blau Duplessis

Over the 2008-2009 academic year, I got to work with Rachel Blau DuPlessis. Rachel is a feminist poet, literary critic, and editor of some great collections of modern poetry. A prolific writer and deeply interested in the avant garde movement and the influence of (early 20th century) modernism on poetry at an international level, Rachel was fun work with. At different times throughout the year, she brought me projects that could be tackled with digital tools, including producing high-quality scans of a collection of poems titled Draft 94: Mail Art for the Australian journal of poetry Jacket*, so we developed a great working relationship. And when she was asked to participate in two events out of reach for mid-year travel, we produced a couple of videos so that she might attend virtually.

In this first video, Rachel reads from from her invited contribution to the Tapa notebook collection, housed in the University of Auckland’s (New Zealand) special collections library. She also reads a poem, Draft 95: Erg.

In the second, Rachel reads her remarks prepared for a conference celebrating the poetry of Ron Silliman. She was not able to attend the conference in person, so I worked with her to film her reading, which the conference organizers used to let a handful of commenters participate virtually. Her reading focuses on Silliman’s The Alphabet.

And finally, Rachel was invited by David Need to participate in a local (Durham, NC) reading series called “Arcade Taberna”. Since the other two video projects had gone so well, she asked if I would like to film this one as well. A bit longer than the other readings, I enjoy this video best as it gets into some of her more playful poetry.

You can hear more of Rachel’s readings, going back to 1982, at her PennSound page.

* John Trantner’s journal Jacket has been given the institutional resources it deserves and is now a project of the Kelly Writers House, affiliated with the University of Pennsylvania. See jacket2.org for more.

 

The Adventures of Huckleberry Finn

The Adventures of Huckleberry FinnThe Adventures of Huckleberry Finn by Mark Twain

My rating: 4 of 5 stars

Much is made, from a critical perspective, of the improbability of a young white boy from 1840s Missouri learning to respect a black man as his surrogate father. Instead of contributing to the idea that Huck’s development of conscience is unbelievable, I prefer to interpret the story in this way: Mark Twain wrote The Adventures of Huckleberry Finn at just the right time, the only time which it could have been written.

No doubt, it would have been difficult for a boy in Huck’s position to see humanity in his black neighbors in pre-Civil War Missouri. Huck’s father, known only as Pap, lives just as marginalized a lifestyle as Huck. He lives off the land; coming into contact with civilization on a regular basis only to buy alcohol. His alcohol dependency and traumatic past (alluded to through his night terrors), keep Pap in a state of self-hatred, one he projects onto the slaves he encounters and the black race as a whole. In this way, Pap shares his society’s norms which support slavery and white supremacy.

But Huck is not growing up to inherit his father’s views. Because there is a difference between what Huck’s conscience tells him about Jim’s humanity and Pap’s views of slavery (and black people generally), we see that marginalized class status does not determine one’s views on slavery or racial supremacy. However, Twain makes it clear through Huck’s internal struggles (those quiet moments of precocious thinking on the raft) that Huck could not have come to recognize Jim’s humanity if he had been raised “civilized.” Rather it is Huck’s marginal status in Missouri — his outsider status — that creates the space in which Huck can develop his own conscience, his own thoughts on the morality of how to relate to Jim. Huck is aware that he is reaching anti-social conclusions, but he also consistently chooses to act according to his conscience, which is developed through personal experience, not through theory or teachings (or beatings, for that matter). His morality is more phenomenological, we might say.

The reason Twain has to create this marginal space for Huck is that Huck’s struggles with conscience represent the fumbling along that social institutions (from the church to government to businesses and society circles) had to endure in the post-abolition, post-war rebirth of the country.

Writing about pre-Civil War slavery from a post-Civil War, post-abolition point of view, Mark Twain is witnessing the white US population come to terms with the humanity of people of color. The period of shame, guilt, and growth — not to mention generational confusion — that the white population of the United States is going through immediately after the abolition of slavery is not unlike a child’s adolescence. Huck coming to terms with Jim’s humanity is a narrative that the late 19th century white population of the United States can identify with because they are going through the same moral (re)development.

Twain couldn’t have set his novel in the post-abolition present because the author needs the readers to be able to reflect, to look back on a time radically removed politically even if not yet very far removed temporally. At the same time, Twain could not have written it before slavery’s abolition because there would be no societal goal of achieving a post-slavery point of view.

Precisely because Huck does not change his mind about slavery wholesale (or, put another way, because he does not become an abolitionist), Huck’s quarrel with civilization is believable. Over the course of the novel, Huck changes his view of Jim (and his own responsibility to treat him as an equal) rather than about slavery, people of color, or even black men. He notes “human beings can be awful cruel to one another” only when he sees the Duke and the King, two white characters, being tarred, feathered, and driven out of town tied to a rail. Each time Huck decides to help Jim (by not letting him be caught by the two white men chasing escaped slaves and who approach the raft until Huck lets on that the person in the wigwam is infected with a contagious disease; by setting out to “steal Jim out of slavery again,” and even by sharing his earnings and possessions with him equally [$20 gold coins apiece]), he does so only after reflecting on Jim. He considers how kind Jim is, how Jim calls Huck a friend, how Jim works more than his share of time guiding the raft so that Huck can rest. Huck does not decide to help Jim out after reflecting on the cruelty of institutional slavery. His motivation is always personal.

And this, too, is part of Twain’s insight into the collective psychology of racism and a nation trying to heal itself after the Civil War, a war fought over slavery. If Huck’s struggles between his conscience and his perceptions of his society’s norms represent the struggles of white America after the Civil War to recognize black humanity, then Twain’s observation is that it is impossible for white America to change its mind quickly about racism. Instead, Huck (white America) changes his mind about a man.

View all my reviews

 

iPhone tracking

iPhoneTracker southeast

Pete Warden, founder of Data Science Toolkit, and Allasdair Allan, a research fellow at the University of Exeter, recently stumbled upon a database, hidden in the backups of iPhones and iPads, which contains timestamped location information for your phone. What does this mean? It means that built in to the iPhone’s operating system (iOS 4) is a set of recorded information about the cell phone towers and networks to which your phone has connected.

So what?

So, if you know how to interpret this data, you can track where someone (assuming people follow their phones) has been as long as you can get access to either their iPhone or the computer they usually use to sync their iPhone. For people with any privacy concerns, this could be a problem.

And with the release of mapping software created by the two hackers who discovered the database, you don’t even have to know how to interpret the code yourself. Just install iPhoneTracker (Mac only) on the computer you use to sync your iPhone, and you’ll be amazed — perhaps alarmed — at the level of detail of the information it shows you. The data is displayed as a map, with timestamped entries animated in a chronological sequence. You can view your entire last year’s movements at once, or play through your travels in a video.

I’m guessing, since mine does not show any South American entries, that it does not capture WiFi networks. I kept my iPhone in Airplane mode while I was in Ecuador so that I wouldn’t be charged the exorbitant international roaming fees. But I did use the WiFi connection both in my apartment and at hotspots throughout Quito. That none of these show on my map tells me that the phone’s software must be recording only information collected from cellular networks. Plus, if you drill down far enough into the map, the circles (representing a connection) stand in odd locations. That is, if this was tracking where I was, it should show a circle at my house, place of employment, or favorite restaurants. However, the circles on my map are situated in areas where cellular towers are more likely to be. In a desperate attempt to cover a breaking story, some news organizations (ahem, ones owned by Murdoch) have said that this software shows where you have been down to the level of detail of houses. While that may be, the iPhoneTracker visualizer does not show such detail.

iPhoneTracker national

Since I drove across the United States last year, you can see the kind of detailed information it collects. In short, as far as data visualization efforts go: pretty cool. However, the fact that Apple is recording your movements within its products (whether or not this data is being transmitted anywhere) without telling its consumers: not cool.

If you have concerns about the accessibility of this information, you should know that there is currently no way to opt out of this data collection. It does not appear as though any of the data is being transmitted to Apple or to anyone else, but the only way to add some measure of protection is to choose to encrypt your iPhone backups (an option within iTunes).

Below is a video of Pete Warden and Allasdair Allan talking about their discovery and why they decided to release the visualization tool to the public.

 

Environmental impact of e-readers and e-books

An organization called the Green Press Initiative has recently released a report summarizing the environmental impact of e-books and e-readers, comparing the growing e-book market to the traditional paper-based book market. I first came across the white-paper via Twitter, and passed it along. I admit, however, hitting the retweet button before reading through the pdf. After spending just a few minutes with the report, I wish there was a way to retract posts to Twitter.

The report is poorly written. A trained editor would not have let slide such gems as “sales of E-books are rapidly increasing, as are [sic] the number of devices capable or [sic] displaying E-books” or “At the time of [sic] this was written.” These and more are found on the first page (the first 230 words) of an image-heavy, text-light report. I don’t mean to pick on someone’s grasp of grammar, but an unpolished report raises doubts about its accuracy. Perhaps because of the distracting grammatical errors, I read the six-page report more closely than I might have otherwise. Then again, I might have read it just as closely, since the very issue taken up by the report’s authors is something I have been thinking about for the last two months. That is, I want to know the answer to the overall question raised by this report: which has a greater impact on the environment, e-books or traditional paper books?

The report claims that, when comparing the carbon footprint, fossil fuel use, mineral consumption, and water use of an e-reader’s production with the paper book market, the impact of production of one e-reader is roughly the equivalent of 40-50 traditional books. I read this to mean that, if an e-reader owner reads fewer than 50 books on her e-reader, then reading traditional paper-based books would have had a lighter impact on the environment.

How green are e-readers?

The report then goes on to discuss the complications of comparing e-books to books over the lifetime of ownership (that is, beyond production). While a book can be lent, re-sold, and otherwise passed on to a friend with no additional impact on the environment, an e-book cannot. Passing an e-book to a friend (if possible, given the state of DRM protections) involves the use of electricity. Reading a e-book requires electricity. So, unless one recharges her e-reader with a Solio or other such device, the cost of recharging an iPad, Kindle, Nook, or Sony Reader is borne by the grid.

On the fifth page of the report, the authors discuss the environmental impact of the servers and Internet infrastructure required to deliver e-books to consumers. The authors are right to point out these potentially hidden external costs of e-book ownership, but their failure to discuss the distribution methods for paper books is, in my mind, the single largest shortcoming of the report. Considering that paper books, as physical objects, require a system of transportation that — in the contemporary United States — is largely dependent on fossil fuel consuming automobiles, the delivery of books from presses to bookstores ought to be factored in to any comparison. Further, after talking with Bob Schildgen, the Sierra Club’s Mr. Green, he pointed me to a column he’d written in which he raises what is perhaps the most-often overlooked environmental cost of book readership: the fact that most people who buy books at a bookstore drive cars to the bookstore. In “Paper or Pixels?,” Schildgen says “to put things in perspective, though, neither e-readers nor books rival other energy sinks. Drive five miles to the bookstore and back, and you’ll use more energy than it takes to make a book.”

I agree with the Green Press Initiative’s conclusion that an accurate real-world comparison between books and e-books will be possible only when there is more transparency on the part of e-reader manufacturers and e-book presses and distribution platforms. Until then, the question remains: which has a greater impact on the environment, e-books or traditional paper books?

For what it’s worth, the Green Press Initiative report is here (link downloads a pdf). It’s not that long, so be sure to read it on your e-reader instead of printing it out, as I did. And here is also a link to Bob Schildgen’s impressively researched book, gathering some of his best columns, Hey Mr. Green: Sierra Magazine’s Answer Guy Tackles Your Toughest Green Living Questions.

 

Pollen season

The temperature is a glorious 68º, there is not a cloud in the sky, and sun’s warmth beckons everyone outdoors. I tried sitting outside to read tonight, but the yellow breeze blew back.

Pollen season is in full swing when a golden layer settles on the screen of the ereader between page-turning finger swipes. Eventually, there is just a monochromatic streak through the yellow tree gametes accumulating like snow.

When the tree above me dropped a spent cone, its wellspring of pollen, onto The Lords of Discipline, highlighting “tactics,” I figured it was time to go indoors.

pollen pollen

What the screen-capture doesn’t capture are the grains of pollen yellowing the glass touchscreen.