One sign of the great flexibility of American English -- if also of its high tolerance for ugliness -- is the casual way users will turn a noun into a verb. It happens all the time. And lately, it tends to be a matter of branding. You "xerox" an article and "tivo" a movie. Just for the record, neither Xerox nor TiVo is very happy about such unauthorized usage of its name. Such idioms are, in effect, a dilution of the trademark.
Which creates an odd little double bind for anyone with the culture-jamming instinct to Stick It To The Man. Should you absolutely refuse to give free advertising to either Xerox or TiVo by using their names as verbs, you have actually thereby fallen into line with corporate policy. Then again, if you defy their efforts to police ordinary language, that means repeating a company name as if it were something natural and inevitable. See, that's how they get ya.
On a less antiglobalizational note, I've been trying to come up with an alternative to using "meme" as a verb. For one thing, it is too close to "mime," with all the queasiness that word evokes.
As discussed here on Tuesday, meme started out as a noun implying a theory. It called to mind a more or less biological model of how cultural phenomena (ideas, fads, ideologies, etc.) spread and reproduce themselves over time. Recently the term has settled into common usage -- in a different, if related, sense. It now applies to certain kinds of questionnaires or discussion topics that circulate within (and sometimes between) blogospheric communities.
There does not seem to be an accepted word to name the creation and initial dissemination of a meme. So it could be that "meme" must also serve, for better or worse, as a transitive verb.
In any case, my options are limited.... Verbal elegance be damned: Let's meme.
The ground rules won't be complicated. The list of questions is short, but ought to yield some interesting responses. With luck, the brevity will speed up circulation.
In keeping with meme protocol, I'll "tap"a few bloggers to respond. Presumably they will do likewise. However, the invitation is not restricted to that handful of people: This meme is open to anyone who wants to participate.
So here are the questions:
(1) Imagine it's 2015. You are visiting the library at a major research university. You go over to a computer terminal (or whatever it is they use in 2015) that gives you immediate access to any book or journal article on any topic you want. What do you look up? In other words, what do you hope somebody will have written in the meantime?
(2) What is the strangest thing you've ever heard or seen at a conference? No names, please. Refer to "Professor X" or "Ms. Y" if you must. Double credit if you were directly affected. Triple if you then said or did something equally weird.
(3) Name a writer, scholar, or otherwise worthy person you admire so much that meeting him or her would probably reduce you to awestruck silence.
(4) What are two or three blogs or other Web sites you often read that don't seem to be on many people's radar? Feel free to discard anything you don't care to answer.
To get things started, I'm going to tap a few individuals -- people I've had only fairly brief contact with in the past. As indicated, however, anyone else who wants to respond is welcome to do so. The initial list:
An afterthought on the first question -- the one about getting a chance to look things up in a library of the future: Keep in mind the cautionary example of Enoch Soames, the minor late-Victorian poet whose story Max Beerbohm tells. He sold his soul to the devil for a chance to spend an afternoon in the British Library, 100 years in the future, reading what historians and critics would eventually say about his work.
Soames ends up in hell a little early: The card catalog shows that posterity has ignored him even more thoroughly than his contemporaries did.
Proof, anyway, that ego surfing is really bad for you, even in the future. A word to the wise.
In June, Intellectual Affairs offered a modest proposal for the general improvement of academic culture. The idea was simple. It was that academic librarians ought to have a group blog -- and that, furthermore, it would be a good thing if people other than librarians were to read it. After all, many of the problems they face, and the decisions they come to, affect anyone who does research in a library. Which is to say, most of us.
By amplifying the voices of an important but largely overlooked sector of the scholarly workforce, such a blog might do its part to benefit the common good of everyone. That, in brief, was the point made by the column called "Silence in the Stacks." And for making it, I got no little grief.
More on that in a moment. But for now, it is a pleasure to note that the call was heard. The Association of College and Research Libraries -- which has 12,000 members working in the various sectors of secondary education -- has now launched a group site called ACRLog. Actually it has been running since mid-September, but only in warm-up mode. Its existence was officially announced yesterday, following what sounds like a rather thorough and protracted round of bureaucratic vetting.
It all started in June, when Steven Bell, the director of the Gutman Library at Philadelphia University, and Mary Jane Petrowski, the assistant executive director or ACRL, worked up a proposal for a group blog on academic-librarianship issues. The idea was discussed and approved during a meeting of the ACRL board during the annual conference of the American Library Association, held this year in Chicago.
"For the next two months or so," as Steve Bell told me by e-mail, "we concentrated on (1) getting a domain name and host for the blog (2) getting a software package to run the blog (3) assembling a team of bloggers, and (4) getting the blog up and running." They then spent a few weeks fine tuning aspects of the site.
It is, in short, an authorized and official project of a professional organization. And in mentioning this, there is, once again -- ping! -- the bitter sting of spitballs at the back of my neck.
You see, in June, I mentioned that it had been difficult to find blogs that discussed the work of academic librarians in a way that treated this as a matter of general concern. It was not for want of trying. Of course, there were plenty of blogs out there by maintained by librarians, academic and otherwise. They were a good way to learn about people's hobbies, cats, sex lives, favorite television shows, political opinions, insights into various personnel decisions, and amusing or irritating encounters with patrons.
But sites where they thought out loud about the relationship between their professional expertise and the rest of the university, for example? Sure, that happened, sometimes, in passing. But not as a primary emphasis.
Saying this was, let's say, not popular. According to some of what later transpired, I had proven myself guilty of malice, myopia, abject stupidity, and willful intention to insult. To the naked eye, the column had actually been a sort of paean to librarians as overlooked wizards of the information age -- combined with a plea that others in academic life give them their due.
But perhaps that was part of my nefarious plan? For I am a snake. And as the Bible tells us, the snake is the most subtle of the beasts.
What had really happened only became clear much later: I had wandered, blithely enough, into a minefield. Doubtless you have heard about the heated exchanges between pro- and anti-blogging factions of academe. And there have been similar contretemps within the profession of journalism: Some see blogging as a legitimate dimension of mass media, and some regard it as the death of all standards and accountability. Well, the same polarization has occurred among librarians.
The anger touched off by "Silence in the Stacks" in June was actually a continuation of the furor over a notorious (well, in some circles, anyway) statement by Michael Gorman, the president of the American Library Association, earlier this year. In the pages of [ital]Library Journal[ital], he lashed out at "the Blog People" in his own profession -- attributing to them sundry lapses of taste, judgment, and intelligence.
It was as if he were conducting an experiment to see if they could carry a grudge. Guess what? They can.
It would be good to think that the new group blog started by the Association of College and Research Libraries will rise above the old hostilities. So far, four academic librarians are involved in running it. I asked Steven Bell if there were plans to involve more people.
"I hope we can add two bloggers in the next few months," he wrote in reply. "....I should add that we are open to guest posts from colleagues, and perhaps if we find someone who shows some talent for this sort of thing he or she will be invited to join the blogging team."
One of the current participants is, by his own account, a latecomer to the format. Scott Walter is assistant dean of libraries for information and instructional services at the University of Kansas in Lawrence. "I was not an early adopter of the blog as a means of disseminating information or personal views," he told me, instead preferring "more familiar formats such as public presentation and publication in traditional journals. Nor have I been particularly active on the older electronic medium of the discussion list in recent years."
So why go digital now? "What sold me on the idea," as he put it, "was the notion of a public forum for discussion of academic library issues that inhabits the middle ground between the quickly composed reply to a discussion list and the formal (and often long-delayed) publication of one's ideas in a peer-reviewed journal.... It struck me that, despite the variety of library blogs already available, we still had a need for this in the world of academic librarianship."
Another member of the ACRLog group is Barbara Fister, coordinator of the instruction program at the Folke Bernadotte Memorial Library at Gustavus Adolphus College in St. Peter, Minn.
"Blogging is an emerging narrative genre that interests me both as a librarian and as someone interested in popular literacy generally," Fister told me. "It's part news, part opinion, part humor, part passion, part contact sport -- and of course it's a way to get conversations going."
That reference to "conversation" turns out to be an allusion to a library-science article published almost 20 years ago: Joan Bechtel's "Conversation, a New Paradigm for Librarianship?" It's an oft-cited text. Here's a passage from it: "The primary task, then, of the academic library is to introduce students to the world of scholarly dialogue that spans both space and time and to provide students with the knowledge and skills they need to tap into conversations on an infinite variety of topics, and to participate in the critical inquiry and debate on those issues."
In other words: Academic librarians were cultivating the blogosphere even before there was one....
For most scholarly journals, the transition away from the print format and to an exclusive reliance on the electronic version seems all but inevitable, driven by user preferences for electronic journals and concerns about collecting the same information in two formats. But this shift away from print, in the absence of strategic planning by a higher proportion of libraries and publishers, may endanger the viability of certain journals and even the journal literature more broadly -- while not even reducing costs in the ways that have long been assumed.
Although the opportunities before us are significant, a smooth transition away from print and to electronic versions of journals requires concerted action, most of it individually by libraries and publishers.
In reaching this conclusion, we rely largely on a series of studies, of both publishers and libraries, in which we examined some of the incentives for a transition and some of the opportunities and challenges that present themselves. Complete findings of our library study, on which we partnered with Don King and Ann Okerson, were published as The Nonsubscription Side of Periodicals. We also recently completed a study of the operations of 10 journal publishers, in conjunction with Mary Waltham, an independent publishing consultant.
Taken together, these studies suggest that an electronic-only environment would be more cost-effective than print-only for most journals, with cost savings for both libraries and publishers. But this systemwide perspective must also be balanced against a more textured examination of libraries and publishers.
On the publisher side, the transition to online journals has been facilitated by some of the largest publishers, commercial and nonprofit. These publishers have already invested in and embraced a dual-format mode of publishing; they have diversified their revenue streams with separately identifiable income from both print and now increasingly electronic formats. Although the decreasing number of print subscriptions may have a negative impact on revenues, these publishers’ pricing has evolved alongside the economies of online only delivery to mitigate the effects of print cancellations on the bottom line.
The trend has been to adopt value-based pricing that recognizes the convenience of a single license serving an entire campus (rather than multiple subscriptions), with price varying by institutional size, intensity of research activity, and/or number of online users. By “flipping” their pricing to be driven primarily by the electronic version, with print effectively an add-on, these publishers have been able to manage the inevitable decline of their print business without sacrificing net earnings. They are today largely agnostic to format and, when faced with price complaints, are now positioned to recommend that libraries consider canceling their print subscriptions in favor of electronic-only access.
Other journal publishers, especially smaller nonprofit scholarly societies in the humanities and social sciences and some university presses, are only beginning to make this transition. Even when they publish electronic versions in addition to print, these publishers have generally been slower to reconceive their business models to accommodate a dual-format environment that might rapidly become electronic-only. Their business models depend on revenues received from print, in some cases with significant contributions from advertising, and are often unable to accommodate significant print cancellations in favor of electronic access.
Until recently, this has perhaps not been unreasonable, as demand for electronic journals has been slower to build in the humanities and some social science disciplines. But the business models of these publishers are now not sufficiently durable to sustain the journals business in the event that libraries move aggressively away from the print format.
Many American academic libraries have sought to provide journals in both print and electronic formats for the past 5 to 10 years. The advantages of the electronic format have been clear, so these were licensed as rapidly as possible, but it has taken time for some faculty members to grow comfortable with an exclusive dependence on the electronic format. In addition, librarians were concerned about the absence of an acceptable electronic-archiving solution, given that that their cancellation of print editions would prevent higher education from depending on print as the archival format.
In the past year or two, the movement away from print by users in higher education has expanded and accelerated. No longer is widespread migration away from print restricted to early adopters like Drexel and Suffolk Universities; it has become the norm at a broad range of academic institutions, from liberal arts colleges to the largest research universities. Ongoing budget shortfalls in academe have probably been the underlying motivation. The strategic pricing models offered by some of the largest publishers, which offer a price reduction for the cancellation of print, have provided a financial incentive for libraries to contemplate completing the transition.
Faced with resource constraints, librarians have been required to make hard choices, electing not to purchase the print version but only to license electronic access to many journals -- a step more easily made in light of growing faculty acceptance of the electronic format. Consequently, especially in the sciences, but increasingly even in the humanities, library demand for print has begun to fall. As demand for print journals continues to decline and economies of scale of print collections are lost, there is likely to be a tipping point at which continued collecting of print no longer makes sense and libraries begin to rely only upon journals that are available electronically. As this tipping point approaches, at unknown speed, libraries and publishers need to evaluate how they can best manage it. We offer several specific recommendations.
First, for those publishers that have not yet developed a strategy for an electronic-only journals environment and the transition to it, the future is now. Today’s dual-format system can only be managed effectively with a rigorous accounting of the costs and revenues of print and electronic and how these break down by format. Because some costs incurred irrespective of format are difficult to allocate, this accounting is complicated. It is also, however, critical, allowing publishers to understand the performance of each format as currently priced and, as a result, to project how the transition to an electronic-only environment would affect them. Publishers that do not immediately undertake these analyses and, if necessary, adjust their business models accordingly, may suffer dramatically as the transition accelerates and libraries reach a tipping point.
Second, in this transition, libraries and higher education more broadly should consider how they can support the publishers that are faced with a difficult transition. A disconcerting number of nonprofit publishers, especially scholarly societies and university presses that have the greatest presence in the humanities and social sciences fields, have a particularly complicated transition to make. The university presses and scholarly societies have been traditionally strong allies of academic libraries. They may have priced their electronic journals generously (and unrealistically). Consequently, a business model revamped to accommodate the transition may often result in a significant price increase for the electronic format. In cases where price increases are not predatory but rather adjustments for earlier unrealistic prices, libraries should act with empathy. If libraries cancel journals based on large percentage price increases (even when, measured in dollars, the increases are trivial), they may unintentionally punish lower-price publishers struggling to make the transition as efficiently as possible.
Third, this same set of publishers is particularly vulnerable, because their strategic planning must take place in the absence of the working capital and the economies of scale on which larger publishers have relied. As a result, some humanities journals published by small societies are not yet even available electronically. The community has a need for collaborative solutions like Project Muse or HighWire, (initiatives that provide the infrastructure to create and distribute electronic journals) for the scholarly societies that publish the smaller journals in the humanities and social sciences. But if such solutions are not developed or cannot succeed in relatively short order on a broader scale, the alternative may be the replacement of many of these journals with blogs, repositories, or other less formal distribution models.
Fourth, although libraries today face difficult questions about whether and when to proceed with electronic-only access to traditionally print journals, they should try to manage this transition strategically and, in doing so, deserve support from all members of the higher education community. It has been unusual thus far for libraries to undertake a strategic, all-encompassing format review process, since it is often far more politically palatable to cancel print versions as a tactical retreat in the face of budgetary pressures. But a chaotic retreat from print will almost certainly not allow libraries to realize the maximum potential cost savings, whereas a managed strategic format review can permit far more effective planning and cost savings.
Beyond a focus on local costs and benefits, there are a number of broader issues that many libraries will want to consider in such a strategic format review. The widespread migration from print to electronic seems likely to eliminate library ownership of new accessions, with licensing taking the place of purchase. In cases where ownership led to certain expectations or practices, these will have to be rethought in a licensing-only environment. From our perspective, the safeguarding of materials for future generations is among the most pressing practices deserving reconsideration. Questions about the necessity of developing or deploying electronic archiving solutions, and the adequacy of the existing solutions, deserve serious consideration by all libraries contemplating a migration away from print resources. In addition, the transition to electronic journals begins to raise questions about how to ensure the preservation of existing print collections. Many observers have concluded that a paper repository framework is the optimal solution, but although individual repositories have been created at the University of California, the Five Colleges, and elsewhere, the organizational work to develop a comprehensive framework for them has yet to begin.
The implications both of licensing on archiving and of the future of existing print collections are addressable as part of any library’s strategic planning for the transition to an electronic-only environment -- but all too often are being forgotten under the pressure of the budgetary axe.
These challenges appear to us to be some of the most urgent facing libraries and publishers in the nearly inevitable transition to an electronic-only journals environment. Both libraries and publishers should proceed under the assumption that the transition may take place fairly rapidly, as either side may reach a tipping point when it is no longer cost-effective to publish or purchase any print versions. It is not impossible for this transition to occur gracefully, but to do so will require the concerted efforts of individual libraries and individual publishers.
Eileen Gifford Fenton and Roger C. Schonfeld
Eileen Gifford Fenton is executive director of Portico, whose mission is to preserve scholarly literature published in electronic form and to ensure that these materials remain accessible. Portico was launched by JSTOR and is being incubated by Ithaka, with support from the Andrew W. Mellon Foundation. Roger C. Schonfeld is coordinator of research for Ithaka, a nonprofit organization formed to accelerate the productive uses of information technologies for the benefit of academia. He is the author of JSTOR: A History (Princeton University Press, 2003).Â
The decline of Western civilization proceeds apace. One shudders to imagine life in decades hence. A case in point: People now use cell phones in research libraries.
Wandering the stacks, they babble away in a blithe and full-throated manner -– conversing, not with their imaginary friends (as did the occasional library-haunting weirdo of yesteryear) but rather with someone who is evidently named “Dude,” and who might, for all one knows, be roaming elsewhere in the building: an audible menace to all serious thought and scholarly endeavor.
This situation is intolerable. It must not continue. I have given this matter long consideration, and can offer a simple and elegant solution: These people ought to be shot.
I am no extremist, please understand; no gun nut in a rural compound; no wild-eyed advocate of freelance vigilantism. Just a temperate and long-suffering citizen who has heard quite enough about the affairs of Dude for one lifetime.
Max Weber pointed out that one of the hallmarks of modernity is that the state retains a monopoly on the legitimate use of violence. I have no disagreement with that principle. It just seems like time for it to be applied in a new way.
The people who do the shooting ought to be suitably trained, tested, and certified. (Their accuracy as marksmen would be demonstrated beyond all doubt.) A poster at the entrance to the building would give fair warning that no cell-phone conversations are permitted beyond a certain clearly marked boundary line. The consequence of violating this rule could be illustrated with artwork, perhaps involving some easily recognized cartoon character.
Shooting with actual bullets might be excessive. If the budget permits, some kind of taser gun would be appropriate. Failing that, buckshot would probably do the trick.
Admittedly, a rational person could object to my plan. “Wouldn’t shooting cell-phone users in research libraries be counterproductive?” you might well ask. “Wouldn’t that actually make the library more noisy?”
A fair point. Yes, it would. But not for long....
I began pursuing this line of thought under two inspirations. One of them came from reading the conservative British essayist Theodore Dalrymple, who frequently contributes to The New Criterion. A selection of his work appeared last year in Our Culture, What’s Left of It: The Mandarins and the Masses, published by Ivan R. Dee. There is a grand tradition of reactionary cultural criticism. Regarding comprehensive misanthropy as a justified inference from the available evidence about mankind, it turns disgust into a systematic world view. Dalrymple often seems like the most skilled practitioner of this approach now writing in the English language. Many rant; few have his gift for it.
So, in part, I wanted to pay homage. At the same time, Dalrymple comes to mind for a reason. My policy suggestions are the result of long experience and growing frustration. In other words, I want to shoot those people. I really, really do.
Which is not, of course, a socially acceptable emotion. Acting on it is discouraged by law. One understands this, of course; hence the imagined compromise, in which trained personnel would execute the punishment.
Being forced to listen to one side of a manifestly inane conversation is now a routine part of public life. It is tolerable on the street -- but not, somehow, in a library; and in one mostly full of academic tomes maybe least of all. What’s worse, the rot is spreading.
Professors routinely complain about the presence of cell phones in the classroom. But the culpability is not so one-sided as all that.
A friend reports attending a session of a major scholarly conference -- a panel on some grave topic in military history, I think. From the audience came the distinctive noise of a cell phone ringing.
No surprise there, of course. But then its owner pulled out the phone, answered it, and began a conversation.
Here, a line has been crossed. Some implicit rule of conduct (normally unstated, simply because nobody should have to spell it out) has been violated. A fissure in civility has appeared -- and the responsible party deserves to be swallowed up in the abyss so opened.
At very least, that person has lost all reasonable claim to immunity from having a powerful blast of electricity delivered to his or her system by somebody carrying a stun gun and a permit.
Not likely, though. Without being too much a determinist about this, it does seem as if technology, in making certain kinds of behavior possible, also makes it inescapable. That, in turn, results in deep changes in attitude and personality.
A sense of entitlement trumps the capacity for embarrassment. By that point, there’s no going back.
Or is there? For many years now, I’ve been a fan of The Civilizing Process by the late Norbert Elias, a great study in historical sociology that was first published in 1939. In it, Elias worked out an account of how behavior changed in Europe between the middle ages and the early 20th century. He analyzed the evidence from diaries, letters, and etiquette books to see how the rules of everyday conduct developed over time. Things considered acceptable and normal in one century would be regarded with disgust and outrage in another.
Elias found that such changes were not a matter of fashion or whim. Nor were they trivial. The rules governing routine behavior were tied to two long-term processes underway. One was the growing complexity and interdependence of economic life. The other was the concentration of military power in the hands of the state. (We take it for granted now that the army or police are -- or at least should be -- accountable to the political authorities. But this is actually a fairly recent development in human history.)
As these tendencies were taking shape on the macro level, the little rules of daily life were changing accordingly. To keep things running more or less smoothly, each person was expected to internalize certain rules. Things that once happened without anyone noticing them came under increasing scrutiny.
“Do not spit into the basin when you wash your hands,” a medieval text admonished, “but beside it.” In 1714, a French handbook on etiquette suggested that you not spit unless absolutely necessary. In that case, be discreet enough to put your foot on it. (Also: “Do not spit so far that you have to look for the saliva to put your foot on it.”) By 1859, a British author noted that spitting was not just disgusting “but very bad for the health” -- so you should never do it, period.
A similar change could be traced in discussions of flatulence. In 1530, the very learned Erasmus of Rotterdam noted: “If it can be purged without noise that is best. But it is better that it be emitted without much noise than that it be held back.” If necessary, he said, you should cough simultaneously to avoid embarrassment. (My wife, who gave me The Civilizing Process as a birthday present some years back, would probably rather I not cite Erasmus so much.) By 1729, a French rulebook warned that the release of gas “is very impolite ... either from above or from below, even if it is done without noise.”
Over the course of two or three hundred years, then, the expectation grew that each individual would practice more and more self-regulation. Social life, as Elias puts it, came to resemble a modern highway: “Every individual is himself regulating his behavior with the utmost exactitude in accordance with the necessities of this network. The chief danger that people here represent for others results from someone in this bustle losing his self-control.”
It is the analysis of table manners that most closely anticipates the present cell-phone problem. Originally, the use of knives and forks was restricted to very elite members of the aristocracy. At first, even some of them found it pretentious and affected. (Here, one thinks of the portable phones of the 1980s, which were nearly as big as your head, and seemed mainly to be used by hotshot lawyers and stockbrokers trying to broadcast how very important they were.)
As the use of eating utensils spread, various rules emerged. “Do not clean your teeth with your knife,” the advice books often warned. That is a pretty good indication that lots of people were cleaning their teeth with their knives, since you don’t have to forbid something nobody actually does.
But Elias also notes something even more interesting. The knife, while a useful tool at the dinner table, was also potentially a dangerous instrument of aggression. The very sight of it may have provoked a fear that it would inspire hostility -- or that, if you mishandled it, you might carelessly hurt somebody else.
So the pressure grew discouraging people from using knives at the dinner table for any but a very few functions. If a piece of food can be cut with the edge of a fork (the rule goes) you should do so. By no means stab a hunk of steak with your knife and eat it. Etc.
“There is a tendency that slowly permeates civilized society, from top to bottom,” writes Elias, “to restrict the use of the knife ... and wherever possible not to use it at all.”
The cell phone, then, is a little like a fart, and a lot like a knife. In the most optimistic scenario, people will learn to control their behavior over time. Civility will be restored. It should take about two centuries. I figure three, tops.
I am a digitally-enabled, network-ready scholar. I check e-mail and browse the Web. I read RSS feeds. I leverage Web 2.0's ambient findability to implement AJAX-based tagsonomy-focused long-tail wiki content alerting via preprint open-access e-archives with social networking services. I am so enthusiastic about digital scholarship that about a year ago I published a piece in my scholarly association's newsletter advocating that we incorporate it into our publications program. The piece was pretty widely read. At annual meetings I had colleagues tell me that they really like it and are interested in digital scholarship but they still (and presumably unlike me) enjoy reading actually physical books. This always surprised me because I love books too, and it never occurred to me that an interest in digital scholarship meant turning your back on paper. So just to set the record straight, I would like to state in this (admittedly Web-only) public forum that I have a deep and abiding passion for paper: I love it. Love it.
It's true that there is a lot of stuff you can do with PDFs and the Web that you can’t do with paper, but too often people take this to mean that digital resources "have features" or "are usable" while paper is just, you know, paper. But this is not correct -- paper (like any information technology) has its own unique form of usability just as digital resources have theirs. Our current students are unused to paper and attribute the frustration they feel when they use it as a mere lack of usability when in fact they simply haven't figured out how it works. Older scholars, meanwhile, tend to forget about paper’s unique utility because using it has simply become second nature to them.
Some of the features of paper are well known: Reading more than three pages of text on a screen makes your eyes bleed, but I can read paper for hours. You can underline, highlight, and annotate paper in a way that is still impossible with Web pages. And, of course, in the anarchy after The Big Electromagnetic Pulse the PDFs will be wiped clean off my hard drive but I will still be able to barter my hard copy of Durkheim's Elementary Forms of the Religious Life for food and bullets.
But my passion for paper is about more than preserving the sociological canon in a post-apocalyptic future. Using paper is embodied in a way that using digital resources are not. Paper has a corporeality that digital texts do not. For instance, have you ever tried to find a quote in a book and been unable to remember whether it was on the left or right hand side of the page? This just a trivial example of way in which paper’s physicality is the origin of its utility.
And of course professors have bodies too. This is another way that scholarship is embodied -- we often do it while in libraries. Here our bodies are literally in a vast assemblage of paper with its own unique form of usability. And as scholars achieve total communion with the stacks, they find books based not just on catalog number, but on all of their senses. The fourth floor of the library I wrote my Ph.D. in sounded and smelled differently than the second did. How many of us -- even the lab scientists -- with Ph.D.'s will ever be able to forget the physical layout of the libraries where we wrote our dissertations? Or our undergraduate libraries? I find books in my current library by comparing its floorplan with the layout of the college library where I first studied.
And catalog systems! I am a DU740.42 man myself, although I freelance in B2430 at times and of course retain a broader competence in G and GN. I was visiting a colleague at Duke once and went into its library to see what sort of GN treasures it might have stored away only to find that the library used Dewey Decimal -- a fact I experienced with surprisingly raw sense of betrayal.
The very fact that libraries can’t buy every book is a form of utility, not a disadvantage. True, there is tons of hubub about Web sites that provide users "personalized recommendations" based on their preferences and the preferences of people in their social networks. But in practice all this has boiled down to the fact that after years of using Amazon.com, it has finally figured out that since I enjoyed reading Plato's Republic, I might also be interested in Homer's Iliad. But every book in my library has been "filtered" by my librarian, and browsing through stacks arranged by subject allows "discovery" of "resources" in a non-metaphorical pre-Internet way.
At Reed, where I went to college, the library had a disused, musty room dubbed the "multiple copy room." Not surprisingly, it was where all the multiple copies of books were stored. The librarians at a small liberal arts college like mine did not buy 10 copies of a book unless they sure that it was a keeper, worthy of being taught for eons, its wisdom instilled into countless generations of students who would value it so much that they would weep when bartering their own copies of it for food and bullets after The Big Electromagnetic Pulse. Browsing through and reading from those shelves was the best "filter" for "content" that I ever had. So much for "the long tail."
And of course browsing doesn't just happen in libraries. Amazon may have a bintillion books for sale out in the ether of the ethernet, but there is no better place to take the pulse of academic publishing that a good used book store near a university. Bookstores mark the life cycle and disposition of the community where they are physically located -- the end-of-the year glut of books dumped by students eager to rid themselves of dead weight like Anna Karenina in order to spend more time tinkering with their MySpace page is itself a good indicator of what a university has been assigning.
Bookstores also connect us to the larger scholarly community. Remainders -- books that are being sold at discount prices because publishers want them out of their warehouses -- are a remarkable measure of what fads have just passed in scholarly publishing or what is about to come out in paperback. And of course just being in a good bookshop can be therapeutic. A good friend of mine worked his way through college at a Walden Books. After work he would spend a half hour in the aisles of our local used book store, staring at the covers of Calvino novels until he had recovered from eight hours of selling people copies of The Celestine Prophecy.
The used book store is the horizon at which our human finitude and our books intersect. I have actually been turned on to the work of scholars based solely on the fact that I've purchased so many books from their collections. One book store I frequent actually put a picture of one recently deceased professor in the window to advertise that his library was on sale. Some find the practice morbid, but for me this sort of thing is the academic equivalent of the life-affirming musical number in The Lion King about how we are all part of the circle of life. Roscher and Knies costs $180 off the Internet and is scarcer than hen's teeth, but in that magical, electric moment that I found it used for 20 bucks I knew that in cherishing and loving it I would not only be honoring the memory of the previous owner, but perpetuating the hopelessly over-specialized intellectual lineage which we both cared about so deeply.
What I am trying to say is that owning and reading books is about our lives as scholars in a way that e-journals are not. Our libraries are furniture. They are decoration. They threaten the breathable air to paper ratio in our apartments and offices. Books spill over my shelves. They crowd my kitchen table. We are what we read. On my bedside I currently have one Hawaiian language textbook, Dan Simmon's science fiction novel Hyperion, Jonathan Lamb's Preserving the Self In The South Seas: 1680-1840, Eugene Genovese's Roll Jordan Roll and Jean-Luc Nancy's The Inoperable Community. In this combination I find elemental solace.
Our collections of physical, paper texts do not only help explain who we are to ourselves, they signal this to our visitors. When my guests first enter my apartment and make a beeline to my shelves they are actually learning more about me. When they admire my copy of Roscher and Knies I am learning something about them. When they spot my first edition of Ricky Jay's Cards as Weapons or Scatological Rites Of All Nations I know that I have found a true soul mate. I am convinced that this is somehow more important than finding out that the professor in the office next to me reads the same cat blogs that I do.
It is easy to see that paper will continue to be used by academics for a long time to come purely on the basis of its utility as an information technology. But we are not passionate about paper because it is a good research tool. We are passionate about it because of the way that it smells and feels. Our love of paper springs from the way it insinuates itself into not only our career, but our souls. This is why, after The Big Electromagnet Pulse, I won't be working desperately on some computer somewhere trying to resurrect my metadata. I’ll be fortifying the multiple copy room and trying to figure out how few copies of The Andaman Islanders I’ll have part with to keep alive until someone manages to turn the power back on.
Alex Golub finished his dissertation in anthropology at the University of Chicago in 2005 and is now an adjunct professor at the University of Hawaii at Manoa. He blogs at Savage Minds, a group blog about cultural anthropology.
You shouldn’t judge a book by its cover. Still, it is natural to assume that the title on that cover will give some clue about what is inside. It seems as if a book called Google and the Myth of Universal Knowledge might be very interesting indeed, for it will be about ... well, Google and the myth of universal knowledge. Presumably it will start with Leibniz, who, apart from creating a working prototype of the analog computer in the 17th century, also brainstormed the principle of a new kind of language.
This would not be one more lingua franca, but rather something far more powerful. What Leibniz had in mind was a language that would be, in essence, mathematical -- hence, perfectly rational. Just by translating your question into Leibniz-ese, you would already have more than halfway answered it. (For really tough ones, I guess you’d use his computer.) He didn’t get very far beyond sketching the concept for this language in his notes. But the ambition of it is astounding. It makes the Google search-engine algorithm seem, by contrast, kind of wussy.
Anyway, Google and the Myth of Universal Knowledge would probably be a great book -- one that would be hard to put down. A volume bearing that title has just appeared from the University of Chicago Press. Alas, it bears no resemblance to the one I expected. The author, Jean-Noël Jeanneney, is president of the Bibliothèque Nationale in Paris. He has nothing to say about Leibniz -- nor, for that matter, about the myth of universal knowledge -- and his book is all too easy to put down.
In fact, I did so many times -- even though the argument is clear, and book itself very short. The margins may be called generous, and the text runs to not quite 100 pages, but only if you include both the forward (by a prominent Canadian librarian) and afterward (by the translator). The author mentions that he wrote it in about three weeks, and I will confess to needing almost as long to read it. Much of that time was invested in seeking the will to go on.
The original version was called Quand Google défie l’Europe -- that is, “When Google Challenges Europe.” (A snappy title in the EU, perhaps, but one understands the need to relabel it for export.) Its arguments came to public attention in a newspaper article by Jeanneny appearing a few months after Google announced its book-digitization initiative.
When his much-discussed article first appeared, some commentary in the Anglophone world rendered “défie” as “defies.” Google defies Europe! Very dramatic. That is semantically wrong, and yet not altogether out of tune with the spirit of Jeanneney’s complaints. He may frame things in terms of Europe facing a “challenge” from Google. But in fact his booklet is suffused with, not righteous indignation, exactly, but rather a sense of cultural lèse-majesté.
The whole thing is structured, deep down, by a persistent and astonishingly trite polarity. On the one hand, there is Europe (deep sense of history; respect for social values; passionate sophistication regarding cultural legacy of humanity). On the other hand, there is the United States (no sense of history; free market in total control; gave mankind the cheeseburger). It would appear that these two monoliths are embodied, respectively, by Charles De Gaulle and George W. Bush.
Surely the one must save us from the other -- even though De Gaulle is dead, and cheeseburgers are strangely appealing. Google is a manifestation of the profoundly un-European (or at least un-De Gaullian) cultural logic of free-market capitalism. The future of humanity now depends on the emergence of an alternative.
The announcement of Google’s plan to digitize some 15 million volumes -- most of them in American research libraries “convulsed our daily lives, our activities, and our imaginations,” writes Jeanneney. It appears to have been particularly disturbing because the Bodleian Library of the University of Oxford was also involved.
That, he writes, showed “the familiar Anglo-Saxon solidarity” at work. It is perhaps rare that major developments in the field of library science correspond so closely to tensions in the realm of foreign policy. Rather than see this as an unfortunate but episodic circumstance, Jeanneney finds in it dire signs of cultural imperialism, if not an overt move towards total planetary domination.
xx The initiative was, for one thing, undertaken by a private company. The algorithms used for Google’s search engines are proprietary, hidden behind a wall of trade secrets. Most of the books to be digitized would be in English -- a situation both reflecting and bolstering that language’s tendency towards global (or at least Internet) hegemony.
This prospect is worrying in ways that the former ubiquity of Latin among educated readers around the world (let alone that of French, until recently) evidently was not. It hardly follows that the dispersion of English automatically yields “Anglo-Saxon,” much less American, domination. It might just as well portend a 21st century of explosive economic and cultural innovation coming from India or the Caribbean.
But I am rude to interrupt the worries of M. Jeanneney. So to continue:
The ranking of search results from Google tends to reflect the popularity of whatever links are followed by the search-engine’s users. That is another sign of Google’s market-like logic. (It would be preferable for results to correspond to the cumulative wisdom of the learned.) But the effects of the profit motive may run even deeper.
“What pays for the digitization of materials,” writes Jeanneney, “are linked advertisements from companies that have an interest in associating their image with old or recent works likely to promote that image. As a result, books will necessarily be hierarchized in favor of those best suited to satisfy the demands of advertisers -- again, according to the principle of the highest bidder.” This conjures a future in which people will be able to search the pages of Proust only thanks to the sponsorship of a manufacturer of madeleines, or read only read a digital Don Quixote amidst pop-up ads from somebody trying to sell you a windmill.
“Am I exaggerating?” he asks. “Can we be sure this won’t occur?”
Well, few things in life are sure. And those that are -- death, for example -- seldom prove encouraging. Be that as it may, the commercial dynamics of Google are nothing compared to the real horror that Jeanneney imagines for the future.
It seems that during an event held in Paris to celebrate the bicentennial of the French revolution, Jeanneney was exposed to a skit by Bob Hope. The details are unclear, but it sounds as if there were a lot of jokes about guillotines. Any American old enough to remember Bob Hope can imagine that the performance could only make you laugh from pity at how lame the whole thing was.
In any case, the experience must have been traumatic for Jeanneney. He is convinced that future generations of the Republic’s schoolchildren will have their minds warped by googling “Jacobins” and getting Anglo-American accounts not much more sophisticated than whatever hilarious hijinks involving a guillotine were performed that day.
One longs to assure Jeanneney that, no, Bob Hope did not reflect anything like an Anglo-American scholarly consensus on the aftermath of 1789 and that the Revolution was never defended more strongly than by, say, the late Morris Slavin, a professor of history at Youngstown State University who died a few months ago.
That’s assuming, of course, that the Republic’s schoolchildren will be using Google to study historiography rather than to keep up with the Eurovision song contest. (You can blame “the familiar Anglo-American solidarity” for a lot of things, but not for the Eurovision song contest. We have no global monopoly on the production of cultural crap.)
Before assuming his current position in charge of the national library, Jeanneney served in a variety of government positions. His booklet is the work of a capable political functionary -- in essence, a memorandum festooned with the occasional erudite quotation. The intent is to persuade people in the European Union to commit to a serious, coordinated development of alternatives to Google, both at the level of digital collections and search tools.
If that means employing rather dumb clichés that will help some readers enjoy an unearned feeling of cultural superiority to their boobish American cousins -- well, so be it. The citations from Plato and Diderot are there strictly to dazzle the rubes. The important thing is to get a budget together.
When he leaves off the bouts of stereotype-laden geopolitical grumbling, Jeanneney does make some good points. “In 2006,” he writes, “we can’t help but be struck by the number of projects Google is showcasing, and this gigantic appetite will only be satisfied if its exceptional profitability continues to satisfy Wall Street. But there’s no certainty whatever that it will continue....”
This is all the more worrisome given the company’s “apparent indifference to the question of long-term preservation and conservation....The instinct to preserve a cultural heritage, by contrast, is intrinsic to public institutions with a lofty mission, for which government funding ensures steady budgets or even, in the best of cases, periodic increases.”
Similar thoughts may form in an American brain. Developing both a digital archives and a non-Google search engine is something scholars in the United States would welcome. Let every important work ever stored in a Bulgarian or Rumanian library be scanned, and fully indexed, and made available to anyone on the planet capable of reading them. And if Jeanneney knows how to harness the brainpower of the EU’s intelligentsia so that only really smart items will result from an Internet search, then more power to him.
Yet one notices certain things about how he appeals to his European readers. He talks about the civilizing mission of the European spirit, etc. But he does not forget what is sometimes called, in the market-crazed world of the Anglo-Saxons, “the bottom line.”
The proposed European Digital Library would benefit humanity through the sheer force of its non-American-ness. But it would also, he notes, enhance the EU’s economic power.
Nor, it seems, would the initiative be entrusted solely to “public institutions with a lofty mission.” Unless IBM is one of them, that is. He mentions that the company is serving as a consultant to the European Digital Library project – helping to get “competitive bids from those companies that might hope to obtain part of the European market.” For many years, Jeanneney held appointments under Francois Mitterrand. But at times, he sounds quite a bit like what, in the United States, was once called a Rockefeller Republican.
Submitted by Laura Rein on January 5, 2007 - 4:00am
I run a library at a university of nearly 22,000 students, but I know that two-thirds of them will never step foot in our library. Ditto for hundreds of our professors. These students and faculty are either teaching or learning online or at one of our over 100 extended campuses worldwide.
So when I read any of the slew of reports that come out about the library “as a place,” I worry a bit. What do these on-site spaces mean to our growing population of distance education students and professors? The concept of the "library as place" was most recently reviewed in a report published by the Council on Library and Information Resources entitled "The Library as Place: Rethinking Roles, Rethinking Space." Few would argue with the authors that the library is vitally important to higher education institutions in helping them achieve their mission. Indeed, if designed or renovated around the institution’s learning principles as outlined in an issue of Educause Review, the library can offer spaces and services to support virtually all of the latest learning theory principles. As summarized by Colleen Carmean and Jerry Haefner, deep learning occurs when it is “social, active, contextual, engaging, and student-owned.” What better place on campus to provide social, active, contextual, engaging, and student-owned environments than the library with its wired reading and study spaces, reference and access services, collaborative study rooms, rich print and digital collections, media facilities and -- in many cases -- cafes, information commons, conference space, classrooms, displays, and art installations.
How can libraries translate the benefits that our physical libraries offer to on-campus students and professors to serve our distance education students and faculty members in an equitable way? I believe we can do this through careful planning during building and renovation projects, through the creation or revamping of services and collections, and through the creation of specialized services to promote community and active learning.
During library building and renovation projects, space and technical infrastructures should be planned in a new way. Private office space for professionals, for example, is more important when a librarian could be on a lengthy, complicated phone call with a student overseas. Ample processing space is necessary for paraprofessionals providing document delivery and electronic reserves service. Growth space for developing print and media collections and robust technical infrastructure for access to the library’s digital resources also take on new importance in a distributed campus network.
Many other changes are needed that don’t have to do with physical structures but with services and resources that have real costs and need to be part of the library budget. For example, creation or revamping of services and collections should be undertaken with the overarching goal of providing services and resources to distance education students and faculty that are the equivalent of those provided on-campus. Services might include, for example, online request forms and second-day delivery of books and media from the main library to the requestor’s home or office with prepaid return labels; or online faculty reservations of videos/DVDs with delivery to the faculty’s home, office, or campus (if any). Several options might be offered for reference service, including live chat; Web conferencing with the capability to share screens; e-mail with a guaranteed 24-hour response; or low-tech, low-cost toll-free telephone assistance, which some patrons may prefer. Options for posting required or suggested readings might include a full-scale electronic reserves system or assistance with scanning and posting items to a courseware page, university portal, or Web page. Increasingly, libraries are taking a leadership role on campus in educating faculty about copyright compliance, while ensuring that their faculty may make full use of the rights accorded under the fair use provision of copyright law.
Providing opportunities for information literacy instruction to distance education students can be challenging but is possible through a variety of means. Options range from designing an online credit course to creating a series of online tutorials. The latter may be home-grown or adapted at no charge from established sites such as the Texas Information Literacy Tutorial. Webcasting technology offers the opportunity to “visit” remote classrooms at the request of the faculty member and tailor an instruction session to a particular assignment. All that is needed is a camera, computer, Internet connection, and Web conferencing software.
Providing equivalent resources to distance education students has a few challenges but is increasingly becoming easier. The number of academic databases with full-text content is growing exponentially. In many cases, it is possible to use existing funds by shifting resources from print to online. In other cases, consortiums may reduce the costs for a particular institution. Students love full-text articles but appear to be slow in adopting electronic books. If e-books are provided as a supplement to print resources available via document delivery, however, and marketed effectively as a database of information rather than as discrete titles to be read cover-to-cover, they can be useful.
Our challenge increasingly is not the inability to provide sufficient online resources but to make them the resources of choice by our students. We must compete with Internet search engines such as Google to market the quality of our resources and to make them as easy to search as possible. Software tools such as federated searching, which enables searching across many databases, and open URL resolvers, which enable more direct linking to full-text sources, go a long way in making our resources easier to use. However, we need to work with these software producers on continuing enhancements to these products and on new products that make research more seamless.
Perhaps most challenging for libraries in serving distance education students and faculty is creating a sense of community to promote learning. Some libraries are experimenting with blogs to address this, but these seem to have limited reach and focus. One promising direction, however, is helping distance education professors to promote community and active learning. The new library at my institution, Webster University, includes a Faculty Development Center that supports both on-campus faculty and distance education faculty. Resources for off-campus faculty include a discussion forum, where faculty members may discuss any topic on teaching and learning; share their expertise with each other; review new techniques to improve learning outcomes; discuss instructional technology software/hardware; or address common learning issues. Other resources include a new faculty orientation course, an active learning handbook, and most recently, live Web conferencing with a staff of instructional support specialists to offer individualized instructional support to faculty regardless of their location. Many institutions may find similar ways to serve the teaching and learning needs of their faculty in ways that benefit students.
In the last decade, almost a half-billion dollars per year have been invested in new or renovated academic libraries. With this rate of investment, it is imperative that we ensure that these new and renovated libraries meet the needs of our growing distance education population. We can do this in many ways -- by investing in new resources, staff, and services; or by leveraging existing resources (in some cases across departments) in creative ways -- but do it we must.
Laura Rein is dean of University Library and co-director of the Faculty Development Center at Webster University. ReinÂ Laura co-teaches an online seminar for the Association of College and Research Libraries entitled “All Users are Local: Bringing the Library Next Door to the Campus Worldwide.”