Preaching and Persuading

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My last post generated considerably more interest than usual, and I'm not entirely sure why. it's possible there were some alleged potential reactionaries. The possibility of such is implied in Tim Spalding's commentary on his blog::

I expect your post will get wide circulation. It says something that hasn't been said before as well. But if it prompts librarians to dismiss technology's impact on the future of libraries, it will do great harm. Instead, I hope people use your essay as a way to "kick it up a notch" intellectually, get past the small stuff and confront the very real changes ahead.

What puzzles me was how anything I've written could prompt "librarians to dismiss technology's impact on the future of libraries." I'm not even sure how anyone could do that. My point was more that no one technology is going to be the future.

My approach and those of the librarians I've critiqued might be formulated as one between preaching and persuading. There's an evangelical tone distinctly present in some of this. It's always a stark dichotomy. Do what I tell you the future is or libraries will die! It's so hyperbolic it's hard to take seriously. I, for the most part, am the converted, and I still find the preaching grates on me.

One contrast would be the way other librarians approach futurizing. For example, I'm thinking of Steven Bell's and John Shank's "blended librarians" initiative. I'm not sure I agree with that approach, but what I like about it is that instead of going gaga over whatever trend, he presents serious criticisms and reasons to change in particular ways. He has an understanding of the ways academic librarians could lose relevance and suggestions for ways in which they can create a future where they have more relevance. There's nothing apocalyptic or hyperbolic, but neither is there any attempt to avoid serious thinking on the problems we face if we don't make some serious changes.

Preaching just isn't effective in the workplace, where reasoned analysis and a feeling for workplace politics is necessary. If I started signing my emails with "The Future is X" my colleagues would think I was putting them on. If I went to a meeting and tried to implement a change based on the claim that "this is the future!", there would be some eye rolling but not much support.

A couple of posts ago I put my approach to change. Changes have to be specific and they need reasons based on a common mission. What are we supposed to be doing and how can we do that better? Will this new tool or organizational change help us accomplish our mission? How? If people are agreed on what the goal should be, and it's clear how introducing change X will accomplish that goal more effectively without creating havoc, they'll be more likely to accept it. Politics is about compromise and progress often consists of gradual but constant change.

If you want to lower morale and create chaos, by all means come storming into your workplace with sweeping revolutionary changes that upset everyone and try to implement them because this is the "future." To discuss contentious issues of change and try to move forward, hype doesn't help. Hype hurts. Hype alienates as much as reaction.

And then there are the reactionaries. I doubt they'll find much support in my writing, but I'll say what I think about them. Andy Woodworth put in a different way one implication of my position. My opposition is to all future hyperbole and all reactionary stances. The radical and the reactionary have very similar mindsets, both uncompromising. Andy phrased the ends of the spectrum as "We are okay as we are" and "We need to change now!" None of our libraries are perfectly okay as they are, and none need to change everything immediately.

I think about my library and its services. One thing I can't help but notice is that there are some things we do exceptionally well, partly because we have the resources and support we need. There's a lot of individual and focused research support for the students, for example. It would be difficult to improve this part of our work. As a librarian here, I would resist changes that would take time away from that, especially if the reasoning was based on "we have to change now!" That wouldn't make me a reactionary. That would just make me sensible.

Other things could definitely be improved. I would like to see us take advantage of newer technology for search and discovery, and I think we're moving in that direction. Just because of the size of our collections, we have a lot of great resources that are hard to find, or that aren't findable from one place, such as an OPAC. But information technology is getting to the point where it can help make more of our collection more findable by library users. Regardless of the time, effort, and coordination it would take to implement such changes, they would be worthwhile. If we can improve this without making something else worse, then we will have implemented a useful change that would greatly benefit our users. I would be critical of any attempts to resist a positive change because we're okay the way we are. I can point to specific problems library users including me have, and what's more I can point to solutions.

Change isn't made by a blog or from a conference podium. Changes are made in offices and conference rooms, in whispered hallway conversations and lunchtime banter.People are persuaded less by bold proclamations than by calm conversations and careful evidence. But the people doing the persuading need to think concretely and strategically. The moral support they might get from true believers is useful in its place, but more useful are arguments, evidence, and strategies of persuasion.

And these arguments and evidence must be particular to a given library. Nothing is the future for libraries because libraries are all different. The pressing changes needed in my library are not the same as the ones needed at the public library down the street. Futures have to be envisioned in particular places to solve particular problems and negotiated with particular audiences, but it's hard to make a big name for yourself with that sort of thinking.

Nothing is the Future

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Prognostication isn't something librarians tend to be good at, just prone to. We often have to hear about the future of libraries from people who aren't, it turns out, from the future. (Or at least I don't think they are). The future of libraries is Second Life. Wait, I mean Facebook. Or maybe it's Twitter. It's librarians in pods. Etc.The beauty of talking about the future is that it never happens.

Because someone has chosen to bombard RUSA listservs with notices of new iPhone apps and the like, I've been forced to see more statements about "the future" recently. Apparently, "the future is mobile." No doubt it will also be "fast paced" and "challenging" and "constantly changing" as well. It'll probably be an exciting place where we'll all have to adapt quickly or else die off, but also a place where savvy librarians won't see problems, only opportunities for solutions. And there'll be flying cars.

The kindest interpretation of statements like "the future is mobile" or "the future of reference is SMS" or "the future is librarians in pods" or whatever is that the librarians are trying to create that future by speaking it. The incantation will somehow make it so. At the very least, perhaps everyone will believe it's true, even if it's not, and that's good for speaking invitations. After all, the future never arrives, so it's not like we can verify it.

The less kind interpretation is that the authors of such statements are reductionist promoters, reducing a complex field to whatever marginal utility they're focused on and claiming that this is the future, while simultaneously promoting themselves as seers. They're hedgehogs with their one big thing, but perhaps aren't aware it's their big thing, not the big thing. I suppose it's all part of "branding" themselves. I should be jealous. I don't think I have a brand.

The obvious and most likely statement is that nothing is the future, as in no thing is the future, period. Anyone who tells you different is just plain wrong. With technology, it should be clear to anyone who bothers to see past their obsessions that formats and tools die hard. Some people like to imply that if librarians don't take up every new trend they'll become like buggy whip makers. I should point out that there are still people who make buggy whips. Buggy whips aren't as popular as they once were, but they're still around. There are even buggies to accompany them.

Communications technology seems to drive speculation on the future of libraries. There's some new tool--Facebook, IM, Second Life, the telephone, cable television, etc.--and it's going to revolutionize libraries. Except it doesn't. If the new technology succeeds at all in libraries, it will join most of the older technologies rather than replace them.

What older communication technologies have gone away completely? The oldest is probably the letter, but libraries still get letters. Real letters, on paper and everything. Some of them are even handwritten. They're not as popular as they used to be, but that's only because we now have an electronic equivalent. I don't know if the telegraph was ever a way for patrons to communicate with libraries. I doubt it, but if so I guess that one's dead. The telephone is probably next. People still call libraries. A century and more after it became popular, and people are still making phone calls. Amazing, but true!

They still email, too, even the young ones. Just letters in another form. I've heard some vague claims that these kids today are doing nothing but texting, and they don't use email. Maybe that's true in high school, but it's not true in college. Students email me all the time for help. It's a reliable medium where significant questions can be asked. A student just emailed me to set up a research consultation. She sent a 254 word email that included a two-page attachment. It's difficult to ask serious research questions in a text message. I have no problem with SMS reference, and I think we'll be adding it soon. But if there are students for whom a library without SMS reference is invisible, they probably aren't very good students anyway and no amount of reference will help them succeed.

What's next? Maybe those static query boxes on websites. Our library has several of those, and they're used by all sorts of people, from students to scholars in foreign countries. They're probably not going away. Then there's chat reference, which I find a bit unwieldy for some types of questions, but ideal for others. That one's still pretty new in the scheme of things, though, so it will probably be a long time before librarians pretend that some new technology revolution has killed it.

If librarians still interact with their users through letter, telephone, and email, there sure seems to be a lot of past in this future. There's always a lot of past in any future. We are living in the past's future, and we still have most of it with us. What is the chance that our future will somehow be different?

I've used "mobile" just as one example. The same could be said of various service or organization models. You can plug in any term you want, and know that when anyone tells you that thing is "the future," they're wrong. And to be clear, my criticism isn't of any particular services or trends. If there's a new, popular way for librarians to communicate with or reach out to library users, by all means librarians should adopt it, or at least experiment with it. My criticism is the hype and the reductionism, and the implied claim that some librarians really know what the future holds, and that it just happens to be centered around whatever they happen to like at the moment. Maybe they're convincing themselves, but they're not convincing me.

 

Ten Years In

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After I wrote a draft of this post, I discovered the blog made the LIS News 10 Librarian Blogs to Read in 2010, which is a nice way to start the year. Now I suppose I'll have to keep blogging for 2010.

It seems to be the season for reminiscing, and somehow I can't resist. We may or may not have begun a new decade, but I'm beginning a new professional decade. I graduated from library school ten years ago this month and began my first professional library job a few days later. Since I started this job eight years ago this month, the majority of my professional career has been at Princeton. The good news, for me anyway, is that I'm fine with that. The environment here can be challenging in ways both good and bad, and it's certainly not a warm and fuzzy place to work, but so far it's been a place where self-direction and autonomy are supported and even necessary for any success, and where the standards of library support for teaching and learning are very high. Unsurprisingly, it's also a place with a lot of intelligent and knowledgeable librarians, which is also good.

I've been trying to think about what's changed in the profession in the ten years I've been a librarian, and I'm having trouble coming up with many things. This might sound silly, but for me librarianship hasn't changed as dramatically as it has for some more senior librarians. I am unable to recall with relieved nostalgia the days of card catalogs, or DIALOG, or CD-ROMs as dominant forms of information retrieval. By the time I was a librarian the Web was booming, Google already existed, and Wikipedia wasn't far behind. The days of librarians as authoritative controllers of access to information were already gone, and I never went through the Kubler-Ross relationship with Google and Wikipedia so many librarians did. I also came along when constant change in information technology was the norm rather than the exception, so I've never had to adapt to that fact. If I weren't comfortable with constant learning and frequent change, I wouldn't have become a librarian ten years ago.

The search for scholarly information hasn't changed much, though, at least in the humanities. There's more full-text online, but that was an obvious trend ten years ago. In the humanities, scholars are still reading books and chasing footnotes, despite the new media surrounding us. I read occasionally about libraries without printed books, but it's pretty clear that no serious college or research library will be print-bookless for a long time. And as long as the DRM and preservation problems are solved, it won't bother me a bit if we go completely digital.  For me the book is just a storage for information. If something improves on the extremely useful codex, then so much the better.

The biggest change I've seen is with communication, and that one will be obvious to anyone reading a blog. If nothing else, my cell phone is a lot smaller and does a lot more than it did ten years ago. It's a lot easier to communicate with other professionals than it was ten years ago. Blogs were just taking off, but by the time I began this blog two and a half years ago, the system was entrenched and easy to use. Add in all the other social media that librarians use, and it's clear anyone can communicate with anyone else in the style they prefer. Blogs especially have given librarians the opportunity to discuss serious issues in a thorough but informal manner, and they've allowed humanistic librarians like me an outlet for professional writing that was mostly missing from the previous library literature.

They've also given us unprecedented public insight into the profession Ten or twelve years ago I would have loved a blog or three that gave me a feel for what actual academic librarians were thinking about. reading, and doing, the issues they thought important, something that was deeper and more personal than either the scholarly literature or the approved commentary in the major library publications. I've tried to do that with this blog. Despite the general title, it's usually pretty clear that I'm not speaking for all academic librarians, or posing as the voice of the profession, but instead presenting what this librarian in this job with these issues and interests thinks about. Combined with a few other blogs from other academic librarians doing various library jobs, the curious can get a much better idea of what we do than was possible when I started library school.

The blog has changed me as well. I started it as an experiment. I'd been using library blogs as a way to understand the profession a little better. I was aware of their possibilities, not just as outlets for professional communication, but for professional growth. What I wasn't sure of was whether I'd have anything to say worth saying, or whether anybody would bother reading, both of which were essential if I was to continue. I learn a lot and think through ideas by writing this blog, but if nobody ever read I'd just write in my journal and not bother anyone. Following E.M. Forster's line, "how do I know what I think until I see what I say," it turns out I had nascent thoughts on the profession I wasn't aware of.

Another change for me is that I have the freedom and security to do the professional development I want rather than what is supposedly good for my career. I don't need tenure, so if I want to write, I just write here, and if I feel like writing an article I'll write an article. I've been giving more public talks and workshops the last few years, but always things I want to do or that I learn from, not because I think I need exposure or another line on the CV.  I enjoy taking on projects now that I'll learn something from, because I have the freedom to say no if I feel like it. I don't do things because they'll "keep my options open." I try to do them because they're worth doing. I have more freedom to follow my intellectual passions and professional interests than I ever thought I would have. I've also learned that I only enjoy or value success if I succeed on my own terms.

When i started out, the path to success everyone seemed to agree on was hierarchical and managerial. That's how librarians supposedly advanced. Many librarians still think like this. "First you do this, then you become head of that, then you move on to become AUL of this other thing, and finally director!" I was told something like that by a professor in library school, a professor who of course followed no such path for himself. Now I know that's not the only path to success, and certainly not the only path to professional fulfillment. Rather than aiming for some supposedly worthwhile administrative slot, I think the goal should be mastery. Instead of thinking about the future, I want to do things well in the present and see where those things lead. For all I know, the end goal will be the same, but the path is much more interesting and less predictable.

So that's me ten years into the profession. I wanted to end with some big lessons I've learned, but I'm not sure I can list any that are general to other people. I'm still learning my way, and that because librarianship is an art as much as a science, the virtue to develop is phronesis, or practical wisdom, and that takes a lifetime of practice. Ten years isn't a lot of time when there's so much to learn.

Leading Change

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Recently, I've been thinking about a lot about organizational change. I'm not a manager, and possibly not much of a leader, but here are some of my thoughts. 

Change is such an ambiguous term, much like moving forward, because in some sense everything is always changing. As Heraclitus might say, I never step into the same library twice. The rush and flux of working life always changes and adapts, sometimes to the point where if you analyze an organization you can only ask, "How in the heck did we ever get here?"

I'm assuming that any directed change should lead to improved performance related to the organization's mission. This sounds like the kind of thing everyone can get behind, like freedom or justice. Many of the articles I've read over the years, or pleas for change I've heard, don't get much more specific than that. They assume agreement on a mission, and agreement that any specific change will help accomplish that mission better, without connecting the two. Coming up with a mission is easy in academic libraries. Coming up with reorganizations and changes is also easy. The problem is linking them together in a persuasive way.

As I see it, the core mission of academic libraries is to build collections and facilitate their use to support the scholarship and teaching of the university. Collection development, cataloging, reference, outreach, digitization--it's usually pretty clear how these things support our mission. We have the ends, the problem is figuring out the best means.

Assuming that we have a shared mission, to promote useful change, we have to ask at least four questions at the beginning.

  1. What are we not doing now that we should be doing to support the mission?
  2. What are we doing now that we can do better to support the mission?
  3. What are we doing now that we should not be doing?
  4. And how do any proposed changes answer those three questions?

If we can't answer those questions, then there aren't any good reasons to change, and we will be forcing change for change's sake. There are good reasons to oppose such change. For one, change is disruptive and stressful, so before we change, we should be very clear that it is worth the disruption and stress. Also, we must analyze our situations carefully to make sure we won't be eliminating something we don't understand but that serves a useful purpose. Sometimes situations look poorly organized, when really they work but we don't understand how. The biggest reason to oppose such changes is that they take time and energy away from serving the core mission of the academic library and devote it to other things.

Answering those questions can sometimes be very difficult. It takes a lot of experience, understanding, and analytical ability to answer them. Let's assume some bright people have answered those questions. Where do we go from there? Identifying necessary and productive changes is but the first step, and not as difficult as implementing those changes.

If you want to avoid a confused and discouraged staff or a toxic work environment that will be unpleasant and unproductive, you can't coerce change. You've got to persuade the relevant people that change is necessary and worthwhile. This seems to be the point where a lot of people fail, primarily through a lack of rhetorical skill. To persuade others, there are a few things you need to do:

  • Demonstrate a thorough understanding of the situation
  • Appeal to shared values or premises
  • Demonstrate how those shared values or premises lead to your conclusions
  • Address objections and counterarguments in a credible, but sensitive way
  • Show respect for your opposition and a little humility, because there's no way you're entirely right and they're entirely wrong
  • Focus on your positive message and not get lost in useless criticism or defensiveness
  • Focus on results, not attitudes
  • Remember that threat hinders communication

This last one is especially important. No matter how credible your arguments or positions are, you can't persuade people who feel threatened. The goal of rhetoric isn't to win arguments, but to gain agreement on a set of propositions or a course of action, and that's very different. If people feel threatened, they won't even hear what you have to say.  It'll just come out, "blah, blah, blah." Threat works both ways, though. Managers wield more power than lower level employees, but managers are people, too. They have worries and feelings, and they want to be respected and well treated. (I'm excepting the subset of managers who are just plain malignant and incompetent. They deserve all the disrespect they get.) To have people stand around constantly denigrating them is harmful professionally for them and the organization, but also for them personally. And when managers feel threatened, they too stop listening. Either way, discussion and deliberation stop.

Avoiding threat isn't easy, though, because in some situations people naturally feel threatened. Knowing that change is disruptive and stressful means that calls for change can easily be considered threatening. Knowing there's a boss who can force you to do things you don't agree with can be threatening. Defusing that threat and leading change takes analytical and communication skills of the first order. Seeing criticism and dissent as necessary catalysts to constructive change rather than just angry resistance is difficult for us all. It seems to be  human nature that we think we're right regardless of our reasoning and we have trouble understanding how anyone can possibly disagree with us.

But even the above list is very general, and assumes that the people involved are capable. The first suggestion requires that someone not only actually understand a situation, but is able to demonstrate that understanding to others. Remembering that threat hinders communication is abstract. The difficulty is knowing in practice when and how people are feeling threatened and having the skill to disarm that threat. That ability is the result of phronesis, or practical wisdom, and not something that can be learned from a bulleted list.

In earlier posts I've tried to disambiguate leader and manager. A manager can very easily call for change, and often can enforce it. But to identify worthwhile changes and persuade others to embrace them despite the stress involved, and to do this whileinspiring confidence and unity and without creating a toxic work environment, requires a leader.

Teaching Humanities Reference

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In the spring, I'll be doing two things I never thought I would do: teach online and teach in a library school. I'll be teaching arts & humanities reference online for the University of Illinois' Graduate School of Library Science. I took the same class myself about eleven years ago when I was in library school at Illinois, but I think things have changed quite a bit since then.

I'm writing not to make a news announcement, but to run some ideas by you. I know many of you do humanities reference at some level, and quite possibly teach it, and I would love to have your opinions on some ideas I have (comments or emails welcome). I'm not going to divulge some of my specific ideas about what I want to do with the course, because even though I have the basic outline already formed, I'm still tinkering with specifics. Instead, I would love your advice about the principles governing it.

When I was in library school, reference courses were heavily driven by reference questions that had specific answers. Ready reference might be too slight a term to cover some of these, but they were still mostly factual queries that could be answered if you knew the right obscure or standard reference work to consult. The days of ready reference have passed, though. I remembered only one specific question from the course I took, and I remember it being difficult to answer because only one relatively obscure reference work addressed it in any detail. I Googled that question recently, and the top result was a Wikipedia article--complete with citations--giving a fairly good answer. I almost never field factual questions from students anymore, and this seems to be the trend with most librarians I talk to.

So first of all I think humanities reference has changed from being question-driven to being project-driven, at least in colleges. From students at all levels, I'm asked not for answers to questions, but for strategies of research. It seems crucial for my work not just to know that X database or Y book might cover a field or have an answer, but to be able to map a research strategy for a specific research question or project. Do you find that to be the case?

Sometimes this is a simple matter. "Search MLA for some secondary articles on your novel." But usually it's much more complex, and might involve searching databases in various fields, thinking about various ways to approach the topic, different avenues of exploration, different ways of conceiving the question depending on what resources we find, etc. This is especially true as the students engage in interdisciplinary work.

To do this requires a lot more than the ability to search databases or know where to find answers or isolated secondary literature.

The requirements below are a bit jumbled, but my hypothesis is that to provide good humanities reference, a librarian should have:

  • Knowledge of the organization of information in the various humanities
  • Familiarity with the essential reference tools and indexes
  • Basic understanding of scholarly communication in the humanities
  • Familiarity with the ways scholars in different disciplines approach sources or use information
  • Some knowledge of the digital humanities
  • The ability to guide research projects, not just answer questions
  • A conceptual understanding of research projects in the humanities
  • The capacity to read and understand scholarly books and articles in the humanities

If you're a humanities reference librarian, does this sound right based on your own work?

I realize different environments require different levels of skill and knowledge. I've done most of my humanities reference in what amounts to liberal arts colleges at the undergraduate level, and I'm sure it's different answering basic questions at a community college or helping high school students research their essays. However, a course in humanities reference should prepare library school students to work with undergraduates in the humanities at a minimum. I would think the reason for taking a specialized reference course would be the hope or expectation of having a good understanding of the field, rather than a cursory glance that would be useless in practice, and in my opinion this knowledge (at least at a basic level) is necessary.

 So far I've thought of a number of specific ways in which to develop the knowledge and skills necessary to do good reference work in the humanities, but would be grateful for any advice you have to offer.

 

Not Economics but Justice

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LIS News led me to this blog post from Conservative Librarian, written by an academic librarian at Purdue. I'm all for librarians participating in popular political discourse, but I think this post trying to make "An Economic Case Against Homosexuality" has some rhetorical and logical problems.

The author opens by saying that "as a Christian," he agrees "with the biblical condemnation of the homosexual lifestyle." He realizes that making such a claim based on his interpretation of his holy book means nothing to any but the choir. It's as if I said, "as a Christian, I agree with the biblical imperative to love your neighbor as yourself." Who cares? John Rawls argued that to make political arguments in a pluralist society, we need to use public reason, that is, common reason available to us all, not partial reasons available only to those who share a particular prejudice. It's also the standard by which academic discourse is generally judged. The author apparently recognizes this problem, and thus tries to make the "economic case" against homosexuality.

Unfortunately, the claim of his provocative title falls apart almost immediately, as he's forced to consider "other aberrant forms of sexual expression." Otherwise, the argument, such that it is, makes little sense. For example, one of the "economic cases" against homosexuality is the amount of money the U.S. has spent on AIDS treatment and research in the past few decades. There are no sources cited, and a couple of uses of "probably" rather than hard numbers, but if we consider what the U.S. has spent worldwide on AIDS it is probably a lot. I agree. However, the biggest AIDS epidemic for a long time has been in Africa, and has nothing to do with homosexuality. Hence, the resort to "other aberrant forms of sexual expression," which in the AIDS argument seems equal to "heterosexual promiscuity in Africa and elsewhere." All this money being spent on AIDS, even if it has nothing to do with homosexuality, could have been spent on other diseases. I suppose there's a point there. It's not a point against homosexuality, though. Note some of the money has been spent on needle exchanges. The needles have nothing to do with sex--homo, hetero, or otherwise.

Then comes this claim: "Our ongoing U.S. political debate over health care reform also needs to factor in the economic costs of  homosexual and other sexually deviant behaviors on our health care system in terms of pharmaceutical drugs, tainted blood supplies, and requiring doctors and nurses to treat sexually transmitted diseases which would be less likely to occur if people practiced chastity outside of heterosexual marriage and monogamy within such marriage." We could wonder what those costs might be, but the motivation to consider them in the way phrased has stepped outside the boundary of public reason. Sex outside of marriage is much more likely a norm of sexual behavior, which would make abstinence the "deviation," unless one's assumptions come from a religious base rather than the evidence of what people actually do. STDs are apparently widespread in the U.S. It might be the case they're from deviant sexual practices, but there's no reason to assume that doctors not treating them would have been busy treating other things. We could easily reverse this and argue that it's a good thing we have all these STDs that need treatment; otherwise all those doctors and nurses wouldn't have as much employment.

The next paragraph is the one that really threw me, though. Here it is in full:

Anyone who studies prison conditions knows that AIDS is a reality in many correctional facilities due to the occurrence of rape. I'm not sure how systematically the Justice Dept's Bureau of Justice Statistics keeps track of prison rape statistics or other instances of same sex sexual assault, but that also has economic implications not to mention the psychological trauma experienced by all rape victims.  I have seen one Bureau of Justice Statistics study indicating that 90% of prison rapes are from male on male sexual activity.  This particular problem was serious enough to cause Congress to pass legislation in 2003 creating a Prison Rape Elimination Commission which issued its report earlier this year.  The presence of sex offender registries, which require significant law enforcement staff time and expense to update and maintain, is another demonstration of the high economic costs of sexually deviant behavior.

Now we've moved well beyond any economic argument against homosexuality. "Sexual deviance" as defined by the author now includes homosexual sex, extramarital sex, prison rape, and the broad range of behaviors known as sexual offenses. Collapsing all these into the same category is conceptually problematic unless one has left public reason behind once more. To say that a stable and long-cohabiting but unmarried heterosexual couple are the equivalent of prison rapists or child molesters doesn't make much sense morally or philosophically. Regardless of the conceptual problems trying to relate all these disparate behaviors, what "economic implications" are there about prison rape? There's a claim, but no evidence or argument whatsoever. And even if there was, why would we need to make an economic argument against prison rape or child molestation? Surely most of us could agree that prison rape or child molestation is bad regardless of our stances on economics. This guilt by association is a poor excuse for an argument.

The author then gets slightly back on track by discussing same-sex partner benefits. This at least has some relation to homosexuality and possibly to economics. He claims that providing same-sex partner benefits "drives up insurance costs for these companies" and "requires these companies to pass on the costs of their goods and services beyond normal inflationary trends." Maybe. I don't know. There's no evidence cited. "Additionally, it also probably makes it more difficult for them to expand their businesses and create additional jobs in an economy coping with near double digit unemployment rates." There's that probably again. Maybe it would. Wouldn't all benefits do this, though? Why not eliminate all health care benefits, if economic efficiency is all that matters?

The oddest thing for a blog post from an academic librarian is a questionable citation to an alleged study--"Corporate Resource Center's study Do Domestic Partner Benefits Make Good Economic Sense? (available at their website)"--only there's no link and I could find no evidence that such a center or study exists. Why not just link to it? The question is irrelevant, anyway, but having a citation one could actually track down is a minimal academic requirement.

The post ends talking about further problems with the "homosexual lifestyle," despite the fact that many of the claims about "economic consequences" haven't been based on homosexuality at all. The only economic issue specifically regarding homosexuality in the entire post is the claim that businesses expanding coverage makes it difficult for them. That's the case for any benefits at all, though. If companies dropped all their health benefits, they'd be more profitable. Tens of millions of people would suffer horribly, but economic arguments don't address that.

Besides the red herrings, the real problem with the argument is that, while pretending to rely on public reasoning, it relies on the wrong type of public reasoning. It's making an economic argument when a political or moral one is appropriate.

One could make an "economic case" against all sorts of rights. For example, one could have argued during the civil rights debates in the fifties and sixties that ending Jim Crow would have economic costs. Ending Jim Crow and spending money to enforce equal rights cost money. So what?

Males under 25 are the most dangerous drivers on the road and cause the most accidents. Should we forbid them to drive? People who eat red meat have a higher chance of getting heart disease, which is a tax on our health system. Should we ban meat? The divorce rate for evangelical Christians is higher than for any other religious group and for agnostics and atheists? Think of the economic costs in terms of divorce lawyers, property loss, increased chances of impoverishment for single mothers with children, not to mention the costs of dealing with the psychological problems divorce can cause in children. Should we ban evangelical Christians from marrying and having children?

Despite the apparent attempt to use public arguments not based on the Bible, the exercise in this blog post is misguided. Using economic arguments in a political debate only makes sense if the persons in the debate share common values, because there's no value in economics besides efficiency. There's a persistent belief among many Americans that economic arguments trump political or moral arguments, but that logic isn't carried through consistently. It's only applied when the supposed economic argument benefits their political side.

This attempt at public reasoning ultimately fails. Economic arguments are about the most efficient means to an end, but they're pointless unless we agree on the end. Besides, questions of rights aren't about economics; they're about justice, whichever side you're on.

 

Creationists Come to College

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Most of you might already have heard about the creationist edition of The Origin of Species that an evangelical Christian ministry will be passing out on college campuses in November. I first read about it here. U.S. News has a pair of dueling blog posts from the creationist introduction writer Ray Comfort and the director for the National Center for Science Education.

I'll have to reserve judgment completely until I actually see a copy, but based on Comfort's blog post and the Kirk Cameron video promoting this, the creationist introduction by Ray Comfort sounds like it's going to be a whirlwind of fallacious reasoning.

Supposedly it claims that Charles Darwin was a racist and didn't like women. That's a standard ad hominem attack that's a fallacy if it is used to try to discredit the person's views on other things. Darwin's personal views aren't relevant to the theory of evolution.  If a Christian minister has sex with children or murders someone in cold blood, does that mean God doesn't exist?

Or there's the Hitler connection. Every muddled thinker likes to bring Hitler into an argument if they can. Far from clinching an argument, it usually just shows the irrationality of the person making it. From Comfort's blog post: "It also has quotes from Adolf Hitler's Mein Kampf showing Hitler's undeniable links to evolution. Of course, Hitler also used Christianity to further his political agenda, but my point is that...." There's no need to go on. His point is that he'll use the evidence to support his criticism but ignore that it also undermines his own position, a very convenient double standard. Confirmation bias or suppressed evidence might be the fallacy.

There's further suppression of evidence. This one was spotted by the Salon article. "[Cameron] then narrows in for the killer point: 'A recent study revealed that in the top 50 universities in our country, in the fields of psychology and biology, 61 percent of the professors described themselves as atheist or agnostic.”\' True, though he fails to point out that the same study found only 23.4 percent of college professors overall declare themselves atheist or agnostic. College: still pretty damn godly!" I wish I'd written that.

One major fallacy is the false dichotomy of this creationist's claims. "An entire generation is being brainwashed by atheistic evolution without even hearing the alternative," Cameron intones in the video, as if there were only these two options, and in exactly the form he proposes [my italics]. Since this is a church that apparently believes that Catholics aren't Christians, astounding ignorance about the world's possibilities shouldn't surprise me. One very likely possibility is that the students have in fact heard "the" alternative and found it wanting.

Resting on this false dichotomy, the whole project is based on the belief that debunking The Origin of Species somehow proves that creationism is true. This fallacy is known as argumentum ad ignorantiam, the argument that because some proposition hasn't been proven, then some other contradictory proposition is therefore true. But Darwin and the creationists could both be wrong. Some creationists act as if The Origin of Species is the "Bible" of evolutionists, but that's projecting the way fundamentalists think onto the way scientists think.

I'm not at all surprised by this lack of reasoning ability. I took a look at the Living Waters Ministry site. They produce something called the Evidence Bible that seems to be devoid of any actual evidence. Fundamentalists of any religion are always guilty of the begging the question. They assume as true what needs to be proven for their argument to proceed. Begging the question is the essential fundamentalist fallacy.  A standard example of question begging offered in classes is this circular argument: "The Bible is true because God says it is. God exists because the Bible says He does."

Living Waters directly addresses this charge: "The 'circular reasoning' argument is absurd. That’s like saying you can’t prove that the President lives in the White House by looking into  the White House. It is looking into the White House that will provide the necessary proof." Actually, it's not at all like saying that. There is plenty of observable evidence that the President lives in the White House, evidence open to public inspection and verification. Merely looking into the White House wouldn't prove that the person in there was the President or was actually living there. Trying to rebut the charge of question begging with another fallacy--the false analogy--doesn't get very far. (The answers regarding Bible versions are downright dissembling. If you get that far, pay attention to the weasel word versions

Cameron seems very concerned that students come to college as creationists and leave as "atheists." I doubt that most students who come to college as theists of some sort leave as atheists. Is there any proof of this? This is like those claims that the students carefully indoctrinated into right-wing doctrines by their parents are then indoctrinated into left-wing doctrines by their leftist professors. That one is merely assumed but not proven as well. The creationist one in particular is guilty of the fallacy of persuasive definition, that is, of defining something in a way that seems neutral but is in fact very loaded. Anyone who doesn't subscribe to this particular intellectually limited version of Christianity is somehow not a Christian. Belief in the Nicene Creed isn't sufficient for the this particular cult.

Persuasive definitions are a fondness of Comfort's, it seems. His U.S. News post says "The Introduction also defines an atheist as someone who believes that nothing created everything—which is a scientific impossibility." That's a very peculiar definition of atheist, but then again people incapable of meeting rational arguments on their own ground must resort to this kind of move. Does anyone believe nothing created everything?

What a college education should do is knock the fallacious reasoning out of someone and instill a capacity for critical thinking. These creationists demonstrate that they are incapable of sound argument or scientific reasoning, which puts them at a disadvantage when coming onto college campuses. The enterprise is loaded against them from the start because they are trying to use  the tools of science and reason against their main practitioners without understanding how they work.

What I find either amusing or sad (depending on my mood) is that these creationists think there is actually a debate and they're just not being heard, if indeed they do think this and are not merely being disingenuous. Obviously there isn't any debate. To have a debate, one must share some premises, and there aren't any shared premises. One must also demonstrate a willingness to be persuaded, rather than confining one's mind inside an unfalsifiable ideology. At the very least one must have shared standards of evidence, and this is completely lacking.

They think there is a scientific debate between creationism and evolution, but the debate is whether the Bible is the inspired, inerrant, and literally true Word of God. That's a religious debate, though, not a scientific one, and it's been tried and found wanting by the vast majority of educated and intelligent people open to an examination of the evidence for a few centuries now. There's no battle between science and religion. In this case, there's just a battle between fundamentalists and modernity.

It's ironic that creationists try to dispute evolution because it supposedly has no evidence to support it (which the evolutionary biologists deny, but then again they would, wouldn't they!) when the creationist position not only has absolutely no evidence to support it outside of the Bible but has to ignore what scientific evidence there is. This is only a problem for creationists if they attempt to persuade people for whom science, reason, and evidence are important. Begging the question works on people who can't think clearly.

I wonder what will happen if Cameron and the LIving Waters visit my campus. As far as I can tell, Princeton is a remarkably tolerant place for people of reasonable views. Perhaps they'll encounter prominent Catholic, conservative professor Robert George and tell him he'll burn in hell because he's not a Christian. Given his ability and his willingness to engage adversaries calmly and critically, that might be an interesting discussion, indeed.

There's no use arguing with fundamentalists. That's a lesson I learned the hard way. In my home state of Louisiana, I used to be accosted by fundamentalist Christians asking if I was "born again" before they began selectively quoting the Bible at me. Back in the day when I had more time on my hands, I would engage them in discussion, to no end. Usually they couldn't even defend the Bible well, much less their other claims. (Seven years of Southern Baptist private school--don't try to trade Bible quotes with me, buddy.)

I'm not trying to argue with Comfort or against this edition of Darwin. He sensibly asks why angry atheists would want to suppress this book or rip out the introduction. I'm not an angry atheist, so I have no such desire. If one of the books somehow ends up in my hands, I will, in my capacity as religion bibliographer, definitely add it to the collection. it will make a nice curio someday for a religion scholar studying quirky manifestations of fundamentalism in America.

Shortest-Lived Genre in Book History?

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Selecting titles for off-site storage in a large library is sometimes a trip through the history of fads and passions. Years ago, I sent off a number of titles on atheism from the 1960s, thinking that subject probably wouldn't be a craze again. Less than a decade later came Dawkins et al., so I'm definitely no seer.

However, I do have a proposal for the shortest-lived genre in book history: A Guide to [Whatever Subject] on the Internet. Ten or fifteen years ago this was a hot genre, and now the notion of using a book as a guide to websites just seems archaic.

Dealing with the Pusher Man

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We're discussing some of our journal packages from large publishers, so I've been thinking a lot about them lately. Those who work in or have paid much attention to collection development for the past couple of decades are aware of the impact serial price increases have had on library budgets. I think this has been one of the most pressing issue in academic libraries for a long time. In general, I believe libraries should pull out of most package deals with publishers and go back to managing subscriptions on a title by title basis, as well as have the willingness to cut those titles with exorbitant price raises. This provides libraries their only bargaining power with publishers.

I've heard a number of librarians over the years claim that Elsevier or Wiley or Springer or whomever were "evil," and I can't say I've always been more generous in my appraisals. It doesn't help us to bemoan our fate or ask why the publishers act like they do. They do things for the same reason all corporations do anything: to maximize profit. Why this big increase? To maximize profit. Why that pricing model? To maximize profit. That's all the "evil" publishers like Elsevier do, and they do it well. As long as they're not being fraudulent (like publishing advertising as medical scholarship), they're no more evil than any corporation. Publishers aren't there to be information providers. Providing information is just the way they make money. I think scholarly information is a public good and should be kept out of commercial hands for the most part, but that's certainly not going to happen. Blaming commercial publishers for maximizing profits is like blaming fish for swimming.

We're never operating in an equal bargaining position, partly because journals aren't commodities. Each journal is a monopoly. We can't unsubscribe from Brain and choose Mind instead just to save $10,000. Publishers know how unlikely we are to sacrifice key titles. Many years ago they tried to maximize their profit by raising journal prices at four times the rate of inflation. When libraries finally cracked and started cutting subscriptions, they got us to give up all control and agree to multi-year packages where they would raise the prices each year by only twice the rate of inflation, and we agreed to ease our pain. Then they threw in a lot of stuff we neither want not need and pretended they were doing us a favor, while in reality they were just trying to get us hooked so we'd do anything they asked later just to keep getting our fix. Plus, now we're charged for "access," and don't even own anything that we can preserve in some cases. They were performing as rational agents in the marketplace. The question is, can we?

It doesn't do any good to try to bargain with publishers if we have nothing to bargain with. They've seen for 20 years how willing we are to make deals which benefit them more than they benefit us. The only way to have any bargaining power is to get out of the packages and resume control title by title. Someone might ask,  what if they go back their old ways and start raising journal prices exorbitantly? The only answer is that we have to cancel the journals they do this for, and with hindsight know that moving into multi-year packages won't solve our problems, either. If we're not willing to go back to title by title control, and we're also not willing to cancel subscriptions even to high profile journals if they start raising prices exorbitantly, then we have NO bargaining power whatsoever, and probably never will. Unless we do this, there's certainly no use in trying to fix the blame on the publishers; we'll have only ourselves to blame.

There has probably never been a better time for libraries to start acting more aggressively in the marketplace. Librarians have been putting the case against commercial STM journal publishers for years, and the faculty don't like it when publishers do this stuff any more than we do. But now libraries have an even better reason to act. Libraries and universities are under enormous financial strain, and this is the perfect time to try to regain our bargaining power. This is the time to stop paying for packages containing a lot of titles we don't want, don't need, and don't use, and to take back what control we can. It's no use damning the Pusher Man. The only way to deal with the Pusher Man is to push back.

 

The Victim of Library Instruction

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Last time I wrote about librarian-instructor collaboration, and that got me thinking about why those collaborations don't always work out. In this context, I'm thinking more about collaborations on first year writing classes, where there's often a library instruction component offered.

Some instructors are resistant to having librarians in their classes, or giving any time to the librarians. Librarians sometimes don't understand this. The attitude is, "but I could help so much. Why won't they let me in?" The librarians really want to help the students, and most of them probably would. But I can also see this from the other side of the desk, or of the classroom, or whatever is between the librarian and the instructor. Some instructors are reluctant to let librarians in because they have been the victims of library instruction.

I speak from experience, because I myself was a victim of library instruction. I'm offering a cautionary tale. When I was a wee writing instructor at Big State U., it was part of the routine to take the class to the library for some instruction in preparation for the research essay. For a couple of semesters, I dutifully followed orders. Before that, I'd had almost no contact with any librarians either in college or grad school, and had always managed to find my way on my own. English and philosophy majors don't do a lot of research in general, so I'm not saying it was any great feat to get through without help. But I did. However, I was glad at first to have the experts talk to the students.

The experts didn't talk to the students. I think the people delivering the instruction were graduate assistants who were in library school at the time. This might or might not be relevant, because GAs differ so much in their backgrounds. And I know that many GAs there were fantastic, such as myself and all my friends when I was in library school there. But I got a clunker, two semesters in a row.

We showed up at the library, and went to the well appointed instruction room, consisting of 2-3 tables, 25 or so chairs, and an overhead projector. This was 1992, and the library had a telnet catalog and Infotrac and some other databases. But the students saw none of that in action. I'm not sure if they saw much of anything. The library instructor dimmed the lights, and began putting transparencies on the overhead projector explaining Boolean logic in great detail, showing what the catalog would look like if we were in fact searching it, etc. And all this in a monotone for 50 minutes. To lend the library person authority, I tried to stay awake, but it wasn't always possible. Dozing off was the only way to escape the excruciatingly boring presentation we were all subjected to.

The students naturally complained. This is especially significant, since I myself at the time was a novice teacher and embarrassingly bad according to my own standards. I later grew a beard and began wearing big hats so that my students from that year wouldn't recognize me later and throw rocks at me. I was bad, but the library person was much worse. After a couple of semesters I said "to hell with this" and taught the library portion myself. There was no way I would have let someone from the library into my classroom.

Obviously much has changed since then. More classrooms have computers in them and are set up for hands-on learning. More librarians actually get the students searching for and evaluating materials right there in the library session. There's more active learning in general going on.

But how many librarians out there still do the equivalent of what I described? PowerPoint presentations to unengaged students? Monotonous lectures about Boolean logic to students updating their Facebook status? (Jane Smith "is lulled into a peaceful sleep by the librarian.") How many of us think library instruction consists of conveying information about using the library? Library instruction should convey information about using the library, but this is not the only, or possibly even the most important thing about it. It's not about conveying information, but about engaging an audience. It's not us teaching, but them learning that matters.  In short, how many of us are just plain boring and don't make an effort to engage the students?

Also, despite how good you might be, and all your colleagues might be, how many instructors have been the victims of library instruction in the past? Some resistance has nothing to do with the way things are now. It might not be completely rational to dismiss library help because of a few bad sessions, but it's not completely irrational from the instructor's perspective, either. A few bad sessions are enough to turn a new instructor off the library for good, and bad experiences from the distant past still inform the thinking of instructors in the present.

Anyway, it's something to think about.

 

The Agent of Library Instruction

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We're doing some experimenting this year with our library instruction for the Princeton Writing Program which is making me wonder who should be the agent of library instruction. As part of our current experimentation, some of the burden for the most basic parts of the library instruction will fall on the experienced writing instructors, all of whom are experienced researchers in their own areas and all of whom have seen their assigned librarians go through the basic library research drill at least twice. They would also be given training and support by the librarians. The idea is that the simplest skills--the basics of searching the OPAC and an article database--would be taught by the writing instructor in an early library "discovery session," and the librarian would collaborate in a later "research clinic" and possibly meet individually with students for the most advanced portions of their research once they really got going on their projects.

I'm trying to think through the benefits and burdens of this approach, and also put the question out to my readers, many of whom do some sort of library instruction and have worthwhile perspectives to add on this.

There are certainly some possible downsides, depending on how the experiment works. Some writing instructors will probably not want to change a library relationship which has worked well in the past (though I'm sure there are other instructors who have been less than satisfied in the past). Some librarians might not want to change what they think works, either, but for this situation I think the satisfaction of the students and instructors should weigh more than our own, but I could be mistaken. About some things I tend to be a philosophical conservative; if things are going well, I think it's better not to mess with them. But it's not clear what's going well, or what is going well uniformly. Regardless, the dislike of changing the familiar and satisfactory is a psychological cost worth considering.

There's also the argument that this takes away some of the little time librarians get to work with students. If their instructors are teaching some of these skills, often not in the presence of the librarian, then that's one less place where the librarian is needed. This is met by the counter-argument that the librarians will be seen as more valuable because they will be entering the process when the research gets more difficult, and thus be able to show their expertise to the students and win them over.

A related concern is about division of labor. Library research is within the domain of librarian expertise, and the instructors should stick to their area of expertise, which theoretically is the teaching of writing. This could be seen as a loss of professionalism, I suppose. If the instructors are successful, why do we need librarians? That sort of thing. There's also the consideration that the instructors very well might not be able to do this as effectively as the librarians, for whatever reason.

An instructor I've worked with for years said that as an experienced researcher and teacher, she felt comfortable teaching the basics and knew much of the advanced stuff quite well, but nevertheless each time I've taught a session for her class she's learned something she didn't know about before. The issue here is possibly one of keeping up. Things change in the world of information technology in general, and in the organization of resources and services in our library in particular, and it's the job of the librarian to keep up with everything, to know what's changed and how best to navigate the available resources. As she put it, sometimes the things people don't know aren't the esoteric things, but the simple things. I have a feeling this would all be dealt with in the second session, but it's certainly a concern.

I can understand the concern on the part of some librarians, but I see things from a slightly different perspective, since I teach one of these writing seminars and act as my own librarian. Undoubtedly, this is the ideal. In my own seminar the distinction between instructor and librarian disappears, and I can teach the research process much more seamlessly than most instructors. We don't have our regular classes and then these classes where the alien librarian comes in and does "library stuff." I know what the students need at the time they need it. I can help them with whatever question might arise at any time.

In the version of the "research clinic" that I have already held for years with other seminars, the questions always vary. Sometimes the students need to talk to the instructor about the shape and possibility of their topic, and sometimes about finding stuff, supposedly the area of librarian expertise. Ideally, these things could be dealt with by the same person. Someone who knows the subject area of the assignment and also the library resources appropriate for research in that area equally well would be the ideal. (It's a pity that training the trainer can't go both ways, because I also find that my experience teaching both writing and research so extensively helps me immensely with my other research consultations.)

This symbiosis doesn't occur in the normal classroom where the librarian is this person who comes in to work with the class in a limited role. Then again, the instructors themselves just aren't as knowledgeable about the library portion of the research, and, depending on their areas, they might not be as knowledgeable about other aspects of academic research either, especially in any systematic way. For the process to work best, part of the class must be team taught, with the instructor and librarian each contributing. This does happen sometimes, and I've worked collaboratively with many instructors in limited ways, but how often does it or can it happen? The librarian can't just show up to every class during research essay time and chime in occasionally when research advice is called for. A train-the-trainer model at least gives the students easier access to both writing and research help.

At this point I'm not sure what I think, and am conducting the experiment in a spirit of inquiry and just waiting to see how it turns out.

Twists and Turns of Principles

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Sometime soon I'm hoping to review the book Reinventing Knowledge, which I read recently and think academic librarians might find engaging, plus I want to offer a critique of this blog post from a new blog at Inside Higher Education written my my friend and colleague Mary George. But in a few days I start teaching my writing seminar on justice, and I can't shake the concern with political rhetoric and, for that matter, justice itself.

I guess my post on the Counter-Enlightenment had no effect, since the reactionary Yahoos left their town meetings and stormed Washington, holding up signs comparing President Obama to Hitler and other fun things. I read in one news account that someone had a sign offering Obama a "free ticket back to Kenya." One of Lincoln's desires before the Civil War was to free the slaves and send them to Africa, and it's interesting to see that things remain the same with some members of the party of Lincoln. From what I could tell of the news accounts, that crowd in DC was very white and male.

The white male reactionaries out there interest me, but for my purposes here I'm disregarding all the loonies and the birthers (including those in Congress) and other conspiracy theorists, since those types make up an extreme portion of any movement. From the left we have David Icke claiming that President Bush (along with Queen Elizabeth and others) is actually a shape-shifting alien reptile who is working secretly to lead us to a New World Order dominated by the reptile aliens. Some very similar theories are now being spun by the right. I guess the only difference is that David Icke propagates his theories in books and videos almost no one pays attention to, whereas Glenn Beck gets a national television show and seems to have his finger firmly on the pulse of irrational populism. But rhetorically, conceptually, and intellectually, they're quite similar.

From a rhetorical perspective, the events of the past few months have been fascinating. The Yelling Yahoos (and admittedly some of the right who are not Yelling Yahoos) claim that their recent protests are motivated by a concern with the cost of government, the size and scope of government, freedom, and lying Presidents, at least if I'm understanding the claims correctly. These are serious issues that deserve consideration by any concerned citizen. What's odd is how the same folks showed no such concern when a previous President lied to the American people about Iraq, led the country into an unjustified multi-trillion dollar war, increased the national debt by combining outrageous war expenses with tax cuts for the rich, and increased the scope of government though such things as nationalizing the TSA and the Patriot Act.

My counter-Enlightenment post drew an earnest (and probably non-librarian) reader who tried to persuade me that yelling mobs weren't really yelling mobs, or that they were yelling mobs but that they were yelling for good reasons, such as their concern with the scope of government and their freedom. But it should be extremely clear to anyone with eyes to see that people who claim to be motivated by principle but who only protest when that principle is compromised by someone of an opposing political party, then they're not really motivated by principle so much as by partisan politics. Be motivated by partisan politics if you wish, choose your beliefs based on party rather than reason or justice if you must, but please don't try to persuade others that you're somehow principled. For some people, freedom's just another word for not giving a damn about anyone else.

What I find bizarre isn't that Republicans and reactionaries and others are coming out in force in opposition to President Obama. Democrats and progressives and such came out in some force against President Bush, and sometimes in just as inane and bizarre a fashion as the birthers are attacking Obama. Leftist frothing and hyperventilation at the mention of President Bush was never a pretty sight. I don't even find it bizarre that they try to appeal to such principles as freedom or honesty or limited government. What I find bizarre is that considering the stances of many of these same people about the War in Iraq or the Patriot Act and other shenanigans of the Bush administration that they expect anyone to take their principled stand seriously, as my earnest commenter expected me to do to his position.

One cannot support the War in Iraq and plausibly claim to be against increasing the size and cost of government or offended by lying politicians. One cannot support the Patriot Act and plausibly claim to be concerned with the scope of government. One can't cut taxes for the rich and plausibly claim to be concerned with national debt. It doesn't seem to me that anyone is really opposed to the bogeyman of Big Government, but only what that Big Government might do. Fight a dubious war and disregard the Constitution and human rights in the name of security? Sure, that sounds like fun!. Help poor sick people get health care? Fascist dictatorship! How seriously can we possibly take some of these people?

Democratic politics provide for a turbulent and sometimes violent atmosphere. Such has always been the case. As citizens we should argue and fight, sometimes even protest and shout, for our political beliefs. And I at least can certainly see much to criticize about President Obama's handling of health care reform (though my criticisms would be different from the reactionaries). But it should be obvious that whatever is motivating the criticisms of the protesters, it is almost certainly not the principles that some of them claim. Appealing to principles only when they support your side doesn't make one principled, but merely an opportunist, or perhaps what the great conservative Edmund Burke called sophisters and calculators.

There's no hope for reasoned discussion until the true principles of the disagreement are laid bare, and until the public dialog is no longer driven by Yahoos. Somehow I don't think that's going to happen.

Famouser Than I Was

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I think I have finally arrived. No, I don't have my own Wikipedia entry, but I do have my own Mahalo page. Mahalo bills itself as "human-powered search," though this page seems to have been auto-generated.  But that doesn't distract from the glowing pride I now feel about being famous, or at least famouser than I was. After all, I bet you don't have your own Mahalo page, now do you? Considering what an Internet phenomenon all Bivens-Tatums are, you might want to "claim" that page and make yourself up to $50 a month!

What's great is all the things I get to learn about myself. I knew all the stuff in the links. I have a blog and a couple of articles in the U. of Nebraska digital commons. After seeing the link, I remember that at some point in the past I joined Linkedin. And I still work at Princeton. Three of the images are even of me, and one of the other images bears a striking resemblance to a former colleague, who is also a male academic librarian with glasses and a beard. There aren't many of those around, so that's probably close enough.

However, I was somewhat surprised to see that my "products and merchandise" included two calculus books by Howard Anton. Considering how expensive they are, I should be getting some profit on those, and you can be sure I'll be contacting Wiley just as soon as I finish this post.

I was even more surprised to find the "Mahalo Answers for wayne bivens tatum." "What do you think of Jacob Wayne Peacocks art?" This must really be a Mahalo question for me, and my answer would have to be, I don't think about it at all, since I have no idea who he is. I don't feel too bad, because he probably has no idea who I am, either. There are three questions about someone or something called Lil Wayne, including, "What do you think about Lil Wayne making a rock record?" When I hear Little Wayne, the first mental association is with Little Elvis (def. 1), and I really don't want to think about Little Wayne making a rock record, or performing at the Grammys for that matter.

The Google ads seems spot-on, too. Elderly home care near Fort Wayne, IN is definitely something I might be interested in one day if I'm ever elderly and living in Fort Wayne. And if I were in Wayne, MI, a back specialist might be just the thing. I do suffer from a touch of lumbago occasionally, and being in Wayne, MI might set it off, especially if I had to drive all the way there. The 8-hour calculus dvd tutor would probably do me good, since I know bugger all about calculus, which no doubt surprises you given my relationship to the two calculus books I mentioned earlier.

This year I've been doing workshops on emerging search technologies, and Mahalo has figured in them all. I'm happy that now I'll have a page to show the audience as an example of all that Mahalo is capable of. All in all, I have to say I'm as impressed by Mahalo as I've ever been.

The Counter-Enlightenment in Our Midst

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I've been vacationing for a couple of weeks on a Great Lake, swimming, sailing, hitting the local tourist attractions, and reading books on the Enlightenment . On vacation I deliberately try to avoid the news (so I don't spoil it playing tiny violins after reading sad tales like this one), but somehow I ended up reading a summary account of rabble-rousers and their roused rabble at town hall meetings about health care reform, and the contrast between that and my reading left me feeling depressed.

It was Voltaire, I think, (or perhaps Diderot) who wrote that violent resistance to arguments just meant you were too stupid to form arguments. We have seen this playing out around the country, with right-wing professional idiots (leaders?) encouraging their followers to shout, disrupt proceedings, deliberately avoid debate, and all the other tactics of the stupid and inarticulate in the face of calm reason. The irony is that these leaders and their followers seem to think of themselves as "conservatives" of some kind, but it's not at all clear what they want to conserve other than the wealth and power of private insurance companies. They certainly don't seek the ordered liberty so beloved of some who deem themselves conservatives. I've long speculated that there aren't really any conservatives in America anyway. There are only variations of reactionary against the Enlightenment ideals of the founding.

Historians of conservatism--e.g., Russell Kirk, Robert Nisbet, Jerry Muller--often trace the beginnings of conservatism in the English-speaking world to Edmund Burke and his Reflections on the Revolution in France (though Anthony Quinton goes further back to Bolingbroke, if I remember correctly). Burke himself, though, was a beacon of tolerance and reason compared to aggressive soldiers of the Counter-Enlightenment like Joseph de Maistre. A clubbable man and friend of Adam Smith and a supporter of the American War of Independence such as Burke couldn't have been otherwise. As the title and movement of conservatism were born and spreading through Europe, it made some sense. The conservatives were trying to conserve, or at least to resurrect, an older regime of authoritarian political and religious order that was actively under assault from Enlightenment values such as liberty, equality, toleration, reason, education, and individual rights against the state.

In America, such a tradition makes little sense, despite Kirk's heroic efforts to give American reactionaries an historical tradition. America was the first country founded upon Enlightenment values. Granted, Americans themselves have rarely in the mass lived up to those values, and the history of America is to some extent the development of these enlightened  values over the darker forces of our nature for two hundred years. No one with eyes to see could say that America is a perfectly enlightened or tolerant country, but without a doubt the enlightened values of the founding have slowly found favor with a greater percentage of the population. Those Americans resisting the ideals of reasoned discussion and debate, toleration for the Other, individual rights, liberty, equality, and education are thus not conservatives, but reactionaries. They don't wish to conserve or even resurrect a fallen order, but to impose darkness on the land.

To give some substance to these musings, let's briefly examine two figures of the Enlightenment who are in stark contrast to the shouting rabble and their beloved leaders in the recent meetings: Immanuel Kant and Adam Smith.

Kant wrote a late essay called "What is Enlightenment?" that summarized some of his views. For Kant, enlightenment meant throwing off the self-imposed shackles of leaders and having the courage to use your own reason to make decisions. The motto is sapere aude, or "dare to know." Enlightened people educate themselves, use their reason, and challenge irrational authority. They are not looking to be lead. The unenlightened desire to be led. They want people to tell them what to believe about important issues--about God, religion, ethics, politics. The unenlightened take on faith, for example, the literal truths of religious texts because they have been told to do so and have rarely had more faith in their own capacity for reason than in the word of another. This is not to say the unenlightened are stupid, though sometimes they are. This is merely to say they are unreasonable. Many of them wouldn't object to this at all. Recall Tertullian's famous defense of his Christian belief: Credo quia absurdum est--I believe because it is absurd. De Maistre and other figures of counter-Enlightenment were no different. For them, reason is not a primary value.

In the current debates, as in so many others in the country, we see this playing out. We see people who want to be led, who take their marching orders from radio and television entertainers like Glenn Beck or Rush Limbaugh, or from others hidden inside various advocacy groups. They don't reason, they don't dare to know. They certainly don't balk at the irrational and foolish. They're encouraged to become part of a mob and they do it in an attempt to forestall any rational debate by any side in the discussion. I heard one woman interviewed on the radio who claimed that she opposed a public health plan because she didn't want her health care decisions made by "some bureaucrat." Regardless of one's position in this debate, this response--no doubt fed to her by someone leading her on--is absurd. If she has health insurance now, who does she think is making decisions about her coverage but some bureaucrat, and, what's more, a bureaucrat with an eye on the profit margin of her insurance company rather than the needs of her health. An enlightened person would say, oppose or defend whatever you wish, but at least have intelligent reasons for doing so.

It's a more curious contrast with Adam Smith, a mainstay of the Scottish Enlightenment and one of the most misunderstood writers of contemporary times. In this country, Adam Smith has the reputation of being an absolutely laissez-faire economist, totally dedicated to the "invisible hand," opposed to government, a friend of the capitalist class and an implied enemy of those who find themselves losers in a perfectly free market. Both right and left have this illusion of Smith. Rich financiers in the Reagan years supposedly sported ties with Adam Smith's image, thinking he was one of their kind. Leftists are seldom any better. I once had a strange interaction with a fellow library school student, a socialist of sorts with an M.A. in history, who saw me reading The Wealth of Nations. The student refused to read Smith "because he was a capitalist," thus demonstrating his own lack of enlightenment. He'd been told all he needed to know by some professor or pundit, and relinquished faith in his own power to educate himself and make reasonable judgments based on his own knowledge.

Adam Smith was a defender of what he called the "system of natural liberty," and he did indeed describe and defend the division of labor and free trade that undeniably builds wealth in nations. However, he was not necessarily a friend of the capitalist or an opponent of government, as anyone who has ever bothered to read Smith would know. Does this quote from the Wealth of Nations surprise you?

People of the same trade seldom meet together, even for merriment and diversion, but the conversation ends in a conspiracy against the public, or in some contrivance to raise prices. It is impossible indeed to prevent such meetings, by any law which either could be executed, or would be consistent with liberty and justice. But though the law cannot hinder people of the same trade from sometimes assembling together, it ought to do nothing to facilitate such assemblies; much less to render them necessary.

Does this sound like a friend of the rapacious capitalist? What else are lobbyists and business interest groups but conspiracies against the public? Cabals dedicated to their own interest at the expense of the common good? Or this argument against mercantilism:

Consumption is the sole end and purpose of all production; and the interest of the producer ought to be attended to only so far as it may be necessary for promoting that of the consumer. The maxim is so perfectly self-evident that it would be absurd to attempt to prove it. But in the mercantile system the interest of the consumer is almost constantly sacrificed to that of the producer; and it seems to consider production, and not consumption, as the ultimate end and object of all industry and commerce.

How many of our laws, regulations, and subsidies are truly dedicated to protection of the individual and unorganized consumers, and how many to the protection of organized business interests, i.e., the producers? Whose interests are at stake in the current debate, and whose interests are getting the most attention in the media--the consumers of health care or the producers of it? What would Adam Smith the consumer advocate have to say about the shenanigans of the insurance industry?

Despite my commentary on the health care debate here, it's not health care or the debate as such that interests me so much as the mob tactics associated with it. We have right wing pundits and entertainers calling President Obama a Nazi while encouraging the sort of mob politics the Nazis themselves used to such great effect. In this case, the end of enlightenment is the rise of the ochlocracy, or "rule of the mob." We've had people who might otherwise be intelligent and productive citizens showing up at meetings shouting so that others might not be heard. They've been acting like Yahoos, another creation of an eighteenth-century writer. In Gulliver's travel to the land of the Houyhnhnms he encounters creatures he takes to be humans by their appearance, but finds after watching them they're little more than bestial savages. Watching roused rabble scream and shout affirms Jonathan Swift's belief that humans aren't rational animals, but only animals capable of reason.

This disturbs me as a human and as a citizen, but also professionally. American reactionaries, wherever they have power, try to defund education and any other public good. They would rather send a harmless pot-smoker to prison than a smart poor person to college. With no responsible voices on the political right speaking out against the disruptive mobs, does this mean they support the rise of ochlocracy?

There are mobs of every political stripe, as history has shown, but I'm more concerned professionally by right-wing than left-wing mobs. Left-wing mobs have a tendency to destroy commercial property (as in the WTO protests in Seattle a decade ago) or else just appropriate it (as with most left-wing revolutions). I don't have any commercial property, and am unlikely to acquire any, so that doesn't affect me as directly. Right-wing mobs have a tendency to attack institutions of education rather than of commerce. They don't like book-learning, but they do like book-burning.

The Right has been working hard for a couple of decades to reduce the funding of higher education, and thus make it more difficult for poor, or even the middle class, to afford college. This is insidious destruction of a society of educated and thus often critical citizens. With the active encouragement of people to join mobs and shout down opponents, and the lack of right-winge opposition to demagogic voices, how big a leap is it to imagine mobs being encouraged not just to shout down politicians they don't like, but to start burning books and such at public rallies? If the reactionary leaders don't like reasoned debate, how long before they direct the mobs against the the institutions most dedicated to reason and debate--our colleges and universities?

Does this seem far-fetched? Perhaps. On the other hand, one right-wing entertainer with millions of followers is ignorant or stupid enough to compare those who believe in equal rights with women to Nazis. It's not like we aren't living amidst millions of loud, ignorant bigots. I see no difference in principle in demagogues encouraging their followers to disrupt peaceful meetings and encouraging them to besiege libraries or disrupt the activities of teaching and learning at institutions of higher education. Both involve resistance to enlightenment, the denial of reason, and the embrace of dark, unruly passions.

Leaders and Followers and Me

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At the risk of having Walt Crawford never link to one of my blog posts again, I'm going to talk about some things that have been bothering me about the Library Leadership Network. No, that's not quite right. I'm going to talk about some things that bother me about some of the things the LLN links to, so maybe this is more participating in the conversation than criticizing the LLN, and thus Walt might link to me again one day. I'm not uncomfortable with talk of leadership, but there's something about the idea of "leaders," and especially their concomitant "followers," that sometimes rubs me the wrong way.

At other points I've criticized people who conflate leader and manager, thus designating anyone who happens to be in a supervisory role a "leader." This is a category mistake that should be easy to spot, since I'm sure most of us have known supervisors who were neither leaders nor managers, but instead uninspired and incompetent mediocrities. Or maybe I'm the only one who's known anyone like that. So I contend it's a mistake to confuse leaders and managers. To judge by the "leadership literature" LLN sometimes links to, this sort of sloppy thinking is endemic to the field. I'm not sure who's a "leader" and who isn't, but anyone incapable of disambiguating the various terms that allow even remotely intelligent discussion of the issue isn't going to get me as a "follower."

But the literature displays more than just a tendency to insufficiently parse terminology. Tonight I've been going through some entries in another LLN category: Leaders and Followers, linked from the latest LLN Highlights. One entry I found especially irksome: "What every leader needs to know about followers." (It's down a way on the page; the link to the original article is broken.) The LLN summary reads: "This article identifies five types of followers--followers being those who 'are low in the hierarchy and have less power, authority, and influence than their superiors.'" It took me a couple of minutes just to get past that. This sentence, especially the spurious definition of "follower," implies that everyone who is a "superior" in some sort of hierarchy is thus a "leader" (since leaders have followers, while superiors have inferiors), and that anyone below this "superior" "follows." The sloppy language is made more bizarre by the very obvious fact that some of the types discussed don't "follow" at all. Just read the description of Isolates, Bystanders, Participants, Activists, and Diehards.

This is another example of using language sloppily and conflating terms, but the writers of this leadership literature have surpassed sloppy categorization and moved on to just making words mean whatever they want them to mean. I don't see what the purpose could be except to aggrandize anyone in any supervisory position and turn everyone who isn't into some sort of inferior "follower" who waits breathlessly for words of wisdom to fall from Der Fuhrer's lips. (The unpleasant connotation explains why, as i understand it, the Germans don't write much about "leadership.") It also makes nonsense of the very obvious truth that if you don't have any followers, then you're just not a leader, despite whatever authority and power you might have to energize people or make them miserable at work.

Let's back away for the moment from the sloppy thinking of some leadership literature and consider another blog post I read today on professionalization at Rory Litwin's Library Juice. (Perhaps the confluence of events inspired my own thinking.) In that post, Litwin cites an article listing some of the characteristics of a profession, which includes "Autonomy and control of one’s work and how one’s work is performed." Litwin opines that " it is endemic of the period of deprofessionalization that we are in that library managers have begun to say that 'professionalism' means performance of ones tasks according to high standards of quality (as judged by them)."

Though I don't know if he would agree with this, in the context of my discussion, this would mean that "professionalism" is being redefined to mean whatever The Leader says is good, and the good professional is the Good Follower who does what The Leader says. If this is the case--if all "managers" are "leaders" and everyone else is a "follower" kowtowing to the leader--then it does either lead to deprofessionalization or merely indicate that no professionalism is present anyway.

This brings together much of what bothers me about the intellectually sloppy literature on leadership that I've read. It's not that there aren't organizations that it might apply to (though this might be the case); it's more that it doesn't seem to apply to the sort of organization I work for or the sort of work I do, either practically in my case or ideally in anyone's case. There are jobs in which pleasing the boss is the job, but librarianship shouldn't be one of those jobs.

Professional academic librarians should look upon such thinking with disdain, just as professional academics should. The key is the concept of "professional." Here are a couple more entries in the definition of profession:

  • Motivation focusing on intrinsic rewards and on the interests of clients – which take precedence over the professional’s self-interests
  • Commitment to the profession as a career and to the service objectives of the organization for which one works
  • Sense of community and feelings of collegiality with others in the profession, and accountability to those colleagues
  • Self-monitoring and regulation by the profession of ethical and professional standards in keeping with a detailed code of ethics

I interpret all this to mean there is a sense of obligation by each professional to shared standards that determine the appropriateness or quality of conduct, rather than the words of wisdom spoken by Der Fuhrer.

We're told by the leadership gurus that "Good followers actively support good (effective) leaders and oppose bad (ineffective, immoral) leaders." But in an atmosphere of professionalism, good "leaders" may be entirely absent, yet good work may still be done.

This leadership literature all seems to be written for commercial rather than academic organizations. Thus, in addition to the nonprofessional assumptions that people are "followers" there's the lack of rigor and intellectual standards that makes so much of this writing no different than the typically execrable self-help literature for the ignorant masses. In fact, part of what bothers me about so much of this is the demonstrated inability to think carefully. In academia, thinking carefully and developing articulate arguments are minimal criteria for being taken seriously. To the masses one may be a leader, while to the educated one is merely a demagogue.

Other organizations and academia are perhaps analogous to dictatorships and republics. Dictatorships operate under the Rule of (One Person's) Will, but republics under the Rule of Law. A standard definition of a republic is that it is governed by laws, not people. We are professionals precisely because the word of Der Fuhrer doesn't decide what is right or wrong in our profession. Professionals have shared standards--the rule of law--to which they appeal. Individual supervisors or managers may violate those standards. They may even insist that we violate those standards in order to keep our jobs (or get raises or whatever). But that doesn't make us wrong for defying them. That makes them unprofessional in their behavior. That's because, ideally, our profession is one governed by principles and standards and not by the will of The Leader.

Actual leaders rise and attract followers not because they are in a certain place in a hierarchy. They  do worthwhile things and inspire or encourage others to do worthwhile things. Only demagogues are obsessed with whether or not they are leaders. The best leaders in librarianship don't prattle on about leadership or insist to us that they are "leaders."  They don't seek followers or the acclaim of shallow praise. Instead, they inspire us to meet the challenges of our own professional principles and standards. They don't lead by telling people what to do or writing performance evaluations. They lead by making us want to do great things not to please the boss/fuhrer, but to meet shared standards that transcend us all, not to follow their orders, but to do or do better what we should already be doing even if they weren't around. When those people come along, they don't need to talk about leadership. We know them for what they are.

 

 

 

Gen X Leadership

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According to the Harvard Business blog (discovered via the LLN Leader's Digest), Gen Xers are the "leaders we need today and tomorrow" because of our accelerated contact with the real world, our distrust of institutions, our looking outward, our acceptance of diversity, our rich humor and incisive perspective, our work-life balance, and our pragmatism. Obviously I'm a Gen Xer myself, and these traits might apply to me. You won't find anyone who distrusts institutions more than I, except maybe anarchists, and I look outward and accept diversity and all that. My humor is also incredibly rich, and my perspective so incisive some people find it painful. And I was a pragmatic, resilient latch-key child back before that was all the rage. "Contending with a world of finite limits, no easy answers, and the sobering realization that we are facing significant, seemingly intractable problems on multiple fronts"? That's the sort of thing I do two or three times a day before breakfast.

The description sounds like a more positive spin of the same traits I've been hearing about Gen Xers for years. Did my latchkey childhood make me resilient and hardworking? Or did it make me distrustful of figures who claimed authority but never could do anything to benefit me in any way? Did the self-reliant independence just make me comfortable with innovation and technology? Or did it also mean I don't really need much from others, or that I'm uncomfortable with people who don't adapt as quickly as I do? And that work-life balance thing, does it mean that I want to be a good parent, or that I'm not going to work myself to death for an institution, and thus am some sort of slacker? Does my rich humor and incisive perspective isolate practical truths, redefine issues, and question reality, or does it mean that I'm really good at mocking incompetence and muddled thinking and have no tolerance for humorless stupidity?

In short, do the traits listed in this article mean that Gen Xers would make the "leaders we need," or does it mean that they're distrustful of people who claim to be leaders and don't need much "leadership" themselves? After all, if I'm resilient, hard-working, resourceful, self-reliant, independent, innovative, incisive, humorous, adaptable, then how likely is it that I need leaders for much? And how likely is it that I would want to lead anyone who wasn't as independent, self-reliant, innovative, incisive, hard-working, resilient, and resourceful as I am? If we're going to make generational generalizations (which I really don't like to do), why wouldn't I tell my boomer elders they just need to suck it up and deal with a rapidly changing world, or my millennial colleagues that I'm too busy being innovative and self-reliant to give them the constant reassurance and feedback the media claims they need to succeed?

Alas, I fear that this generational generalization may be lacking. I've known plenty of Gen Xers who are helpless, dependent, authoritarian, timorous, dogmatic, humorless, or some combination of those traits. Maybe those Gen Xers weren't latchkey children, though. Or maybe this is all spot on, and I'm just being too skeptical and incisive, and thus just the leader you need for today and tomorrow.

 

The Kindley "Big Brother"

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Probably for the first time since starting this blog, I received an email from a publicity person touting a blog post that I actually thought worth reading. Others of you may have received this entry from the Oxford University Press blog: Amazon Fail 2.0: Bookseller’s Big Brother removes Orwell’s Big Brother from Kindles everywhere, by Dennis Baron. In full disclosure, I don't really know Professor Baron, but I did take a seminar from him my first semester of graduate school - introduction to the teaching of rhetoric. I recall writing an essay arguing that the concept of plagiarism arose during 18th century intellectual property disputes and was inherently capitalist, and thus all the Marxist rhetoric instructors out there shouldn't be bothered by the practice of plagiarism. But all this is irrelevant prelude.

Baron argues that we should beware giants such as Amazon and Google because even though they do much to promote literacy, they do so at the price of privacy and control of our information. I completely agree. The essay was inspired by the recent Kindle mini-scandal, where some Kindle users found bootleg copies of 1984 removed from their Kindles and their $.99 refunded. Probably no literate person has missed at least one headline in the past week or so linking Amazon to Big Brother. It seemed at least an irony too good to pass up.

As I've written before, I'm no fan of the digital rights management or intellectual property restrictions on the Kindle. Ebooks are great in many ways, and I read them regularly on various devices, but for library purposes Kindles are too controlled by the company to be reliable, and for personal use I still refuse to buy (perhaps "buy" would be better) a book that I can nether lend nor give nor sell to another person. Kindles have their uses, but they go against the grain of readership since the beginning of writing - if I may make so bold a statement - in that they deliberately and effectively deter the possibility of multiple readers of the same item. Besides which, it's obvious that DRM is a finger in the dike preventing the free flow of digital information and will always be thwarted somehow.

However, despite my reservations about the Kindle and DRM in general, I can't jump on the Big Brother bandwagon (nor am I accusing Professor Baron of doing so). The actions of the federal government seem to have more and more Big Brother characteristics these days, but it's inappropriate to apply this description to something like Amazon.

First of all, we all have to be citizens of our state unless we opt out somehow and immigrate. However, we do not have to use Amazon or the Kindle. I am unaware of any situation in which someone was coerced into using the Kindle or giving up the history of their reading habits to Amazon. Amazon knows so much about us because we let it know so much about us. We willingly let Amazon see what we buy so that it can recommend yet more entertainment for us. This is much closer to the hedonistic and shallow Brave New World than it is to the dark dystopia 1984. Regardless of the contracts saying they'll own a digital copy, Kindle users know how much control over the Kindle content Amazon has, and if they didn't before they do now.

Contrast this with the music digital downloads from Amazon, freed by the music companies from the extremely restrictive DRM of the ebooks. I'm sure there's some information embedded in the digital files saying I purchased specific songs from Amazon and that could be used against me if suddenly everything I purchased ended up on some file sharing site. Below that point, though, the files are mine, and Amazon can't take them away from me. I can copy and back them up as many times as I like. I can give them to other people if I wanted, and they could play them without unlocking. Theoretically, I could even charge other people for these files, if I could find someone stupid enough to buy them from me. (Note to the Amazonian Big Brother: I would never do anything like this. Really.)

Despite the apparent irony of 1984 disappearing, there's nothing Big Brothery about any of this. When it comes to Amazon, we are the victims of our own desire for easy shopping and entertainment. There are undoubtedly times when corporate malfeasance completely out of control damages our lives. Actually, that pretty much happens everyday somewhere. But this is not one of those cases. We willingly comply with Amazon, as we do with Google itself, handing over our privacy for the opportunity fondling their shiny baubles. Situations like this might erode our trust in Amazon, and thus we might be less willing to shop there, but that would still be our choice.

People who do anything on the Internet should know there is no guaranteed privacy anymore. The Internet is filled not with Big Brother, but with millions of little brothers gathering random details of our online life and using them for their own advantage. When this practice is ubiquitous, to pretend as some people have been doing that Amazon is in any way specially or specially evil is just duplicitous or naive. Or maybe it just makes a good headline.

They Have No Shame

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According to IHE, Elsevier was offering people $25 gift cards for Amazon or Barnes and Noble if they would leave positive reviews of one of their textbooks on those sites. After the fake medical journal scandal, one doesn't even have to ask. Clearly they have no shame. They only fake it when they're found out. I wanted to write more on this, but it's just so obviously disreputable there's not much to say.  Of course they disavow responsibility. It's always an overzealous employee. But overzealous employees are created by the corporate culture. I could probably retire on what the top two or three research libraries pay Elsevier each year, and I'm not that old.

Two Schools of Instruction

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Fortunately that time of the year isn't here yet, but I'm still thinking already about teaching of all kinds in the fall, including library instruction. Though there are busy times, even busy seasons, when I coast on my experience and skills, I try to be a reflective instructor when I can. A conversation with a friend the other day centered around library instruction. We were arguing about (discussing?) a couple of different schools of instruction, which I might call Kitchen Sink and Minimalist.

The names both explain themselves and hint at my own preferences. The Kitchen Sink approach wants to turn students into little librarians, though the Kitchen Sinkers would say "independent scholars." As a long term goal I have some sympathy to this approach. Within certain parameters, we should want students to become independent scholars, or maybe independent "scholars." The problem comes in the practice, and in the definition of scholar.

For example, I have seen good librarians spend 45-50 minutes explaining the intricacies of the OPAC to freshman in a composition course preparing to research a 10-page essay. I'm not sure if you've ever read a 10-page research essay by a freshman, but I can tell you from experience there's just not that much an essay like that can cover. To do the research for an essay like that, freshman don't need to know every nuance of the OPAC, or even every nuance of searching. Spending that much time on any one activity is a mistake, but I've seen it happen over and over.

Just at the technical level, I've seen the similar activities with online indexes and databases. Some librarians go through several in a session, as if there was any great difference in technique among them. For the purposes of search, a database is a database is a database.

The Kitchen Sinkers approach more theoretical applications in the same way. They want every student to come out of every one-shot with a mastery of the ACRL Information Literacy Competency Standards for Higher Education. I guess the thinking is, I've only got this one hour, I'm going to make it count!

Needless to say, I'm not a Kitchen Sinker; I'm a Minimalist.  A former colleague (who hated most things about me professionally and personally, I should note) said that I should go into a BI, hand out my business card to students, and suggest they take notes on that. She meant this as a rebuke, no doubt, but it was an accurate enough description of my library instruction then and now. There's only so much one can do in an hour (or 80 minutes, which is our typical freshman instruction session length). Even with 80 minutes, I might spend only half an hour on formal demonstration. The rest of the class I let the students start researching and I wander around consulting.

And in that half hour, I still try to minimize what I do. I certainly don't cover every nuance of the OPAC, and typically I might demo one other database. Instead I emphasize what I call the geography of information. If you want this kind of thing, you look in this kind of place. It's all abstract, but similar to some reference training. After all, if I know there's such a thing as an historical atlas, I know all I really need to know about that topic to answer reference questions.

Search technique is easily enough dispensed with. I usually mention five things to do with a database:

  1. Search by Keyword
  2. Search by Subject
  3. Limit by date, language, etc.
  4. Mark the records you want to save
  5. Email citations/articles to yourself

How much more do students need to get started? I also discuss approaches summarized from Thomas Mann's Library Research Methods:

  1. Keyword searches in online and print sources.
  2. Subject searches in online and print sources. 
  3. Citation searches in printed sources. 
  4. Searches through published bibliographies (including sets of footnotes in relevant subject documents). 
  5. Searches through people sources (whether by verbal contact, e-mail, electronic bulletin board, letters, etc.).
  6. Systematic browsing, especially of full-text sources arranged in predictable subject groupings.

Again, if students master the basic theory, do they need to be completely "information literate"?

There are a couple of possible objections to my approach. First, one might say I really am trying to get the students to be little librarians. Thomas Mann? He's the reference librarian's reference librarian! There's some truth to that. But what I give students in a very brief time are guidelines. I don't attempt to reinforce them all with extensive searching in a joint demonstration. Another possible criticism is that the students don't leave with much. It's true. They don't. And they don't leave with much in other classes, either. That's because there's only so much students can absorb in one class. They leave with enough to get started, to solve some problems, and to build from there.

The Kitchen Sinkers are motivated (I suspect) by the crisis of time. Unlike professors in a class, librarians don't have much time with students. (I suppose there are those semester long information literacy courses, but those aren't very common, which might not be a bad thing.) One doesn't learn how to research quickly or abstractly, though. It takes not only time, but practice. This is the difficulty we all face. We can try to pack everything into one session, thus ensuring not only that the students won't learn much but that they'll be bored in the process. Or we can hint at the complexities of research in the class and get them started, with the hope that if they need more skills later on they'll develop them through practice. Maybe we'll be there; maybe we won't. But there's nothing we can do about it in a one shot class.

Research skills are learned over time with practice, even for librarians. Would we consider a new graduate student equal to a senior professor in research knowledge in a field? No. Nor would we consider a new library school graduate equal to a very experienced reference librarian, especially one who had also done her own research.

The good news is that most students will never need to be little librarians, or even big professors. Most students will need the sort of minimal research skills necessary to navigate their way through life, which outside academia rarely requires long research projects. Most students won't ever be real scholars, nor do they need to be. The bad news is that in a lot of schools, there's no guarantee that as the students progress, the librarian's help will be consistently offered or sought when needed.

 

Minimal Firefox

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Normally I don't write about techie hack sort of issues on the blog. It's not because I don't play around with stuff. It's just that there are so many blogs--library and otherwise--devoted to this stuff that it seems beside the point.

However, I've been playing around with some Firefox hacks I thought people might be interested in, and I haven't been satisfied with any of the other fixes I've found online.

Firefox is my default browser, mostly for the add-ons. For the curious, add-ons I can't live without: Flashblock, Adblock Plus, IE Tab, Webmail Notifier. and Zotero (for Zotero get the 2.0 Beta version and try out the syncing function) The main problem with Firefox is that it takes up a lot of real estate on the screen. With a desktop computer and a large monitor, it doesn't make much difference. But I have a small laptop I do a lot of work on, and about a week ago I got a new netbook with a 10" screen, so I went on a mission to reduce the amount of space Firefox uses. I should also say I'm using the new Firefox 3.5, so some of the older themes and addons don't work yet. Here goes.

First, get the Stratini theme and the Tiny menu addon. Stratini is sleek and takes up as little room as possible. Tiny menu takes the normal menu and shrinks it to the word "menu," and also reduces the size of the Menu toolbar.

Second, right click on the Menu or Navigation bar, select "Customize," then check "Use Small Icons."

Third, while you're in "Customize, go ahead and move all your buttons and boxes from the Navigation Bar to the Menu Bar. Get out of Customize.

Fourth, right click one of the toolbars, and deselect everything but the Menu Bar. Ignoring the added buttons I use, the result should look something like this:

 

firefox.jpg

 

 So far, that's about as small as I can shrink the geography of Firefox without pressing F11.

As for the other buttons, such as Stumbleupon or the IMDb, those were all created with the Google Toolbar, which of course isn't shown. For those that don't know, if you're using the Google Toolbar, you can right click on any search box on any website, choose "Generate Custom Search," and the search button will show up on the Google Toolbar, which you can then move wherever you like in the Customize view. I also have the Google Toolbar buttons for Gmail and Google Bookmarks, all now very tiny.

The three matching black and orange buttons are my workaround because the Princeton University Library toolbar I created won't work with Firefox 3.5, so those link to our library home page, the main catalog, and the databases page. As much as I love my personalized toolbar, I won't be going back to it for the netbook.

And thus I betray the fact that I can geek out as much as the next librarian.

About Me

I'm the Philosophy & Religion Librarian at Princeton University and a Lecturer in the Princeton Writing Program. Find a little more about me here. You can reach me by email or IM at rwbtatum AT gmail.com

Disclaimer

The opinions expressed on this blog represent the opinions of the author and not those of Princeton University or the Princeton University Library, except when they don't even represent the opinions of the author.

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