Posts from — October 2009

Our society is inextricably interwoven with technology to such an extent that we have become completely dependent upon the tools of our own creation. Technology is such a part of our reality, and has been so internalized that we are no longer always conscious of its influence or presence, but rather take it for granted. There is very little public discourse about the effects that technology has had and is having on our consciousness, so it is enlightening to read works by authors such as Ong and Postman. Postman (1992) analyses the influence that technology has had in shaping our society, while Ong (2002) looks at one technology, literacy, and examines the changes it has caused to our cognitive processes. These authors present technological dichotomies that help us to “become aware of our biases…and to reflect critically on their implications” (Chandler, 1994, Photocentrism, ¶ 1). There are dangers, however, in reducing complex continuous processes into discrete elements.

By simplifying the nature of our interrelation with technology, by taking a dichtomatic approach, it is easy to highlight the important issues in technological discourse. However, there is a risk of exaggerating or over stating the case. Sweeping statements are powerful and eye-catching, but all too often hyperbole. Deterministic discourses are by nature over-analytic and take an idea to extremes. For example, Ong goes so far as to suggest that writing has a “close association with death” (2002, p. 80). And Postman declares that in the United States of America there has occurred “the submission of all forms of cultural life to the sovereignty of technique and technology” (1992, p. 52). These are interesting and important concepts, but not necessarily realities.

Postman is a valuable addition to the technological debate as he is a lone voice standing against the predominant tecnophilic utopian discourse. Postman’s fear of our belief in “scientism” (1992, Chapter 9) is valid and thought provoking. Nevertheless, Postman notes that “A new technology does not add or subtract something. It changes everything” (1992, p. 18). This is a very broad statement. Chandler counters that “any medium facilitates, emphasizes, intensifies, amplifies, enhances or extends certain kinds of use or experience whilst inhibiting, restricting or reducing other kinds” (1996, Engagement with Media, ¶ 12). Technologies act on the culture that was already there, which is why countries such as Norway and the United States, both having the same technologies, do not use them in the same way.

Though the distinctions that Ong (2002) makes between orality and literacy are extremely thought provoking, it is very difficult, if not impossible, to physically separate and distinguish oral and literate cultures as two discrete elements. In opposition to the arguments of Ong, Graff (1986, p. 69) notes that “the oral and the literate then, like the human and the printed, need not be opposed as simple choices. Human history did not proceed in that way; rather it, allowed a deep rich process of reciprocal interaction and conditioning to occur as literacy gradually spread and gained in acceptance and influence”.

To define a dichotomy, I have chosen the following, cited by Nubiola (N.D.), from the Dictionary of Philosophy and Psychology (1901-1905). A dichotomy is a “form of logical division in which, at each step, the genus is separated into two species, determined by the possession and non possession, the presence and absence, of a mark or attribute. The species so determined satisfy the rules of division: they exclude one another, and they exhaust the extent of the genus divided.”

         The idea of exclusion is important here; If Ong sees literacy and orality as a dichotomy, then he is suggesting in some way that they are mutually exclusive mediums that “give shape to experience” Chandler (1996, Engagement with Media, ¶ 11). Both orality and literacy have always been interwoven in all literate cultures. For example Graff (1986, p. 70) notes that “for many centuries, reading itself was an oral, often collective, activity, and not the private, silent one we now consider it to be.” What is more, the influence of orality and literacy varies greatly between societies. For example, the percentage of the Mexican population that are regular readers is low whilst in Japan it is very high. Television, the linguistic staple of Mexican culture, is both aural and visual but not textual as is the written word. Doesn’t it over simplify the subject to neatly categorize Japan and Mexico in the same group?

         If we are going to make a distinction between modes of communication, then surely linguistic and non-linguistic are more natural choices. Ong (2002) argues that spoken language is natural whereas written language is artificial, but all language is artificial as it is language that mediates experience. Chandler (1994) notes that language allows for the construction of reality. Because we have so completely internalized language, we are no longer aware of its mediating effects. It is language and not the written word, as Ong contends, that separates the world into discrete things. Chandler (1994, Logocentrism, ¶ 6) cites Arieti (1976) as arguing that  “we tend to perceive what we can subsequently understand or place in some category, and we tend to overlook the rest.” Our senses receive an infinite amount of information that we organize or filter by categorizing through the naming of objects. Even here though, the dichotomy simplifies reality. Surely, at the most basic level, organisms can distinguish between what is edible and what is not as a basic form categorization without words. Categorizing in fact is not something that started with language, but was enhanced by it.

         In general great divides succeed as discourse but fail as realistic approaches. Society is not cut and dry, but made up of continuous variables. To divide societies into literate or oral, or into technopolies or technocracies is not practical. Chandler (1994, Great Divide Theories, ¶ 6) quotes Finnegan (1988) as stating that ·”’continuity theories’…. stress a ‘continuum’ rather than a radical discontinuity between oral and literate modes, and an on-going dynamic interaction between various media”. This is much closer to our techno-shaped reality, a shade of grey rather than black or white.

Baldwin, J.M., ed. (1901-1905). Dictionary of Philosophy and Psychology. 3 vols. New York. Macmillan.

Chandler, D. (1994). Biases of the Ear and Eye: “Great Divide” Theories, Photocentrism, Graphocentrism & Logocentrism. Retrieved September 27, 2009, from http://www.aber.ac.uk/media/Documents/ litorial/litorial.html

Chandler, D. (1996, February). Engagement with media: Shaping and being shaped. Computer-Mediated Communication Magazine. Retrieved September 27, 2009, from http://www.aber.ac.uk/ media/Documents/litorial/litorial.html

Graff, H. J. (1986). The legacies of literacy: continuities and contradictions in western society and culture. In S. De Castell, A. Luke & K. Egan (Eds.), Society and Schooling: a reader. Cambridge University Press.

Nubiola, J. (N.D.). Dichotomies and Artifacts: A reply to Profesor Hookway. Retrieved September 30, 2009, from http://philpapers.org/archive/NUBDAA.1.pdf

Ong, W. (2002). Orality and Literacy. New York, Routledge

Postman, N. (1993). Technopoly: The Surrender of Culture to Technology. New York. Vintage

Technopoly: The Surrender of Culture to Technology

By Neil Postman

Introduction

            How has our culture changed because of technology? Are the effects of technology positive or negative? Do we get to decide which technology society keeps and what we disregard? Are we just ‘tools of our tools’ (Postman, 1992)?

            As technology’s pace continues to hit warp speed, we see an ever changing, increasingly new list of benefits and burdens; and changes to our culture, which had not been anticipated. We may learn from this that it is a mistake to suppose that any technological innovation has a one-sided, limited effect (Postman, 1992).

Blessing and Burden

            Technology is a myriad of discoveries that can be akin to Pandora’s box; both good and evil emerge. Society is unable to stop the advancement or progress of either. Postman (1992) states that once the hand of technology is played in society, it does what it was designed to do. A good example of this is the Internet. The Internet was originally designed by the US military as a tool for communication. The original creators could not have foreseen the magnitude and impact that the Internet would have on society. It allows society to build and create new forms of communication and business that is constantly being rediscovered; it also advances social ills like child pornography and gambling. It can create chaos and change culture at the same time. Unforeseen consequences do arrive, and therefore the discoverer is not always the best judge of the good or harm that is a result of an introduction of a new invention in society (Postman, 1992).

Technology Changes our Culture

     Changes the power structure.

Technology produces an elite group that has been given undeserved authority, prestige and power (Postman, 1992). Unfortunately, this power structure is not distributed equally (Postman, 1992). Countries that do not have the capability of developing or using technology fall quickly behind the rest of the world.

Power changes hands without warning and is unpredictable, creating power struggles and shifts. Technology provides the elitists with weapons that only encourage this unbalance of power.

     Influences the masses.

Postman (1992) states the obligatory truth that the medium is the message. The medium and the message are influenced by each other due to the fact that “…embedded in every tool is an ideological bias, a predisposition to construct the world as one thing rather than another, to value one thing over another, to amplify one sense or skill or attitude more loudly than another” (Postman, 1992, p, 13). This has the ability to influence the individuals who are receiving the message via the innovative modern medium.

     Changes our lexicon.

Our very language and definitions have been altered by technology. New words have been added to accommodate our new possessions, like ipod, RAM, memory stick, etc. Words are now redefined by the new paradigm in which technology creates.

     Redefines our values.

Technology changes our ideologies, theories, context, ideas of freedom, truth, fact, wisdom, and history (Postman, 1992). It changes our context in that it influences our reference point in society and history. It changes what we think about and how we think about it (Postman, 1992).

Technology challenges our understanding of what is real. “…New technologies change what we meant by ‘knowing’ and ‘truth’; they alter those deeply embedded habits of thought which give to a culture its sense of what the world is like; a sense of what is the natural order of things, of what is reasonable, of what is necessary, of what is inevitable, of what is real” (Postman, 1992, p. 12). When a culture changes the context in which they live, a paradigm shift occurs, influencing the very structure and foundation on which society rests.

     Changes our community.

            Our community is no longer the people who live next door. Our community is the entire world. The very arena in which thought and ideas are developed (Postman, 1992) is impacted by technology. Society is constantly ‘wired’ via e-mail, voicemail, fax, Blackberry, texting, cell phones; keeping us connected to everyone at all the times. It changes our environment, and how we use the tools determines our work places and private spaces.

     Changes our worldview.

Technology promotes a certain worldview; when this view is challenged, an institution feels threatened. When this occurs, a culture feels threatened (Postman, 1992). “…New technologies compete with old ones- for time, for attention, for money, for prestige, but mostly for dominance of their world-view” (Postman, 1992, p.16). Society’s worldview changes according to what we have been exposed to. Therefore, those who control our exposure, also control our views of family, society, ethics, etc.

     Changes us.

How do we process the many megabytes of information that is thrown at us everyday? Information overload, techno-stress, carpal tunnel syndrome, user frustration and technosis are symptoms of our constant changing technological environment. The quantity and quality of information is uncontrolled. Authority of authors and creators are not questioned, challenging us to give authority to those individuals who did not earn it and do not deserve it.

Conclusion

There are many benefits and burdens to technology. It does not add or subtract to our culture, it indeed changes everything (Postman, 1992). Technology has far reaching affects that impacts our culture in varied ways- both positively and negatively. Society can change, adapt and metamorph to accommodate and live with new technology and the innovations and creations that it produces. Or it can allow the degradation of our culture to remnants of a civilized and orderly existence.

Do we have any choice but to surrender to the technology age? Yes, but only if you want to be left behind. 

References

Ong, Walter. (1982.) Orality and literacy: The technologizing of the word.   London: Methuen.

Postman, N. (1992). Technopoly: The surrender of culture to technology.     New York: Vintage Books.

The theory of the Great Divide advanced by many cultural evolutionists would have us view world history as being the evolution of a primitive society to one where literacy is its hallmark.  Primitive societies, with their rich oral traditions, their prodigious memorization skills, their ability to keep large audiences rapt during discourses and storytelling are contrasted with literate societies whose characteristics include the ability to free up the mind spaces for exploratory thinking, the necessity of record-keeping to preserve details of times gone by and the ‘decontextualizing’ ( Peter Denny, 1991) of words to the extent that reference books are required to interpret the author’s meaning.

Oral societies are deemed to be pre-literate, lacking the ability for logical or rational thinking, humanized and immediate. (Ong, chapter 3)  In contrast, literates are isolated, often abstract, can manipulate data beyond the boundaries of context and are finally freed of the need to store historical or practical knowledge.  In so many of the descriptions, oral societies are thought to be less capable, perhaps even less able than literate societies who are seen to be generally superior.

Ong advances that both societies are not only different in their presentation of world knowledge but that the thinking process is actually altered as one moves away from Orality. “Without writing, the literate mind would not and could not think as it does, not only when engaged in writing but normally even when it is composing its thoughts in oral form.” (Ong, p. 78)

This polarized view of  cultural evolution is flawed for many reasons. Chandler remarks that a more moderate view of the world is more accurate. (Chandler, p. 5) There is no evidence to suggest that primitives are less capable of logical or rational thought.  “Those in non-literate societies do not necessarily think in fundamentally different ways from those in literate societies… Although one commentator, Peter Denny, argues that ‘decontextualization’ seems to be a distinctive feature of thinking in Western literate societies, he nevertheless insists that all human beings are capable of rationality, logic, generalization, abstraction, theorizing, intentionality, causal thinking, classification, explanation and originality (Olson & Torrence 1991, p.81) All of these qualities can be found in oral as well as literate cultures.” (Chandler, p. 4)

A more precise view would be to admit that most societies are operating in a mixed mode.  Michael Clanchy uses the term “the growth of a literate mentality.  “He…argues that the shift [from memory to written record] was facilitated by the continuing ‘mix’ of oral and literate modes and that written forms were adapted to oral practice rather than radically changing it.” (Clanchy, 1979)

“The reality of social uses of varying modes of communication is that oral and literate modes are ‘mixed’ in each society. There is nothing absolute about a shift to a greater use of literate modes, which is better described as a change in the ‘mix’.  Oral conventions often continue to apply to literate forms and literate conventions may be applied to oral forms.” (Olson & Hildyard 1978 cited in Street 1984, p. 19)

Furthermore, it is difficult to reconcile Ong’s view of primitive societies when approached from a practical sense.  All societies, no matter how self-sufficient, must have the ability to register trade, administrative functions and perhaps legal data.  This quantitative data requires some recording process that is more permanent than an accounting of family histories or heroic exploits; a method that is not be dictated by the need to please the audience. (Ong p. 67)  It requires a practice that has more permanence than the spoken word, than sound itself. (Ong, p. 32)

Brian Street writes that even in oral societies, there is a component of literacy that is present.  He describes two kinds of literacies.  The use of record keeping for  commercial events, such as transactions, and all sort of bureaucratic events is called ‘Commercial literacy’. (Street, p. 157)  The ‘maktab’ literacy, the one taught in schools, is more representative of the arts, humanities and literature we would expect.  The first literacy is meant to support the social structure, the other as a way of distinguishing social classes. (Street p. 13)

So why then does the use of text seem the indicator of a higher civilization?  First, let us define text.  “Texts are material artifacts that take many different forms: cave paintings, tattoos, stone tablets, clay tablets, papyrus scrolls, manuscript books, musical scores, maps, printed books, engravings, newspapers, photographs, films, DVDs, computers. Every kind of text is produced by a special technology, but all those technologies share a simple purpose: they were designed to supplement the fragile human mind by providing a more durable artificial memory system. Those technologically preserved and transmitted memories are the foundation of all human culture.” (Pathways)

Ong uses Homer’s writings as evidence of a clear distinction between oral and literate thinking.  And indeed, Greek civilization is thought to have been one of the most advanced of its time.  But it is not the ability to suddenly free up their cluttered memory and launch into unprecedented creative and rhetorical thought that makes their society so exceptional.  Nor does it make them the prime example of shifting from oral to literate thinking.  The basis of their sudden evolution from Orality to Literacy lies in their reinterpretation of the Phoenician writing.

“The changes introduced into the Phoenician script by the ancient Greeks should not be regarded as ‘improvements’, but as a revolution that forever altered the Greek society and the human history by creating a new state of mind, the ‘alphabetic mind’.” (Havelock, 1982a, p.7 cited in  Jahandaríe, p. 12)

The Greeks created  syllabries, comprised of the actual sounds of human speech. (Jahandaríe, p. 12) “The new script also democratized literacy.” (Jahandaríe, p. 12) The simplicity and ease of use of this new alphabet meant that priests and scribes were no longer the only ones able to utilize this technology. And thus, Greek and Roman civilizations became the first on earth “to be equipped with the means of adequate expression in the inscribed word; the first to be able to place the inscribed word in general circulation; the first, in short, to become literate in the full meaning of that term, and to transmit its literacy to us.” (Havelock, 1976, p. 2)

This does not mean that the characteristics of their mind were altered but that they finally had a method to record, in a permanent and accurate fashion, the intricacies of human thought and the nuances that make up all cultures.  And so, the newly literate were to become a society of  “Conservators of knowledge”. (Jahandaríe, p. 13) Their alphabet, which allowed a faithful reproduction of the range of sounds and “the preservation of the subtlest of linguistic nuances” (Jahandaríe, p.14) provided the means of converting heretofore oral poetry into historical records.  It is interesting to note that other societies may have had as sophisticated and advanced a culture as the Greeks and Romans, but their permanent records, by virtue of the shortcomings of their own alphabets, lacked the sufficient details to document its glory.

As an illustration, Havelock argues that “the Old Testament, the Vedas, the Koran, and the Epic of Gilgamesh are less sophisticated in both language and content than the Homeric texts not because they are the products of simpler minds, but because they were inscribed in scripts that…[could not convey] the full richness of the original oral tradition.” (Jahandaríe, p. 15)

Ong’s illustration of the Oral mind as contrasted to the Literate mind is enlightening as an illustration of how cultural evolution is affected by technology.  And indeed, the invention of the Greek alphabet may have been one of man’s most significant innovations.  But it seems unlikely that any civilization could be so primitive as to not require some form of recording device beyond oral tradition.    I cannot conceive of a time when there is a clear line between Orality and Literacy.

References:

Chandler, Daniel (1994): ‘Biases of the Ear and Eye: “Great Divide” Theories, Phonocentrism, Graphocentrism & Logocentrism’ [WWW document] URL http://www.aber.ac.uk/media/Documents/litoral/litoral.html [28 Sep. 2009]

Goody, Jack (Ed.) (1968): Literacy in Traditional Societies. Cambridge: Cambridge University Press

Jahandaríe, Khosrow. “Spoken and written discourse: a Multi-Disciplinary Perspective – Google Books.” Google Books. 3 Oct. 2009 <http://books.google.ca/books?id=c0VJM80v1Z0C&lpg=PA277&ots=FJfCruB7NB&dq=Peter%20Denny%20decontextualization&pg=PA15#v=onepage&q=Peter%20Denny%20decontextualization&f=false>.

Olson, David R & Nancy Torrance (Eds.) (1991): Literacy and Orality. Cambridge: Cambridge University Press
Ong, Walter (1982): Orality and Literacy: The Technologizing of the Word. London: Methuen

“Pathways of Excellence.” Pathways of Excellence. 1 Oct. 2009 <http://pathways.fsu.edu/faculty/hott/>.

Street, Brian. Literacy in theory and practice. Cambridge: Cambridge University Press , 1984.

Commentary #1 – In response to: Ong-Orality and Literacy Chapter 3 “Some Psychodynamics of Orality”

Chapter 3 of Walter Ong’s Orality and Literacy addresses the characteristics of primary oral cultures in relation to residual oral, chirographic and typographic cultures. The crux of Ong’s argument in this chapter is that it is extremely difficult for literate people to truly understand the nature of a primary oral culture because understanding demands the complete suspension of knowledge regarding literacy. One of the most profound explorations within the chapter is the nature of traditional stories and characters and their relevance today, not only as immortal components of the storytelling culture but also as historical landmarks indicative of the orality or literacy of a time.  Many of the classic stories modern literate cultures grew up with could be seen as lasting because of their abundance in print, but in actuality it is their ability to survive the test of orality that has solidified their place in history.

Ong explains that memory and the ability to repeat information without visual aids was crucial in primary oral cultures.  Since “colorless personalities cannot survive oral mnemonics”, the description of people and events must contain bizarre figures, formulary number groupings and/or epithets in order to be memorable (p.69).  These colorful elements that served as memory tools in oral cultures act as devices of fantasy for literate cultures; the same words play out differently as a result of levels of orality and literacy within a culture. Whereas such colorful descriptions would be part of oral rhetoric, they invoke the spirit of fantastical fiction, of fairy tales, myths and legends in modern literate cultures. Ong describes the nature of oral world as “highly polarized, agonistic… [defined by] good and evil, virtue and vice, villains and heroes” which supports the notion that these characteristics serve as mnemonic aids first and story elements only as residual effect (p.45). By invoking the likes of Mark Antony, Odysseus, Cyclops, Little Red Riding Hood and more, Ong draws upon characters that have withstood the test of time and forces the reader to examine them within the oral context.

If the opposite of agonistic name-calling in oral cultures is praise, then Mark Antony’s funerary oration confirms Ong’s assertions about the use of polarities as mnemonic devices. The lines directly following “I come to bury Caesar, not to praise him” are “the evil that men do lives after them; the good is oft interred with their bones” (III,ii). To a listener in oral cultures, these polarities have a sort of musical quality that commits the tune to memory, while to the reader, these lines are simply Shakespeare. Within the same short passage of Shakespeare comes multiple references to “honourable Brutus” and “ambitious Caesar”.  In the true spirit of the oral world of both ancient Rome and 16^th century Shakespeare, these mnemonic aids are indicative of the true content of an oration. In pointing out the origin of these subtle stylings, Ong lays the framework for a cognizant analysis of texts born from primary oral or residual oral cultures.

The importance of epithets is evident in the polarized oral world of heroes and villains. Ong refers to the presence of epithets as “formularly baggage which high literacy rejects as cumbersome and tiresomely redundant because of its aggregative weight”(Ong, 1977 as found in Ong, p.38).  Modern conventions of English are weary of the kind of repetition that would suite an oral culture. However, it is an interesting feature of oral cultures that epithets were required in order to establish the foremost characteristic of an individual in order to make them memorable. Ong asserts that “once a formulary expression has crystallized, it had best be kept intact” although today, we might refer to this as oral typecasting (p.39). It is interesting that once an epithet or memorable expression is built up in an oral culture, it is almost impossible to escape. The nature of how oral communication dispenses means that it would be impossible to track everyone down who had heard something and correct their memory. However, literacy allows for the spread of the written word and while information is not erased in literate cultures, the dissemination of current information is much easier. A newspaper could proclaim a man guilty one day and then retract the next day and while a record would exist of both occurrences, the existence of a paper trail is the authority in changing appearances and opinion. Ong suggests that oral cultures kept oral epithets and formulary expressions intact because it would be very difficult to undo them under the authority of orality.

In literate cultures, Ong muses “you do not need a hero in the old sense to mobilize knowledge in story form” which is likely why stories that originated in a primary oral or residual oral cultures have a magical and fantastical quality about them (p.68).  On the surface, texts and transcripts of facts and stories that emerged from oral cultures appear to have their own style, but Ong points out that the conventions of writing we abide by today were not in existence in oral cultures. Polarities provided structure in the oral world and Ong does an excellent job of unpacking the nature of communication in the absence of literacy.

References:

Ong, W. J. (2002). Orality and Literacy. London: Routledge.

“Without writing, words as such have no visual presence (…). They are sounds” (Ong, 2008, pg. 31).

       Humans have forever experimented with and longed for different ways and methods to simplify life and daily processes; whether it is cleaning clothes, cooking, bathing, transporting items from one place to another, etc. Many of these efforts have accidentally or unintentionally resulted in impressive technological devices and processes. In my opinion, the (now) necessary technology we call writing, was created this way.

       Ong (2008) believes the first writing efforts began as a way to aid memory through the elaboration of lists or tallies; I believe writing began as a transmission of needs, thoughts and ideas which later became more structured and organized, giving way to general rules (grammar) and guidelines of how things should be written (spelling) and organized (syntax). The introduction and implementation of writing has had different effects on human thought processes. Ong (2008) affirms writing structures the literate mind, its oral processes and human consciousness.

       Writing is a complex dynamic mental and physical procedure which allows humans to develop more complex thought processes and it involves thinking, feeling and sometimes talking (Beck, & Fetherston, 2003). With writing, humans are allowed (and somewhat forced) to discover new and alternative vocabulary or ways of transmitting a message effectively. The writing process allows the writer to become separated from whatever he is writing about (Havelick, 1963 as referenced by Ong 2008); it truly allows the author to experience a deep reflection process as a result of reviewing what he wrote and how he wrote the message. This process allows thoughts to become “timeless”, context-free symbols that portray a message; there is no need for body language or contextual cues. Writing allows the author to “develop codes in a language different from oral codes used in the same language” (Ong, pg. 104).

       Although there are many advantages and positive aspects to the writing process, there are also “downsides” or strains that writing causes, especially on the authors. Writing sometimes brings our train of thought to a halt (writer’s block) because of the rules and guidelines we must follow to successfully and effectively deliver the message. We become so worried about the correct wording, grammatical structure and syntax; we sometimes forget to re-focus on the main topic or message to convey. On the other hand, this technology has allowed writers to “transport” readers to unknown places by using rich, descriptive text similar to the language used in oral cultures to tell stories and share reflective messages.

       Plato suggested writing destroys memory (Ong, 2008, pg. 78) and viewed the process as inhuman, yet paradoxically wrote his ideas to object on the process. In support to Plato’s idea and expanding a bit on the concept of memory, I do consider writing destroys memory; if we consider memory as the capacity to store short-term information only. Writing has facilitated the use of lists or tallies; our brain does not store “irrelevant” information when we can download it unto a piece of paper for later consultation. With the inclusion of writing to our lives, our brain is allowed to work on other more elaborate and complex processes, such as deeper analysis and comprehension of a specific topic; modification or composition of theories or statements. According to Benjamin Bloom (1956), the previous require higher order thinking skills, or the integration of various “simple” skills to develop the more complex abilities.

       Writing as a technology has changed the way humans think, express feelings and learn. The educational process has, as a result, changed dramatically, giving room for diverse activities in which the teacher isn’t always the one with all of the information; students are allowed and encouraged to look for information, question the validity and reliability of the sources and discuss their opinions on a specific topic.

       Along with great technology and resources, comes a greater responsibility of humankind to use these resources responsibly; we are now seeing a greater gap among literate and non-literate (oral) people. Nowadays, access to information in certain communities is practically impossible, impeding the democratization of technology, writing and information; while on other parts of the globe, new technological media (Wikis Blogs, etc.) facilitates and encourages the distribution and contribution of information. As always, humans have found alternative ways to distribute information and encourage writing as a skill and as a technology. A clear example is this class and this media chosen to deliver course content.

       As part of a literate culture, we must consider the implications of the differences between oral and literate cultures in the educational process and the integration of technological media to this very important mix. The writing process, as we now know it, must be an integrative, flexible process that adapts to the needs and context of the reader and writer.

References:

Beck, N., & Fetherston, T, (2003). The effects of incorporating a word processor into a year three writing program. Information Technology in Childhood Education Annual, 139-161.  

Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay.

Ong, W. (2008) Orality and Literacy. The technologizing of the word. Routledge, USA-Canada

The dictionary defines “text” as the original words of something written or printed as opposed to a translation, paraphrase or revision. According to this definition primary documents would constitute as text whereas the translation of a novel into Korean or Swedish would not. In that case, O’Donnell argues text today is highly unstable due to the changes in technology.

Text is endangered due to the way it is digitalized and organized. Rules of writing such as grammar and punctuation did not govern writing systems of the past. Instead “the ancients made do in a wilderness of irregular scratches on a page, and made do quite well.” (O’Donnell, 1998) Writing in the past was less formalized and structured which indicates that the purpose of writing was not for wide distribution but for personal use. This belief created a casual and utilitarian culture for writing.

People today may view such text as chaotic due to the absence of paragraphs and punctuations. But instead of appreciating the distinctiveness of the original text, people today impose their own system of writing by adding punctuations and revising the grammar to make the text fit into the current period. O’Donnell illustrates text found during the 20th century was very stable with appropriate formatting and editing, the attention to appearance was present as well. However, it was during the late 1900’s that “we have now returned to a time of instability marked by debate over means of presentation.” (O’Donnell, 1998) The vast options of representing and storing text are diluting the original work.

O’Donnell illustrates that “[t]o enter a text in a computer means to make choices. It is possible to make the simplest possible set of choices and to allow the text to take the form of a series of Roman alphabet characters, upper and lower case, delimited by carriage returns, tabs, and a handful of standard punctuation marks.” (O’Donnell, 1998) Such choices made by people today assigned to transfer information and ideas of the past will have a significant impact on how newly presented text will be understood. Before virtual libraries replace libraries it is important to consider just how fragile text is. Even the simple process of changing the font of the text can take the life and time out of the text.

Despite the implications associated with the digitalization of text, the concept of the virtual library is a step many libraries especially in the post secondary level are taking and planning towards. O’Donnell describes the “ ‘virtual library’ as a dream that many share” (O’Donnell, 1994) The public’s confidence in virtual libraries can be observed “in 1992, [when] public libraries throughout California suffered major budget cuts up to 65% forcing branches to layoff staff, reduce hours of operation, and eliminate new purchases. In some counties libraries closed down altogether when voters failed to approve taxes that would have supported them. In the same year, according to The Washington Post, the state suspended all construction plans for new university libraries in order to focus its attention and budget on ‘virtual libraries.’” (Roy, 1997) With this much focus and government support, soon print-based libraries will become museums or historical sites where tour guides announce through their loud speakers that people used to read, research and relax in such an institution.

One of the main benefits of virtual libraries is that it does increase access and availability because resources will be made available online anywhere. However, switching from print-based libraries to virtual libraries only replaces previous limitations with new restrictions. O’Donnell explains the problems surrounding accessibility in the representation of text by various word processing formats in that “[a]n abundance of word processing formats has generated another abundance of would-be standard formats. Recognition of these formats depends on users’ choices of hardware and software. If, for example, I need to get tax forms from the U.S. Treasury, I can find them on the World Wide Web and print them at home in minutes. But I must have previously acquired one of (at last count) four different ways to manage text (PDF, PCL, PostScript, or SGML) in order to get those forms at all.” (O’Donnell, 1998) Therefore, users with computers or software that is not compatible or up to date will be denied access. Thus, what seems to be progression is actually regression.

In addition to computer incompatibility, technologies are changing rapidly thus information is constantly being formatted and reformatted into the technology of the time. The transfer of text from one entity to another is a dangerous risk because the process threatens the survival of the original text. Similar to oral cultures as information is passed down from generation to generation details and meanings are altered and in today’s society each generation of technology is replacing the next generation at a much faster rate. Perhaps “our present plans to convert as much as possible of our print heritage to digits might, for the most part, be a waste of money…since, as reading loses favor… in one hundred years almost no one will read the literature–books and journals–from the past because it will be obsolete in the electronic medium. As a consequence.”(Seiler and Surprenant, 1991)

It is important to re-evaluate the process of managing and presenting text. In order to strengthen the quality of electronic resources and virtual libraries relationships between libraries, creators, publishers and aggregators of electronic resources need to be well established to reduce the loss of text in the process.

References:

O’Donnell, J. (1998). Hyperlink: The instability of the text. Avatars of the word: Papyrus to cyberspace, Retrieved September 20, 2009, from http://www.public.asu.edu/~dgilfill/speakers/odonnell1.html

O’Donnell, James J. (1994) “The Virtual Library; An Idea Whose Time Has Passed.” Gateways, Gatekeepers, and Roles in the Information Omniverse: Proceedings of the Third Symposium. Eds. Ann Okerson and Dru Mogge. Washington, DC: Association of Research Libraries Office of Scientific and Academic Publishing. 19-32.

Roy, Michael V. (1997) “The Virtual Library: Rhetoric and Reality” © IT Journal On-Line: Spring 1997. Retrieved October 1, 2009, from http://etext.virginia.edu/journals/itjournal/1997/Articles/miker.html.

Seiler, Lauren, and Thomas Surprenant. (1991) “When We Get the Libraries We Want, Will We Want the Libraries We Get?” Wilson Library Bulletin. 29..157.

Use this link to view this commentary as a PDF document.

This commentary will review the 1994 James O’Donnell  essay, “The Virtual Library:  An Idea Whose Time Has Passed”.  After critiquing the essay, a synthesis will describe the two diverging arguments brought forth by the author, and the weaknesses of the conclusions reached.

The essay argues that the “virtual library”, as an all encompassing, centralized repository of “universal knowledge”, is an ancient aspiration. O’Donnell states that the “fantasy” of the virtual library is an ancient one that is “almost coterminous with the history of the book itself” (O’Donnell, 1994, para. 9).  This ancient hope is now encapsulated with today’s technology of the Internet and computer.   However, O’Donnell believes that society now risks excising the traditional roles the library has played for centuries in this quest to create the virtual library.  He describes the central roles of the library as, “an extraordinary one, of course, and thus fragile” (O’Donnell, 1994, para. 8).  One of these functions has been to collect codices and books to help knowledge survive.  While the continuing to focus of preserving knowledge, the library collections changed, “between the traditional literary culture of antiquity and the chiefly monastic Christian textual culture of the middle ages” (O’Donnell, 1994, para 12).

Another central tenet of the library that the author further describes is the “authority” and centralized power that books developed and maintained concurrently with libraries.  Text maintained power due to the acceptance, expectation, and reliance on its existence (O’Donnell, 1994, para. 15).  O’Donnell sees this deference to text as a, “reliance on texts implies that someone will own texts and they will be accessible: ownership and access remain central concerns in all discussion of the present and future of the library” (O’Donnell, 1994, para. 20).  He sees these issues of the power of text, and the control and access to text as being predominant issues up to and including modern libraries.

Both ancient and modern libraries have also seen them share, “the fantasy of the virtual library” (O’Donnell, 1994, para. 24).  This is due to all libraries, virtual or otherwise seeing themselves as receptacles of the culmination of knowledge.  However, O’Donnell sees the concept of any library, virtual or otherwise, fulfilling such as goal, being “at best a useful fiction, at worst a hallucination” (O’Donnell, 1994, para. 28).  He also sees virtual libraries as creating risks for authors, professors, publishers, librarians, and scholars, for the stability of text and its ability to transmit key knowledge to new generations (O’Donnell, 1994, para. 31-32). Further, the very dominance of text in under threat the face of the visual and aural capabilities of a virtual library (i O’Donnell, 1994, para 27).  The author further questions where the control and access functions will be maintained within a virtual libraries contents as, “one of the most valuable functions of the traditional library has not been its inclusivity but its exclusivity that keeps out as many things as it keeps in” (O’Donnell, 1994, para. 36).  O’Donnell sees the most positive of outcomes as being a virtual library the incorporates all that exists now in libraries but, “only better and faster” (O’Donnell, 1994, para 34).

In my opinion, O’Donnell’s arguments are unclear as he describes two divergent, but incongruent themes.  One theme describes the virtual library in terms of a “myth” that will not come to fruition, while the other theme acknowledges the development of the virtual library while worrying about the change or extinction of many of the traditional roles of libraries that may come with a virtual library.

One area of concern is that O’Donnell appears to argue that the form of the library is one that only in the late twentieth and early twenty-first centuries saw change.  However, he refutes his own point when he notes that libraries changed from a scholarly to a Christian focus. (O’Donnell, 1994, para. 12).  Further, this evolution of the library is also seen by Roy (1997) who notes that, “although the clientele, sources of funding, classification system, and prevailing media has changed, the fundamental function of the library has remained stable throughout history” (para. 1).  The library has experienced change but has continued to exist.

Another area of concern is regarding the centralized power of the library.  Other proponents of the virtual library such as Babbar and Chandok (2008), also note that “the most critical issues in a digital archiving strategy are not technical, although these are formidable, but economic, societal, and organizational” (p. 295).  Roy (1997) also explains, “the potential for censorship, control of access to knowledge and information, and limitation of intellectual freedom is boundless” (para. 12).  While the issue of control may be a continuing issue, if “the library” continues to function as a monolithic entity with all included media scrutinized, cataloged, and housed within a library that has “one ideal form” (O’Donnell, 1994, para. 26), there may be an alternative outcome.  It can be argued that the Internet and thus a virtual library could be the exact antithesis of this unified form due to the vast number of sources from individuals writing weblogs to media organizations creating online content.  All of these wellsprings are separate, yet within the loose coalescence of the Internet are simultaneously accessible and thus create individual personal libraries for every “netizen”.  While an entity such as a university may reject a text in codex or electronic form for its library, virtual or otherwise, the difference is that the electronic text may still be accessible from another online source.  To this end, the question must be raised if the control function of libraries is a vital, necessary, or viable one or are there better roles to play.

O’Donnell’s argument that the “author is already an endangered species,” (para. 28) can be disputed as anyone with Internet access may become a published author with a readership from zero to millions.  While O’Donnell may be concerned about the survival of the library, others are not.  Babbar and Chandok write that, “to claim, as some now do, that the “Paperless Society” will make libraries obsolete is as silly as saying shoes have made feet unnecessary” (p. 298).  McClure (1995) continues this belief by declaring, “whatever it is called – library, learning center, digital or virtual library – the institution will continue to be a place” (p. 314). The author appears cynical of a technologically-based decentralized library proposed by some.  To be sure, a pollyanna optimism surrounding virtual libraries is not useful either, only a balanced consideration of the positives and benefits of the concept will help examination this important scholarly topic in a thorough manner.  If O’Donnell’s dystopic library vision is true, then other cultural edifices such as museums and art galleries may also be headed for their demise.  However, I suggest that it is more likely that all libraries will continue and evolve into new, still vital forms that continue to serve their patrons.

References

Babbar, P., & Chandhok, S. (2008). Paperless Society: A Digital Library Future.  Retrieved from http://ir.inflibnet.ac.in:8080/jspui/bitstream/123456789/479/1/CALIBER%202008(29).pdf

McClure, L. W. (1995). From brick face to cyberspace. Bulletin of the Medical Library Association, 83(3), 311.  Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=226094&pageindex=1

O’Donnell, James J. (1994) “The Virtual Library; An Idea Whose Time Has Passed.” Retrieved from http://www9.georgetown.edu/faculty/jod/virtual.html

Roy, M. V. (Spring 1997). ” The Virtual Library: Rhetoric and Reality.  Retrieved from http://etext.lib.virginia.edu/journals/itjournal/1997/Articles/miker.html

Graphic taken with permission from Rootsweb.com

In my opinion…

Teaching today, is highly dependent upon technologies such as writing. As members of a literate culture, writing has been the focal point of most all of our learning. From the time we are born we have been encouraged to learn how to write. Whether it’s from our earlier years when we learned to write the alphabet, build words and create sentences or during adolescence when we were expected to take notes and write comprehensive papers, writing has always been and will probably always be a focal point in our lives.

It is hard for us to imagine what the written word has done for learning because as literate people, we haven’t experienced anything else. We have no other point of reference other than what we have read or heard about. “… to try to construct a logic of writing without investigation in depth of the orality out of which writing is permanently and ineluctably grounded is to limit one’s understanding…” (Ong, p. 76) Before we can discuss how writing has changed how we teach, it would seem logical to consider first how teaching was performed prior to the introduction of the written word.

Language existed long before writing which meant that verbal communication was the medium through which all cultural knowledge was passed on to the next generation. As language and culture continued to evolve so did the need for better modes of communication. Early forms of writing date back to the days of pictographs when people scratched drawings on stone walls depicting important events within the lives of their people. It allowed for the transfer of more complex information, ideas and concepts using visual clues. (Kilmon) From pictographs came ideographs or graphic symbols such as those used by the Egyptians (hieroglyphs), the Sumerians (cuneiform) and the Chinese (Chinese characters). Writing is an extension of these and other systems where agreed upon simple shapes were used to create a codified system of standard symbols. These systems continued to evolve throughout ancient history. The Canaanites, the Phoenicians, the Greeks, the Romans, and the Christians either modified existing systems of simply created their own. These systems were not widely understood and were only used and by relatively few people. More often than not, it was the clergy who played an important role in the development and maintenance of these systems during this time. It took the invention of the printing press and the printed word before literacy began to have any mass appeal. (History of Handwriting)

The development of writing shifted the focus of learning orally to learning visually which, in turn, taught us how to interiorize it thus changing the nature of how we learn. “Writing… is not a mere appendage to speech. Because it moves speech from the oral-aural to a new sensory world, that of vision, it transforms speech and thought as well.” (Ong, p. 84) Speaking and writing are two different processes. Speech is universal. Everybody acquires it. Writing is not speech written down. Writing requires systematic instruction followed by practice. Not everyone learns to read and write. (Literacy Skills: Speaking vs. Writing) “Clearly, there are fundamental differences between the medium of writing and the medium of speech which constitute ‘constraints’ on the ways in which they may be used.” (Chandler) It has taken a considerable amount of time for writing to superseded speech as the primary tool for learning. The transition, while it may have been awkward for some, has succeeded in altering the way in which we now learn.

Learning in today’s literate culture relies more on text and writing and less on the spoken word. We devote more time teaching students to how to read and write and we expect them use these newly acquired literacy skills to think and to reason intellectually. As teachers, we tend to measure success with either a letter grade or a number grade. “If it makes sense to us, that is because our minds have been conditioned by the technology of numbers so that we see the world differently then they did.” (Postman, p.13) For teachers, marking or grading is synonymous with learning. Our indoctrination into the literate culture is so complete that it is difficult if not impossible to separate the two. Our dependence on the written word is so complete that it has taken us head on into a new era known as the information age.

The onslaught of the digital age has raised many new issues within education and with existing teaching models in particular. The field of Information technology has grown so rapidly that it’s impossible to keep up with the pace. Technical gadgetry continues to astound even the most computer savvy individual, and while these technologies may have heightened our awareness of the digital world we now live in, it may have also dulled our sensitivity to the dominance it has had on our literate world. “… embedded in every tool is an ideological bias, a predisposition to construct the world as one thing rather than another, to value one thing over another, to amplify one sense or skill or attitude more loudly than another.” (Postman, P13) Technology, in this case the computer and the internet, which has given us instant access to knowledge in the public domain, has challenged the way we view teaching and learning much the same way that writing did so long, long ago.

In conclusion, while I may not necessarily agree with Ong’s statements about the dichotomy of oral and literate cultures, I do believe that there is some merit to his separation of the two cultures. If nothing else, it has helped to explain how previous learning practices may have been altered and current teaching practices will be shaped. I have similar doubts about Postman, about his technopoly taxonomy and his position on computer technologies. However, it does get us to think about how these technologies can alter our conception of learning. It seems apparent that, for the most part, we are in unchartered waters. As teaching practitioners, we have no other choice but to take all of this into consideration as we go about constructing teaching strategies designed to promote practical learning and abstract thinking.

References

Chandler, D. (2000). Biases of the Ear and Eye. Great Divide Theories. Retrieved on September 25, 2009 from: http://www.aber.ac.uk/media/Documents/litoral/litoral1.html

History of Handwriting. The Development of Handwriting and the Modern Alphabet. Retrieved on September 24, 2009 from http://www.vletter.com/handwriting.htm vletter.com

Kilmon, Jack (1997) The Scriptorium: The History of Writing. Retrieved on September 25, 2009 from http://www.historian.net/hxwrite.htm

Ong, Walter J. (2002). Orality and Literacy. London, England: Routledge / Taylor & Francis Group

Postman, N. (1992). Technopoly: The Surrender of Culture to Technology. New York: Vintage Books.

Todd, Joanne (2001) Examples of Letters of the 17th Center Found in Parish Registers. Retrieved on September 17th, 2009 from http://www.rootsweb.ancestry.com/~genepool/oldalpha.htm Ancestry.com

University of Westminster: Learning Skills Site. Literacy Skills: Speaking vs. Writing. Retrieved on September 23, 2009 from: http://www2.wmin.ac.uk/eic/learning-skills/literacy/sp_vs_writ_dif.shtml

Our ability for making and receiving sounds is amazing.  Sound is a resource central to humanity.  In Walter Ong’s book,  Orality and Literacy (1982) the importance of our oral nature is seen as a foundation for language and communication. Ong (1982) states that “language is an oral phenomenon” (p. 6) and continues by saying “in a deep sense language, articulated sound, is paramount. Not only communication, but thought itself relates in an altogether special way to sound.”(Ong, 1982, p. 7)   Ong’s analysis of the sound thought connection is enlightening.  However, beneath his analysis are remnants of another perspective that also reveals an enlightened view on human orality and communication.

This subtext can be seen emerging in the second chapter of the book titled “ The Modern Discovery of Primary Oral Cultures”.  In this section, Ong explores our understanding of orality by examining the mindset of the primary oral culture of ancient Greece.   He does this by discussing Millman Parry’s ground breaking literary analysis of Homeric Poetry.   Prior to Millman, “scholars and readers generally still tended to impute to primitive poetry qualities that their own age found fundamentally congenial “(Ong, 182, p 18).  In other words, these seminal artifacts of ancient oral culture were always seen through the biased lens of literate mindsets.  As a result, Homeric poems were given misguided adulation as “the most exemplary, the truest and the most inspired secular poems in the western heritage.”(Ong, 1982,  p. 18).  Millman, as Ong explains, proved otherwise.  By excavating the use of the hexameter line, Millman revealed that that the choice of words and word forms in Homeric poetry was dependent on the use of this hexameter form.  From there he went on to reveal an underlying cultural mindset embedded within these works.

Ong (1982) explains that “in the Iliad and the Odyssey Homer was normally taken to be fully accomplished, consummately skilled. Yet it now began to appear that he had had some kind of phrase book in his head. Careful study of the sort Milman Parry was doing showed that he repeated formula after formula.”(p.22)

The implications of this finding, according to Ong are significant.  These treasured exemplars of the western heritage were now seen to be products of  a culture dominated by formulaic thinking and clichés.

“…the entire oral noetic world or thought world relied upon the formulaic constitution of thought. In an oral culture, knowledge, once acquired, had to be constantly repeated or it would be lost: fixed, formulaic thought patterns were essential for wisdom and effective administration.”(Ong, 1982, p 23)

Millman’s focus on the use of the hexameter line proved to be a shrewd and insightful “Rosetta stone” into the underlying formulaic constitution of thought of oral Greek culture.  Ong goes on to extrapolate on these findings in the next chapter, outlining a series of characteristics associated with thought and expression in oral cultures calling them, for example, additive rather than subordinative and redundant or copious (Ong, 1982 p. 37-39).  The result is a plausible analysis that is complex and abstract.   Yet, throughout his analysis Ong also exposes remnants of another perspective on the nature of oral cultures.  Less abstract and more fundamental in approach, this ulterior perspective offers a model for further analysis and comes through in the ways Ong and Millman describe the Greek oral processes at work.

For example, Ong consistently uses a vocabulary of production to describe these oral processes. “How could any poetry that was so unabashedly formulary, so constituted of prefabricated parts… Homeric poems valued and somehow made capital of… the set phrase, the formula, the expected qualifier” (p. 23) and “Homer stitched together prefabricated parts.”(p.23) Ong alludes to a practice of economy taking place in Greek oral expression.  He portrays the Greeks as craftsman plying their oral trade through the skillful manipulation of their sound medium.  And he describes Homer as such, “Instead of a creator, you had an assembly-line worker.”(Ong, 1982, p. 22)  And herein, lies the more fundamental perspective beneath Ong’s analysis.  We are assembling words and in its most elemental form, a spoken word is a sound wave.  Sound waves are naturally occurring physically explainable resources in our world, like copper and water.  And when we learn, over many thousands of years, to craft these waves into useful sounds, we are simply pursuing a human need to use and exploit another resource in our world. “THE HUMAN domestication of sound in the form of speech has taken us farther than our mastery of fire or tools or any of our other conquests. (Burrows, 1990, p. 39)  Just as we’ve harnessed the qualities of water to make energy and copper to conduct electricity, so too have we effectively harnessed the qualities of sound to make language.   And so beneath Ong’s analysis there is a compelling, organic determinism that offers a lens in which to view Greek orality more directly.

Like the ancient Greeks, we are all assembly line workers harnessing an earthly resource:  the sound wave.   Ong identifies some of the qualities of the sound resource calling it evanescent and dynamic. (p. 32) But he pulls up short of hauling the sound resource fully out of the mine.  Issues around the relationship of the signal to its source, its relationship to the receiver, questions of distance and direction and temporality are left unexplored.  If he and Millman had explored the qualities of sound more deeply and examined it in the context of resource development, they would have arrived at a view of the Greek mindset more directly.   Harnessing our earthly sound resources imposed foreseeable conditions on oral Greek thinking.  For example, sound has limited storage qualities therefore oral formulas were logical ways to improve the storage capacity of their sound products.  The additive uses of “and” increased the efficiency of manufacturing sound products on the spot.  And copious, colorful details allowed Greeks to market their sound messages more effectively to distracted listeners.   Seeing through Ong’s complex analysis , this resource perspective lets us postulate about Greek orality more easily.

Perhaps less detailed and literature oriented than Ong’s analysis, this resource perspective on orality is also less abstract and offers a lens through which we can make logical postulations not only in the study of orality but  as a useful lens for exploring the development of other communication wave forms such as reflected light waves (text) and emitted light waves (digital forms).

References

Burrows, David. (1990). Sound, Speech and Music. University of Massachusetts
Press: Amherst, MA.

Chandler, D. (1994). Biases of the ear and eye: “Great Divide” Theories, Phonocentrism, Graphocentrism & Logocentrism [Online]. Retrieved 28 September, 2009 from:
http://www.aber.ac.uk/media/Documents/litoral/litoral.html

Ong, W.(1982). Orality and Literacy. Routledge: London.

Ong states that “the electronic transformation of verbal expression has both deepened the commitment of the word to space initiated by writing and intensified by print and has brought consciousness to a new age of secondary orality (p. 133).” Secondary orality is the way in which technology has transformed the medium through which we send and receive information. Ong includes various examples such as telephone, radio, television and various kinds of sound tape, and electronic technology (Ong, p. 132).

Ong discusses Lowry’s argument that the printing press, in creating the ability to mass-produce books, makes people less studious (Ong, p. 79).  Lowry continues by stating that “it destroys memory and enfeebles the mind by relieving it of too much work (the pocket‐computer complaint once more), downgrading the wise man and wise woman in favor of the pocket compendium.  Of course, others saw print as a welcome leveler: everyone becomes a wise man or woman (Lowry 1979, pp. 31‐2). (Ong, p. 79).”

The World Wide Web has opened up an entirely new sense of “secondary orality”. Prior to the WWW, texts were primarily written by one or a small group of authors and were read by a specific audience.  Today, with the advent of Web 2.0 the underlying tenets of oral cultures and literate cultures are coming closer together.  Even within ETEC540 we are communicating primarily by text, but we are not entering our own private reading world, we are entering a text-based medium through which we can read and respond to each other’s blog posts (such as this post). In addition, we will contribute to a class Wiki where the information is dynamic and constantly changing. How then, is the WWW changing the way we interpret, digest, and process information?

The Internet has brought about a new revolution in the distribution of text.  Google’s vision of having one library that contains all of the world’s literature demonstrates that “one significant change generates total change (Postman, p. 18).”  Nicholas Carr, in his article, “Is Google Making Us Stupid?” and Anthony Grafton in Paul Kennedy’s podcast “The Great Library 2.0” both make similar arguments about the Internet.  Carr points out, the medium through which we receive information not only provides information, but “they also shape the process of thought”.

Carr contends that the mind may now be absorbing and processing information “the way the Net distributes it: in a swiftly moving stream of particles.”  That is, information is no longer static; it is dynamic, ever changing, and easily accessible and searchable.  Carr gives the example that many of his friends and colleagues and friends in academia have noticed that “the more they use the Web, the more they have to fight to stay focused on long pieces of writing.”

Comparably, Google’s attempt to digitize all the text on earth into a new “Alexandria” is certainly an ambitious project, but as Postman states, new technology “is both a burden and a blessing; not either-or, but this-and that (Postman, 5).”  Some see the library as liberating, making an unfathomable amount of knowledge available to anyone with an Internet connection.  Others, such as Anthony Grafton, argue that reading text off the screen takes away from the romantic adventure that one gets from being the first to read at a rare book found in the library of a far-off country (Grafton in The Great Library 2.0).  Grafton also argues that the ability to search for key-words in electronic texts has created “on-time research” which has made academics and others work at a rapid pace, and fill in parts of work very late using Internet sources.  Carr sites other examples of academics who have lost the ability to read and absorb long texts, but instead have gained the ability to scan “short passages of text from many sources online.”

Lowry’s argument that, to some, print destroyed memory and debilitated the mind, while to others, print created equal accessibility to text has repeated itself with the advent of the Internet.  Carr and Grafton are both argue that instantaneous access to huge databases of information such as Google Books may be detracting from our ability to absorb texts.   That being said, Postman states “once a technology is admitted, it plays out its hand; it does what it is designed to do. Our task is to understand what that design is-that is to say, when we admit a new technology to the culture, we must do so with our eyes wide open (Postman, p. 7).”  Thus, perhaps there is no point in arguing the negatives.  Whether it is Google or a different association that makes all the printed text in world available to us, it is the direction that technology is taking us and there will likely be nothing to stop it.  The question is, what will our societies and cultures look like after it is all done?   It will not be the world plus Library 2.0, but an entirely new world.

References:

Ong, Walter, J. (1982). Orality and Literacy: The Technologizing of the Word. London and New York: Methuen.

Kennedy, Paul (host).  (August 24, 2009). Ideas. The Great Library 2.0. Podcast retrieved from http://www.cbc.ca/ideas/podcast.html

Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Vintage Books.

Carr, Nicholas. (2008). Is Google Making Us Stupid? The Atlantic. July/August 2008. Accessed September 30, 2009 from http://www.theatlantic.com/doc/200807/google

As I read Kelly’s article “Scan This Book” I was struck by its utopian outlook. It felt almost like it had a Star Trek feel to it. With that in mind I thought that I would discuss the arguments for and against the Universal Library in the form of a “Captain’s Log” from Star Trek:

Captain’s log- Stardate 5938.3:

I have been enjoying reading the novels of 21^st century Earth held within Unilib (our Universal Library). It is hard to imagine that people of that time were opposed to the digitization of all books. Concerns over copyright and advertising revenue seemed to dominate the debate over whether or not it would be a good thing to have free access to all books ever written. Now it seems unthinkable to live without Unilib. Just imagine what would have happened to great countries like Somalia and Afghanistan had they not been given the free access to these documents in their language. No doubt their populations would have remained impoverished and unenlightened, forever looking for help from the countries who were wealthy enough to learn from the books they purchased and which their poorer cousins were unable to afford.

What if Unilib failed to emerge? Our world would be vastly different. We would not have developed the deep collaborative spirit that emerged among all readers as they linked, tagged and bookmarked. The vast mashups of reading material would have never materialized. A greater sense of understanding and authority arose as more and more knowledge was linked and connected to each other. Cures for cancer, diabetes and heart disease would not have been imagined because there would not have been the interconnectiveness of the vast scientific wealth.

Thank goodness the differences between the copyright holders and those interested in digitizing the world’s books were able to be settled. Authors whose works lived in obscurity began to become more popular as social book networks virally distributed links to their works. Universities were able to expand their libraries overnight because the cost of a digital book was miniscule compared to the cost of hardcover text.

Not only did universities increase their collection of human knowledge, the entire world did as well. Man’s history was more accurately depicted once governments and publishers no longer asserted and inserted their view of historical events. A more complete picture arose as readers from all walks of life, ethnicity and nationality added links and tags to historical documents. This collective and connected account of man’s story helped foster a better understanding between nations which ultimately led to the formation of our world government and a redistribution of the earth’s resources.

Our universe would be dramatically different had the United States Congress not passed their controversial copyright law of 2100. This law extended copyright indefinitely. The outcry and revolt that followed led to the great consumer boycott of 2112. This boycott, which was organized by Jim Gates (Bill Gates’ great, great grandson), called all consumers to refuse to purchase any product that was covered by copyright law. The resulting economic crash brought the mega corporations of Sonysonic and MicroApple to their senses. They soon were able to work out an agreement that allowed consumers to use intellectual property and at the same time reward those who created the content.

With opposition due to copyright removed Google, Carnegie Mellon University, Microsoft, Yahoo and other interested parties were all able to pursue their digitization projects. It soon became apparent that they should combine forces in order to create a single project that would amount to the world’s single book. With copyright no longer being a concern Google’s practice of having authors opt out of the digitization project was no longer in effect.

Google’s original strategy of having authors opt out had some legacy issues.  It is interesting to note how this practice transferred to other segments of the society. Employers used this model to gather sensitive information on their employees if the employees did not opt out of the human medical data base initiative.  Governments collected confidential information on the citizens who did not opt out of the Big Brother data bank.

The Unilib movement did have its critics. There were those who claimed that “scanning books and chucking their poor innocent words into a vast, searchable database will only create massive intellectual fraud and confusion” (Keen, 2007) They argued that “taking a few words out of one text, replacing them with a few words from another, is the surest way to undermine the coherence of any textual argument” (Keen, 2007) and that “(re)mixing great books like Plato’s Republic with Hobbes Leviathan will create intellectual garbage.” (Keen, 2007) Fortunately these fears proved to be unfounded as readers fully engaged in the process of reading. The concern that readers would not chose to read entire books was unfounded. Not only did people read complete works but they then created remix anthologies that linked works of a common thread. It was from these threads that humans have been able to evolve to where we are today: a united species seeking self-improvement over financial gain. Without the Universal Library this would not have been possible. Thank goodness mankind was able to work together to create the cornerstone of our society.

References:

Birt, Y. (n.d.). Wisdom and the Universal Library. Retrieved September 22, 2009, from Yahya Birt: http://www.yahyabirt.com/?p=60

Dyson, G. (2005, November 30). The Universal Library. Retrieved September 20, 2009, from Edge The Third Culture: http://www.edge.org/3rd_culture/dyson2.05/dyson2.05_index.html

Google’s Book Scanning Hits Snag. (2008, May 12). Retrieved September 26, 2009, from Wired: http://www.wired.com/culture/lifestyle/news/2005/08/68513

Grafton, A. (2007, November 5). Onward and Upward With The Arts. Retrieved September 19, 2009, from The New Yorker: http://www.newyorker.com/reporting/2007/11/05/071105fa_fact_grafton?currentPage=all

Keen, A. (2007, March 6). Why Google’s universal library is an assault on human identity. Retrieved September 22, 2009, from Blogs ZD Net: http://blogs.zdnet.com/keen/?p=107

Kelly, K. (2006, May 14). Scan This Book. Retrieved September 17, 2009, from Etec 540 website: https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct?JSESSIONIDVISTA=5D50KDDPcHTpY10GpYpyjhCc1NYhlkMXYvhjqwsG2LwJjJHplQBH!-1842142989!node07.vista.ubc.ca!20001!-1!-1938337275!node08.vista.ubc.ca!20001!-1

Manjoo, F. (2009, May 6). Your Search Returned 12 Million BooksGoogle’s goal of a universal online library would be great for humanity. It can still be great for authors and publishers, too. Retrieved September 25, 2009, from Slate: http://www.slate.com/id/2217804

O’Donnell, J. J. (n.d.). The Virtual Library:An Idea Whose Time Has Passed. Retrieved September 25, 2009, from http://web.archive.org/web/20070204034556/http:/ccat.sas.upenn.edu/jod/virtual.html

Prpick, S. (Composer). (2009). The Great Library 2.0. [C. R. Ideas, Performer] unknown, unknown, unknown.

Sherman, C. (2006, May 18). Building the Universal Library. Retrieved September 21, 2009, from Search Engine Watch: http://searchenginewatch.com/3607081

Unknown. (2009, June 22). ITC Library. Retrieved September 23, 2009, from ITC: http://www.itc.nl/library/General_info/million_book.asp

I found this article on Edutopia about professional development conducted in a US school district.  I thought it might be of interest to those of you who are teaching and for all of us really as we may be the ones who are called upon to train our colleagues within our schools or school boards.  It’s a challenge I willingly accept.

http://www.edutopia.org/martin-behrman-charter-school-technology

There is a global conflict taking place.  That battle occurs not in cities and towns but in the hearts and minds of members of the global community.  If this sounds alarmist and hyperbolic it is and encapsulates the sentiments of Neil Postman in his introductory chapter titled, “The Judgement of Thamus” (Postman, 1992).   Postman (1992) is of the mind that technology in the form of television and computers are influencing society in general and students specifically in profoundly negative ways.  He cautions us that before a technology is readily accepted into a culture the negative aspects of that technology must be considered.  He present a very narrow definition of technology.  Postman fails to recognize that, “Technologies are not mere exterior aids but also interior transformations of consciousness.”  (Ong, 1982, p.81).  Postman’s technological deterministic stance is moderated by the work of Ong (1982) and Chandler (1994).  To say that consciousness is being fundamentally altered is a stretch but are we being influenced by the shift from a print based culture to a hypertext media?  Most likely.  What these changes to our consciousness are and to what degree will have academics debating for years.

Although Postman (1993) concedes that there are positive and negative aspects of any technology he does not present this balanced view in his Chapter, “The Judgement of Thalamus”.   Postman recounts a story described by Socrates to his friend Phaedrus detailing the invention of writing by Theuth.   A weakened memory, an over reliance on text to remember and an informed citizenry that appears to be wise but in truth lacks the capacity are but some of the criticisms of writing outlined by King Thamus to Theuth (Postman, 1993, p. 4).  How did orally based cultures remember when in the words of Ong (1982) the spoken word was “ephemeral”?   The answer is quite simple, “By thinking memorable thoughts” (Ong 1982, p. 34).   Pre-literate cultures depended upon mnemonic patterns, that were heavily rhythmic with predictable balanced patterns, repetitious with alliterations or assonance and many other mental cues.  Memories were embedded within standard thematic stories and proverbs with serious thought being mixed in with these memory systems.  Despite these mnemonic aids non-literate cultures were prone to sloughing off old information in favour of “lived experience” (Ong, 1982, p.47).  But to see writing for all of it’s negative qualities without acknowledging that it is in fact “essential for the realization of fuller, interior, human potentials” (Ong, 1982, p. 81) is short sighted.  Postman fails to balance his critique of technology, specifically the computer, by not recognizing that by extension this advancement of “human potential” is further achieved by computers which are the next evolutionary stage of the written word.  Postman believes that the conflict between media and the spoken word leaves students “casualties” of a psychic battle.  “They (students) are failures because there is a media war going on, and they are on the wrong side” (Postman, 1993, p.17).  I would beg to differ that our students are failures in fact graduation rates have never been higher despite the doom and gloom proposed by Postman (Ministry, 2009).   Postman cautions that moving towards a more literate based culture, as exemplified by the computer in the classroom, shifts the balance from group learning, cooperation and a sense of openness to one of introspection and isolation (Postman, 1993, p.17)   With the advent of social networking sites and on-line collaboration as demonstrated in the open source movement I think that Postman has missed the mark.  Collaboration and cooperation have never been so easy as well as applicable on a massive scale.  Cyber symphonies are taking place in real time by musicians who otherwise might not have the opportunity to play with each other.  As the shift continues to a knowledge based economy in the West, those students that balance the necessity to gain computer literate skills with lived experience will have the technological and real life skills to be balanced citizens.

There is something that Ong and Postman agree on and that is that, “more than any other single invention, writing has transformed human consciousness (Ong, 1982, p.77).  However Postman does not elaborate on what these differences are stating that, “This is because the changes wrought by technology are subtle if not downright mysterious. (Postman, 1993, p.12)  Fortunately Ong outlines some of these “mysterious” changes.  One of the critiques of writing is that it is autonomous in that it cannot be debated with (Ong, 1982, p.78).  This critique is not new and Plato had the same misgivings over writing despite putting his concerns down on paper.  In fact when writing was supplanted by print these same critiques were present.  Postman argues against readily accepting technologies into a culture.

In any given social theory Chandler (1994) cautions technological determinists, such as Postman, that linking any technology to societal change is overly reductionist and is “widely criticized”.  Reductionism when applied to social theory simplifies things to a point whereby one can examine aspects of society in detail however it is at the expense of seeing the whole picture.  Thus, where, Postman sees a conflict between technology and society others might see it as simple one piece of the complex puzzle that is societal change.

References

Chandler, D. (1994). Biases of the ear and eye: “Great Divide” Theories, Phonocentrism, Graphocentrism & Logocentrism [Online]. Retrieved 28 September, 2009 from:
http://www.aber.ac.uk/media/Documents/litoral/litoral.html

Grade 12 Graduation Rates (2009) 2003/4 – 2008/9. Ministry of Education downloaded on October 1st, 2009 from http://www.bced.gov.bc.ca/reporting/levels/catalogue.php

Ong, Walter (1982). Orality and literacy: The Technologizing of the Word. London: Methuen.

Postman, N. (1992). Technopoly: The Surrender of Culture to Technology. New York: Vintage Books.

            A computer cannot replicate a library. The gradual digitization of our society has had profound implications on methods for collecting and preserving writing. A debate currently surrounds the usage of digital methods for storing and retrieving information. While there are positives to digitalizing human knowledge, specifically writing, it is crucial to recognize the many obstacles if there is any expectation of merging written work with the technological world. Thus, the virtual library, without addressing the shortcomings, may be too good to be true. Major legal issues also arise with the attempt at a virtual library. Copy write laws, orphaned books, and Google’s role become major points of contention which to some may seem unethical. It does not have to be black and white. A fusion of technology and written documents is being forged by groups such as the UBC InterPARES project and the Turning the Pages 2.0 toolkit. The digital age and digitization of the written word will have extensive implications for future generations. Our decisions about how to manage the digital written word will set the stage for generations to come. These challenges must be faced to ensure that our past does not become a blank spot in history.

            Kevin Kelly’s article, Scrap This Book, focuses on mainly the advantages to a virtual library. According to him, this library will essentially be “one big book of humanity” that encompasses all written documents in human history. As Kelly suggests, there are numerous advantages for all written works to be digital and freely accessed. Scrap This Book indicates that online versions of written work will be more accessible to other cultures that have had little access to information in the past. The article does not however, indicate if poverty or socioeconomic status could be a hindrance to another cultures access to this new library. Currently more than half of the world’s population does not own a computer, making it quite difficult for accessibility of the digital work. What Kelly does emphasize is that the universal library will “deepen our understanding of history, as every original document in the course of civilization is scanned and cross-linked”[1].  The cross-linking of information would be advantageous as “every bit informs another; every page reads all the other pages”[2]  The book would resemble the popular information site Wikipedia. The ability to find information, access relatable material, and look up confusing points could foster a better understanding of information.

Furthermore, libraries could benefit from the digitization of written material. Libraries could increase their collections by buying digital books. These online versions would be more cost effective consequently increasing what they can offer the public. Kelly paints a beautiful scene, but there are critics who have reservations about the sole reliance on digital means. These critics maintain that the virtual library maybe over simplified and as a result, unrealistic.

            James J. O’Donnell suggests in his article, An Idea Whose Time has Passed, that the digitization of books and the virtual library are “as fresh as last week’s newspaper”[3]. In fact, his article frequently refers to the virtual library as a “fantasy” or “dream”. O’Donnell opposes the view of Kelly indicating that the imperfections of the online virtual library must be acknowledged. O’Donnell questions what information should be included in a digital library, for example, if emails, notes, or shopping lists should be included. It is difficult to decipher what constitutes written work and who would indicate it as such. In this great book of humanity, a question emerges: whose responsibility would it be to moderate the content? Moreover, would classified military documents be included even though it could be a threat the security of that country? It is also apparent that the issue of young children would need to be addressed. As a free and interactive space, should children have access to all parts of the library? Our morals should dictate that the digital library blocks access to adult themes, which does not seem possible unless somehow people prove their age. Yet blocks could have the potential to alter the fundamental principle of the digital library which presumes to be “truly democratic, offering every book to every person”[4].

            Another concern is in regards to the Wiki format of the digital library. With a Wiki format, creative works can be “linked, manipulated, annotated, tagged, highlighted, translated, enlivened by other media and sewn together into the universal library”[5]. O’Donnell broaches a concern for this format stating that classic works should not be modified. The moral implication being we should avoid making changes or have the ability to edit the only copies of great works in literature. It would be as if an attempt was being made to alter history. It would be a disservice to history to change it to suit the current generations’ purposes.

            There are other fundamental issues in regards to the virtual library. The digital world is currently fragile and still experiences issues in which data can be lost. In Avatars of the Word, O’Donnell makes a striking point in regards to the digital world’s vulnerability:

“We will no longer be able to depend on survival of information through benign neglect. There are medieval manuscript books that may have lain unread for hundreds of years, but offered their treasures to the first reader who found and tried them. An electronic text subjected to the same degree of neglect is unlikely to survive five years.”[6]

The apprehension felt by many is that the reliance on digital will be a gamble of sorts putting us in the position to loose data due to neglect, outdated software, and computer glitches. Conversely, the written word is more permeable despite change or abandonment. In a 2006 article written for Popular Mechanics, corroborates O’Donnell’s unease on the exclusive reliance of digital work. The article, The Digital Ice Age, identifies that many of our software programs that store information are at risk:

“the threat of lost or corrupted data faces anyone who relies on digital media to store documents – and these days, that’s practically everyone. Digital information is so simple to create and store, we naturally think it will be easily and accurately preserved for the future. Nothing could be further from the truth. In fact, our digital information – everything from photos of loved ones to diagrams of Navy ships – is at risk of degrading, becoming unreadable or disappearing altogether”[7]

`           The article implies that backwards compatibility is a legitimate concern and evidence exists to confirm these suspicions. The Doomsday book project from 1986 provides a troublesome look into the future. William the Conqueror’s Doomsday book, written in 1086, was compiled into an interactive program where more than a million people submitted documents, photos, and thoughts. Fifteen years later the disks used to compile the work were corrupted due to compatibility issues with the newer systems.  Examples such as the multimedia Doomsday book project confirm that the digitization of all written work is fraught with challenge. The realization is that backups, constant care, and updating would be required to maintain the digital library’s functionality.

            The business of storage can promote its own problems. There are numerous ethical implications and copy write issues that plague the “dream” of a virtual library. Google is currently scanning vast numbers of books and storing them for future use the digital library. Some suggest, such as Kelly, that Google is simply facilitating the realization of the digital library while at the same time liberating “orphaned” books that are in publisher limbo. Kelly also suggested that the library would be a center for equality and deem the copy write laws obsolete. He considers publishers to be greedy by not sharing their information to the world. The problem with this logic is that Google itself is a business or a company out to make money. It is too simple to believe that Google has purely altruistic motives. Google will receive something from this enterprise, whether that is currently apparent or not.

Who owns what will be a central issue that will have to be addressed as written information becomes digitized and more readily available. Copy write in the future should be clearly presented to ensure credit is provided to those who did the work. Google is not the only company at work on digital projects.

There are several other groups at work forging a middle ground between written work and the digital world. These factions attempt to embrace the digital and technological shifts occurring in our society, while at the same time, maintaining some of the original formatting. A bridge can be made between total digitization and a sole reliance on books. The Rocket eBook is a hybrid of a paper book and digital information. In Writing Space, Computers, Hypertext, and the Remediation of Print, Jay David Bolter suggests the eBook has similar characteristics of a book, such as margin writing and the ability to highlight passages, but also “turns any text into a hypertext in which the reader can search for the occurrence of words and phrases throughout the text, so that the whole text becomes immediately available”[8].

Other initiatives include the Turning the Page toolkit which keeps the appearance of a real book but allows people to have access to the work online. Turning the Page “allows libraries and museums to put entire collections of books online in a compelling 3D environment”[9]. Thus Turning the Page preserves book integrity while enabling people around the world to have access to the documents or written work.  In addition to these developments, projects are in progress which address the issue of storage and copy write infringement. The UBC based project InterPARES is attempting to “translate the theory and methods of digital preservation drawn from research to date into concrete action plans for existing bodies of records that are to be kept over the long term by archives ad archival/records units within organization-endowed with limited resources”[10] Essentially, the project creates plans that will facilitate keepers of digital information in the maintenance of records by addressing the issue of backwards compatibility and issues of patent and copy write laws. As stated in the InterPARES overview “Governance, law, art, science and scholarship urgently require concrete plans for the preservation of digital materials so that today’s actions, thoughts, achievements and creations will have a future and the future will have a memory”[11].

            Books hold a special place in our culture and society. There is something tactile about reading. Nothing can substitute the feel, texture, and smell of a book. Even history could be altered. Although the advantages of a virtual library are attractive, one must look at the whole picture including the potential problems to comprehend its full potential. Replacing books with all digital material would simply not be feasible. Yet, that does not mean that written material should not be digitized. Instead of one or the other it is possible to embrace both and utilize them to our advantage. As O’Donnell suggests: “Paradoxically this means not asking what computers can do in and four our old institutions; it means asking what needs doing and then looking with a clear unprejudiced eye for the best way of doing it. The answer will often be electronic, but the challenge will be to make sure that what the electrons do is indeed valuable to our society.”[12]

            The challenge is to see both sides of the technology. There will always be a place for the pen and paper writing, but it is possible to use the digitization of the written word to enhance not to destroy the other form. Our world is changing and technological innovations will continue to change and shape our understanding. By incorporating both in a hybrid, or symbiotic relationship, more can be achieved without the loss of culture and history.

           Works Cited

[1] Kelly, Kevin. “Scan This Book!” The New Yorker 14 May 2006. New York Times.  Web. 25 Sept. 2009. http://nytimes.com/2006/05/14/magazine.html

[2] Ibid

[3] O’Donnell, James J. The Virtual Library: An Idea Whose Time Has Passed. University of Pennsylvania. Web. 25 Sept. 2009. www.web.archive.org/web/20070204034556/http://ccat.sas.upen.edu/jod/virtual.html.

[4] Kelly, Kevin. “Scan This Book!” The New Yorker 14 May 2006. New York Times.  Web. 25 Sept. 2009. http://nytimes.com/2006/05/14/magazine.html.

[5] Ibid

[6] O’Donnell, James J. Avatars of the World. From Papyrus to Cyberspace. Cambridge, MA: Cambridge, 1998. Web. 25 Sept. 2009. http://www.public.asu.edu/~dgilfill/speakers/odonnell1.html

 [7] Reagan, Brad. “The Digital Ice Age.” Popular Mechanics. Dec. 2006. Web. Dec. 2006. www.popularmechanics.com/technology/industry/4201645.html?page=3.com.

 [8] Bolter, Jay David. Writing Space: Computers, Hypertext, and the Remediation of Print. New Jersey: Lawrence Erlbaum Associates, 2001. Print.

[9] “Turning the Pages 2.0 – Building the Online Library.” Web. www.turningthepages.com

[10] “InterPares 3 Project – International Research on Permanent Authentic Records in Electronic Systems.” UBC. Web. www.interpares.org

[11] Ibid.

[12] O’Donnell, James J. The Virtual Library: An Idea Whose Time Has Passed. University of Pennsylvania. Web. 25 Sept. 2009.

First, the disclaimer: I don’t feel reflective.  Reflexive, in one sense of the word, yes.  Musing – or bemused.  But not reflective, which suggests calm, unhurried contemplation of a reasonably quiescent subject.  Fat bloody chance.

In large part this is due to personal circumstances… the start of my grad studies adventure coinciding with a serious family illness and an (unrelated) major change to our household structure and dynamic.  In smaller part it is due the steep learning curve involved in taking a course in this (to me) new environment.  I’ve been a student for a very long time, and I figured I knew the drill.  Appears someone changed the layout of the parade ground while I was in the loo.

The effect, anyway, is rather like what I used to experience in the race car when something went seriously sideways – all of a sudden, tunnel vision: everything disappears except a few things right in front of me, obscured by a vision of my bank manager’s ugly mug.  And way too much time spent searching frantically for things that suddenly aren’t where they should be – like third gear, and my sense of confidence; and the two hours’ worth of work I’m dead certain I completed last night.

The effect, anyway, is rather like what I used to experience in the race car when something went seriously sideways – suddenly, tunnel vision: everything disappears except a few things right in front of me, obscured by a vision of my bank manager’s ugly mug.  And way too much time spent searching frantically for things that suddenly aren’t where they should be – like third gear, and my sense of confidence; and the two hours’ worth of work I’m dead certain I completed last night.

So in addition to reflecting on the content of this course I am spending a lot of time reflecting on the form.  An example: I have been a moderator for a couple of online forums in the past; a very busy one on relationships and sexuality, which could get extremely heated at times (no pun…), and another of race drivers and officials, which was less busy but not much less heated.  I was struck in both contexts by how the combination of medium and a topic brought out – and influenced – the ‘writer’ (often an otherwise very latent one) in their participants.  And similarly I’m noticing how this medium is influencing my own approach to ‘academic writing’, and the conventions and assumptions that have formed it for years.  Most noticeably, I feel freer from the constraints of traditional academic style (which I confess tends to give me a rash anyway).

But the medium also leaves me feeling much less certain that I know exactly what I’m supposed to be doing… I worry persistently that I’ve missed finding something important, lodged in some ‘corner’ of the course site that I have overlooked.  And things are constantly changing – in appearance and in content.  The ‘course readings’ keep proliferating… some days this seems very exciting, and other days it just seems damned unsporting.  My response to all this varies between a sense of liberation and perhaps even defiance – “If it were really important, it would be front and centre, and anyway, we’re not bound by convention here – I can do this my way!”, and a constant sense of being out of touch and scurrying around at an ever-growing distance behind the field.  It’s… disorienting.

Which really gets to the point of this particular rumination, and how it relates to text and technology…  it boils down to this: that for most of its history, text has stayed where it was put – and now, it doesn’t any more.  In many ways, it has become as transitory and mutable as voice.  I think this is important to be aware of when we think about comparing orality and literacy in an environment of computer technologies.  The written word has lost some of its fundamental difference from speech, and gained some significant similarity – in a small way, of course, but importantly nonetheless.

(Image – copyright The Walt Disney Company 1986; found on a Hallmark postcard… posted on the bulletin board of a colleague who teaches English but only because we don’t have any real Oral Communication courses hereabouts.)