Friday, July 01, 2005

To learn from the web, one must unlearn

Blogs, or rather the Viral Marketing effect from blogging, are getting marketers' attention. Popular blogs/ bloggers develop a following of readers. And anyone who have a following tend to be an opinion leader among their readers (who may then adopt that opinion as their own).

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To quote from the spider-man movie, "With great power comes great responsibility". And as the saying goes, "Power tends to corrupt; absolute power corrupts absolutely".

Hence, Alex Halavais asks how far bloggers move from opinion leaders to shillers. Kevin picks up the conversation by expanding on how the "Blogosphere Shill" works. Near the end of his post, he tips:
Finally, never ever trust just one review or reference. Make it a habit to check a few sources so you can make the better judgement of what’s out there.

I commented that this was what many librarians, during Information Literacy classes, have been saying -- that web-based information should be verified and checked against other sources (because anyone can just post anything on the web and appear as if they are an authority on the subject).

However, my observation is that people still inherently take what they read from websites and blogs at face value.

I attribute this to our ingrained habit of reading.

Generally speaking, whether we recognise it or not, we inherently trust what we read in books because we've been indoctrinated that what you read can only be good and true. After all, we read the books teachers make us read, and then we pass our exams (generally speaking of course).

We can trust books because published books have gone through editorial rigour (i.e. before something is deemed worthy to be printed and sold, there are many layers that edits and checks for facts etc).

Many generations later, along comes the Internet. It changes the nature in which information is published. Anyone with the equipment (which is inexpensive compared to printing presses and distribution networks) and know-how could publish. And people would read it.

But what has not changed is our unconscious mindset towards the act of reading. Just like how Pavlov's dogs have been conditioned to respond to a bell, we respond to reading by thinking "if it's published, it must be true". Unconsciously.

Wasn't it Yoda who said something like "You must unlearn what you have learned"? But how do we unlearn something we don't consciously know that we've learnt?

Maybe this: Rational Distrust by Default (as opposed to paranoia, or "extreme irrational distrust"). Meaning, we first entertain the notion that everything we read is false. Then we verify and countercheck.

Our levels of Rational Distrust would be proportionate to the importance of the information which we seek (e.g. I will check more times if I stand to lose $1,000 as opposed to $1).

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Thursday, June 30, 2005

What I learnt from a Glass Artist and a NASA Astronaut (or, In pursuit of a dream, Part 2)

[Related post - NASA astronaut "Cady" Coleman comes to Singapore, 30 Jun 2005]

What does a Glass Artist and NASA Astronaut have in common?

One, Josh Simpson and Catherine Coleman are married to each other and have sons. Two, they both shared their life story by talking about what they do, and how they ended up in their respective careers. Three, importance they place on family was apparent in their respective talks. Four (perhaps the most important thing I took away from the session tonight), they knew what they wanted in life and they pursued their dream with whatever resources they had then.

Josh Simpson, at 20 years of age, decided he wanted to learn how to blow glass and so, without training, used his entire life savings (all $306) to construct a glass blowing workshop on his own. You hear Josh wax lyrical about glass -- "an alchemic blend of sand & oxides" -- and you know this guy is passionate about this work.

He showed pictures of his early works (quite amateurish-looking, frankly). Then he showed pictures of this works some 17 years later. His skills have obviously improved. Now his works command premium prices.

Cady shared how she got "the most impossible dream job". She said to find what you love to do, find out how to go about doing it, and do all you can to do it well.

She decided she wanted to be an astronaut and went to find out what was needed to even qualify to apply as one. Then she went ahead to pursue her dream (in reality, it's easier than it sounds -- but it's quite simple in a philosophical way).

She said she didn't like physics. That physics didn't "speak to her". Woah -- I thought all Astronauts must be physics nerds. I was wrong. Her point was that she needed to know physics for her work. So she had to work harder at it and paid more attention to it.

On why humans are exploring Mars, she just said as a matter-of-fact, "We're learning about Mars because we're going there." A simple statement that conveyed her passion and conviction of her attitude towards her work. Incidentally, Cady says she temped in a library when younger : )

Another thing I realised: Visiting a library is like being sent into space -- we're in an environment where we're learning about the universe.

Here are the photos from the evening's session. Enjoy.
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SpaceExploration1
Jedi Knights in the library?

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A Tie-fighter pilot?

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They were part of the "show", with the main attraction, NASA Astronaut Dr. Catherine Coleman (center) -- with Josh Simpson in blue-shirt (back to camera).

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These fellas sure know how to strike a pose! And the sabers looks real.

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The audience waiting for the session to start.

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A royal "Jedi Knights" Honor Guard...
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... escorting the speakers and Guests of Honors.

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Cady Coleman gives out her Mission Patch.
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Josh Simpson, Glass Artist, starts his talk.

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He explains his creative and learning process of each piece.

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Cady Coleman gives insights to how astronauts live in space, eat, sleep, wash, answer calls of nature... (all rated PG, of course).

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Cady Coleman swamped by autograph-seekers (can you spot the Astronaut?).
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"Eh, brudder, you like my light saber or not?" -- Josh Simpson being confronted by Star Wars characters?

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NASA Astronaut, Cady Coleman & Glass Artist, Josh Simpson, posing with the Star Wars Fan Club.


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Wednesday, June 29, 2005

READ! Singapore has a blogspot site

There's now a blogspot companion site to READ! Singapore - http://readsingapore.blogspot.com

BTW, I don't consider it a real blog 'cos the postings aren't as spontaneous as I would have liked. I can't complain though. Initially there were some... issues... in getting it officially endorsed. In the end, compromises had to be made (Ok, that's all I'm going to say about that here. As someone advised me, sometimes we've just got to take baby-steps).

The library would like to encourage comments and online discussions of the books, like this one. If you've read the book, give us a few short lines or a few photos etc.

I've got a few book reviews from students, which I'll be posting shortly.

(BTW, do let me know what you think of the READ! Singapore blogspot site).


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Monday, June 27, 2005

NASA astronaut "Cady" Coleman comes to Singapore, 30 Jun 2005

How often does one get to meet a true-blue "been-to-space" lady astronaut from NASA? This Thursday, I will make sure I get to meet one!

In Singapore!

In a library (WRL)!

Catherine G. "CADY" Coleman, PH.D. (Colonel, USAF) will talk about her two space missions, about the space station, about the Mars Exploration Programme, and some of her recent adventures in living in Antarctica and in an undersea habitat. And of course, how to become an astronaut. She should know! She's a veteran of two space missions and has logged over 500 hours in space. As we say in Singapore, "Don't play play hor!"

Accompanying her is Josh Simpson, her husband, who's an accomplished Glass Artist. He'll also be at the library and will talk about "the Integration of Art and Science". On this webpage, he notes some significant timelines, including those relating to his wife (see 1990 onwards):
  • 1990 Josh answers wrong number and accidentally meets Air Force Captain Cady Coleman.
  • 1992 Cady Coleman chosen as Mission Specialist NASA Astronaut; Josh overcome with jealousy.
  • 1995 Cady’s first space shuttle flight. Simpson planet goes into orbit.
  • 1997 Josh and Cady marry
  • 1999 Cady’s second space flight. Josh receives digital “pick and place” robot bead machine from Mr. Morito, who challenges him to find new uses for it. First successful image: Elvis
  • 2002 Cady sent by NASA on Extreme Environment Mission to Antarctica for 12 weeks to search for extra terrestrial meteorites. Living full time with his malevolent dad, two year old Jamey is forced to eat vegetables with dinner almost every night
  • 2004 Son Josiah spends College Junior Year living in a dung hut in Tanzania with a Masai family herding cattle. Wife Cady assigned to NASA NEEMO Extreme Environment Mission to live underwater off the coast of Florida. 4 year old Jamey learns to ride a two wheeler. Life is good.
Admission to the WRL programme is free. Programme starts at 6.30pm (Thursday, 30 June 2005).

BTW, our guests would be escorted by librarians dressed up as Star Wars characters! Another photo-opportunity for those who missed the previous photo-op at TRL.

Plug: The above is part of the "Exploration and Expression: Fusion of Arts and Space" series of programmes (brought to you by my librarian colleagues from Adult and Young People Services).


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Ju Ming, Taiwanese Sculptor (or, In pursuit of a dream, Part 1)

Caught an episode of the "Crossings" series on Discovery Channel this afternoon. It told the story of the world-famous Taiwanese Sculptor, Ju Ming.

Great storytelling, partly because a wonderful story was there waiting to be told.

I did not know who Ju Ming was until today. He appeared genuinely humble and approachable on TV. I'm very much impressed and inspired by his life story. To me, he's an artist, a logical thinker, a businessman (he built his own museum!), an entrepreneur/ risk-taker, a pragmatic dreamer.

Ju Ming has been designated as Taiwan's living treasure (he's still very much alive and kicking). The Caltex (a sponsor of the programme series) press release gives an excellent overview of his humble beginnings and road to success:
Life Journey of Ju Ming

Ju Ming started out as an apprentice to renowned craftsman Lee Chin Chuan in his homeland of Taiwan. He went on to set up a crafts workshop and was earning a lucrative living as a woodcarver, but artistically Ju Ming was becoming increasingly unhappy.

At the age of 30, he sold his thriving workshop and set off for Taipei where he hoped to study under Taiwan's foremost modern sculptor Yuyu Yang.

With no academic credentials and four young children in tow, Ju Ming was hardly a choice candidate for a sculptor but Yuyu Yang saw potential in the earnest young man and took him in as an apprentice.

Eight years later, Ju Ming stunned Taiwan with his debut solo show at the National History Museum of Taipei where his 'nativist' sculptures of folk heroes and rural life met with immediate approval and gained widespread acclaim. Ju Ming, the unknown woodcarver from Miaoli County became a national icon overnight.

Yuyu Yang played another part in Ju Ming's path to fame, for it was at the prompting of his mentor that Ju Ming took up the art of Taichi boxing.

What started as a quest for physical strength and fitness soon evolved into a journey into the heart of Chinese aesthetics and philosophy – Ju Ming became fascinated with the principle of Yin and Yang that governed Taichi boxing, and started creating sculptures based on the Taichi strokes.

Taiwan's art community, favouring his nativist works, was dismayed by Ju Ming's new preoccupation and vehemently opposed his desire to exhibit the Taichi sculptures abroad.

But Ju Ming proved his critics wrong. Bold and energetic, quintessentially Chinese yet universally appreciated, the Taichi sculptures clinched Ju Ming's place as a Chinese sculptor of international merit.

Ever restless in his search for artistic breakthroughs, Ju Ming left Taiwan for New York City, the hub of international art. Famous in Taiwan but totally unknown in New York, Ju Ming had to build his reputation from scratch.

For a year, he had to work out of a garage and struggled to gain exposure in this foreign land. Ju Ming's persistence paid off when the Max Hutchinson Gallery hosted his first solo show in the USA and sold 2 of his works. New York City completed Ju Ming's transformation into an international artist and it was here that he came into contact with avant garde artistic movements such as performance art and pop art.

Inspired by the free-reining spirit of pop art, he started experimenting with different materials for his Living World series including wood, bronze, stainless steel and styrofoam.

In 1987, Ju Ming bought an acre of land in Jinshan county, an hour from Taipei city, intending to use this space to store his life-sized sculptures but these plans soon evolved into a 12-year quest to build a museum and an outdoor sculpture garden.

During this time, Ju Ming faced several seemingly insurmountable obstacles and even ran out of money but once again he persisted and in 1999, the Ju Ming Museum opened its doors to the public. Covering more than 11 hectares of land, the museum showcases the full range of Ju Ming's works and is testament to why he is considered one of Taiwan's living national treasures.
Source:
www.caltex.com/press/Crossings_JuMing_Apr2005.htm

Impressed?

Incidentally, the Singapore Arts Museum (SAM) staged his works from 1 July to 19 September in 2004 in Singapore.

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Friday, June 24, 2005

IFLA Journal vol. 31 no.2 (2005)

Here's the PDF version of the IFLA Journal, vol 31, No. 2 - www.ifla.org/V/iflaj/IFLA-Journal-2-2005.pdf

This issue focuses on libraries in the five "Nordic countries" - Denmark, Finland, Iceland, Norway and Sweden - to provide a background to the World Library and Information Congress (71st IFLA Conference) in Oslo, August 2005.

Table of Contents:
  • Editorial: Northern Highlights/ Lis Byberg
  • A Voyage Through the Norwegian Library Landscape and Some Challenges on the Horizon/ Leikny Haga Indergaard
  • The Nordic Countries: cultural and library cooperation/ Asbjørn Langeland
  • Library Development in the Electronic Environment: Iceland 2005/ Sigrún Klara Hannesdóttir
  • New Demands - Old Skills. A strategy for bridging the competence gap: building competencies in a daily working context/ Jens Thorhauge
  • The Manuscript and the Internet: digital repatriation of cultural heritage/ Ivan Boserup
  • How do Politicians and Central Decision-Makers View Public Libraries? The case of Norway/ Ragnar Audunson
  • Collaborative Information Literacy by Government/ Anne Kauhanen-Simanainen
  • Together We Shape Better Libraries: the Swedish Quality Handbook Project/ Christina Jönsson Adrial, Johan Edgren, Jan Nilsson and Susanna Månsby
  • Nordic Networking: cooperation in Nordic LIS research/ Nils Pharo
  • REPORT: ICABS - A New Approach to International Cooperation/ Renate Gömpel
  • NEWS
  • INTERNATIONAL CALENDAR
  • ABSTRACTS
Several articles had really interesting snippets. I'll blog about them separately.

Librarianship can be hazardous

This news is more for non-librarians (I'd expect most librarians to have heard about this already, especially those on IFLA's mailing list).

An Italian librarian has been accused under the Italian Criminal Code for distributing an obscene book to a minor. The book in question is entitled Scopami (F**k me) by Virginie Despentes (see IFLA's press release, 10 Jun 05).

No, the NLB libraries do not have the book in question. But here's Google's print reference (isn't the Internet wonderful?). The book has been described as "part Thelma and Louise, part Viking conquest."

Oh, the good news is that the librarian has been cleared on the obscenity charge. I bet that librarian's colleagues must have thrown a party for him or her after that.


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Sunday, June 19, 2005

Star Wars characters in the library

Thanks to these bunch of sporting folks who volunteered their time at Tampines Regional Library (TRL) today - "Star Wars Invades The Library":
It felt like good old community work because we made so many people’s day, too bad we didn’t have our entire group out in full force otherwise it’d have been even more fun!

That's right, volunteering at libraries can take many forms.

The above was part of the "Exploration and Expression: Fusion of Arts and Space" series of events organised by the Adult & Young People Services (Public Library Services).

For those who missed the photo-taking with the Star Wars characters at TRL, there's another session coming up on 30 June. More on this soon.

Hint: An upcoming programme in this series involves a true-blue "I've been to space", Ph.D. (Colonel, USAF) NASA Astronaut. In Singapore.

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Want to lose weight? Read a book, turn off that TV

My wife pointed out this snippet from Her World magazine (p. 333, July 2004):
Body metabolism (hence calorie burning) is 14.5 per cent slower when you're watching TV than when you're reading a book.
I guess it's not necessarily just reading per se, but the act of engaging the brain through intellectual exercise. But hey, if reading is a way to lose weight, go pick up a book!

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Saturday, June 18, 2005

It's not what you teach but how you teach it (more or less)

Filipino School Librarian, Zarah, shares her thoughts on a library orientation class (seems like 12 year olds) she conducted. The following quotes were of interest to me:
And true enough, they know the rules, the guidelines and procedures, the references and information sources we provide and the expected behavior in the LRC. However, they do not seem to put these concepts, ideas and skills in practice.

Circulation statistic among grades 6 and 7 is very low. They do not borrow or read books at all. They still perceive that the computers in the Reference and IT Lab can be used for fun and recreation. And if the librarian or the staff isn't looking, they can check on cheat codes and play Ragnarok.

Well Zarah, you're not alone! :)

We have the same issue in Singapore (public libraries). Librarians conduct library tours and orientation sessions to students (of varying age ranges), including the use of OPACs and online databases. Quite frankly, at the end of the sessions, most do not really fully appreciate or apply what has been covered to their school work or projects.

The way I see it, the problem has been that librarians tend to "teach". E.g., "This is an OPAC. And it is used in this manner...". The kids would go "Uh, Ok." Then they go home and google.

Recognising this issue, we're now "facilitating" (rather than "teaching") and more important, we facilitate in context. For instance, we don't just tell them what OPAC can do. We take an example that students can identify -- like a school project theme or computer games -- and show them how OPAC and other library resources could be used, i.e. Contextual Relevance.

And more recently, we've gone one step further and are now conducting workshops not on "how to use the library" per se, but "how to plan your school project" (in which students would be introduced to the library facilities and resources). We're still experimenting and refining our approach. So far, responses from teachers and students have been very encouraging.

Something for Zarah to consider for her next orientation class:
  1. Start by getting the kids to search for cheat codes and even play Ragnorak (or is it Ragnarok?) for a while. The kids probably know how to search for the codes, as well as knowing which site is reliable and relevant.
  2. Relate the search and evaluation strategies they used to the library's context (concepts like Boolean search, evaluation of websites)
  3. Get them to search for library materials via OPAC relating to Ragnorak, online games, characters, Fantasy genre, weapons, war, battles... see where we're heading? Link it to the so-called "serious" topics.
  4. As an incentive, tell them for every right answer they give to your library-related questions, they get 1 minute of play time at the end of your session. Throw about 20 to 30 questions.
  5. After that, let them play their Ragnorak. Heck, play with them!
  6. End of your session, you prepare some books (fiction or otherwise) that they might be interested in borrowing. Would be good to let them borrow on the spot.
  7. Additional -- get the kids to blog about what they've learnt and what they did -- including playing Ragnorak -- after your session.

If the above achieves nothing else, I think Zarah won't be worse off than what she's facing right now. And I think the kids will remember that they have a really cool librarian. That already counts for something. :)

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