Reader Privacy Event at UNC-Chapel Hill

Anne Klinefelter, the beloved law library director at UNC-Chapel Hill (you should hear her dean introduce her; really!), is hosting a Data Privacy Day event on reader privacy.  She makes the case in her opening panel remarks that, if we wish to translate library practices with respect to privacy into a digital world, we need to figure out how to translate not just law but also ethics.  Anne argues that the law needs updating to keep up with new research practices of today’s library users, especially as we shift from a world (primarily) of checking out books to a world (primarily) of accessing databases.  Her analysis of the 48 state laws with respect to user data privacy shows that the statutes vary in substance, in coverage, and in enforcement.  Anne’s closing point is a great one: if we’re in the business of translating these rules of library protection of user data, we need to bring the ethical code and norms along as well.

Jane Horvath (Google) and Andrew McDiarmid (CDT) take up the Google Books Search Settlement and its privacy implications.  Jane emphasized the protections for user privacy built into book search.  She also emphasized ECPA and the need to update it to protect reader privacy.  Google, she says, is “calling for ECPA reform.  It really is necessary now.”

Andrew described, diplomatically and clearly, the privacy concerns that CDT has with respect to the Google Books Search Settlement (which CDT thinks should be approved; EFF, the Samuelson Clinic, and the ACLU of Northern California have similar concerns, but oppose approval of the settlement).  The critiques that Andrew described are not limited to Google’s activities, he noted; Amazon and others need to address the same issues.  Andrew worries about the potential development of (too?) rich user profiles that may be the target of information requests for law enforcement and civil litigants.  Rather than regulate Google as a library, Andrew argues, we should focus on the kinds of safeguards that CDT would like to see apply.  The best recent restatement of Fair Information Practices is by the DHS, says Andrew.  Eight principles should apply: Transparency, individual participation (including the right to correct it), purpose specification, minimization, use limitation,  data quality and integrity, security, accountability and auditing.  CDT would like to see Google commit to specific protections in alignment with these eight principles.

Skype-ing into Summercore

This summer I’ve been occasionally doing video/audio Skype sessions with Steve Bergen’s Summercore program for teachers. It’s the first time with “distance ed” that I’ve felt the process is natural. The sessions are about a half-hour, focused mostly on issues related to youth media usage, with teachers on the other end asking questions. They’ve done homework online and based on readings in advance, and they’ve posted good questions to a wiki and Twitter in advance.  Most of the conversations touch on copyright and fair use in particular. It has the feel of a use of technology that is natural, easy, cheap (free!) and effective — that the process is coming of age, with fewer and fewer tech-related hassles than in the past. (Now watch the connection break down today, since I’m trying it from Europe -> Florida!)

The Future of Education: Technology and How People Learn

No small issue on the agenda here at Aspen Ideas Festival — the future of education, technology, and how people learn — but the panel assembled is in fact up to the task. Connie Yowell (MacArthur Foundation, whose brainchild is the $50 million Digital Media and Learning initiative), Howard Gardner (Harvard Graduate School of Education), and Will Wright (renowned game designer, of the Sims and Spore) are the stars at the front of the room, with lots of other experts in the “audience”: John Seely Brown introduced the theme overall, Beth Noveck, Eric Lander, Dorothy Zinberg, Idit Harel Caperton, and many other luminaries grace the back benches.

(As an aside, the sign of a truly great conference is often the strength of what we used to call the “audience”. People are hanging from the rafters, despite some stiff competition on the Aspen Institute’s campus.)

Gardner starts off with thoughts based on his 5 minds studies. 1) New digital media are plural: games, social networks, all manner of information sources. 2) The Digital Revolution may be as big a deal as the beginning of writing or publishing. The data that Gardner is grounding his work in interviews: with young people, teachers, and psychoanalysts. 3) The most important thing that we need to ask ourselves: what kind of minds do we want to be creating in today’s young people?

Gardner gives us the Five Minds in Under Five Minutes (pretty impressive speed here…): the five are the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind. The disciplined mind is about becoming an expert in something. It’s hard to imagine that the digital media are helping in this respect. The synthesizing mind, some have said, is the most important in the digital era: to sort through lots more information than has ever before been available to human beings. Digital natives like to search, but it’s unclear that they are in fact good at it. The creating mind comes up with new approaches, new methods. Creating minds think outside the box — but you need the box first, which are from your discipline and your synthesis. One of the big questions: can these media help creativity, or might they instead inhibit creativity, by giving too much of a frame and discouraging going beyond that box.

The other two types of minds are in the human sphere. The respectful mind is about how we relate to others with respect. Most of us are raised to be related to 150 people, many of whom are related to us. How do we relate to more people, in the digital sphere. You can get on and offline quickly, in and out of touch quickly. The ethical mind is about how we fulfill roles: the role of the worker and the citizen, of our communities and of the world. The ethical mind asks: I’m a teacher, a researcher, a writer: what are my responsibilities given these roles? We should look for neighborly morality. How large is that circle of people to whom we have an ethical responsibility? The scale is so much greater today in a digital era. And the scope of citizenship is much greater than ever before: it is, for many, global. Gardner’s research shows that most young people do not have much of a sense of ethical issues, whether online or offline.

Will Wright asks us to step back and ask about the fundamental type of communication in play in a digital era. Kids are getting immersed in these new media, in ways that parents have a hard time understanding. Asynchronous
communications are leading to new techniques of moderation, with new community standards and rules for banning people from communities. There’s a mimicking of biology: instead of top-down control, we see a bottom-up, evolutionary-based set of rules, based on parallelism rather than serialism. Wright applies a Darwinian analogy, echoing the set of Darwin-related themes bouncing around Aspen this week.

Another big difference, per Wright: we each have the opportunity to become the expert in something. eBay flattened the flea market system. It drove people to specialize in specific markets.

Gardner asks Wright about Wikipedia and what it tells us about governance in a digital age. Gardner describes is as a yin-yang exercise between Jimmy Wales and a broader community, and that a tension exists between top-down and bottom-up control. Yowell adds a key note: what it means to move to a different kind of a governance system online is driven in key ways by the practices and theories of Open Source software development.

(As an interesting aside, much a hard problem in my own mind: Wright tells us that surfing is an interdisciplinary exercise. Much of the most interesting learning is happening at the intersection between what we think of as academic “fields.” Gardner disagrees with that statement. There’s room for interesting exploration here!)

Yowell notes that it’s crucial to distinguish between different types of participation. Friendship-driven and interest-driven kinds of participation are distinct, as Mimi Ito has shown. In friendship-driven participation, kids bring their offline relationships and ways of communicating across to the online space. In interest-driven communities, it works quite differently. Wright agrees. What he says games excel at is helping kids to develop a passion for something that may not have interested them quite so much before. Players also learn a great deal from one another in games, such as Spore. Wright pointed to the cooperative process of catalyzing learning that he sees through games. The computer acts as an amplifier on learning and creativity.

Gardner asks about how Wright’s gaming relates to what’s happening in schools today. The digital environments, Wright says, are much better at creating constructivist learning spaces. Yowell pushes back on Gardner: we should not see what’s happening in school and out of school as oppositional, but rather we should look to a larger learning ecosystem for kids.

Eric Lander, an MIT professor of genetics and founding director of the Broad Institute, jumps in from the back-benches of the room. His passion growing up, he tells us, was mathematics. Through peregrinations, he came to become a geneticist. There is a next step, once a passion is sparked, in gaining a disciplinary knowledge of a field. Lander doesn’t think the process of learning this field is in fact found on the web. You can learn facts from Wikipedia, but the online learning environment doesn’t cause the catalyzing effects that we need for learning. He cites MIT’s OCW as a “crummy version” of the university’s learning process. He is looking to the future where we can draw upon the best teaching processes that can be disseminated through digital media. What are the platforms that will lower the barriers to improving education in these promising ways? (Good question. JZ‘s been puzzling about just this problem, from the H20 process and beyond.)

Gardner throws out a “good Aspen idea.” We each should know better how our own minds work, metacognition. This is the kind of thing that works for me, we ought to know. There is a lot of data about how we can continue learning, especially by nurturing our various intelligences. If you’re not so good spatially, you can learn that, and sometimes the Internet can help you to develop these intelligences over time. The Internet also provides scale: not everyone can get to Aspen in the summer, but many more people can access digital networked technologies.

Yowell presses the panel about what’s really helpful about games. She calls games “rails” that can push kids along a trajectory of learning, which she links to Gardner’s five minds. She references Katie Salen‘s effort to create a school that MacArthur Foundation is funding to build a game-oriented curriculum. What is the design methodology? How can we deal with the engagement problem through game design, Yowell asks? Gardner says we have to continue to build in forms of “romance” all the way along the continuum after they get a discipline — back to the Aspen ideal. He cites Personal Knowledge by Michael Polanyi which helps us to understand what it takes to learn in key situations. Gardner describes how this works in the law school (Socratic method) and medical school (clinical) contexts for learning.

And on to a series of rapid-fire comments from the room:

The key to making learning work in these new media environments is to establish the proper engaging context, says one participant. Another says that we need short, viral things that engage kids off the bat. Someone else worries that students are not learning to write well. (Gardner says that his research shows that writing may well be getting less good, but that facility with other modes of communication are improving. He realized recently that he’s a writing teacher on some fundamental level.) Wright: he calls a “peak” to written literacy, with the new literacy having to do with multimedia. Idit Caperton builds on this insight, suggesting that the new literacy is game literacy, and suggests that a sixth mind ought to be added to the framework: an inspiring mind. Another person notes the revolution in the science museum world.

JSB: there should not be a false dichotomy here. There’s a role for a master. And there’s a role for the crowds, the cutting edge online, the gaming, the peer-based learning. We shouldn’t be exclusive in either respect. (There’s a great cathedral-and-bazaar analogy here, building on Yowell’s note about the open source and proprietary software development processes.)

Digital Youth Project Report, Book Released

This week was a big one for the study of young people and the Internet: Mimi Ito and her team released the results of their long-anticipated, 3-year study on Digital Youth.  The study was funded by the MacArthur Foundation as a centerpiece of its Digital Media and Learning initiative.  It is required reading for anyone interested in this field, and no surprise that covered ranged from the New York Times to all these blogs that cover issues related to digital youth.  It’s called “Living and Learning with New Media.”  You can enjoy it in many different formats, including a 58-page white paper

– One key theme comes out of the authors’ orientation toward the study.  “We are wary of claims that a digital generation is overthrowing culture and knowledge as we know it and that its members are engaging in new media in ways radically different from those of older generations. At the same time, we also believe that this generation is at a unique historical moment tied to longer-term and systemic changes in sociability and culture. While the pace of technological change may seem dizzying, the underlying practices of sociability, learning, play, and self-expression are undergoing a slower evolution, growing out of resilient social and cultural structures that youth inhabit in diverse ways in their everyday lives. We sought to place both the commonalities and diversity of youth new media practice in the context of this broader social and cultural ecology.”  This orientation strikes me as just the right one: to be wary of claims that suggest that everything is different, but to be open to the “unique historical moment” in which we — and young people in our culture — find ourselves.  (p. 4, White Paper)

– The researchers provide terrific context for when and how youth are in fact learning.  There’s a gap between the perceptions of many adults about how young people are “wasting time” and what is in fact going on with much of the time spent connected to one another through digital media.  This report — more than any other I’ve seen — helps to provide real clarity into the meaningful socializing and other kinds of learning that are going on.

– As I’ve been going around talking about the book that Urs Gasser and I wrote on a similar subject, Born Digital, I’ve been asked many times about what is going on with the changing nature of the word “friend” and “friendship”.  This report has the answer, in ways that I’ve not been able to articulate myself.  (p. 18 ff.)   For the longer — and wholly worthwhile — version, see the relevant book chapter, of which danah boyd was the lead author. 

– The report makes clear something that we found in our own, much smaller-scale research: that there’s a trajectory of learning that is going on as young people first come online and then, over time, become more sophisticated with the medium and how they relate to one another, to information, and to institutions through it.  The report does an elegant job of showing why this is important — and reminding us that not everyone is proceeding along that same trajectory. (p. 27 ff., through the section on “Geeking Out”, at least)

– The Conclusions and Implications section is easy to read and points are made forcefully.  (pp. 35 – 39)  Teachers and parents, in particular, will find some of these conclusions to be constructive guides.  After spending lunchtime yesterday with 22 students from the Boston Latin Academy, I was reminded of the importance of the learning that happens peer-to-peer, for instance, which is one of the key conclusions of this paper.  There are concrete things that every educator, and every parent or mentor, of young people in any culture can and should glean from this important work.

The White Paper is just one of the outputs of the research.  There’s a 2-page executive summary, the full research report (in fact, a book; the optimal way to get the full picture of the work), and a press release plus videos on the MacArthur Foundation’s web site.

Bravo to the many collaborators for this very important work.  As with much of the rest of the DML research, it’s a real gift to those of us trying to work out this puzzle.

State of Affairs, Public Radio in Louisville

This morning, a few of us are talking about Born Digital and related issues on WFPL, public radio in Louisville, KY. It’s a great show, called State of Affairs. They’ve even made a video, hosted on Blip.TV, about how young people use the technologies.

For a glimpse into the technology world in Louisville, check out Michelle JonesConsuming Louisville. It’s a fun and interesting site, and Michelle’s one of the guests on State of Affairs.

Update: the archived show is here.

A Review-in-the-Making of Born Digital

Andy Oram, editor at O’Reilly, has posted something quite extraordinary on the wiki for our book and associated research project.  It appears that he has read Born Digital and then posted his review on the wiki for comment before he posts it to the O’Reilly Media web site.  I hope others will take up his challenge to comment on it; just the sort of conversation we’re delighted to have, in small measure, provoked.  (For the record, this review-in-the-making is an effective critique of the book, which points at several of the inevitable soft-spots in our arguments.)  Thanks much, Andy, both for doing the honor of reading and reacting in depth to the book, but also for doing it in this fashion.