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Barbara Lindsey

Information overload, the early years - The Boston Globe - 0 views

www.boston.com/...ation_overload_the_early_years

information overload bostonglobe finding filtering books Gutenberg printing press

shared by Barbara Lindsey on 27 Nov 10 - No Cached
  • In many ways, our key methods of coping with overload haven’t changed since the 16th century: We still need to select, summarize, and sort, and ultimately need human judgment and attention to guide the process.
  • Early modern compilers were driven by this enthusiasm, even beyond their hopes for acquiring reputation or financial gain. Today, we see the same impulse in the proliferation of cooperative information sharing on the Internet, such as the many designers and programmers sharing new ways to visualize and efficiently use huge quantities of data. In democratizing our ability to contribute to a universal encyclopedia of experience and information, the Internet has shown just how widespread that long-running ambition remains today.
  • Overload has long been fueled by our own enthusiasm — the enthusiasm for accumulating and sharing knowledge and information, and also for experimenting with new forms of organizing and presenting it.
  • Barbara Lindsey on 27 Nov 10
     
    Final page of article
Barbara Lindsey

Information overload, the early years - The Boston Globe - 0 views

www.boston.com/...ation_overload_the_early_years

overload information bostonglobe books libraries Gutenberg press printing

shared by Barbara Lindsey on 27 Nov 10 - No Cached
  • Complaints about information overload, usually couched in terms of the overabundance of books, have a long history — reaching back to Ecclesiastes 12:12 (“of making books there is no end,” probably from the 4th or 3d century BC). The ancient moralist Seneca complained that “the abundance of books is distraction” in the 1st century AD, and there have been other info-booms from time to time — the building of the Library of Alexandria in the 3d century BC, or the development of newspapers starting in the 18th century.
  • around 1500, humanist scholars began to bemoan new problems: Printers in search of profit, they complained, rushed to print manuscripts without attention to the quality of the text, and the sheer mass of new books was distracting readers from the focus on the ancient authors most worthy of attention.
  • To confront this new challenge, printers, scholars, and compilers began to develop novel ways to manage all these texts — tools that listed, sorted under subject headings, summarized, and selected from all those books that no one person could master. Note-taking was one solution, which the humanist pedagogues advocated alongside their teaching of ancient rhetoric. But not everyone followed their advice to take notes from everything they read throughout their lives, and for those who didn’t, new kinds of reference books offered a ready-made version — collections of best bits that could be consulted using sophisticated indexes and tables of contents.
  • Barbara Lindsey on 27 Nov 10
     
    Page 2 of article
Barbara Lindsey

Education Week: Information Overloaded - 0 views

www.edweek.org/...44washington.h26.html

information readinglist

shared by Barbara Lindsey on 10 Sep 07 - Cached
  • If we’re going to insist that students bring home the information booty on Bradford by extracting the main ideas from his journal instead of simply admiring the book’s aesthetic values of form, rhythm, and content, then we need not bother with him, really. For proficiency’s sake—and ever since the information-overload bomb dropped, it’s all about proficiency (read: testing)—we can amass far more data in less time with a secondary text, whether a CliffsNotes or wordage from an American history scholar.
  • Clearly, living under this full-court press of information overload forces a few key questions for students and adults alike. What do we need to know? Why do we need to know it? And, given the fact that by the end of our lives we will only have absorbed and converted to knowledge a sliver of the information available to us in this new database-and-blog universe (the Web-page world, after all, is expanding and contracting at the rate of 1.5 million pages a day), should we bother knowing it?
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Halo effect of Internet information access? Does it exist really? How do we determine what students read and analyze. Has the Internet changed that at all?
  • ...3 more annotations...
  • “We are no longer reading,” she writes, “we’re searching.”
  • What will run at a premium is the ability to inspire students to turn up gems of original knowledge in the digital-information mine, thoughts and ideas that advance thinking rather than regurgitate data.
  • The pursuit of knowledge is less a process of acquisition than one of hurling irrelevant material out the window.
Barbara Lindsey

We're on information overload / The Christian Science Monitor - CSMonitor.com - 0 views

www.csmonitor.com/...p09s02-coop.html

shared by Barbara Lindsey on 04 Feb 10 - Cached
  • The pursuit of knowledge in the age of information overload is less about a process of acquisition than about proficiency in tossing stuff out.
    • Barbara Lindsey
      Barbara Lindsey on 04 Feb 10
       
      So is this similar to Shirky's statement that we suffer from filter failure rather than information overload?
Barbara Lindsey

Steve Hargadon: Web 2.0 Is the Future of Education - 0 views

www.stevehargadon.com/...20-is-future-of-education.html

for:gaugler web2.0 socialnetworking learning education blog beyondwebct nectfl08 actfl07 iallt07 grants ctcolt08

shared by Barbara Lindsey on 31 Aug 10 - Cached
  • The new Web, or Web 2.0, is a two-way medium, based on contribution, creation, and collaboration--often requiring only access to the Web and a browser.
  • when people ask me the answer to content overload, I tell them (counter-intuitively) that it is to produce more content. Because it is in the act of our becoming a creator that our relationship with content changes, and we become more engaged and more capable at the same time.
  • Imagine an electronic book that allows you to comment on a sentence, paragraph, or section of the book, and see the comments from other readers... to then actually be in an electronic dialog with those other readers. It's coming.
  • ...17 more annotations...
  • There is no question that historical eras favor certain personalities and types, and the age of the collaborator is here or coming, depending on where you sit. The era of trusted authority (Time magazine, for instance, when I was young) is giving way to an era of transparent and collaborative scholarship (Wikipedia). The expert is giving way to the collaborator, since 1 + 1 truly equals 3 in this realm.
  • The combination of 1) an increased ability to work on specialized topics by gathering teams from around the globe, and 2) the diversity of those collaborators, should bring with it an incredible amount of innovation.
  • That anyone, anywhere in the world, can study using over the material from over 1800 open courses at MIT is astounding, and it's only the start.
  • I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press
  • a study that showed that one of the strongest determinants of success in higher education is the ability to form or participate in study groups. In the video of his lecture he makes the point that study groups using electronic methods have almost the exact same results as physical study groups. The conclusion is somewhat stunning--electronic collaborative study technologies = success? Maybe not that simple, but the real-life conclusions here may dramatically alter how we view the structure of our educational institutions. JSB says that we move from thinking of knowledge as a "substance" that we transfer from student to teacher, to a social view of learning. Not "I think, therefore I am," but "We participate, therefore we are." From "access to information" to "access to people" (I find this stunning). From "learning about" to "learning to be." His discussions of the "apprenticeship" model of learning and how it's naturally being manifested on the front lines of the Internet (Open Source Software) are not to be missed.
  • "differentiated instruction" a reality that both parents and students will demand.
  • sites that combined several Web 2.0 tools together created the phenomenon of "social networking."
  • From consuming to producing * From authority to transparency * From the expert to the facilitator * From the lecture to the hallway * From "access to information" to "access to people" * From "learning about" to "learning to be" * From passive to passionate learning * From presentation to participation * From publication to conversation * From formal schooling to lifelong learning * From supply-push to demand-pull
  • The Answer to Information Overload Is to Produce More Information.
  • Participate
  • Learn About Web 2.0. I
  • * Lurk.
  • Teach Content Production.
  • * Make Education a Public Discussion.
  • * Help Build the New Playbook.
  • We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content. They may be "digital natives," but their knowledge is surface level, and they desperately need training in real thinking skills. More than any other generation, they live lives that are largely separated from the adults around them, talking and texting on cell phones, and connecting online.
  • Those of you with suggestions of other resources, please post comments linking to them
Barbara Lindsey

Information overload, the early years - The Boston Globe - 0 views

www.boston.com/...ation_overload_the_early_years

information overload bostonglobe books Gutenberg printing press finding filtering

shared by Barbara Lindsey on 27 Nov 10 - No Cached
  • The larger printed books became, the more they needed to offer guidance through their own texts. The tables of contents and alphabetical indexes developed by printers and authors to accompany them are still recognizable today.
  • More effective to modern eyes, though not as widespread, were tables of contents that outlined layers of subdivisions with successive indentations, as a PowerPoint slide might today (but without the bullet points).
  • These slips were cut from a full page and soon glued onto a new sheet, but in the mid-17th century for the first time one scholar advocated using the slips themselves as an information-storage system.
  • ...1 more annotation...
  • The slips, ordered and sorted, would eventually inspire both the index card and the library card catalog.
  • Barbara Lindsey on 27 Nov 10
     
    Page 3 of article
Barbara Lindsey

YouTube - The Muppets: Beaker's Ballad - 0 views

www.youtube.com/watch

muppets internet humor social annotation

shared by Barbara Lindsey on 10 Feb 10 - Cached
  • Barbara Lindsey on 10 Feb 10
     
    Social annotation overload
Barbara Lindsey

How to Get the News You Want Without Being Overwhelmed - Alan Jacobs - Technology - The... - 0 views

www.theatlantic.com/...252221

findingfiltering instapaper pinboard information overload

shared by Barbara Lindsey on 02 Mar 12 - No Cached
  • Barbara Lindsey on 02 Mar 12
     
    fall 2012 syllabus
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