Join us for the launch of the Andover Institute on October 17, 2014!
A chance to join the new Andover Institute and the famed Phillips Academy math department. ..
A few times per year, I have been sharing a “Head of School’s bookshelf” with community members at Phillips Academy. It comes this time in two parts: 1) six books that are among those I’ve read in the past few months and which I commend as “community reads” because of one or more connections to the work that we have underway at PA; and 2) a special list of readings about sexual education. I express my particular thanks to the members of the PA Sex Ed Working Group, who compiled the Part II listing below at my request. I hope you might go to your local independent bookstore or library to pick up a copy of ones that are of interest!
Part I: Adolescence, Education, Technology, and the Brain
danah boyd, It’s Complicated: The Social Lives of Networked Teens (Yale, 2014)
Note: This book has been years in the making, by a close friend and collaborator of mine — and the work has paid off handsomely. danah’s perhaps the single most astute scholarly observer of the teenage social and cultural scene that I know. danah has especially thoughtful things to say about identity, privacy, safety, and social practices of teens. I’m a fan of this book for many reasons, not the least of which is that she takes up (and expands upon) many of the same themes and hard problems that my co-author and I examined in the book I wrote in 2008 (Born Digital, with Urs Gasser). Though her ethnographic methods are different than ours, the conclusions she reaches are consistent in most cases, and updated for the technology and practices of today. I learned an enormous amount from it and imagine others will, too; that’s especially true if you are interested in the social lives of the students in our midst. But you don’t have to have worked on these issues as a researcher to appreciate this book in many, many ways.
Dave Eggers, The Circle (Knopf, 2013)
Note: This book came to me initially as a gift, for which I’m grateful, from Tom Hodgson when it first came out (which is not meant as an appeal for gifts from the faculty, but to acknowledge its provenance and also to say that I take suggestions!). I always enjoy Dave Eggers’ writing. This fictional account describes a dystopia, in which the current trajectory toward extensive use of social media continues to an extreme that no one should welcome. The problem that the book presents is that this dystopia just might come to pass if we are not careful about the choices we make in how we develop, deploy, and regulate technology use.
Howard Gardner and Katie Davis, The App Generation: How Today’s Youth Navigate Identity, Intimacy and Imagination in a Digital World (Yale, 2013)
Note: I’ve observed, admired, and worked with both of these co-authors on a range of matters, through their work at Project Zero at Harvard Graduate School of Education. In this book, they develop ideas that danah boyd also takes up in It’s Complicated, as well as many of those I’ve worked on in previous settings, too (identity, privacy, play, and how biology works into the mix). They add some nice insights about intimacy (chapter 5), as well as thoughts on how the app structure of today’s technology is playing out.
C.J. Pascoe, Dude, You’re a Fag: Masculinity and Sexuality in High School (University of California, 2011)
Note: C.J. is a leading scholar of youth practices, with a deep knowledge of development in the context of sexuality as well as media usage. This book, which came out several years ago, remains one of the most thoughtful current books about masculinity and the cultures in which our students are coming to grips with and developing their sexual identity. She’s an ethnographer, who writes based on eighteen months of fieldwork in a racially diverse, working class high school environment. C.J. is a great writer and researcher; her book sheds much new light on the intersectionality between gender, sexuality, race, and media. I also thought there were interesting echoes in particular of our PA colleague Tony Rotundo’s “American Manhood: Transformations in Masculinity from the Revolution to the Modern Era” (Basic Books, 1993).
Martin E.P. Seligman, Flourish: A Visionary New Understanding of Happiness and Well-being (Atria, 2011)
Note: This book has been recommended to me by many people — including PA trustee Chien Lee and medical director Amy Patel — and I was thrilled to read it. This title is a great way to get up to speed on the “well-being and balance” issue that is likely to be a component of our strategic plan. This book builds on the life’s work on Seligman, whose work on happiness he has updated here based on lots of new science and serious rethinking.
Daniel J. Siegel, Brainstorm: The Power and Purpose of the Teenage Brain (Tarcher, 2014)
Note: As the parent of a twelve-year-old, I started out reading this book because I saw that he defined the “teenage brain” as stretching from ages 12 to 24. I am taken by the value that neuroscience has to offer us as teachers in a residential school. Siegel’s insights about brain development, risk-taking, sexuality, and other central ideas are well-described and ultimately compelling.
Part II: The Sex Ed List
The Sex Education Working Group compiled the following list, including additional resources to guide in further exploration of teenage sex and sexuality.
Jennifer Finney Boylan, She’s Not There: A Life in Two Genders (Broadway Books, 2003)
Note: To help students understand the experience of wrestling with gender as well as the importance of talking to and listening to the people you love. Boylan has served as an English professor at Colby College for the past twenty-five years.
Heather Corinna, S.E.X.: The All-You-Need-To-Know Progressive Sexuality Guide to Get You Through High School and College (Da Capo Press, 2007)
Note: This may be a bit more “technical” and less theoretical but it is likely to resonate with students.
Robie Harris, It’s Perfectly Normal: Changing Bodies, Growing Up, Sex, and Sexual Health (Candlewick Press, 2009)
Note: This book avoids needless density and jargon, and is straight to the point with a light narrative touch, and vivid, but not gratuitous illustrations of the wide range of human bodies, their sexual capacities, and how to use those capacities safely, wisely, and with fulfillment.
Link to PDF of excerpts from the book:
Nikol Hasler, Sex: A Book for Teens: An Uncensored Guide to Your Body, Sex and Safety (Zest Books, 2010)
Note: Like It’s Perfectly Normal (above), this text may be a bit more “technical” and less theoretical, but is likely to resonate with students.
Nicholas Kristof and Sheryl WuDunn, Half the Sky: Turning Oppression into Opportunity for Women Worldwide (Random House, 2009)
Note: To help students not only understand gender dynamics but also the sexual health and reproductive challenges (violence, sex trade, use of rape for war and intimidation, lack of access to birth control, dating stigma, pregnancy mortality and morbidity) of adolescents and young women in developing countries. Perhaps exposing our students to the sexual health dynamics and challenges of their global peers not only increases their awareness and empathy but also empowers students’ self efficacy and personal responsibility around sex and sexual health.
C.J. Pascoe, Dude, You’re a Fag: Masculinity and Sexuality in High School (University of California Press, 2007, 2012)
Note: (A repeat on both lists, described here by the sex-ed team): This is a bold ethnographic study of the performance of masculinity at a public high school. The author’s observations are vivid. She does a good job explaining how “fag” is a word that polices masculinity — it is a gendered and racialized term that now has a larger meaning than simply “gay.” It’s a good book, and it does concern sexuality, but it’s not precisely about sexuality either.
Debbie Roffman, Talk to Me First: Everything You Need to Know to Become Your Kids’ “Go To” Person About Sex (Da Capo Press, 2012)
Note: It is geared towards the parent audience, and perhaps the House Counselor audience. The author works with the independent school population, is a long-time sex educator, and has some real-world scenarios in the book that might assist in house counseling. It is unlikely to be engaging for a student.
Dan Savage and Terry Miller, It Gets Better: Coming Out, Overcoming Bullying, and Creating a Life Worth Living (Penguin, 2011)
Note: In terms of LGBT, the It Gets Better Project which began on YouTube in response to the youth suicides in 2010, sends messages to teens to help them believe that their lives will improve. This is a recently published book with the same title.
Ritch C. Savin-Williams, The New Gay Teenager (First Harvard University Press, 2006)
Note: Williams discusses how LGBT teens find the labels of previous generations static and stifling. They may not categorize themselves as their LGBT forebears did, and they may be less interested in labels, period. It’s an interesting read, but it’s also somewhat on the academic side and stats-driven (study of studies).
Out of the Blue: A CAMD Student Project (Phillips Academy, 2014)
Note: Among many other topics, this is a great resource for sexual identity/orientation.
In addition, the Sex Education Working Group compiled the following list of websites as helpful resources:
Note: The It’s Your Sex Life Guide is part of an Emmy and Peabody Award-winning public information campaign partnership between the Kaiser Family Foundation and MTV to support young people in making responsible decisions about their sexual health. The site focuses on preventing the spread of HIV/AIDS and other sexually transmitted diseases and reducing unintended pregnancy.
Note: The Respect Yourself Campaign is a UK based partnership between Warwickshire County Council and Coventry University designed to engage with young people around issues of relationships and sex, especially the areas in which young people are lacking from contemporary school-based RSE (relationships and sex education). RespectYourself.org is place where young people can safely explore their emerging sexuality, without judgment and a place where they can ask questions and receive open and honest answers.
Note: Sexetc.org is a comprehensive sex ed resource by teens, for teens. This peer-to-peer communication site is monitored and run though Answer, the national sexuality education organization based at Rutgers University. The website provides information about relationships, sex, LGBTQ, biology, sexually transmitted diseases, pregnancy, birth control, and abuse and violence.
Note: The American Psychological Association (APA) hosts a trustworthy website that addresses many topics in psychology. This site reviews articles as resources to guide or instruct work with students, parents, and faculty members. This website often includes recent and up to date sources of intervention as well as pertinent data.
Note: The National Association of School Psychologist (NASP) also integrates research and data regarding psychological topics and has helpful handouts available.
Note: The above link hosted by The University of Texas at Austin represents a comprehensive set of resources addressing sexual assault, rejection, relationships, dating violence, sexual consent, and healthy sexuality.
Note: From the American Academy of Pediatrics, this website has short content on a wide range of sexual health topics for adolescents and parents, and is updated regularly.
Note: For quick answers to quick sexual health questions that our students ask regularly.
Note: This website includes current statistics to stay on top of trends and includes data from the Youth Risk Behavior Survey. This gives access to all of the data available nationally, and you can sort it by a number of variables (geography, specific “risk” question, year, grade, race/ethnicity, etc).
Fascinating reflection on diversity and Silicon Valley culture.
So excited to welcome the Cambridge Public Library to the Digital Public Library of America!
The Cambridge Public Library is now officially part of the Digital Public Library of America or as it is informally called DPLA. The Cambridge City Directories are now available at the DPLA. As we digitize more and more historical materials, we’ll add more items to the DPLA.
The Digital Public Library of America is one year old! We launched in April, 2013 after a few years of planning and barnstorming the country for ideas, inspiration, and volunteers. While we postponed the launch celebration due to the tragic Marathon bombing that same week just outside the Boston Public Library, the site — at http://dp.la — went live, on time and on budget. (I wrote about the launch on this blog here.) The first year has been a lot of hard work and a ton of fun.
The progress report for year one, posted officially here, is excellent. Led by executive director Dan Cohen and a very impressive team that is now eight strong, the DPLA has grown to include more than 7,000,000 objects (more than triple what we started with). These images, texts, books, and more come from all 50 states in the country. The number of partners grows every month, with nearly a third of all states boasting on-ramps to the DPLA (which we call “service hubs”) and thousands of major institutions participating in digitizing and sharing materials online. The pace of growth is terrific: demand to join the DPLA as a content provider far outstrips our ability to bring the materials in, which bodes well for future growth. Usage through the website and especially the open API continues to grow, with more than 1,000,000 people who have used the site directly and close to 10,000,000 API calls. Over time, those numbers should grow markedly, too. Mike Kelley of Publishers Weekly did a great round-up piece on the first year results. The team has a fitting and wonderful new home at the Boston Public Library, one of the effort’s early and sustaining partners.
In recent months, two additional major funders have joined the coalition by making promising new grants. Announced at the DPLAFest in the fall, the Gates Foundation has made a grant to enable the DPLA to work directly with public librarians around the country on professional development and usage of the DPLA as an innovative platform. The Mellon Foundation has made a new grant this past month to support the study of sustainability models for this ambitious, nation-sized initiative. The core funders, led by the Sloan Foundation and including the IMLS, the NEH, Knight Foundation (disclosure: I am its board chair), the Soros Foundation, Arcadia Fund, and others have been consistently helpful and have made the effort into a true public-private partnership to support libraries and innovation for the digital era. Key partners, such as the Hathi Trust, Internet Archive, and the National Archives among many others, continue to be essential parts of the puzzle. The New York Public Library has been an amazing partner of late, doubling down by adding in its entire digital collections to the DPLA’s mix.
As the DPLA’s board chair, I have on my mind a few additional challenges when it comes to year two. As with any start-up, the maintenance of momentum is essential. In the lead up to the launch, when the idea was still completely new and fresh, the DPLA attracted the involvement of more than 1,000 people through various outreach mechanisms. Now that the DPLA is into a building and doing mode, the trick will be to ensure that the same inclusive spirit drives us forward. The new Community Reps program is off to a highly promising start. The meetings all continue to be open and volunteers of all sorts most welcome. The DPLA community needs to keep growing in order to thrive, even as we have to have heads-down to keep up with the interest in participating — a great problem to have.
A second topic is the growth of the eBooks question. The DPLA includes more than a million books, but there are many more that could be included. As the growth of eBook adoption grows, and as the importance to libraries, publishers, and readers grows, the DPLA is working on its strategy for being a part of a positive future in this respect. There are many possible roles to play; despite the amount on our plate already, and the desire to get to 50 state hubs and other pre-existing goals, an answer to this question will be important in this coming year and beyond.
Finally, I remain struck by the importance of making the DPLA a national-scale enterprise, and also part of an international effort, to support libraries and their users as we transition to a digital era. I am delighted at the continued private support for this national effort, mostly from a growing group of major foundations, whose leaders, including Doron Weber at Sloan Foundation, see the importance of this work and have committed to it financially.
What puzzles me is why, even after a successful launch and proof of the demand for this service, the public-sector support for DPLA is limited to a few (essential and wonderful) federal institutions. Our stalwart partners include the National Archives, the Smithsonian, IMLS, and the NEH, who have been there since the inception of this idea. Today, the GPO has joined the effort officially, which is huge and positive news.
Now, I am not so naive as to imagine that the Congress would all of a sudden recognize the need for America to have a digital library system and decide to fund its scaling up, as great as that might be. But for all the Washington talk of the “importance of public-private partnerships”, I would have imagined that more government entities with unique content and funders would be jumping up to join with the private sector in this public-spirited enterprise. In my cynical moments, I have a sense that “public-private partnership” means a suggestion by government that the private sector ought to go and do those things that the public sector is not getting done. Perhaps in year two and beyond the public side will grow more than it has in year one. It is never too late to join this particular party.
My primary sensation at the end of year one for the DPLA is of deep gratitude for the partnership and friendship of those who have joined together, as volunteers in the public interest, to get this important endeavor and to the crack staff who are devoting their professional life to getting it off the ground. Dan Cohen and his team on the ground are doing amazing work to build the DPLA for a sustainable, exciting future.
The New York Times’ Brian Stelter and Brad Stone have a very thoughtful piece in the paper today about the changing role of censorship in an Internet age, with references to ONI work. The final point, made in the story by Ethan Zuckerman, draws an appropriate connection to the Green Dam story in China from a few weeks ago.
This is just thrilling.
Seattle University School of Law is hosting a workshop on the “Future of the Legal Course Book.” It’s a very nicely organized, timely session, brought together by Prof. David Skover, Ron Collins, and deans Ed Rubin of Vanderbilt and Kellye Testy of Seattle University. On the table: how should we rethink the legal case book in the name of improving pedagogy in law schools?
It occurs to me is that the key conceptual shift is that virtually all information – whether or not related to the law – is now created, stored, and shared in digital format for starters. Our students, too, are “born digital.” Our students have a very different relationship to information today than they did a generation ago. They were small children when the DVD replaced the VCR. Research, for our students, is more likely to mean a Google or Lexis search from a web browser than a trip to the library. They rarely, if ever, buy the newspaper in hard copy, but they graze through copious amounts of news and other information online. (Even some law professors are now more comfortable in the use of online tools for legal research and analysis than in the system of Reporters and Pocket Parts.) Law school community members are learning, accessing information, and expressing themselves in new, digitally-inspired ways – sometimes good, sometimes not so good. Others outside our community are increasingly learning about us and what we do from our web presence.
Five to ten years from now, I think it’s likely that legal case books, too, will be born digital — and then rendered in a variety of formats, whether a good old-fashioned book or a Kindle/eReader file or a series of web pages and interactive exercises. Updates could happen online, wiki-style (or not, if authors want to lock things down into a single format or series of files). Faculty and teachers could click and unclick cases and lessons and questions that they’d like to use in class. One could imagine that some students would click “buy in paper” and would get a print-on-demand version of the book sent overnight to them in the mail (say, for $49.95). Others would click “buy it for my Tablet/Reader/Kindle/Whatever” (for $49.95 minus some discount). Still others, perhaps hearing-impaired students, would click on “read it to me,” and so forth.
There are surely reasons why such a future may not come to pass. Some have raised concerns about legacy IP rights, strong interests by publishers in the current regime, and so forth, as barriers to such a future. I think that the primary question to ask is about new investments: the bulk of our new investment in teaching materials and platforms be placed in materials that are cleared in a way that facilitates this future. The barriers we should focus on are those that stand in the way of our shifting (at least some of) of new investments (of time, money, etc.) from one primarily oriented toward the analog to one that has a substantial digital emphasis in the first instance.
To be clear: Books remain important. Books are not going away anytime soon; nor should they. Hard-copies of books are important on many levels. Many people prefer to read hard-copies of books to digital forms of books, despite massive ongoing investments in technologies like the Sony Reader, the Amazon Kindle, and new technologies at the MIT Media Lab; we like to curl up with them in bed, collect them on bookshelves as signals of our knowledge (or for easy access), take them to the beach, and so forth. Books represent a stable format, unlikely the constantly-changing digital formats that imperil digital record-keeping processes over the long-term. Books are the cornerstone, for now at least, of the large and important publishing industry, whose leaders play an important role in democracies and cultures around the world. Books have the advantage, under United States law at least, of being covered by the first sale doctrine (you can give them away, or lend them, or sell them in a secondary market). But books have downsides, too – the “slow fire” phenomenon, the high cost of production (compared to their digital counterparts), and the high cost of storage and distribution. And, as many have pointed out here in Seattle, the presumption of *only* the traditional form of the book for case-based law teaching is inhibiting experimentation with new pedagogies.
As law schools, I think our work in the area of academic computing should be to facilitate this bright future of course materials born digital and rendered in various formats. We need to make it easy for faculty to experiment with new technologies in support of their teaching, research, and scholarship — especially in an era of large-scale curricular reform at places like Vanderbilt, Harvard, and others.
And there’s a need for leadership across schools, too, to develop the platform that makes this future possible. There are building blocks coming together: CALI’s eLangdell, Rice’s Connexions, and so forth. Publishers have a role to play here, too, both through their own experimentation and participation with broader, open efforts. It will be fun to be part of such an effort.
The final book in the MIT Press/MacArthur series on Digital Media and Learning (well, final only in terms of my getting around to writing up a review of it on this blog!) is “Digital Media, Youth, and Credibility,” edited by Miriam J. Metzger and Andrew J. Flanagin. It’s not last because it is the least important or least good, but rather it’s the taken the longest time to think about it and its message.
The topic of credibility (and the related themes of information quality and access) is incredibly important — and also very, very hard to get a grip on. It turns out that my co-author on Born Digital, Urs Gasser, is among the world’s experts on this topic in law, so I was in luck. He did most of the research and drafting on our chapters on Quality and Overload. This work also bumps up against what we at the Berkman Center have been struggling with for some time in the context of old and new media and credibility, with our conference on Blogging, Journalism and Credibility and, more recently, the Media Re:Public project.
In their introduction, the editors start out with a summary of each chapter — abstracts, almost — which together serve as a helpful device for those readers who don’t hav the time or inclination to make it through the entire volume. Not suprisingly, the summaries are worthy and faithful to the articles themselves.
Together, the editors have also written a first chapter on opportunities and challenges in the context of online credibility. Their section on “Defining Credibility” and related context (pp. 7 – 9) is useful and could serve as a reference point for other articles on the topic. Their grounding, more generally, of credibility in the youth digital learning environment got me thinking hard about the power of the search algorithms (Google’s PageRank, of course, chief among them) and the impact that these engineering decisions have on what young people are learning and will be learning. A few people in the private sector may never have had such power over a key aspect of learning in history.
The second essay by Metzger and Flanagin also includes “a call to arms to researchers, educators, policy makers, and others concerned with these issues to understand how youth think about credibility in the digital media environment and to devise a plan to assist youth in finding and evaluating the information they need.” (p. 17) Sounds right, but also sounds like a huge challenge.
The summary finding from the editors that grabbed me the most: “Perhaps the most consistent theme across all these stakeholders is that digital technologies complicate traditional notions of hierarchies and authority structures.” (p. 18) Quite right: hierarchies and authority structures don’t go away, they are just shifted around, with new players in the mix. Hierarchy and authority aren’t gone, and won’t go, they’re just different, in ways we are only beginning to understand. (Hence, in my view, the growing importance of librarians and many forms of teachers.)
The book also includes a second “call to arms,” this time in favor of “teaching credibility assessment.” (p. 155) Frances Jacobson Harris notes, quite rightly, that “meaningful access to digital information resources and systems in schools is about much more than a physical connection to the Internet. Digital natives are not necessarily skilled or critical consumers of digital information. Many are still novices when it comes to searching, selecting, and assessing the meaning and value of the information they find.” (p. 155) This is one of the key themes that we explore in Born Digital, and which has previously been built out effectively by Henry Jenkins, Eszter Hargittai, and others. Overall, this essay is totally wonderful: clear, compelling, and with a great conclusion. (pp. 172-3)
David Lankes, in “Trusting the Internet,” offers a nice piece on what he calls “information self-sufficiency” and its implications. It’s well-grounded in the technology and the tools under development on the net. (See especially pp. 115 – 7) I liked this line: “Just like libraries used to produce pathfinders and annotated bibliographies, users will soon be able to find a piece of information, such as a Web site, and follow that information to all of the other public information used in a given conversation.” (p. 114)
One of the sub-themes in the DML series has been the overlay of health and information in the lives of young people. That theme is picked up here in Gunther Eysenbach’s piece on credibility and information related to health online. He introduces and evaluates an interesting model, called DIDA, on the flow of information online. (pp. 132 – 3) The punchline, as one might imagine, is that many people go first to the Internet and second to their doctor for health information today; and there’s still a rich mix of people who consider online information credible and those who are more likely to be skeptical of it (certainly squaring with our own research on young people and digital media, to be sure). (pp. 125 – 6)
Fred Weingarten of the ALA’s Office for Information Technology Policy concludes the volume with a constructive essay on the (limited) role of government in respect to the credibility of information online, which he summarizes into three easy-to-understand categories. (pp. 181 – 2)
So, we are left with two clear calls to arms, some helpful frameworks, and a huge challenge ahead of us. The answer, as unfulfilling as it sounds, has to be to work on critical thinking skills through the schools, libraries, and traditional modes of parenting and peer-learning. Though technology can help, it won’t solve the problems and it may bring about some new problems of its own; I don’t think there will be any short-cuts. But the pay-off of serious engagement on this topic could be enormous in terms of acess to information and new ways of teaching, learning, and engaging in civic life.
Thanks, so much, to the team that Connie Yowell and the MacArthur Foundation and MIT Press put together to develop this series of six books. What a rich resource the collection is, as bound volumes; free downloads; and directions for future research and leadership.