Library of Congress Workshop on Etexts Part 2

The fourth process of scholarly communication is dissemination of research findings, that is, publication. Scholars are using existing research and education networks to engineer a new type of publication: scholarly-controlled journals that are electronically produced and disseminated. Although such journals are still emerging as a communication format, their number has grown, from approximately twelve to thirty-six during the past year (July 1991 to June 1992). Most of these electronic scholarly journals are devoted to topics in the humanities. As with network conferences, scholarly enthusiasm for these electronic journals stems from the medium's unique ability to advance scholars.h.i.+p in a way that no other medium can do by supporting global feedback and interchange, practically in real time, early in the research process. Beyond scholarly journals, MICHELSON remarked the delivery of commercial full-text products, such as articles in professional journals, newsletters, magazines, wire services, and reference sources. These are being delivered via on-line local library catalogues, especially through CD-ROMs. Furthermore, according to MICHELSON, there is general optimism that the copyright and fees issues impeding the delivery of full text on existing research and education networks soon will be resolved.

The final process of scholarly communication is curriculum development and instruction, and this involves the use of computer information technologies in two areas. The first is the development of computer-oriented instructional tools, which includes simulations, multimedia applications, and computer tools that are used to a.s.sist in the a.n.a.lysis of sources in the cla.s.sroom, etc. The Perseus Project, a database that provides a multimedia curriculum on cla.s.sical Greek civilization, is a good example of the way in which entire curricula are being recast using information technologies. It is antic.i.p.ated that the current difficulty in exchanging electronically computer-based instructional software, which in turn makes it difficult for one scholar to build upon the work of others, will be resolved before too long.

Stand-alone curricular applications that involve electronic text will be sharable through networks, reinforcing their significance as intellectual products as well as instructional tools.

The second aspect of electronic learning involves the use of research and education networks for distance education programs. Such programs interactively link teachers with students in geographically scattered locations and rely on the availability of electronic instructional resources. Distance education programs are gaining wide appeal among state departments of education because of their demonstrated capacity to bring advanced specialized course work and an array of experts to many cla.s.srooms. A recent report found that at least 32 states operated at least one statewide network for education in 1991, with networks under development in many of the remaining states.

MICHELSON summarized this section by noting two striking changes taking place in scholarly communication among humanities scholars. First is the extent to which electronic text in particular, and electronic resources in general, are being infused into each of the five processes described above. As mentioned earlier, there is a certain synergy at work here.

The use of electronic resources for one process tends to stimulate its use for other processes, because the chief course of movement is toward a comprehensive on-line working context for humanities scholars that includes on-line availability of key bibliographies, scholarly feedback, sources, a.n.a.lytical tools, and publications. MICHELSON noted further that the movement toward a comprehensive on-line working context for humanities scholars is not new. In fact, it has been underway for more than forty years in the humanities, since Father Roberto Busa began developing an electronic concordance of the works of Saint Thomas Aquinas in 1949. What we are witnessing today, MICHELSON contended, is not the beginning of this on-line transition but, for at least some humanities scholars, the turning point in the transition from a print to an electronic working context. Coinciding with the on-line transition, the second striking change is the extent to which research and education networks are becoming the new medium of scholarly communication. The existing Internet and the pending National Education and Research Network (NREN) represent the new meeting ground where scholars are going for bibliographic information, scholarly dialogue and feedback, the most current publications in their field, and high-level educational offerings. Traditional scholarly practices are undergoing tremendous transformations as a result of the emergence and growing prominence of what is called network-mediated scholars.h.i.+p.

MICHELSON next turned to the second element of the framework she proposed at the outset of her talk for evaluating the prospects for electronic text, namely the key information technology trends affecting the conduct of scholarly communication over the next decade: 1) end-user computing and 2) connectivity.

End-user computing means that the person touching the keyboard, or performing computations, is the same as the person who initiates or consumes the computation. The emergence of personal computers, along with a host of other forces, such as ubiquitous computing, advances in interface design, and the on-line transition, is prompting the consumers of computation to do their own computing, and is thus rendering obsolete the traditional distinction between end users and ultimate users.

The trend toward end-user computing is significant to consideration of the prospects for electronic texts because it means that researchers are becoming more adept at doing their own computations and, thus, more competent in the use of electronic media. By avoiding programmer intermediaries, computation is becoming central to the researcher's thought process. This direct involvement in computing is changing the researcher's perspective on the nature of research itself, that is, the kinds of questions that can be posed, the a.n.a.lytical methodologies that can be used, the types and amount of sources that are appropriate for a.n.a.lyses, and the form in which findings are presented. The trend toward end-user computing means that, increasingly, electronic media and computation are being infused into all processes of humanities scholars.h.i.+p, inspiring remarkable transformations in scholarly communication.

The trend toward greater connectivity suggests that researchers are using computation increasingly in network environments. Connectivity is important to scholars.h.i.+p because it erases the distance that separates students from teachers and scholars from their colleagues, while allowing users to access remote databases, share information in many different media, connect to their working context wherever they are, and collaborate in all phases of research.

The combination of the trend toward end-user computing and the trend toward connectivity suggests that the scholarly use of electronic resources, already evident among some researchers, will soon become an established feature of scholars.h.i.+p. The effects of these trends, along with ongoing changes in scholarly practices, point to a future in which humanities researchers will use computation and electronic communication to help them formulate ideas, access sources, perform research, collaborate with colleagues, seek peer review, publish and disseminate results, and engage in many other professional and educational activities.

In summary, MICHELSON emphasized four points: 1) A portion of humanities scholars already consider electronic texts the preferred format for a.n.a.lysis and dissemination. 2) Scholars are using these electronic texts, in conjunction with other electronic resources, in all the processes of scholarly communication. 3) The humanities scholars'

working context is in the process of changing from print technology to electronic technology, in many ways mirroring transformations that have occurred or are occurring within the scientific community. 4) These changes are occurring in conjunction with the development of a new communication medium: research and education networks that are characterized by their capacity to advance scholars.h.i.+p in a wholly unique way.

MICHELSON also reiterated her three princ.i.p.al arguments: l) Electronic texts are best understood in terms of the relations.h.i.+p to other electronic resources and the growing prominence of network-mediated scholars.h.i.+p. 2) The prospects for electronic texts lie in their capacity to be integrated into the on-line network of electronic resources that comprise the new working context for scholars. 3) Retrospective conversion of portions of the scholarly record should be a key strategy as information providers respond to changes in scholarly communication practices.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ VECCIA * AM's evaluation project and public users of electronic resources * AM and its design * Site selection and evaluating the Macintosh implementation of AM * Characteristics of the six public libraries selected * Characteristics of AM's users in these libraries * Princ.i.p.al ways AM is being used *

Susan VECCIA, team leader, and Joanne FREEMAN, a.s.sociate coordinator, American Memory, Library of Congress, gave a joint presentation. First, by way of introduction, VECCIA explained her and FREEMAN's roles in American Memory (AM). Serving princ.i.p.ally as an observer, VECCIA has a.s.sisted with the evaluation project of AM, placing AM collections in a variety of different sites around the country and helping to organize and implement that project. FREEMAN has been an a.s.sociate coordinator of AM and has been involved princ.i.p.ally with the interpretative materials, preparing some of the electronic exhibits and printed historical information that accompanies AM and that is requested by users. VECCIA and FREEMAN shared anecdotal observations concerning AM with public users of electronic resources. Notwithstanding a fairly structured evaluation in progress, both VECCIA and FREEMAN chose not to report on specifics in terms of numbers, etc., because they felt it was too early in the evaluation project to do so.

AM is an electronic archive of primary source materials from the Library of Congress, selected collections representing a variety of formats-- photographs, graphic arts, recorded sound, motion pictures, broadsides, and soon, pamphlets and books. In terms of the design of this system, the interpretative exhibits have been kept separate from the primary resources, with good reason. Accompanying this collection are printed doc.u.mentation and user guides, as well as guides that FREEMAN prepared for teachers so that they may begin using the content of the system at once.

VECCIA described the evaluation project before talking about the public users of AM, limiting her remarks to public libraries, because FREEMAN would talk more specifically about schools from kindergarten to twelfth grade (K-12). Having started in spring 1991, the evaluation currently involves testing of the Macintosh implementation of AM. Since the primary goal of this evaluation is to determine the most appropriate audience or audiences for AM, very different sites were selected. This makes evaluation difficult because of the varying degrees of technology literacy among the sites. AM is situated in forty-four locations, of which six are public libraries and sixteen are schools. Represented among the schools are elementary, junior high, and high schools.

District offices also are involved in the evaluation, which will conclude in summer 1993.

VECCIA focused the remainder of her talk on the six public libraries, one of which doubles as a state library. They represent a range of geographic areas and a range of demographic characteristics. For example, three are located in urban settings, two in rural settings, and one in a suburban setting. A range of technical expertise is to be found among these facilities as well. For example, one is an "Apple library of the future," while two others are rural one-room libraries--in one, AM sits at the front desk next to a tractor manual.

All public libraries have been extremely enthusiastic, supportive, and appreciative of the work that AM has been doing. VECCIA characterized various users: Most users in public libraries describe themselves as general readers; of the students who use AM in the public libraries, those in fourth grade and above seem most interested. Public libraries in rural sites tend to attract retired people, who have been highly receptive to AM. Users tend to fall into two additional categories: people interested in the content and historical connotations of these primary resources, and those fascinated by the technology. The format receiving the most comments has been motion pictures. The adult users in public libraries are more comfortable with IBM computers, whereas young people seem comfortable with either IBM or Macintosh, although most of them seem to come from a Macintosh background. This same tendency is found in the schools.

What kinds of things do users do with AM? In a public library there are two main goals or ways that AM is being used: as an individual learning tool, and as a leisure activity. Adult learning was one area that VECCIA would highlight as a possible application for a tool such as AM. She described a patron of a rural public library who comes in every day on his lunch hour and literally reads AM, methodically going through the collection image by image. At the end of his hour he makes an electronic bookmark, puts it in his pocket, and returns to work. The next day he comes in and resumes where he left off. Interestingly, this man had never been in the library before he used AM. In another small, rural library, the coordinator reports that AM is a popular activity for some of the older, retired people in the community, who ordinarily would not use "those things,"--computers. Another example of adult learning in public libraries is book groups, one of which, in particular, is using AM as part of its reading on industrialization, integration, and urbanization in the early 1900s.

One library reports that a family is using AM to help educate their children. In another instance, individuals from a local museum came in to use AM to prepare an exhibit on toys of the past. These two examples emphasize the mission of the public library as a cultural inst.i.tution, reaching out to people who do not have the same resources available to those who live in a metropolitan area or have access to a major library.

One rural library reports that junior high school students in large numbers came in one afternoon to use AM for entertainment. A number of public libraries reported great interest among postcard collectors in the Detroit collection, which was essentially a collection of images used on postcards around the turn of the century. Train buffs are similarly interested because that was a time of great interest in railroading.

People, it was found, relate to things that they know of firsthand. For example, in both rural public libraries where AM was made available, observers reported that the older people with personal remembrances of the turn of the century were gravitating to the Detroit collection.

These examples served to underscore MICHELSON's observation re the integration of electronic tools and ideas--that people learn best when the material relates to something they know.

VECCIA made the final point that in many cases AM serves as a public-relations tool for the public libraries that are testing it. In one case, AM is being used as a vehicle to secure additional funding for the library. In another case, AM has served as an inspiration to the staff of a major local public library in the South to think about ways to make its own collection of photographs more accessible to the public.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ FREEMAN * AM and archival electronic resources in a school environment *

Questions concerning context * Questions concerning the electronic format itself * Computer anxiety * Access and availability of the system *

Hardware * Strengths gained through the use of archival resources in schools *

Reiterating an observation made by VECCIA, that AM is an archival resource made up of primary materials with very little interpretation, FREEMAN stated that the project has attempted to bridge the gap between these bare primary materials and a school environment, and in that cause has created guided introductions to AM collections. Loud demand from the educational community, chiefly from teachers working with the upper grades of elementary school through high school, greeted the announcement that AM would be tested around the country.

FREEMAN reported not only on what was learned about AM in a school environment, but also on several universal questions that were raised concerning archival electronic resources in schools. She discussed several strengths of this type of material in a school environment as opposed to a highly structured resource that offers a limited number of paths to follow.

FREEMAN first raised several questions about using AM in a school environment. There is often some difficulty in developing a sense of what the system contains. Many students sit down at a computer resource and a.s.sume that, because AM comes from the Library of Congress, all of American history is now at their fingertips. As a result of that sort of mistaken judgment, some students are known to conclude that AM contains nothing of use to them when they look for one or two things and do not find them. It is difficult to discover that middle ground where one has a sense of what the system contains. Some students grope toward the idea of an archive, a new idea to them, since they have not previously experienced what it means to have access to a vast body of somewhat random information.

Other questions raised by FREEMAN concerned the electronic format itself.

For instance, in a school environment it is often difficult both for teachers and students to gain a sense of what it is they are viewing.

They understand that it is a visual image, but they do not necessarily know that it is a postcard from the turn of the century, a panoramic photograph, or even machine-readable text of an eighteenth-century broadside, a twentieth-century printed book, or a nineteenth-century diary. That distinction is often difficult for people in a school environment to grasp. Because of that, it occasionally becomes difficult to draw conclusions from what one is viewing.

FREEMAN also noted the obvious fear of the computer, which const.i.tutes a difficulty in using an electronic resource. Though students in general did not suffer from this anxiety, several older students feared that they were computer-illiterate, an a.s.sumption that became self-fulfilling when they searched for something but failed to find it. FREEMAN said she believed that some teachers also fear computer resources, because they believe they lack complete control. FREEMAN related the example of teachers shooing away students because it was not their time to use the system. This was a case in which the situation had to be extremely structured so that the teachers would not feel that they had lost their grasp on what the system contained.

A final question raised by FREEMAN concerned access and availability of the system. She noted the occasional existence of a gap in communication between school librarians and teachers. Often AM sits in a school library and the librarian is the person responsible for monitoring the system. Teachers do not always take into their world new library resources about which the librarian is excited. Indeed, at the sites where AM had been used most effectively within a library, the librarian was required to go to specific teachers and instruct them in its use. As a result, several AM sites will have in-service sessions over a summer, in the hope that perhaps, with a more individualized link, teachers will be more likely to use the resource.

A related issue in the school context concerned the number of workstations available at any one location. Centralization of equipment at the district level, with teachers invited to download things and walk away with them, proved unsuccessful because the hours these offices were open were also school hours.

Another issue was hardware. As VECCIA observed, a range of sites exists, some technologically advanced and others essentially acquiring their first computer for the primary purpose of using it in conjunction with AM's testing. Users at technologically sophisticated sites want even more sophisticated hardware, so that they can perform even more sophisticated tasks with the materials in AM. But once they acquire a newer piece of hardware, they must learn how to use that also; at an unsophisticated site it takes an extremely long time simply to become accustomed to the computer, not to mention the program offered with the computer. All of these small issues raise one large question, namely, are systems like AM truly rewarding in a school environment, or do they simply act as innovative toys that do little more than spark interest?

FREEMAN contended that the evaluation project has revealed several strengths that were gained through the use of archival resources in schools, including:

* Psychic rewards from using AM as a vast, rich database, with teachers a.s.signing various projects to students--oral presentations, written reports, a doc.u.mentary, a turn-of-the-century newspaper-- projects that start with the materials in AM but are completed using other resources; AM thus is used as a research tool in conjunction with other electronic resources, as well as with books and items in the library where the system is set up.

* Students are acquiring computer literacy in a humanities context.

* This sort of system is overcoming the isolation between disciplines that often exists in schools. For example, many English teachers are requiring their students to write papers on historical topics represented in AM. Numerous teachers have reported that their students are learning critical thinking skills using the system.

* On a broader level, AM is introducing primary materials, not only to students but also to teachers, in an environment where often simply none exist--an exciting thing for the students because it helps them learn to conduct research, to interpret, and to draw their own conclusions. In learning to conduct research and what it means, students are motivated to seek knowledge. That relates to another positive outcome--a high level of personal involvement of students with the materials in this system and greater motivation to conduct their own research and draw their own conclusions.

* Perhaps the most ironic strength of these kinds of archival electronic resources is that many of the teachers AM interviewed were desperate, it is no exaggeration to say, not only for primary materials but for unstructured primary materials. These would, they thought, foster personally motivated research, exploration, and excitement in their students. Indeed, these materials have done just that. Ironically, however, this lack of structure produces some of the confusion to which the newness of these kinds of resources may also contribute. The key to effective use of archival products in a school environment is a clear, effective introduction to the system and to what it contains.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ DISCUSSION * Nothing known, quant.i.tatively, about the number of humanities scholars who must see the original versus those who would settle for an edited transcript, or about the ways in which humanities scholars are using information technology * Firm conclusions concerning the manner and extent of the use of supporting materials in print provided by AM to await completion of evaluative study * A listener's reflections on additional applications of electronic texts * Role of electronic resources in teaching elementary research skills to students *

During the discussion that followed the presentations by MICHELSON, VECCIA, and FREEMAN, additional points emerged.

LESK asked if MICHELSON could give any quant.i.tative estimate of the number of humanities scholars who must see or want to see the original, or the best possible version of the material, versus those who typically would settle for an edited transcript. While unable to provide a figure, she offered her impressions as an archivist who has done some reference work and has discussed this issue with other archivists who perform reference, that those who use archives and those who use primary sources for what would be considered very high-level scholarly research, as opposed to, say, undergraduate papers, were few in number, especially given the public interest in using primary sources to conduct genealogical or avocational research and the kind of professional research done by people in private industry or the federal government.

More important in MICHELSON's view was that, quant.i.tatively, nothing is known about the ways in which, for example, humanities scholars are using information technology. No studies exist to offer guidance in creating strategies. The most recent study was conducted in 1985 by the American Council of Learned Societies (ACLS), and what it showed was that 50 percent of humanities scholars at that time were using computers. That const.i.tutes the extent of our knowledge.

Concerning AM's strategy for orienting people toward the scope of electronic resources, FREEMAN could offer no hard conclusions at this point, because she and her colleagues were still waiting to see, particularly in the schools, what has been made of their efforts. Within the system, however, AM has provided what are called electronic exhibits- -such as introductions to time periods and materials--and these are intended to offer a student user a sense of what a broadside is and what it might tell her or him. But FREEMAN conceded that the project staff would have to talk with students next year, after teachers have had a summer to use the materials, and attempt to discover what the students were learning from the materials. In addition, FREEMAN described supporting materials in print provided by AM at the request of local teachers during a meeting held at LC. These included time lines, bibliographies, and other materials that could be reproduced on a photocopier in a cla.s.sroom. Teachers could walk away with and use these, and in this way gain a better understanding of the contents. But again, reaching firm conclusions concerning the manner and extent of their use would have to wait until next year.