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Friday, August 29, 2008
Reading Notes, Week 2
Computer Hardware
-I found it of interest that "the computer hardware familiar to most people, form only a small minority of computers (about 0.2% of all new computers produced in 2003). " This is an amazing statistic when considering the relatively small size of today's computers. This also brings up the question of how much computers really needs to be understood in order for them to be useful to its maximum effciency. Not surprisingly, PCs are the are at the top of the list.
-I will be a challenge to remember all the terms, mostly the acronyms, used when referring to computer hardware. I take it that we won't have to memorize all, or even most, of these terms
Moore's Law
Due to all the arcane language, this is a difficult article to understand but I'll try to do my best. The section of the article I found the most interesting, probably because it's apocalyptic, is the ultimate limits of the law. Eventually, the rate at which transistors are increasing will not be able to sustain itself. What does this hold for the future? Obviously, Moore's Law will cease a predictive indicator for the currents fields in which it is used, but how will it be used for other rapidly advancing technology? There must be other types of technology where the this law is, at least, referred to tangentially.
I would like to see this concept explored more in depth in class (beyond the two minute video - which at least used the folding paper analogy. That made it a little easier to understand). It's fascinating, even by the layperson's point of view, but it needs to broken down so that we can understand the impact it has on computers and the flow of information. Why, exactly, is it so crucial that transistors have been produced to nearly the size of atoms? I'm not sure the article makes this clear.
Computer History Museum
The CHM helps from the standpoint of a timeline. Under the internet history link (http://www.computerhistory.org/internet_history/), one can really get a feel for how much we've advanced (although the information available, rightfully, is basic). This makes it easier to put in context, say, Moore's Law.
Also, I think the youtube channel makes it easier to digest to information, at least among younger generations. But, then again, they'll already understand computers more than those who prefer to read for information anyway. I count myself among the latter group (though I'm still in my 20's).
-I found it of interest that "the computer hardware familiar to most people, form only a small minority of computers (about 0.2% of all new computers produced in 2003). " This is an amazing statistic when considering the relatively small size of today's computers. This also brings up the question of how much computers really needs to be understood in order for them to be useful to its maximum effciency. Not surprisingly, PCs are the are at the top of the list.
-I will be a challenge to remember all the terms, mostly the acronyms, used when referring to computer hardware. I take it that we won't have to memorize all, or even most, of these terms
Moore's Law
Due to all the arcane language, this is a difficult article to understand but I'll try to do my best. The section of the article I found the most interesting, probably because it's apocalyptic, is the ultimate limits of the law. Eventually, the rate at which transistors are increasing will not be able to sustain itself. What does this hold for the future? Obviously, Moore's Law will cease a predictive indicator for the currents fields in which it is used, but how will it be used for other rapidly advancing technology? There must be other types of technology where the this law is, at least, referred to tangentially.
I would like to see this concept explored more in depth in class (beyond the two minute video - which at least used the folding paper analogy. That made it a little easier to understand). It's fascinating, even by the layperson's point of view, but it needs to broken down so that we can understand the impact it has on computers and the flow of information. Why, exactly, is it so crucial that transistors have been produced to nearly the size of atoms? I'm not sure the article makes this clear.
Computer History Museum
The CHM helps from the standpoint of a timeline. Under the internet history link (http://www.computerhistory.org/internet_history/), one can really get a feel for how much we've advanced (although the information available, rightfully, is basic). This makes it easier to put in context, say, Moore's Law.
Also, I think the youtube channel makes it easier to digest to information, at least among younger generations. But, then again, they'll already understand computers more than those who prefer to read for information anyway. I count myself among the latter group (though I'm still in my 20's).
Wednesday, August 27, 2008
Reading Notes, Week 1
Two things about the OCLC article:
First, having bold keywords is helpful, especially if you're unfamiliar with the terms. For example, "perfect content wave" or "format agnostic."
Second, speaking of format agnostic, I am agnostic that consumers don't care what the format their content comes from. Maybe it's just the librarian in me, but I prefer to obtain my information through book or periodical...something in my hands...but, yes, of course, having e-books is a luxury that should someday be easily accessible by the entire public. But at what cost? Hopefully the physical books won't ever become obsolete even if something like ebooks become the main mode of transferring information.
In any event, it seems obvious that the need for information professionals will only increase, because as many different modes of obtaining information develop, and the demand for information increases, it will become necessary to have professional help the public wade through these layers of obfuscation and access information as quickly, and efficiently, as possible.
Lied Library @ Four Years: Technology Never Stands Still
The author states that "[i]nitial equipment and software purchases are a huge expense for any new library" and "Lied Library is constantly evolving to meet user needs and expectations, and funding has been challenging." Where do users earn their savvy? Is it at the library or at home or at work or somewhere else? What role, or responsibility, does the library community play in increasing the public's efficiency in using new technology? These questions are intended to pose a cost-benefit analysis of any library increasing its technology. The core mission of almost any library, as I see it, is to worry more about access to information than to build on technology just for technology's sake. For the time being, though, it appears that the technology of libraries like Lied Library are at a near even rate with the public's expectations - BUT - it is straining library staff. What can be done to mitigate this problem?
Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture
-Note: This article was written in 1998, so it's imperative to digest what has, and what hasn't, happened in the ten years since...
-Note: An important distinction between information technology literacy and information literacy is in sync with what we've learned in class. See slides.
"While immediately applicable skill-oriented training is very useful for
the short-term goal of gaining employment, it is extremely limited and
I would argue that students graduating from the educational system
with only these skills are poorly prepared for life in an information and
information technology intensive culture -- indeed they have in a real
sense been cheated."
-This may have been true in 1998, but is it true now? It is also unclear if the author is referring to high school or college students. In any case, I would argue, at least from the college level, most students are quite aware of the technology that will be included in their workplace. Then again, it may also be a generation gap that is the problem. For instance, I think a 40-year old recent graduate may still have to overcome some barriers that are simply second nature for the 22-year old graduate.
First, having bold keywords is helpful, especially if you're unfamiliar with the terms. For example, "perfect content wave" or "format agnostic."
Second, speaking of format agnostic, I am agnostic that consumers don't care what the format their content comes from. Maybe it's just the librarian in me, but I prefer to obtain my information through book or periodical...something in my hands...but, yes, of course, having e-books is a luxury that should someday be easily accessible by the entire public. But at what cost? Hopefully the physical books won't ever become obsolete even if something like ebooks become the main mode of transferring information.
In any event, it seems obvious that the need for information professionals will only increase, because as many different modes of obtaining information develop, and the demand for information increases, it will become necessary to have professional help the public wade through these layers of obfuscation and access information as quickly, and efficiently, as possible.
Lied Library @ Four Years: Technology Never Stands Still
The author states that "[i]nitial equipment and software purchases are a huge expense for any new library" and "Lied Library is constantly evolving to meet user needs and expectations, and funding has been challenging." Where do users earn their savvy? Is it at the library or at home or at work or somewhere else? What role, or responsibility, does the library community play in increasing the public's efficiency in using new technology? These questions are intended to pose a cost-benefit analysis of any library increasing its technology. The core mission of almost any library, as I see it, is to worry more about access to information than to build on technology just for technology's sake. For the time being, though, it appears that the technology of libraries like Lied Library are at a near even rate with the public's expectations - BUT - it is straining library staff. What can be done to mitigate this problem?
Information Literacy and Information Technology Literacy: New Components in the Curriculum for a Digital Culture
-Note: This article was written in 1998, so it's imperative to digest what has, and what hasn't, happened in the ten years since...
-Note: An important distinction between information technology literacy and information literacy is in sync with what we've learned in class. See slides.
"While immediately applicable skill-oriented training is very useful for
the short-term goal of gaining employment, it is extremely limited and
I would argue that students graduating from the educational system
with only these skills are poorly prepared for life in an information and
information technology intensive culture -- indeed they have in a real
sense been cheated."
-This may have been true in 1998, but is it true now? It is also unclear if the author is referring to high school or college students. In any case, I would argue, at least from the college level, most students are quite aware of the technology that will be included in their workplace. Then again, it may also be a generation gap that is the problem. For instance, I think a 40-year old recent graduate may still have to overcome some barriers that are simply second nature for the 22-year old graduate.
Tuesday, August 26, 2008
Muddiest Point #1
General confusion about weekly participation:
First, I understand that we need to post our reading notes on these blogs, but do we post our comments on the blogs themselves or on the discussion board? Either/or? Both?
Just to clarify, we are reading AND making notes (and commenting?) on the second week's readings by this Friday, correct? The readings assigned this week are to be read, and noted (and commented?), by Tuesday at 3?
I apologize if I'm making all of this more convoluted than it should be, but I am embarrassingly confused by these participation points.
Thanks for any comments.
First, I understand that we need to post our reading notes on these blogs, but do we post our comments on the blogs themselves or on the discussion board? Either/or? Both?
Just to clarify, we are reading AND making notes (and commenting?) on the second week's readings by this Friday, correct? The readings assigned this week are to be read, and noted (and commented?), by Tuesday at 3?
I apologize if I'm making all of this more convoluted than it should be, but I am embarrassingly confused by these participation points.
Thanks for any comments.
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