Designing a web site for young people, at Museums and the Web

Rough notes on this one. . .

“Designing a web site for young people: the challenges of appealing to a diverse and fickle audience”
Rose Cardiff, Tate Onlinefull paper online here

User-generated content

Potential issues:

  • child protection law for children under age 16 in UK
  • IPR and copyright
  • cost and effort of moderating site if it’s a success
  • server requirements for hosting a lot of new content
  • quality of content and relevance to the young programs at the Tate

Tate’s approach

  • involve young people in the design and content of the site
  • commission young people to produce content
  • showcase content produced at Young Tate events
  • provide opportunities for young people to interact w/artists

Challenges

  • wide age range (13-25 years old)
  • young people from diverse backgrounds
  • youth based at different locations
  • setting youth expectations
  • expecting too much from youth
  • time req’d to involve young people fully in the process
  • need for a clear, structured process

commissioned students felt restricted by Tate’s reputation

Future plans

  • Not enough to “do” on the site
  • more interactivity and opportunities for young people to contribute – such as taking photos with mobile phones and uploading them to the site
  • Expand the site beyond the in-gallery programme to offer more to online visitors
  • Arist-led online projects that everyone can contribute to – a curated space on the site, an artwork in its own right where the artists and young people work together using mobile phone images
  • More opportunities to interact directly with artists through web 2.0 technologies such as blogs

Brewster Kahle, keynote, Museums & the Web conference

Brewster Kahle of the Internet Archive opened Museums and the Web 2007 with an inspiring keynote address. He argued that providing universal access to all published human knowledge is within our grasp. Yes, you read that correctly: public access to all published texts, audio, video, etc. is possible and practical with our current infrastructure. We’re talking Sumerian tablets to the latest thing deposited in the U.S. Library of Congress.

And, Kahle reports, this project can be undertaken relatively economically. Take books, for example. Kahle estimates that maybe 100 million books have ever been published. One book, he said, can be digitized to a size of 1 MB. One million books = 100 terabytes. The computer hardware to store 100 terabytes costs about $150,000 and fits in a podium-sized cabinet.

Anyone can download these books to read them, or could order books via print on demand. Printing and binding a 100-page book costs $1. So your average book would be about $3 to print and give away to folks in regions of the world where there aren’t many books to be had. Kahle cited a Harvard study that concluded it costs $3 to lend a book to people, so why not, Kahle asked, give the books away? And Kahle’s group did this very thing, putting together bookmobiles to be sent to such remote areas as rural Uganda to print books. (Problem: They hadn’t yet digitized the right books, the ones that would be in demand in Uganda. It appears the Ugandans found the selection lacking.) One alternative to print on demand for developing countries: the $100 laptop from MIT.

Of course, there are also the costs of scanning and digitizing all these books to be taken into account. It costs about 10¢/page to do this domestically, or $10/book to send the tomes to India or China, have them scanned, and sent back. Scanning books domestically, Kahle estimates, would cost $30 million per million books.

Any giant book digitization project must contend with copyright issues and access to the physical books. Out-of-copyright works are free of legal constraints, but the printed copies themselves aren’t always readily available for scanning. They’re in private collections or being preserved in archives, for example. In-copyright books are a sticky wicket. Kahle reports that out-of-print books are, by definition, not commercially viable, and thus negotiating the right to print them noncommercially is apparently not too difficult. Books that are still in print, however, will probably have to be digitized by their publishers, who will want, in turn, to keep them under commercial lock and key.

Currently, the Internet Archive digitizes books at a rate of 12,000 per month.

Kahle is also interested in audio files. He estimates there are two to three million published audio works. However, rights issues are, in Kahle’s words, “thornier” than for texts. Still, commercial recordings aside, there are plenty of folk cultures who may want to preserve and distribute their aural culture yet lack the resources to do so. The Internet Archive promises such groups unlimited storage and bandwidth forever, for free. The Archive offers the same deal to legal “bootleg” copies of rock concerts where the bands being recorded gave fans permission to record their concerts. The Archive once again secures permission from bands–as Kahle points out, there’s a big difference between recording a concert to swap on tape and putting that concert online for the world to access. Currently, the Archive has 36,000 concerts online. The audio files also include speeches, radio, commericals, and more. Such materials cost $10/disk or $10 per hour of audio to digitize.

Moving on to moving images: There are 150,000 to 200,000 films that have been released theatrically. Over half of these, Kahle reports, are Indian. Current 800 of these movies that have fallen into the public domain are available on the Internet Archive. It costs $100 to $200 per hour of movie to digitize celluloid. The archive is also recording material from 20 television networks worldwide, but has not placed its million hours of TV content online because of copyright restrictions. The one exception? You can find TV broadcasts from the week of September 11, 2001.

By opening up the servers to anyone with a movie to upload, the Internet Archive is serving subcultures that aren’t widely known. These include speed runs–videos of people navigating entire computer games in record time–and animation of Lego bricks.

The Internet Archive is perhaps most famous for the Wayback Machine, which has been collecting web pages since 1996. The Archive collects the entire web every two months. The two-month window is a key one because the average web page life is 100 days–that is, after 100 days it’s likely to have been changed or deleted.

Kahle referenced historical burning and pillaging of libraries, and emphasized the importance of having more than one copy of the Archive. Accordingly, the Archive has given one copy to the new Library of Alexandria. The Archive is also being copied onto servers in Amsterdam. Currently, the primary Archive is in San Francisco and represents a petabyte of information. For those of you keeping track at home, that’s 1,000,000,000,000,000 bytes.

Kahle pointed out that facilitating the sharing of materials that don’t originate within an institution remains a novel idea. Still, respectful cultural institutions that don’t make a profit have a good record of getting permissions and rights for materials of all sorts. The exception is with software, which is protected by the Digital Millennium Copyright Act. The Archive spent $30,000 in legal fees to eke out three years of permission to reproduce the materials.

Kahle’s passion for the subject peaked when he discussed the political and social issues surrounding the project. He was especially emphatic that the aggregate material currently owned by cultural institutions doesn’t end up behind commercial gates. He declared such a scenario would be “a nightmare.” Already, he reminded the audience, academic content in journals is inaccessible to most people, locked behind paid institutional subscriptions accessible only on corporate sites.

His motto? “Public or Perish.”

Pseudo-liveblogging Museums and the Web

The wireless access in the Grand Ballroom here at Museums and the Web leaves something to be desired, so I’m not liveblogging so much as delayed blogging.

All right. . .bring on the posts!

Museums and the Web

Although I’ve been quiet around these parts lately, I’m very much looking forward to Museums and the Web. I’ll be around on Thursday and Friday, and I’m looking forward to meeting other museum bloggers!

Using museums’ online content in student e-portfolios

[Update: A couple months ago, I began a new job as an academic technologist in higher education. While I miss teaching undergraduates, it’s nice to be free of grading and late-night class planning. Instead, every day I get to think about pedagogy and technology. I help faculty think about how technology can help them meet their teaching and learning goals. While I am learning and thinking about all kinds of technologies, I’m primarily supporting my institution’s rollout of Sakai, an open-source course and project management system packed with useful tools.

Accordingly, I’ve been thinking a lot more not just about how educators–and, by extension, educational institutions like museums–might use technology in support of learning, but also how students of all ages might create online learning portfolios packed with resources from museums and archives. By extension, anyone might use the same tools and content to create and share their own portfolios about their passions.]

I may have a different definition of student portfolios than do most people. Traditionally, student portfolios contain one or more of the following: a few examples of a student’s best work over a term, work that demonstrates a student’s improvement over a term, a student’s reflection on her improvement over the period represented by the portfolio, and examples of work that illustrate a student’s advancement toward a goal.

In an age of social networking, however, it’s important that students also demonstrate social-technological literacies, including the ability to collaborate online and to use web-based distributed knowledge to craft original work. The focus, in other words, is not on an individual student’s product, but rather on the process of successful learning.

In this vision of a portfolio, then, students would collect digital resources, communicate with others about these resources, and create an original project (an essay, video, photo essay, wiki, etc.) based on these resources. The goal is for students to demonstrate they can use the wide variety of resources and communication tools available online, and–more importantly–that they can synthesize information from these sources into a well-argued research paper or multimedia project.

In creating such a project and documenting her research process, the student is also creating a new, valuable resource on which future students and researchers might build.

So, for example, a college student might undertake research on the polio epidemic in the U.S. in the mid 20th century. The portfolio might include:

– The research paper, collection of podcasts, video, or other project created by the student.

– A digital research trail tracing the student’s research across various digital resources, including, for example, Google Scholar, Technorati, and library databases, along with a description of why the student chose to pursue the resources and paths she did.

– A collection of RSS feeds to resources she used, for example this feed on polio from Google News.

– Existing or student-created video (or, in the case of copyrighted material, links to videos) or audio interviews with people who were afflicted with polio.

– Text or audio interviews with developers or users of medical devices and drugs related to polio prevention and treatment. She might link, for example, to the “Cool Things” podcast about a polio brace at the Kansas State Historical Society.

– Photos, or links to photos, from historical societies’ and museums’ online collections.

The question for museums and archives is this: How can institutions encourage such educational use and synthesis of their resources? And how should they handle issues of copyright and the provenance of images when students want to use their resources?

I’m not sure we can trust such a task to history professors; at this year’s Educause Learning Initiative conference, I attended a session (liveblogged here) that focused in part on history faculty and visual literacy. One presenter said history faculty, while meticulous with texts, are too casual (or even ignorant) about the provenance and copyright issues surrounding images and their use of them.

As a historian who has undertaken research in museums’ physical archives, I’m very excited about the digitization of collections. But digitizing collections is, of course, just the first step. How can we encourage people–and not just scholars, but passionate, thoughtful web users, including students–to disseminate news of institutional collections and resources by creating new resources based on museum artifacts and ephemera?

Teaching students to find online resources and assemble narratives and collections is, I think, an excellent first step. Such an assignment asks them not only to develop technoliteracies, but also to engage with history in ways that make it relevant to their own lives and the lives of their peers. And the more primary resources museums and archives make available online, the greater the chance that some object or document will spark a student’s passion for a subject.

Digitized museum collections and intellectual property

Researchers at the New York Law School are working on a whitepaper that addresses the intersection of digitized museum collections and the law. From the project site:

The Digital Museums Project is dedicated to the examination of legal and policy issues relating to the digitized activity of museums. The members of this project will produce a whitepaper analyzing the current digitized cultural property models under different systems of law. The research will mainly cover the intellectual property issues raised by digitizing museum collections. Team members also intend to consider attitudes towards distribution and reproduction of content, public access rights, artist rights, digital rights management schemes, business & technology models, licensing models and digital cultural heritage. Special attention will be given to the effect these issues have on developing countries. This analysis will focus on shaping the legal rights and duties that accompany the current digitized cultural property models and the team will propose alternatives to these models, if necessary. The primary component of the research will be satisfied through networking with members of the art and law community. Supporting research will be completed through examination of legal doctrine.

The site also includes a questionnaire the research team will be using in its interviews of professional in the fields of art and law.

This is definitely a valuable project worth keeping track of.