Why I’m Here

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My name is Lee Konstantinou. I’m an assistant professor at the University of Maryland, College Park. I study contemporary American fiction and culture, and I’m also a novelist.

This is my second book sprint.

During my first book sprint, at the Frankfurt Book Fair, I discussed how my twin perspectives—as a literary academic and a fiction writer—led me to think that we needed to “reimagine (and transform) publishing as a field…from production to distribution to consumption.”

What I meant was that the future of the book was as much a matter of human institutions as of technology. I wanted to bring a sociological perspective to the question of how we’ll write and distribute text in the future. I feel much the same way about the future of reading.

I want to resist the tendency to discuss the future of reading, publishing, and writing solely in terms of technology, to fixate on the finished thing in front of us (whether p-book, e-book, or some hybrid of the two). Against this habit, I want to focus on questions of social process.

These questions indicate how I think about the future of reading:

What is a reader? What capacities do we think readers ought to have? What better models of reading should we promote? What values, assumptions, and ideologies—that is, what normative models of reading—shape the way we build and assess new reading technologies? How do our contemporary models of the reader compare with historical models?

How do we become readers? How do readers come into the world? What are the educational, economic, governmental, and social institutions that make us into the sorts of readers we are? What forces shape our reading practices, communities, and capacities? What are the advantages and limitations of our current institutions of reading?

Will readers flourish or whither away in the future? If we think, as many do, that reading is in crisis in the United States today, what is the nature of that crisis? What are its social, economic, political, and technological origins? What might we do to assess the scope of the crisis? How might we reverse it?

These questions will, I hope, inspire debate. But I believe that the future of reading is in our hands—not in the hands of our machines. I’m here to participate in that debate.

One More Sprint: The End of the Experiment

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Already our third book sprint has distinguished itself: new faces, new approaches (delving much more deeply into design, aesthetics, and music), and some important new questions. Our authors here at Stanford cited science fiction, alternate reality games, typography, and design in their self-introductions; we have an exciting three days ahead of us.

One of the major topics of discussion is the process itself. What are we producing while we’re here, and what should the ultimate outcome be? Will we be satisfied with a static PDF or EPUB document, or should we be aiming for some new model?

This is one of the key reasons I am here: to push the envelope of writing and publishing as performance. But, now that we’re arriving at the end of our roadshow, it’s time to start thinking about the long shadow of publication. Books are spaces of performance not just in the immediate process of authorship, publication, and reception but in the long tail of reading and circulation. How can we keep this gift moving?

Why I’m Here

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Beyond the book, eh? What is more beyond than the book? What technology is as advanced as the book, and has lasted so long to collect and impart information for hundreds of years? Ancient tomes can still be read, still make sense. Microsoft Word can’t even open files that are ten years old. CD-ROMs and Zip drives are long forgotten. Digital technology ages faster than anything as much as it promises eternal life. Or maybe not. Is not the text the thing? Is not content the king? What about books is different than platforms, magazines, web pages, blogs?

I still think a book is a collection of information that the reader spends a sustained amount of time engaging with—hours, days, weeks. That can even happen with an e-book. Hell, I read Gregory David Roberts’ Shantaram (2003) on a first-generation Kindle (not sure why, exactly). In print that would have been 944 pages. Even in black on a gray screen, it held my attention. Only words, only words. I myself write books on music and nature, on aesthetics in evolution. On jamming with birds, whales, and insects. Many of my books have music attached. They used to include CDs but now the publishers say “let’s just offer a link for readers to download the music for free; CDs are an out-of-date technology.” Maybe so, but call me a dinosaur; I’m not ready yet to give my music away in an entirely virtual way. And the CD for Bug Music has sold nearly as many copies as the book, so go figure.

Still, I envision new reading experiences that incorporate music and imagery. I made a PDF e-book of Bug Music with color pictures that you can zoom in on far more than you could do in any printed book. Took about ten minutes to make, and looks great on an iPad. But the publisher said, “nice, but we can’t sell that.” Too specialized. I was disappointed, and hoped they could do a much better job designing such a thing than I could. (I’ll send a copy to any of you readers who asks me for one.)

I would like to see e-books that are beautifully designed in a uniquely electronic way. There will be newly luminous pictures, astonishing sounds that appear just when you read about them. When you increase or reduce the font size the whole design will adapt in intelligent, beautiful ways.

I guess I still see books as beautiful objects; I want to know and to love them, even in their ephemeral electronic forms. It just takes enough people thinking and scheming about it. Maybe that’s what we’ll accomplish here in the next few days. Who knows?

Why Indeed?

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Why am I here?
Why do I let myself get sucked into strange and quixotic ventures on little more than an email invitation?
Is free coffee and tasty cookies reason enough?
Is it because I have asked more than my fair share of friends, friends of friends, and people I admire from afar on the Internet to write for me, for free?
Why did those people say yes?
Was it the parties?
Was it a vacation from other more pressing work that actually pays the bills?
Is being easy just my way of paying off that karmic debt?
Is it worth making payments on a debt that can never be cleared in full?
Speaking of money, has anyone here cracked the code on making money on writing?
How many people here are real writers?
What makes a person a real writer?
How many terrible things does a person need to write before they write well enough to win a Nebula award? Or any award?
Does anyone else here have difficulty just finishing books?
Does anyone else here have difficulty just starting writing?
Is this the future of writing?
Is the future of writing a series of favors, paid forward, with fun parties and nice snacks, or is there something more here?
Does there need to be anything more?

Why I’m Back In the Book Sprint…

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The “Sprint Beyond the Book” has arrived on my turf—Silicon Valley—for a three-day session at Stanford University. I’m here to keep exploring.

As I wrote when I participated in the project last fall at the Frankfurt Book Fair, I’m here for two main reasons:

First, as a writer who’s been trying to push boundaries for years, I’m keen to learn more about where authoring, publishing and reading (all in the broadest sense) are heading as we evolve away from our traditional manufacturing models. Second, I’m sitting at a table with authors and thinkers I admire.

Iqra: Read by Swamibu / © Some rights reserved.

Publishing, or whatever we want to call the process of making books (whatever they are in this new era), is an ecosystem, not a a process or an industry. The creative process should be central to the production of media of all kinds, but in the traditional publishing world it was subsumed to the needs of the publishing companies. Now, it’s all about getting the creator’s ideas into the hands, and brains, of the people who are interested in the topic.

I’m especially glad that this week’s gathering is ranging beyond “authors” in the traditional sense of the word. In particular, people who focus on design are part of the mix—and we need them in a big way. Books have gone through centuries of design evolution, with the result we’d expect: a physical book, done right, is a pleasure to hold and to read.

Now that we’re moving everything into digital forms, we are all rethinking—among other things—a) what a book is; b) what kind of media it can include; c) what it should look like; d) how it should work interactively; and e) how we can ensure that at least some authors get paid for what they do.

Among the things I’m looking forward to discussing here is what we can include in the category of “book”—media of various kinds (video, games, etc.), conversations with audiences, and more—while focusing more on the “reader.” The words “book” and “reader” are in quotes because they feel inadequate to what we’re going to be doing, as creators and audiences, in coming years. Do we need new words? Probably not; we still “dial” phones even though rotary dials left the scene decades ago, and people create “films” that have never been within a mile of celluloid.

Like most authors I tend to write what interests me, figuring that if I care someone else will, too. As I work on a new project—a book (and more) about who controls technology and communications and how we can reverse what I consider a pernicious trend of centralization—I’ve been wondering what I can do to make it more useful, and compelling, to the people who are concerned about what’s happening. My last book included a WordPress installation (with lesson plans) for teachers. This one will include a MOOC, a massive open online course, that I hope will help people understand what’s at stake and do something about it.

Needless to say, I plan to do more listening here than than talking. Here we go.

Event: The Future of Reading

The Future of Reading
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Terrace Room, 4th floor
Margaret Jacks Hall
Tuesday, May 13
4 pm

How is reading being transformed by digital platforms, democratized publishing, experimental book design, and other social, technological, economic, and aesthetic forces? Join us for a discussion of the future of reading, and learn about Sprint Beyond the Book, an experiment in collaborative, performative publishing unfolding at Stanford University from May 12-14.

Panelists:

Mark Algee-Hewitt

Ed Finn

Dan Gillmor

Eileen Gunn

David Rothenberg

Download the Event Poster

Unbound Pages

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Originally published in The Magazine, Issue #13, March 28, 2013

Reading is a cultural act. What we preserve in writing and pass on through reading is our cultural knowledge, whether it’s instructions on how to change a lightbulb or a lyric poem written in response to someone’s death. For more than half a millennium we have relied on printed books for transmission of culture, along with an ever-expanding cloud of printed ephemera.

In recent decades, our dissemination of written knowledge has expanded without the need for physical printing. But we’re still learning how to read the unprinted word; and the people who lay out pages for readers are just now figuring out how to present those words in an easy-to-read form. That form isn’t always the same as the ones developed for books, magazines, and other members of the print family.

As the late Bill Hill liked to say, “No one ever asked us to upgrade to Reading Version 2.0.” Bill Hill was the co-inventor, with Bert Keely, of ClearType, software developed at Microsoft (one of my former employers) to increase the apparent resolution of type, making letters onscreen appear sharper. “We tend to take reading for granted,” said Hill, “since we learn how to do it at about five years of age, and we continue to use the same basic technique for our whole lives.”

Read Me a River

The mechanism of human reading hasn’t changed since we were puzzling out what shamans scratched onto tortoise shells or squinting at a bill of lading in cuneiform pressed into a clay tablet. Our eyes haven’t grown any bigger or shrunk any smaller, our arms still hold what we’re reading about the same distance from our eyes, and the size of the letters or other symbols that we’re comfortable reading for any length of time still falls within a narrow range.

If you’re reading this on an iPhone or iPad, you see the result of a whole series of decisions about how to present these pages in iOS in an attractive and readable form. It’s a static page—scrollable, but otherwise unchanging, except that the lines break differently if you turn your device from a vertical position to a horizontal one. (Different choices were made for the web, where there are more variables.)

The iOS app for The Magazine [where this article originally appeared] determines its articles’ typeface, set at a particular (but adjustable) size and with a particular amount of space between the lines. It also determines the margins around the text block, and all the other aspects of the appearance of the page.

But what is a page? In a printed book, that’s an easy question to answer: the page is one side of a sheet of paper. Or more precisely, the surface of one of the sheets of paper that, when they’re folded, trimmed, and bound, make up the book. The content of that page—text, titles, illustrations, captions, whatever—has to fit somehow onto that surface. The essence of a book is a lot of pages, bound together, with text sprawling across those pages in sequence, page after page.

The same can be true on a screen (any kind of screen, from a phone to a home cinema). Just as you’d lay out a page of text to fit on the printed page, you can lay out a screen “page” of text to fit on the screen. If your book is going to be read on several different kinds of devices, you can design the pages differently for each device (an iPad screen, for instance, versus a Nexus 7). But that’s still a static format: one page to one screen.

Another approach is to think of the screen as just a window onto a large page: you scroll up or down or right or left to see other parts of the page. We think of this as unique to computer screens, but in fact it reflects the way books were often composed before the format we’re used to—separate sheets bound down one side—became common. (That is called the codex format. Not to be confused with a software codec.) With an ancient scroll, the reader held the two rolls of the scroll, one in each hand, and read the page that was displayed in between. (Unlike what we see in mock-medieval movies when a proclamation is being read, book scrolls were held horizontally, not vertically.)

The “page” then was a block of text, written in relatively short lines and read, like a codex page, from top to bottom. The scroll was essentially a series of pages side by side, with the unseen pages rolled up on either side. The normal page of a scroll had lines noticeably shorter than a lot of our modern books, and the handwritten letters were usually larger than the printed letters we see today in, say, a newspaper or a mass-market paperback. But not by much.

On a screen, the fundamental design question is whether to make the page larger than will fit on a single screen, so that you have to scroll down or sideways to read, or to design a page that fits exactly into the visible area of the screen. (With a real physical scroll, the motion of “scrolling” moved from one page to the next, not down a single long page.) What you’re reading right now in The Magazine takes the former tack; you have to scroll down to read the rest of this article.

Pew Survey Finds Rising E-Reading, Continued Dominance of Print

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A January 2014 survey from the Pew Research Center’s Internet Project demonstrates that while e-reading and e-reader ownership is on the rise, print isn’t going anywhere either. About 70% of U.S. adults read a print book in the last year, and only 4% of readers are “e-book only.”

The typical U.S. adult read 5 books in the past year (the average number is 12, thanks to a small group of avid bookworms), and 50% of Americans now own a handheld device like a tablet or e-reader. More and more Americans are turning to tablets for e-reading, although the number of adults that own a dedicated reading device like a Kindle, Nook or Kobo jumped from 24% in September 2013 to 32% in January 2014.

At our “Knowledge Systems” book sprint in January, many of our collaborators wrote about the continued vitality of print books, as well as the great degree of cultural capital and nostalgia that has congealed around the printed, bound word. This Pew study finds that while Americans become increasingly comfortable with e-reading, their fundamental relationship with the worlds of words and literature continues to be an analog one.

Read the full results of the survey by Kathryn Zickuhr and Lee Rainie at the Pew Research Internet Project: http://www.pewinternet.org/2014/01/16/e-reading-rises-as-device-ownership-jumps/.

 

Image courtesy of Pam Lau, used under a Creative Commons license. Thanks Pam!

Features of the Future Digital Textbook

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In lieu of writing, we drew things…

Overview

Overview

Intro to learning node: in this case a class on Shakespeare

Intro to learning node: in this case a class on Shakespeare

Provides historical context. Features include chat, place for notes, student directed content (student can choose which area(s) to explore)

Provides historical context. Features include chat, place for notes, student directed content (student can choose which area(s) to explore)

The play. Features include chat, video, AI scaffolding

The play. Features include chat, video, AI scaffolding

One of 3 cognitive engagement activities: Here, students watch the scene they just read.

One of 3 cognitive engagement activities: Here, students watch the scene they just read.

One of 3 cognitive engagement activities: Here, students discuss the scene with their peers.

One of 3 cognitive engagement activities: Here, students discuss the scene with their peers.

One of 3 cognitive engagement activities: Here, students write an essay about the scene they just read.

One of 3 cognitive engagement activities: Here, students write an essay about the scene they just read.

One of three assessment activities: writing assignment

One of three assessment activities: writing assignment

One of 3 assessment activities: Students do a performance

One of 3 assessment activities: Students do a performance

One of 3 assessment activities: Students do a creative writing activity

One of 3 assessment activities: Students do a creative writing activity

Finished product

Finished product