read it here first.

In my dissertation proposal I offer an initial operating definition of information organization behavior to replace the unacceptable one I’ve ranted about before:

Any activities undertaken by a person or people—uncoordinated or working as a group in an organization or institution—to describe, represent, name, order, structure, categorize or class information objects. Information organization behavior takes place in physical and digital information environments, and across the two. It is usually, but not necessarily, undertaken with the goal of providing easier, faster, and/or better access to information at a future point in time. It is also a method for creating and/or increasing the meaningfulness and usability of information. The set-up or initiation of automatic information organization routines is information organization behavior, while the automated result of such activity is not; it does not require the thought, attention, and decision-making characteristic of information organization behavior.

What have I left out? What is wrong?

writing.

Despite the awkward state of my literature review’s grammar and spelling, (footnotebegin)My advisor strongly suggested I turn it in without the final proofread because she knew it would take me a week to closely read and correct the thing. And that I probably couldn’t leave it alone… (footnoteend) I am quite concerned with writing well. Being an academic is no excuse for being utterly boring. Says the cataloging teacher…

I am now writing my proposal and I noticed I am repeating words: summarize, describe, review. This reminded me I have been meaning to compile an academic writing cheat-sheet: lists of useful active verbs organized by relationship, lists of what not to do (common wordy phrases, favorite terms that I use too much), lists of commonly misused words, etc.

I found a good starting point for the first at University of Toronto Scarborough:
Verbs in academic writing [pdf]
Verbs for citing sources [pdf]
Adjectives and adverbs for academic writing [pdf]
Useful Sentence Stems for Summary and Critical Review [pdf]
Link Ideas in Your Sentences Effectively [pdf]

I want to plug another good resource for academic writing that I certainly never considered before a few months ago: the university writing center.

It felt utterly bizarre to start going to UNC’s Writing Center last spring. It was not my own idea. Honestly, I was highly resistant to the idea. I’ve always thought of myself as a good writer. I was that kid bored out of my skull in English class, doodling or surreptitiously reading a book. And then I made 100s on all the quizzes and got recommended for the school newspaper staff and literary club. Everyone seemed to expect that I would become a writer of some sort. When I switched my undergraduate major from English to Commercial Art, someone suggested I was disappointing God by not using the special gift he gave me. This same person years later learned about the concept of “paradigm” and suggested we lived in two different ones. I’ll say.

Why did I go to the writing center? I was clearly completely stalled on and overwhelmed by my literature review. Recently gained data clearly explained why all my old tricks weren’t working, why they wouldn’t ever work, and why I had such trouble following all the good academic writing advice out there. I needed help figuring out some new strategies.

Kim Abels at the Writing Center is absolutely wonderful. I met with her regularly for a few months. It was very helpful to discuss with her in detail my entire research writing process, from source identification through reading, note taking, outlining (or lack thereof), drafting, revising, and polishing. She immediately identified the pattern causing most of my trouble and gave me a range of practical strategies to experiment with counteracting that pattern.

The most helpful strategy for me was this:

  1. Identify how long you can work steadily (or in my case, how log to work before forcing yourself to take a break to actually move your legs, focus your eyes far away, and go to the bathroom). I settled on 50 minutes.
  2. Break the paper down into pieces you think you can complete in that period of time.
  3. Each piece should be a section, group of paragraphs, or even just one paragraph
  4. Make a list of sections, set a timer, and attack the first section. Desperately try to finish. Make it a game.
  5. When the timer rings, stop. Even if you are not done. (I was rarely done.)
  6. If you did not finish, add that section back to the end of your list.
  7. Take a break, then come back and take on the next section.
  8. Repeat as necessary

I later ran across this same sort of idea under the name “time boxing,” and yep, it addresses my main problem: the compulsive need to work on any project for all available time. It prevents realizing the day before it is due that you’ve only written the first quarter of a paper that you’ve been working on for three weeks. Yes, I’ve done that. But not any more…

So, the point of all this is if you are struggling with academic writing (there can be a million reasons why, and it is not always “butt not in chair”), most universities have valuable resources that can help you for free. Even for grad students. Even for faculty. Even if you are a Good Writer. Especially if you are a Good Writer, since most of us Good Writers have never had to stop and think about any part of our writing. And then we get to grad school…

If you have been spinning your wheels on writing, go to the writing center. The people there have read everything on writing (the research on the writing process, writing how-tos, etc) and they know a million strategies for helping with any writing problem.

Oh, and if you are in the social sciences, read Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article by Howard S. Becker.

favorite new/changed lcsh of the week (7 may 2008)

(A) 150 African spurred tortoises as pets [May Subd Geog] [sp2008003319]
053 SF459.T8
550 BT Pets

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(C) 150 Cookery (Tahini) [sp2008002746]
550 BT Cookery (Sesame)
550 RT Tahini

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150 Dressage horses [May Subd Geog] [sp 87001767]
* 360 SA names of individual dressage horses

eg. Blue Hors Matiné

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

(C) 150 Flash mobs [May Subd Geog] [sp2008002890]
680 Here are entered works on large groups of people who gather in a predetermined
location, perform a brief action, and quickly disperse.
450 UF Inexplicable mobs (Flash mobs)
450 UF Mobs, Flash
550 BT Crowds

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

It’s Quorn!!

(C) 150 Fungal proteins [May Subd Geog] [sp2008002773]
450 UF Mycoproteins
550 BT Fungi
550 BT Proteins

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Can’t help but think of “Heathers”…

(C) 150 High school football players [May Subd Geog] [sp2008002716]
550 BT Football players
550 BT High school athletes

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

(A) 150 Mindfulness-based cognitive therapy [May Subd Geog] [sp2008002964]
053 RC489.M55
450 UF MBCT (Psychotherapy)
550 BT Cognitive therapy
550 BT Meditation—Therapeutic use

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

150 Music and violence [May Subd Geog] [sp2008002967]
450 UF Violence and music
550 BT Violence

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

(C) 150 Polly Pocket dolls [Not Subd Geog] [sp2008002270]
550 BT Character dolls

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

150 Slain in the Spirit [sp 90003966]
* 550 BT Trance CANCEL
* 550 BT Trance—Religious aspects—Christianity

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

(C) 150 Traitors in literature [Not Subd Geog] [sp2008002172]

comps.

Two days down. Three to go.

What my advisor told me is unsurprisingly actually true so far: it is actually kind of fun. The four hours flies past. It’s just playing with ideas and writing.

One thing it is teaching me is I can crank out 7-8 not too terrible pages a day if I actually sit my butt in a chair and work in a highly focused manner for four hours straight. And it is not even unpleasant. I feel energized, if slightly dazed, when I am done.

So yeah, it’s really not that big a deal, though I never believed any of the other doctoral students ahead of me who told me that.

back to the everyday.

So my literature review for comps has been distributed to my committee members. It’s a tome [1], so I feel a little bad about dropping in the collective lap of my committee. But it was a very useful paper for me to put together.

One of the things I argue in this paper is that the predominant conception of everyday life in LIS is limited in its negativity. In her dissertation [2], Jenna Hartel surveyed everyday life information seeking (ELIS) studies and found 80% of the ELIS-related studies in her analysis focused on information seeking in either compromised everyday life situations such as illness or crisis, or in the everyday lives of populations seen as marginalized or disadvantaged.

This problem-centered orientation also pervades much of information behavior research outside “the everyday.” Information need has typically been conceived of as “having a problem” that information can help you solve. Our models of information behavior are full of anxieties and gaps and anomalous states.

In a recent paper, Hartel and Jarkko Kari argued for a shift of research attention to the higher things in life, which they define as “usually positive human phenomena, experiences, or activities that transcend the daily grind with its rationality and necessities” [3, p. 1132]. I concur that LIS has a taken a negative view of information phenomena and that as a discipline we should also attend to the role information plays in the the higher things of life.

However, they contrast the higher things in life with the “lower things” of the everyday, described as “relatively drab, uninteresting, and involuntary basic events that dominate people’s behavior” and “dominated by conformity, rules, rituals” (p. 1131). This is where I disagree. This view may be the going thing within LIS but we need not keep it.

I argue, citing works in sociology and critical studies, that everyday life does not exclude the pleasurable and the profound. There are myriad ways in which people bring the pleasurable, the profound, and the creative into their everyday lives. Michel de Certeau views the ordinary person in everyday life as an active, creative individual making and seizing opportunities, triumphing over imposed order, and making joyful discoveries [4, p. xix]. This is what makes life worth living.

It is with all of this dancing in my head that I stumbled upon this article in the NYTimes: Unboxed: Can You Become a Creature of New Habits?

Yes we can, and it is good for us:

Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try — the more we step outside our comfort zone — the more inherently creative we become, both in the workplace and in our personal lives.

This bodes well for my creativity, as I am the queen of instituting new habits which are inevitably replaced with new and different habits. Heh.

Anyway, the connection with notions of the everyday is that even our habits are not thrust upon us. We can design our everyday routines creatively. Of course there are always constraints (money, limited time, the need to sleep at some point even though Provigil exists); but, we are not cogs in a drab machine. That everyday life provides us with opportunities for higher things, and not just a tedious daily grind, is supported by a further quote from the article:

The first thing needed for innovation is a fascination with wonder…But we are taught instead to ‘decide,’ just as our president calls himself ‘the Decider’ … to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities. … You cannot have innovation…unless you are willing and able to move through the unknown and go from curiosity to wonder.

Ah, this last bit brings to mind some of Henry Miller’s rhapsodies:

The prisoner is not the one who has committed a crime, but the one who clings to his crime and lives it over and over. We are all guilty of crime, the great crime of not living life to the full. But we are all potentially free. We can stop thinking of what we have failed to do and do whatever lies within our power. What the these powers that are in us may be no one has truly dared to imagine. That they are infinite we will realize the day we admit to ourselves that imagination is everything. Imagination is the voice of daring. If there is anything God-like about God it is that. He dared to imagine everything [from Sexus, I know not which page].

How amazing the everyday is! And when did I become such an optimist?

But if anyone asks, I’m going to chalk up the length of my lit review to innovative thinking and the need to explore many possibilities and connections. It’s not just that I appear to be constitutionally unable to write concisely.

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
1. Final version was 171 pages, citing 663 sources.
2. Hartel, Jenna. 2007. “Information activities, resources & spaces in the hobby of gourmet cooking.” PhD dissertation, University of California, Los Angeles.
3. Kari, Jarkko and Jenna Hartel. 2007. Information and higher things in life: addressing the pleasurable and the profound in information science . Journal of the American Society for Information Science and Technology 58 (8): 1131-47.
4. de Certeau, Michel. 1984. The practice of everyday life. translator Steven Rendall. Berkeley: University of California Press

best new/changed lcsh of the week (April 23, 2008)

I prefer dabbling ducks, personally.

150 Anas [May Subd Geog] [sp 85004818]
* 053 QL696.A52 CANCEL
* 053 QL696.A52 (Zoology)
* 450 UF Dabbling ducks

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(C) 150 Bawdy poetry, Greek (Modern) [May Subd Geog] [sp2008001615]
450 UF Greek bawdy poetry, Modern
450 UF Modern Greek bawdy poetry
550 BT Greek poetry, Modern

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LC is very concerned with postage stamps.

150 Celebrities on postage stamps [sp2008002604]
550 BT Postage stamps

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craft stick snowman

I use craft sticks in art. … For mixing paint and ink.

(C) 150 Craft sticks in art [Not Subd Geog] [sp2008002289]

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

Emi the rhino

(A) 150 Emi (Rhinoceros) [Not Subd Geog] [sp2008002710]
550 BT Rhinoceroses

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mmm…. pops…

(C) 150 Ice pops [May Subd Geog] [sp2008002290]
450 UF Ice lollies
450 UF Icelollies
450 UF Popsicle (Trademark)
550 BT Frozen desserts

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

(C) 150 Laminated plastics in interior decoration [May Subd Geog] [sp2007002392]
550 BT Interior decoration

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the famous paraplegic cat and his “draggin wagon”: http://www.dragginbear.com/

(A) 150 Little Draggin’ Bear (Cat) [Not Subd Geog] [sp2008002676]
450 UF Draggin’ Bear (Cat)
550 BT Cats

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(C) 150 Nouveau riche [May Subd Geog] [sp2007007131]
450 UF New-moneyed people
450 UF New-monied people
450 UF New rich people
450 UF Newly rich people
450 UF Nouveaux riches
550 BT Rich people

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I’m trying to remember if there are any violent singing cowboys… I’m not real up on my cowboy movies and characters. If not, there should be. The question that comes to my mind next is: How much more terrifying would Anton Chigurh have been if he sang showtunes?

155 Singing cowboy films [Not Subd Geog] [sp2007025622]
680 Here are entered films that feature a non-violent, singing cowboy hero.
555 BT Western films

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It must be famous animals week at LC. It’s the world’s smallest horse! Hmm… there appears to be no LCSH for Guide horses

(A) 150 Thumbelina (Horse) [Not Subd Geog] [sp2008002679]
550 BT Horses

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150 Towel folding [May Subd Geog] [sp2008002543]
450 UF Folding of towels
550 BT Textile crafts

best new/changed lcsh of the week (16 april 2008)

(C)150 Grassroots comic books, strips, etc. [May Subd Geog] [sp2008020216]
680 Here are entered works on comics made by local community activists and other
non-professional artists that are intended to communicate a message and/or to encourage
debate on an issue.
450UF Grass root comic books, strips, etc.
450UF Grass roots comic books, strips, etc.
450UF Grassroot comic books, strips, etc.
550BT Comic books, strips, etc.

(C)150 Heart valve prosthesis-Fluid dynamics [sp2005003051]
550BT Fluid dynamics

curse, curse, curse the stupid black eyed peas that what first came to mind was fergie, not camels. or alanis morissette
(A)150 Humps (Anatomy) [May Subd Geog] [sp2008002242]
550BT Anatomy

155 Juvenile delinquency television programs [Not Subd Geog] [sp2007025296]
555BT Teen television programs
555BT Television crime shows

(C)151 Knapsack Pass (Wash.) [sp2008020219]
550BT Mountain passes-Washington (State)

151 Pella of the Decapolis (Extinct city) [sp 93003551]
* 451UF Pella Decapolitana (Extinct city)

(C)151 Surprise Gap (Wash.) [sp2008020221]
451UF Surprise Pass (Wash.)
550BT Mountain passes-Washington (State)

technomyrmex
(C)150 Technomyrmex [May Subd Geog] [sp2008002181]
053 QL568.F7 (Zoology)
550BT Ants

cute little vesper bat face
150 Vespertilionidae [May Subd Geog] [sp 85142941]
* 450UF Evening bats
* 450UF Vesper bats

i’ll save you!

Unclutterer, a blog about getting organized and uncluttered, recently asked its readers to share a bit about themselves and (among other things) the kind of topics they would like more coverage on, what issues they need help with.

On the wrap-up short-list: Photograph and video organization.

Also: Organizing digital data and Paper clutter

OK, so my work is not going to save anyone but it’s a step in that direction. Hey, I’m relevant!

dedication.

So, in a name authority record, the birth and death dates of a person are often added:

Gorey, Edward, 1925-2000

For living persons, a birth date is often added and left open:

Winterson, Jeanette, 1959-

When a living person whose date has been left open dies, the death date can be added. But you need a source of information to cite in the authority record, saying where you got the death date information. Hence, a post from an LC cataloger on RadCat:

I can probably add the death date, but I have to quote something as a source. I have been known to attend funerals and add death dates taken from the service leaflets.

That is dedication and that is why I love cataloging and catalogers.

(I’d just link to the post, but you have to sign in to access the archives. The post was made on Thu, 17 Apr 2008, has the subject “date of death,” so if you are a list member, you can go look. Since the RadCat archives are closed and I can’t find a list statement of policy on quoting list posts in other places, I’m leaving the author name off.)

more.

Today I’ve been looking at several of the papers from Spink, Amanda H., and Charles Cole, eds. (2006) New directions in human information behavior. Dordrect: Springer.

I’ve been rather disappointed. The whole book seems to have been slapped together fairly carelessly, including papers by the editors. Maybe especially in papers by the editors.

The most egregious problem I’ve run across is this:

What do we currently know about information-organizing behavior? Human information-organizing behavior (HIOB) is the process of analyzing and classifying materials into defined categories, for example, the Dewey Decimal Classification System (McIlwaine, 1997). Spink and Currier (in press) have defined HIOB as the process of analyzing and classifying materials into defined categories. They give as an example the Dewey Decimal Classification System (McIlwaine, 1997). While the example they give is a document organization system, their definition lends itself to creating a cognitive framework for HIOB. Few studies have examined human’s information-organizing behavior in relation to other information behaviors. (footnotebegin)Spink, Amanda H., Minsoo Park, and Charles Cole. 2006. “Multitasking and co-ordinating framework for human information behavior.” Chapter 8 in Amanda H. Spink, and Charles Cole, eds. New directions in human information behavior. Dordrect: Springer, 137-54(footnoteend)

Ok, so it’s a bit petty to pick on a cut-and-paste error. God knows I’ve made them (though I’d like to think I’d catch one before I published it…)

But that’s not the main problem here, even though it occurs also in this gem (footnotebegin)Cole, Charles, and John E. Leide. 2006. “A Cognitive Framework for Human Information Behavior: The Place of Metaphor in Human Information Organizing Behavior.” Amanda H. Spink, and Charles Cole, eds. New directions in human information behaviour. Dordrect: Springer, 171-202(footnoteend), which I’m not even going to go into except to quote:

According to the modular architecture view, a dramatic adaptation occurred 35,000–70,000 years ago (Mithen, 1996, 1998): the formerly strictly modular human cognitive architecture, containing firmly defined and task-specialized human intelligence modules. Then suddenly transformed, developing gateway mechanisms between the separate intelligence modules. So that data from the specialized module databases could flow the one into the other. When the flow occurred, the human could see their environment from a different perspective.

I will pick on the claim that “Few studies have examined human’s information-organizing behavior in relation to other information behaviors.” Few studies except those few little personal information management studies… to which I have at least 272 citations in my Procite database. Isn’t PIM in large part the study of how people organize, manage, and re-find information that they have previously sought, monitored for, foraged for, or encountered? Is that not some sort of information behavior in relation to information seeking? Ummm…. But that isn’t the thing that is really irritating me at this point. At least that gives me something good to talk about in my lit review.

Nor is it that they define human information-organizing behavior (HIOB) as “the process of analyzing and classifying materials into defined categories, for example, the Dewey Decimal Classification System” when:

  • much of cognitive science has mainly agreed for quite some time that the human cognitive architecture is not made up of well-defined categories like “classes”; (footnotebegin)Rosch, Eleanor H., and Carolyn B. Mervis. 1975. “Family Resemblances: Studies in Internal Structure of Categories.” Cognitive Psychology 7, no. 4: 573-605(footnoteend), (footnotebegin)Smith, Edward E., and Douglas L. Medin. 1981. Categories and Concepts. Cognitive Science Series. Cambridge, MA: Harvard University Press(footnoteend), (footnotebegin)Lakoff, George. 1987. Women, Fire, and Dangerous Things: What Categories Reveal About the Mind. Chicago, IL: University of Chicago Press(footnoteend)
  • Elin Jacob has repeatedly clarified the difference between classes and categories, and classification and categorization; (footnotebegin)Jacob, Elin K. 1991. “Classification and categorization: Drawing the line.” In Proceedings of the 2nd ASIS SIG/CR Classification research workshop, Washington, D.C., October 27, 1991. 67-83(footnoteend), (footnotebegin)Jacob, Elin K. 2004. “Classification and categorization: A difference that makes a difference.” Library Trends 52, no. 3: 515-40(footnoteend) and,
  • There are myriad ways in which people organize information that do not involve some formal process of subject analysis and classification. There’s so much research on this, especially in PIM and CSCW, that I’m not even going to cite stuff here.

Nope, that all irritates me, but again, I have a whole section in my lit review on the wrong-headedness of this definition.

What I can’t really complain about in my lit review is the fact that in this and the multiple other studies where Spink and friends have used this exact definition for human information organization behavior, they include “the Dewey Decimal Classification System (McIlwaine, 1997).”

So?

The problem with that is that (McIlwaine, 1997) is an article about the history and development of the Universal Decimal Classification System (UDC), not the Dewey Decimal Classification System (DDC):

McIlwaine, I. C. (1997). The Universal Decimal Classification: Some factors concerning its origins, development, and influence. Journal of the American Society for Information Science, 48(4), 331–339.

UDC and DDC are two completely different classification systems. It’s not as if the McIlwaine article is being shy about what classification system it is about; it’s pretty darned clear from the title. There is a small bit in the beginning of the article about how UDC was initially based on DDC but the two fairly rapidly moved in different directions. So if you read the first little section, it is made abundantly clear the two are not the same.

And it is not as if there is a paucity of literature on DDC.

And not one referee at any point on these multiple articles has said, “Hey why are you citing a paper on UDC here when you are talking about DDC?”

Sigh.

Citations are important. Citing something that is actually on the topic you’re writing about is usually a good move.