The Google Enlightenment

Previously I mentioned (and indeed welcomed) the digitizing of books by Google.

Digitizing books has to be welcomed as I have shown in my blog for the following reasons:

• It reduces the reliance on the likes of Wikipedia, by making academic sources easier to access.
• Preserves historic books which other wise may decay.
• Helps disabled students to access material.
• In addition digitizing books allows small libraries the wealth of books only otherwise available at national libraries.

An article in The New York Review of Books on the role of Google and the future of books makes interesting reading.

While Robert Darnton is supportive of the role Google have adopted in the digitizing of books, Darnton points out concerns in the "monopoly" they have on this potentially lucrative area.

Darnton fixes his gaze to the 18th Century and looks at the Enlightenment values which were so valued by Voltaire, Rousseau, Franklin and Jefferson and indeed led to the creation of the "Republic of Letters".

Yet he cleverly highlights that debates in the period on copyright legislation (first brought created in 1790) were seen as a balance between the interests of authors and the interests of the public. Darnton argues that despite the hypocrisy of many at the time - the original copyright act put public interests ahead of those of the author (material could only be copyrighted for a maximum of 28 years) yet still recognised the need to reward talent.

Darnton's article critisies changes to copyright legislation which has extended protection until 70 years after the death of the author. Darnton also raises issues about the public interest in this mass digitizing process and the need to hold "the digitizers responsible to the citizenry".

A class action suit against Google in October 2008 resulted in a settlement between the company and a group of authors and publishers which has set the precedent for the future of digitizing books. Copyrighted material which is in print can be purchased as normal (and indeed can be sold as e-books) however copyrighted material which is out of print can be accessed through Google by purchase of a "consumer license" (of which Google retain 37% and rightsholders receive 63%)

Of the 7 million books Google had digitized by November 2008, 5 million are books in copyright but out of print. Thus perhaps making the consumer license a lucrative opportunity for the company (thought Darnton dismisses the idea).

Despite the concerns about copyright acts, and the reduced access to Google's material, the article overall highlights the benefit of the work of Google in making books available online, especially at a time when Microsoft and other have wound down their digitizing programs.

It also states that Google is acting in the public interest and can "make the Enlightenment dream come true", Darnton only hopes the management at Google remains.

Technology defeating disability

On Friday I took part in a survey for the Disability Service in UCC. The aim of the survey was to look at students general "learning experience" in UCC and attempt to see if there were distinctions between the experience of disabled students and those not disabled (which included myself).

I was interviewed by a blind postgraduate (this survey being part of his thesis) but was immediately amazed by how technically advanced the interview was! I was recorded by a digital dictaphone which my interviewer was listening to through headphones to check the quality of the recording, the questions were read from a laptop which was connected to an electronic braille reader, which could also be heard through speakers.

Near the end of the survey questions arose about the use of technology in my time at university. Examples I gave included:

• Use of Blackboard & Moodle.
• Access to lecture notes and articles online.
• Online discussion groups on Blackboard & Moodle.
• Email correspondence from lecturers.
• Module outlines available online.

I was asked about my experience of technology in academia, but then asked if I thought lecturers were aware of the increased diversity of students in university today compared to previous generations and if their teaching style (use of technology was apart of this) reflected this awareness.

There are more disabled students, mature students and students from lower socio-economic backgrounds today - does teaching reflect this?

When thinking about the issue I was aware of the difficulties some mature students experience in academia as a result of technology, perhaps coming to university they have been thrown head first into the online world. What I had completely overlooked was the impact of technology in academia for students with disabilities.

A "disabled student" is a very vague term as it can include a whole array of disabilities and the role of technology in their education will have a varied impact.

My interviewer made several points:

• Lecture notes given at the start of the lecture are of limited use to many disabled students.
• Lecturers who have office hours but are poor at responding to email are difficult to speak to.
• Course material which is in physical not digital format is harder to transfer into audio or braille format.
• Group discussions which take place online (such as through Blackboard) are very useful for disabled students who may otherwise not be as confident (also maybe cannot respond to body language) in a real class discussion.
• Lectures available online (or podcasts) can be reviewed several times.

I started to understand that the technological advances have had huge benefits for disabled students (not only blind students) in pursuing their education.

Therefore "digital history" may benefit me in providing new resources and ways of communicating, but it has [perhaps greater] benefits for disabled students.