Bookstores have become cultural Rorschach tests. After the past decade or so, you’ve either been traumatized by watching your favorite store go dark, or you’re fine with the coffee and craft cocktails now served alongside exquisitely curated books.
This fall begins a new era, or maybe a retro one, marked by the reemergence of national bookstore chains and two prototype stores opening next month. In New York, Shakespeare & Co. is growing to three locations, laying the groundwork for its national expansion, while Indigo, Canada’s largest bookstore chain, is opening its first U.S. store in New Jersey, staking its claim before growing west. Both believe there’s big potential in general bookstore chains despite wildly different ideas about how we buy books.
I like your method and did much the same myself this past September. The smallest “book box” one can find is certainly the key.
One thing you’re missing, at least in several of the photographs, that would help for both general shelf wear as well as for packing/moving is to have all of your dust jackets covered with book jacket covers. This will help protect your dust jackets from wear and tear and help increase their long term value, particularly for rarer first editions.
I notice that some of your collection likely already has these, à la the Heinlein, though it’s obvious in that case that a book seller likely jacketed it far too late to protect the pristine original. At least it’s protected from further future wear. If you think it’s worth the time and protection, it may be a worthwhile thing to do when you’re unpacking and reshelving them on the other end.
Brodart is one of the larger sellers of dust jacket covers and they make a huge variety of shapes, sizes, and types. I’ve found that their Advantage I covers are pretty solid and versatile for most of the book sizes you’ve got. Though fair warning: you can go down the rabbit hole and lose a few hours researching dust cover materials and archival types. In the end you want to look for something that covers the jacket, but doesn’t stick to it. This will allow you to replace the jacket cover with a new one if necessary without causing damage to the dust jacket itself.
Kathleen did you own the domain where Planned Obsolescence1 was peer-reviewed? It may be one of the first major examples of book-length online academic samizdat of which I’m aware. Perhaps you know of others which could be documented? I suspect we could help provide additional exemplars and links to other web technology, platforms, plugins, etc. to make this an easier and more commonplace practice.
If you’ve already blogged about these in the past, then even links to those could be helpful to others using similar publishing practices in the future. Thoughts on brainstorming, best practices, pros/cons, could be highly useful as the landscape changes.
As I mentioned in my IndieWeb Summit wrap-up, I added support for IndieBookClub while in Portland. IndieBookClub is a little like Goodreads, but built on standards like Microformats and Micropub so that you can post what you’re reading to your own blog. Now that I’m back in Austin, I’ve tweake...
Goodreads has a poll asking about where you heard about the previous book you read. Here are the results: I voted for “blog post” because I heard about “Shape of Design” from Craig Mod’s post “Hack the Cover.” Although I had to think about it for awhile, because I read a bunch of books at …
So there was a MYSTERY at the library today.
A wee old women came in and said "I've a question. Why does page 7 in all the books I take out have the 7 underlined in pen? It seems odd."
"What?" I say, thinking she might be a bit off her rocker. She showed me, and they did.
I asked if she was doing it, she said she wasnt and showed me the new book she was getting out that she hadnt even had yet. It also had the 7 underlined! "I don't know, maybe someone really likes page 7?" I said, assuming of course that there is a serial killer in the library.
I checked some other books. Most didn't have it, but a lot in this genre did - they're "wee old women" books (romances set in wartime Britain etc). Lots of underlined 7s. The woman who pointed it out shrugged and went on her way, "just thought you should know".
My manager came back from doing arts and crafts with some of the kids and I decide to tell her about the serial killer in the library.
And that’s how I found out that a lot of our elderly clientele have secret codes to mark which books they’ve read before.
Our computers do it automatically but many have been doing it since before that was possible, so Esther might underline page 7, while Anne might draw a little star on the last page, and Fred might put an “f” on the title page. Then when they pick it up, they can check!
It’s quite clever really but now I’m dying to just underline page 7 of every new wee old women book we get in.
So, good news: there’s not a serial killer in the library whose MO include the number 7 and wartime romances. Bad news: people are defacing books rather than just asking us to scan them (smiling face with smiling eyes)
I'm now concerned that the amount of people enjoying this thread means there's going to be a new spate of readers using secret codes - apologies to librarians everywhere!
(although, in truth, I find it hard to be annoyed about it - better than torn pages and felt pen graffiti!)
(Also, I am new to the library job, hence why I hadn't seen it before! The library and our customers are great though (smiling face with smiling eyes))
Just had another victim of the page 7 vandal returned!!!
(Now checking every book that looks like it might be their taste...)
This is such an interesting little story including some cultural anthropology.
This is certainly an intriguing way to look at it, but there’s another way to frame it as well. Students are on sites like Instagram and Snapchat because they’re connecting with their friends there. I doubt many (any?) are using those platforms for learning or engagement purposes, so attempting to engage with them there may not translate for educators. It may have the colloquial effect of “I’m on Snapchat because my parents aren’t; if my parents join I’m either going to block them or move to another platform they’re not on.” Something similar to this was seen in cultural teen use of Facebook as parents swarmed to the platform over the past decade. To slightly reframe it, how many high school teachers in the past have seen students in the hallways between classes socializing and thought to themselves, “I should go out and teach in the hallway, because that’s where the students are and they seem alert?”
It might also shed some light on our perspectives to look at what happens at the end of a quarter or semester in most colleges. I always remember book sellback time and a large proportion of my friends and colleagues rushed to the bookstore to sell their textbooks back. (I’ll stipulate the book market has changed drastically in the past two decades since I was in University, but I think the cultural effect is still roughly equivalent.) As a bibliophile I could never bring myself to sell books back because I felt the books were a significant part of what I learned and I always kept them in my personal collection to refer back to later. Some friends I knew would keep occasional textbooks for their particular area of concentration knowing that they might refer back to them in later parts of their study. But generalizing to the whole, most students dumped their notes, notebooks, and even textbooks that they felt no longer had value to them. I highly suspect that something similar is happening to students who are “forced” to keep online presences for coursework. They look at it as a temporary online notebook which is disposable when the class is over and probably even more so if it’s a course they didn’t feel will greatly impact their future coursework.
I personally find a huge amount of value in using my personal website as an ongoing commonplace book and refer back to it regularly as I collect more information and reshape my thoughts and perspectives on what I’ve read and learned over the years. Importantly, I have a lot of content that isn’t shared publicly on it as well. For me it’s become a daily tool for thinking and collecting as well as for searching. I suspect that this is also how Aaron is using his site as well. My use of it has also reached a fever pitch with my discovery of IndieWeb philosophies and technologies which greatly modify and extend how I’m now able to use my site compared to the thousands of others. I can do almost all of the things I could do on Facebook, Twitter, etc. including interacting with them directly and this makes it hugely more valuable to me.
The other difference is that I use my personal site for almost everything including a wide variety of topics I’m working on. Most students are introduced to having (read: forced to maintain) a site for a single class. This means they can throw it all overboard once that single class is over. What happens if or when they’re induced to use such a thing in all of their classes? Perhaps this may be when the proverbial quarter drops? Eventually by using such a tool(s) they’ll figure out a way to make it actively add the value they’re seeking. This kernel may be part of the value of having a site as a living portfolio upon graduation.
Another issue I often see, because I follow the space, is that many educational technologists see some value in these systems, but more often than not, they’re not self-dogfooding them the same way they expect their students to. While there are a few shining examples, generally many teachers and professors aren’t using their personal sites as personal learning networks, communications platforms, or even as social networks. Why should students be making the leap if their mentors and teachers aren’t? I can only name a small handful of active academic researchers who are heavily active in writing and very effectively sharing material online (and who aren’t directly in the edtech space). Many of them are succeeding in spite of the poor quality of their tools. Rarely does a day go by that I don’t think about one or more interesting thought leaders who I wish had even a modicum of online space much less a website that goes beyond the basic functionality of a broken business card. I’ve even offered to build for free some incredibly rich functional websites for researchers I’d love to follow more closely, but they just don’t see the value themselves.
I won’t presume to speak for Aaron, but he’s certainly become part of my PLN in part because he posts such a rich panoply of content on a topic in which I’m interested, but also in larger part because his website supports webmentions which allows us a much easier and richer method of communicating back and forth on nearly opposite sides of the Earth. I suspect that I may be one of the very few who extracts even a fraction of the true value of what he publishes through a panoply of means. I might liken it to the value of a highly hand-crafted trade journal from a decade or more ago as he’s actively following, reading, and interacting with a variety of people in a space in which I’m very interested. I find I don’t have to work nearly as hard at it all because he’s actively filtering through and uncovering the best of the best already. Who is the equivalent beacon for our students? Where are those people?
So the real question is how can we help direct students to similar types of resources for topics they’re personally interested in discovering more about? It may not be in their introduction to poetry class that they feel like it’s a pain doing daily posts about on a blog in which they’re not invested. (In fact it sounds to me just like the the online equivalent of a student being forced to write a 500 word essay in their lined composition book from the 1950’s.) But it’ll be on some topic, somewhere, and this is where the spark meets the fuel and the oxygen. But the missing part of the equation is often a panoply of missing technological features that impact the culture of learning. I personally think the webmention protocol is a major linkage that could help ease some of the burden, but then there’s also issues like identity, privacy, and all the other cultural baggage that needs to make the jump to online as seamlessly (or not) as it happens in the real world.
…perhaps we’re all looking for the online equivalent of being able to meld something like Maslow’s Hierarchy of Needs with Bloom’s Taxonomy?
I’ll have to expand upon it later, but perhaps we’re all looking for the online equivalent of being able to meld something like Maslow’s Hierarchy of Needs with Bloom’s Taxonomy? It’s certainly a major simplification, but it feels like the current state of the art is allowing us to put the lower levels of Bloom’s Taxonomy in an online setting (and we’re not even able to sell that part well to students), but we’re missing both its upper echelons as well as almost all of Maslow’s piece of the picture.
With all this said, I’ll leave you all with a stunningly beautiful example of synthesis and creation from a Ph.D. student in mathematics I came across the other day on Instagram and the associated version she wrote about on her personal website. How could we bottle this to have our students analyzing, synthesizing, and then creating this way?Syndicated copies to:
I want to read 42 books in 2018.
I sometimes feel guilty about failing miserably at these based on the way GoodReads counts their books vis-a-vis finishing complete books, particularly when I’m often reading such dense technical books in which reading a page a day is a near Herculean task.
Thus, because I can have finer control of things on my own website, I’ll try to break things out on a more granular level.
I want to read (aka work my way through) 2-3 technical textbooks in 2018.
I want to read 10 non-fiction books in 2018.
I want to read 20 fiction books in 2018.
I want to read 10 juvenal fiction/literature books in 2018.
The political expert and author discusses his latest book, The Despot’s Accomplice: How the West is Aiding & Abetting the Decline of Democracy. Dr. Brian Klaas is an expert on global democracy, democratic transitions, American politics, Western foreign policy, political violence, and elections -- and the security and economic risks of all these challenges. Klaas is the author of The Despot's Accomplice: How the West is Aiding & Abetting the Decline of Democracy. He is a Fellow in Global and Comparative Politics at the London School of Economics. Klaas has advised governments, US political campaigns, the European Union, multi-billion dollar investors, international NGOs, and international politicians.
It seems like every time I watch this show I need to buy another book. This time it’s The Despot’s Accomplice: How the West is Aiding & Abetting the Decline of Democracy.
The journalist and author discusses her latest book, No is Not Enough: Resisting Trump’s Shock Politics and Winning the World We Need. Part 1 of 2. Naomi Klein is an award-winning journalist, syndicated columnist and author of the international bestsellers, This Changes Everything: Capitalism vs The Climate (2014), The Shock Doctrine: The Rise of Disaster Capitalism (2007) and No Logo (2000). In 2017, Klein became Senior Correspondent for The Intercept. She is also a Puffin Foundation Writing Fellow at The Nation Institute and contributor to the Nation Magazine. Recent articles have also appeared in The New York Times, The New Yorker, The Boston Globe, The Guardian, the London Review of Books and Le Monde. Her latest book is called No is Not Enough: Resisting Trump's Shock Politics and Winning the World We Need.
An interesting little episode. I’m glad there are two parts, but I already find myself wishing there were three.
The books introduce subjects like rocket science, quantum physics and general relativity — with bright colors, simple shapes and thick board pages perfect for teething toddlers. The books make up the Baby University series — and each one begins with the same sentence and picture — This is a ball — and then expands on the titular concept.
Ooh! We definitely need more books like these in early childhood education.