Tales of the Unexpected #93
Tales of the Unexpected #93

After the Spring 2007 semester, I asked Marilyn what she did with all of her notes, drafts of papers and presentations, and so on. She said that she used to keep everything, but now she kept only the final copies and threw the rest away.That struck me as a sensible way to go. When I was a reporter, one piece of advice I got was to destroy my reporter notebooks when I was done with them. If the story had been printed, it was part of the public record and that's where people should go for the information. So here's what I'm planning to do as I wrap up the end of a very busy Fall 2007:

• Online: Delete all the Google Docs stuff that supported my papers.
• PC: I keep separate subfolders for each class by its number. Go through each one, delete the drafts and supporting research material; keep the final version of papers I handed in. The papers have the citation references if I need to pull up the original articles again. Move this folder to my INLS folder, which sits in my Archives folder.
• Zotero: I used this to capture pages for a paper and spit out the citations. Delete everything. Update: Well, maybe that was too hasty. I've read of heavy-duty Zotero users who use it to keep lots of stuff; some heavy RefWorks users do the same thing to track their citations and readings. Up to now, I really haven't needed that kind of tracking power, so I'll wait to deploy that weaponry at a later time.
• Hard copy: I think I'll start a binder for papers that have my professors' handwritten comments. There actually haven't been that many papers in my school career so far; this was my writing semester, with about 12 one-page critiques, two 15-page papers, and lots of writing on a grant proposal. I like the idea of keeping them all in a binder, tab-separated. Update: What I actually did was label two manila envelopes with the class number, put my hardcopy papers in them, and file them under "I" for INLS. I fell back to asking myself, "What's the simplest thing that could possibly work?" Binders require just those few extra steps that I didn't want to go through; much easier to put everything in an envelope (including the syllabus and reading lists) and be done with it.
• Printed articles: I really can't read journal articles on-screen--I need hard-copy. I've kept them all through the semester in separate pouches for each class. I'll look at each one and probably just recycle. Any articles that have to do with my work project I'll put aside and keep in a binder at work.

Now, keeping track of all this mess during the semester is another challenge I haven't conquered yet. I like the intellectual tidiness of keeping everything online, but it's not always practical. For one class, I kept my graded critiques in a binder; for the other, I stuffed the graded paper into a pouch that held all my readings for the semester.

For the last month, just as I thought I was nearing the finish line or reaching a milestone where I could catch my breath, another deadline or commitment loomed, both at work and at school. I spent last weekend binge-grading grant projects submitted by other teams in my Digital Preservation and Archiving class, reading an article, drafting a critique of said article, and drafting a research proposal. The grant info was due Monday, the critique due Wednesday, the proposal due Friday. Ho ho, thought I, can I turn in the proposal on Wednesday and avoid a commute to campus on Friday?

Well, no. The grant stuff and critique got done, but the proposal was a disaster. I just finished it tonight, printed it out, and after tomorrow morning, Christmas shopping can finally begin.

But here are lessons learned on the proposal:

• Start early. Crucial to me, since I had to junk my entire first draft and start over from scratch.
• Get a fellow student to read your paper and critique it for you. I'd read about this idea in other blogs, but this was the first time I'd done it. She was supportive but put her finger on a key weakness that I couldn't write or think around. She also knew what he liked to see in papers and student work and provided good advice. Hence, my need to scrap it and start over.
• Go back and read the professor's directions. The weakness she pointed out was clearly delineated in his instructions for the proposal, had I but re-read them. Be a lawyer and read the fine print.
• Don't research forever--timebox it. The danger here is that I had left myself so little time that I barely skimmed the articles I found. No time for fancy research techniques; scan, skim, ingest. But the earlier you can do this, the more facts you can feed your brain so it can go to work in the background.
• I started to feel panic a second time as I started over on the writing. Classic fear response. I relaxed and fell back on my ol' NaNoWriMo skills and tips: Write a vomit draft. Don't edit. Lower my standards. Think quantity, not quality. The more you write, the more you can write. Just keep your fingers flying. If you just don't know what to write, the trick here is to write about your inability to write. Describe the frustration. Describe what you want to be able to say. Lo and behold, this always seems to unjam the blockage for me. (It's all going to be deleted anyway, no one's going to see it, so go crazy.)
• I used InstantBoss (freeware), set for the standard 10 + 2 * 5 routine. By focusing for just that 10 minutes on writing and not diverting myself with editing, I got a good two pages done my first night. Tonight, I worked about 45 minutes total to finish it.
• The key is not to finish the paper; the key is to keep starting. Eventually, you'll reach the end.
• I also decided that it's OK to relax and do B-level work on this proposal. My class participation and other work have been more than up to the mark. No need to torque myself into a perfectionist knot.
• It's OK to feel like the slow kid in class. Three of my fellow students had finished their proposals early and I was disappointed that I couldn't be a member of their club. Oh well--next time.

Harry, I’m going to let you in on a little secret. Every day, once a day, give yourself a present. Don’t plan it, don’t wait for it - just let it happen. It could be a new shirt at a men’s store, a catnap in your office chair, or two cups of good, hot, black coffee.

Mike Shea:

Audiobooks are my e-books. ... Audiobooks take the content from a novel and turn it into something else - something I can use when I can't read a novel. That’s what these e-book readers seem to miss. I want to search text, transform it, cut and paste it, and listen to it. If I want to sit and read it, I’ll go with the actual book. They’re about fifty times cheaper, more durable (do you think you can read a Kindle if you bury it in the mud for 1000 years?), and far more lovable than some plastic box with a bunch of buttons on it.

Rebecca at ProtoScholar has been on a tear of great posts lately. Her musings on being a generalist or specialist struck a special chord with me.

One of the disadvantages I felt coming back to school is that I’m ignorant of a whole body of knowledge (library science, library processes, library history) that I think many of the younger grads around me have already ingested. The more I hear about catalogers, indexers, and archivers, the more I feel I’m missing out on a deeper conversation. Because I’m not a specialist, I have to survive as a generalist.

But. An advantage to being a forty-odder is that I can bring a wider range of associations to bear on certain topics, or at least a perspective that wouldn’t occur to many of my peers, and that can give me an advantage. Many of my oddball interests of the last 20 years are for whatever reason surfacing now and then in my studies, and I’m able to use them in class discussions or papers.

Rebecca says the best scholars are specialists in one area but generalists in others. Certainly, if we’re going to make our careers matter in the few decades left to us, it’s up to us to see the associations our work can have in other areas of life: the community, the family, social institutions, and so on. That may mean specializing in what we study and research, but finding ways we can apply it generally to the world.

I see myself as a jack-of-some-trades and have always withheld part of myself from becoming too specialist, but I think now is a good time for me to explore how deeply I can go into a topic and really own it intellectually.

This reminds me two oddball thoughts, just to show where these ramblings can lead:

• The writer Arnold Bennett once observed, on the issue of free will, that life worked out best for him if he assumed that he alone possessed free will, while everyone around him was predetermined to act as if they couldn’t help themselves. He said it took a lot of stress out of life. So: how would I act differently if I saw everyone around me as specialists but myself as a generalist?
• The psychologist/philosopher William James, in discussing memory, used the analogy of a bowl full of fishing hooks. You could not pick up only one hook, he said, because they were attached to each other such that lifting up one lifted up a cluster. In the same way, memory is associative: the more things you know, the more connections you can make to new knowledge, and so the more you can remember. In a way, that’s how I see generalists and specialists; generalists can call up a cluster of associations, some useful, some not, and it’s this trait that I’m able to call on as a student. We’re highly distractable, us generalists, but it keeps life interesting.

(originally posted in 2007-11-10, updated for micro.blog)

But in the movie, as always in the movies, writing flows easily and life is hard, when in reality life is hard and writing is harder.

On actual Halloween night I didn’t even dress up, me and a group of friends just went to Keagan’s where my sister bartends. … Earlier that night I forgot to buy candy so all these little kids were coming to the door looking for candy. All I had handy were airplane bottles of Captain Morgan and some birth control pills — but hey, at least it’s something. I don’t see you giving back to the community.

What I found out on set on other films is, what makes a crew really roll is when the director makes decisions very quickly and very straight. What confuses a crew and actors is when the director is a little bit like, “I’m not sure what to do there.” The minute you’re confused, you lose everybody. But what’s funny is, I didn’t have to push myself too hard—I was never confused. I was always pretty strong and knowing exactly what I wanted to do, and when I didn't—when I had a moment where I didn’t know exactly what to do, I pretended I did. Which made the crew entirely follow me.

I started the fall semester a younger and more idealistic man than I am here at the halfway point (fall break). Still, I survived (and thrived) and things are looking up. September was my transition month from going to grad school to being a grad student: that is, I can say now that if the task or decision before me has nothing to do with 1) my job or 2) school, then its value is marginal and I have to consider whether to spend time/energy on it. (The beauteous Liz, of course, excepted.)

What was so different about this semester?

• I started with one class that met twice a week, but when I added a second class (on the advice of my advisor), the extra class's workload was such a shock to my organizational systems and my schedule that my legs are still quivering.
• Last spring, I had two two-hour classes: one met Tuesday morning, one met Monday evening. It was very easy to accommodate my work schedule, my writing group, and still get schoolwork done.
• This fall, I have two morning classes, each one is 75 minutes. One meets on Mondays-Wednesdays at the relatively decent hour of 9:30 a.m., the other on Tuesdays-Thursdays at a tremendously inconvenient 11 a.m. The latter class means I don't get to work until after 2 p.m. Since I work a mandated 45-hour week (if I work less than 45 hrs, I get paid less), this means staying at the office till 9 or 10 p.m., meaning all that I can do when I get home is have a late supper, unwind, and go to bed. (Unless I have homework due the next morning, but that's another story.)
• The extra class disrupted my usual commuting and parking habits. I missed one session driving around looking for a parking space. Lesson learned: as much as possible, reduce the randomness of finding a parking space. I was lucky early on in the semester, but the luck didn't hold. So, I was tipped to a park-and-ride lot halfway to Hillsborough, which is further out from campus, but there are always plenty of spaces. However, the extra distance means that I'm now commuting via bus and car about 8 hours a week.
• The start of the fall semester coincided with the end of the federal fiscal year, and I had a stiff schedule of deliverables to meet with a hard deadline of September 30. Of course, a major 10-15 page paper was also due on September 25. Criminy. And the first half of October was spent helping my team recover from a major project meltdown. So I couldn't sneak any reading or research at the office--when I was at work, I worked. Big blocks of time for schoolwork can only happen on the weekend.
• The paper was a literature review, which I'd never done before. I got some great advice from my friend and mentor Cassidy and some great tips (especially from Cal Newton's Study Hacks blog) on smart ways to research and write such a paper. The main thing is, it took a lot of time to learn how to manage the overall project, then it took time learning the subject matter, then it took time pulling it all together. I used a vacation day on Sept 24 (my 46th birthday, as it happened) to relax and go over the paper. I discovered to my horror that I'd written an annotated bibliography instead of a literature review. So I totally recast the paper that day and evening (a loverly way to spend a birthday) , got to bed at a decent hour, and succeeded in getting an excellent grade. Note to self: learn RefDesk or Zotero to format citations!
• Along the way, I learned to make use of the interstices of time available to me. The posts on scheduling time by Cal and Proto-scholar helped me really leverage Google Calendar more and visualize my commitments. I decided to routineize my schedule as much as possible. So, even though my Tue/Thu classes happen later than my Mon/Wed classes, I still rise at the same time every day, get to the bus stop by 8:30 a.m. at the latest, and use the block of time spent on the bus and slurping coffee before class to do my readings for that day or that week. (I always print out the next week's readings on Thursday or Friday.)
• During my lit review, I fell down the rabbit hole of technology by spending an afternoon messing with CiteULike, which, to be fair, did lead me to some articles that I used, but that I finally saw to be not as useful to me as I had expected. I also spent my first research afternoon tweaking my Windows setup, trying out various programs, etc. Total procrastination monkey. That's when I simplified my methods (remember the Extreme Programming motto, "Do the simplest thing that could possibly work"). I will be trying Cal's new method of using Excel as a research database (again, Proto-scholar adds to the conversation) for my current paper, whose themes have been pre-defined by the professor. I'm also trying out Zotero, to see how it does with citation export (though this may violate the "do the simplest thing" principle).

My manager, who's getting his MBA, had a teacher who often repeated the motto, "Don't wish it was easier--wish you were better." I thought of that often during my transition period--I can't change my deadlines, I'm not going to drop the classes, I can't make the buses run faster, I need to maintain my 45-hour work schedule so I can meet my financial obligations.

And so, at some point, I realized that all this meta-thinking and self-management is part of the learning experience. I've had to re-frame a typical workday from 8a-5pm to 12pm-9pm. I have to dedicate some portion of the weekend to making up time I miss from the office, which means getting better at scheduling. I had to drop my writing group and my banjo lessons, so I could focus my disposable time on school. Many of the habits and routines of my old life that I thought immovable I now see as malleable and, in many ways, optional. Liz has been great about taking on some of my old chores and agreeing that some chores (like yardwork) will have to wait for my attention until the semester is over.

I've also discovered that, even with this tough schedule, I like taking 2 classes at a time. I find that jamming together the class readings causes me to see connections that I would miss were I taking each class on its own. There's also the pressure of trying to meet my obligations that obliges me to make faster connections and discover new ways to re-frame current problems or speed up time.

When I eventually signed up for next semester's classes, I picked one 3-hr class that meets on Mondays, and then picked a Monday-Wednesday class that meets in the morning. I've cleared it with my manager that I will be out of the office on Monday but will make up the time on Saturday and throughout the week. It's an unconventional schedule, but I'm living an unconventional life right now, and that's also something I needed to learn.