This post discusses the following readings:

• Gruen, D., Rauch, T., Redpath, S., & Ruettinger, S. (2002). The use of stories in user experience design. International Journal of Human-Computer Interaction, 14(3&4), 503-534.
• Head, A. J. (2003). Personas: setting the stage for building usable information sites. Online, 27(4), 14-21.

<<In class, we wrote sample story/scenarios, and I refer to a great story written by a classmate about a guy at a party who is covertly listening to his music while grudgingly assisting his wife with hosting a house party.>>

I thought the story about the guy at the party trying to hide the earphone was great--it worked as a complete vignette, the character had a secret (which puts the reader on his side), and it has a nice curlicue at the end. It's complete in itself but could fit nicely inside a larger story about this character.

OK, now *that* I would consider a story, more so than the scenarios we read in the IBMers' paper.

I've been writing short stories off and on since college and did a couple of NaNoWriMo stints, so here's what I think about the narrative devices used to create stories that could be used for scenarios.

CHARACTERS. Some of the best ways to create a character include starting with an archetype (the Scrooge type, the strong and silent type, the talkative type, the Type A type), someone you know, or a fictional character you know really well. As you write and spend time with the character, you'll get to know them better and their own personality emerges, especially as you put them in difficult situations.

You can create an amalgam character or persona, but one person that has many different kinds of tags (like the primary persona in the Personas article we read) can seem a little unreal to me, very manufactured. At that point, I think you're checking stuff off a list rather than creating an imaginary character that *seems* real, which is the goal of fiction. I'd suggest starting simple and then adding stuff as it feels right.

One of the age-old questions to ask about a character to get your imagination primed, is to ask yourself what the character eats for breakfast. This is also a good opening question to loosen up interview subjects, BTW.

PLOT. The IBMers don't talk about the mechanics of plotting, which is one of the toughest jobs in story-writing. A story's theme is what the story's about; the story's plot is this happened, then that happened, then this other thing happened.

Samuel R. Delany has a technique he calls "thickening the plot," in which the writer describes the setting in detail and gets the character interacting with it. So in the party story, we see the character moving around the house, taking things to the kitchen, anything to disengage himself from the party. People trying to talk to him, him turning to hide the earpiece, all help to thicken the plot and ratchet the tension that he'll be discovered.

RACHETING THE TENSION. In the party story, the tension is, "Will he be discovered?" There's no such tension in the IBM stories because, really, what's at stake for the characters? Nothing much. Particularly, that last story iteration they did was all Star Trek technobabble, there were too many characters (so no one person a reader could care about), and there was really no tension or emotion. (I'd say this is a danger of stories in the IBM method, in which lots of people start using the story as a dumping ground for their ideas and you start losing the main thread.)

But tugging on heartstrings isn't what scenarios are supposed to do; they're mainly of use to engage your imagination so you see the whole problem space, not just a little piece of it. (The other advantage being they get the picture and expectations from inside your head into someone else's head.)

The best IBM story was the one where the guy was installing software at 3 a.m. because the workers would be coming to do their jobs in a few hours. A ticking-bomb deadline is tried and true. I'd say that even the Madeline scenario <<a scenario provided by the professor, of someone using a health-care information system>> could use a ticking-bomb urgency, if the waiting room is crowded, people are being processed quickly, and the subject needs to hurry up so he can get back to work.

GOALS AND OBSTACLES. This is plot. An interesting character in an interesting situation creates the plot naturally without too much intervention. In the case of scenarios, we could introduce massive power failures, ice storms, zombies, etc. but they don't really help us with our purpose, which is to design a good user experience. (Another case where stories diverge from scenarios.) I would call scenarios not stories but soap operas: just one damn thing after another, until the fadeout.

That said, yes, the protagonist wants something and is frustrated by a stupid UI, a deadline, ice storm, zombies, etc. which means that something has to be at stake for him or her, and there have to be consequences for failure. In the party story, the husband gambled with multiple consequences of being discovered, which is what made it entertaining (another difference from scenarios: scenarios don't have to be entertaining, though they're more fun to read if they are). In the Madeline scenario, what are the consequences of not understanding the UI? Will I feel sorry for that character if they can't get the video working?

Here endeth another of my verbose postings. Carry on.

This post discusses the following readings:

• Go, K., & Carroll, J.M. (2004). The blind men and the elephant: Views of scenario-based system design. interactions, 11(6), 44-53.
• Gruen, D., Rauch, T., Redpath, S., & Ruettinger, S. (2002). The use of stories in user experience design. International Journal of Human-Computer Interaction, 14(3&4), 503-534.

I thought the best thing about the Go and Carroll article was their listing of differences between scenarios and specifications (though it would have worked better as a table than as text) and their review of the literature surrounding the techniques. I also liked the breakdown of strategy/requirements/HCI planning to year/day/moments. Apart from those squibs, I thought the article was unbelievably dry and unimaginative (which is odd, considering they're talking about the importance of imagination in creating scenarios); for one thing, they introduce the "blind men and the elephant" story in the lead without following it up in the rest of the article. Do scenarios help us see the elephant? Or do they only show us pieces? By the end of the article, we don't know and the authors haven't told us. (I wonder if the editor made them tack it on.)

The Gruen, et al., article by the IBMers I thought was more interesting and meaty; they seemed really in love with their new tool which seemed to have united disparate stakeholders within IBM as well as their clients. I also thought it was interesting how the stories could be decomposed for other audiences as well, down to the design, marketing, and documentation materials. They don't attempt to speculate as to *why* they think stories unite audiences with differing needs, but I'd guess that we're simply trained, from childhood onward, to think in terms of linear narrative. A page of prose describing someone solving a problem is easier to read and understand than a functional specification document, which requires a specialist to draft. Stories don't require specialists.

Their descriptions of its use made it seem like a silver bullet, and I would have liked to know what, if any, limitations they encountered. How do they control their stories, to keep them from becoming distended or unbalanced when descriptions get too specific?

I'd also say that what they're calling stories are not stories, but extended scenarios that use narrative devices like character, setting, plot, etc. The chief characteristic of a story is that the character is different at the end of the story than at the beginning. Their example scenarios don't have that quality; they're more like Star Trek problem stories: Picard is trapped on the holodeck--how do we get him out? No character in such stories really learns about himself or his life. The interest is mainly in seeing people spew technobabble and race against the clock.

Likewise, the IBM scenarios attempt to trap someone in a problem and watch them squirm to get out. The interest is in watching this particular character squirm (would a different character behave differently in the same situation?) and noting the details of what they do to solve their problem.

A web site focused on collecting and managing personal information, from the U of Washington I-School, with some help from Msft. I haven't compared their publications list with our syllabus to see if there's any overlap.

Keeping Found Things Found

"The classic problem of information retrieval, simply put, is to help people find the relatively small number of things they are looking for (books, articles, web pages, CDs, etc.) from a very large set of possibilities. This classic problem has been studied in many variations and has been addressed through a rich diversity of information retrieval tools and techniques. A follow-on problem also exists which has received relatively less study: once found, how are things organized for re-access and re-use later on?"

The readings that prompted these postings were:

Lehikoinen, Juha, Antti Aaltonen, Pertti Huuskonen, and Ilkka Salminen. Personal Content Experience: Managing Digital Life in the Mobile Age. Chichester, England: John Wiley, 2007. [48-51, 84-94, 127-157]

Whittaker, Steve, and Candace Sidner. "Email Overload: Exploring Personal Information Management of Email." Paper presented at the Conference on Human Factors and Computing Systems, Vancouver, British Columbia, Canada, April 13-18, 1996, 276-283.

The following response was to a question about whether a high number of emails are seen as a sign of prestige or importance.

Both of my managers receive upwards of 50-100 emails a day, depending on the crisis du jour. It's more a sign that their world is probably wider than mine and that they have more responsibilities (and more corporate spam to filter out). Both would love to have fewer emails to plow through; sometimes the job feels like it's managing email rather than getting work done.

Piles of unprocessed emails stresses both of them out. So it's not a badge of manhood for them.

One of my managers has been there for 10+ years, and he's a filer; his folder hierarchy is like baroque stained-glass in its intricacy. But for our clients and others on the team who don't file, they know that he *does* file; hence, he's usually the go-to guy for "do you have a copy of that email?" His ability to file and find stuff means they don't have to (and he now has this reputation to live up to, so that adds to his stress). [Update: after backing up his emails to a CD, he deleted about 10,000 emails from his account, some dating back to 2004. And remember, he deleted lots of email too.]

I remember reading somewhere that our brains have a 'doing' function and a 'thinking' function. The trick is, that they don't work at the same time. Reacting to email is a satisfying 'doing' activity, so most people probably don't think too much about how to file something so they can find it later; they're too concerned with taking care of business now. Sometimes we'll think ahead and plan an elaborate system to process our emails, but when we start doing it, the system is awkward or cumbersome; I'd class making folders and filing as a system that some people find cumbersome.

Another part of the issue may be the just-in-case vs just-in-time mentality. A lot of us filers and packrats like to hold on to things just in case we'll need them; but 80% of our files are never seen again. 20% I'll access regularly, but that 20% is different for every user, which is why filing still winds up becoming a personal matter, even in a business setting.

I wonder if things would be different if we asked people to create their own filing systems as if someone else would be using them next year. Would they then take a little more time to create folders, to make life a little easier for the next person? They may be able to create just enough metadata for us to get by.

At work, my strategies shift and vary based on the work I'm doing and the tools I'm using. I used Outlook differently from Lotus Notes, for example. In general, I find myself dumbing down the email interfaces so they're as simple to use as possible. I tend to create folders for each project I'm involved with and emails go there. Because we have storage restrictions, I will archive emails (usually emails with big attachments) to a separate database on my hard drive; I have an agent set up to archive mails over 6 months old. For the database on my hard drive, I have full-text indexing turned on as this lets me search inside PDFs, Word files, etc. (Can't do this with my active email database.)

After attempting to segregate mails by project AND fiscal year, I decided last year to keep all project-related emails in one project folder and be done with it. (Notes lets you keep a file in more than one folder, basically a shortcut to the email, but I rarely use that.) I rarely think about metadata or context; like the article subjects, I'm concerned with the next deadline or commitment and long-term storage and access isn't part of my everyday thinking.

We've found that it's best after a project is over or some disaster has happened, to draft a Word file that summarizes the incident, what we did, our rationale, important facts, etc. It helps to draw everything together in one place in a coherent narrative. Often, important meetings or phone calls are not documented elsewhere, and they sometimes need to be captured. I then email it to as many people as request to see it (safety in numbers; in case I delete my copy, someone else may have it); I also save it to our Notes document database on the network where it's backed up and available for others to see.

[Aside: It strikes me that the Notes article is all about jumbled collections of individual items--call them 'words.' The Symbian developers are creating a framework to turn individual words into 'phrases' with simple grammar -- "is part of," "was taken on," "is used by," and so on. But there's no technological way to turn those phrases into any meaningful sentences or a narrative, except in the mind of the user.]

My personal mail is kept in Gmail, with minimal labels (I don't use multiple tags). I find the searches powerful enough that I only use labels for short-term personal projects.

Previously, I used Yahoo mail for several years; I archived all of that mail to my hard drive in 2006, and have gone back to it less than 10 times, I'd say. I just haven't needed to. I use Copernic Desktop Search to scour files for keywords if I can't find a particular document.

My files are organized primarily by directory name, but I have duplicates that have built up over time, and haven't figured out a strategy to deal with them. I depend on the directory and file names to provide whatever context I need to figure out what they are. I may append keywords to filenames, but not often.

My photos are organized in directory folders by year, then by month, then by subjects. Music files are organized in directory folders by genre, artist, etc. I don't really trust Picasa or iTunes or MediaMonkey to organize these things for me because their organization tends to be proprietary and require much organizational fiddling by myself, whereas they can all read the files in my directories, which I can arrange once and then forget about it.

I tend to think hierarchically and alphabetically, so that's how I tend to arrange my files on disk; I fall back to Copernic when I just can't find it by scanning folder and file names.

I'm starting my third official semester as a graduate student but there are still a few nuts I haven't cracked yet. I'm starting to wonder if they're worth cracking or if I'm just worrying too much.

What I've been doing

Note-taking strategy. For both reading and classroom lectures, I still have (I think) a shockingly lazy attitude to note-taking. One of the issues is that this curriculum relies more on project-work than tests; I've only had one major test so far in about 6 classes. For the rest, class participation and assignments provide the grade. So notes are best used for specific assignments, as potentially interesting "just-in-case" reminders, or pearls of wisdom. I also note any books or authors the professors recommend.

I've tried mindmaps, Cornell notetaking, blank sketchbooks, and looseleaf. None of them have really done the trick. I was in awe of a fellow student's rigorously maintained class notes using Microsoft OneNote, in which she kept all of her class notes since starting her degree, making them instantly searchable and sensibly organized. She also kept all of her citations in her RefWorks area, so that when it came time to write any paper, she could search through her accumulated references for keywords of interest. Made me feel like a proper novice. After I described her methods, my advisor said, "Hm. She needs to be studied."

(I later learned that this student was a high-scorer on the GRE Quantitative, and that made me feel better. As I was a high-scorer on the Verbal, my brain is just naturally wired differently.)

As with most notetaking, though, I think it's the act of writing things down that is probably more important than the notes themselves. I have had no need to go back to any of my notes. I am, in fact, more likely to keep the course reading list, as they are fantastic compilations of references I could never dig out on my own. And I have, in fact, gone back to them on occasion.

Researching and Writing Papers. I have a paper coming up and don't really know how to attack it. DTSSTCPW? Zotero? Study Hack's simple or complex paper writing strategies? I wrote two big papers last semester, my first real papers since starting the program. For the first one, I used a modified version of the notetaking for research found here (scroll down to the bullet point, "Use a system"). For the second, I used Zotero.

My file management for the first paper was horrible: I'd actually lost track of PDF'd articles I could have used. I had stacks of paper. My notes following the above advice were OK but not great. I also dug myself into a hole by spending a month trying out stuff like CiteULike, looking at research organization programs, and not doing the effing readings. Can you say "wake-up call"? For my second paper, it was all online research that I saved using Zotero, but I missed the ability to move things around and see everything at once, and I continually lost track of web page titles and stuff. So, not much better.

Reading. If there's anything I can do, it's read. The question is, how closely do I need to read. My 752 class last fall had a heavy reading schedule, with the class time really only focusing on one of the articles, or on a particular aspect of the topic. The reading provided the background and context for the lecture. I found that by mainly skimming through and reading the bits of interest to me, essential phrasings or ideas would stick in my mind long enough to make the in-class connections and make my usual over-the-top verbal contributions, and that tended to be enough.

I'd read something and think, damn, I should blog about that. And never did. Also, I had the feeling that I was really skimming the reading and not really connecting the dots. (This was compounded by rough seas at work and a brutal schedule that left only the minimum amount of time to do my required reading.)

One of the advantages of a college education is, as I read somewhere, you have the opportunity to read profligately. I won't be reading this widely and this quickly again. I need to immerse myself in this literature as the whole field is new to me.

What I'll do this time

For my classroom notes, I use a large ruled Moleskine Cahier notebook. I'm not going to worry about following a particular style of notetaking. I'll just write down stuff that I think is interesting, pertinent to an assignment, or memory-worthy. The key will be to review my notes after class, update them with fresh thoughts, and correct my horrible script so I can decode them later.

The trick in keeping up on the readings is to do some reading every day and, if possible, reduce the number of other tasks and distractions that steal the time that the reading requires. I'm going to use the Moleskine notebook to keep my notes on the assigned readings. By doing this, I can write down my own thoughts and opinions, track what I found most interesting, and I can refer to the notes during class discussions. I like the simplicity of keeping the class and reading notes in the same book.

The nice thing about these notebooks is they're lightweight and I can slip them into a folder or envelope after the semester is over, if I want to keep them.

I'm using a simple 1" 3-ring binder with multiple tabs to segregate my syllabi and assignment sheets. I thought I wanted 2 separate small binders for each class, but decided to have one binder and use the tabs. Fewer things I have to remember to carry.

For in-class stuff, I have Pendaflex file jackets for each class to hold the current week's readings and a standard accordion folder into which I dump the previous weeks' readings. At the end of the semester, I'll sort through the accordion folder to see if there's anything worth keeping and then recycle the rest.

I have a short paper coming up soon, and I'm going to go 100% on Cal Newton's simple version of paper research. I'll fire up a Google Doc and start a continuous revision draft as explained in this article by UK coach and author Mark Forster.

Citations are not fun, but if I write them down correctly once in the approved format, then all I have to do is retype them. No big deal.

And what's your goal again?

The overarching goal is to make my academic life (and thus, my larger life) easier to manage so I can accomplish what I need to do without having to think and re-think and second-guess my strategies every damn day. I have task management systems and processes at work to get me through the workday, and I want similar systems that will help me through these new challenges. The aim is to do as little thinking as possible about how I will do these tasks, so I can spend more time thinking about the tasks.

So my sub-goals are to track incoming information, sift and disburse that info to where it'll do the most good, manage multiple projects, and to do so in as relaxed and easy a manner as I can manage.

Yet more reaction to this article:

Whittaker, Steve, and Candace Sidner. "Email Overload: Exploring Personal Information Management of Email." Paper presented at the Conference on Human Factors and Computing Systems, Vancouver, British Columbia, Canada, April 13-18, 1996, 276-283.

From a records management POV, I had these thoughts:

• People are so overwhelmed when they're in the thick of their email, that they can't discern an immediate difference between the ephemeral and the archive-worthy. (This is even though they describe their jobs as mostly managing email.) For this reason also, we can't depend on them to prune their stash of mails.
• If the users can't categorize their mails so they can locate them, then records managers will have even less success at helping anyone find them later.
• If we're faced with having to archive everything, then nothing is of value. You can't find the needle if you keep adding hay to the stack.
• If we establish retention policies, then we're the only ones who will follow them. I perceive these users as being so busy, that they will think of archiving as someone else's job. They already have too much work to do.
• The article doesn't address the issue of file attachments (I use Gmail for file storage as much as for communication) or of the corporation owning your email. File attachments are as important as emails these days.
• Again, it's not mentioned, but users are more likely to hear from corporate IT that their inboxes are taking up too much storage space and that's when they have to purge. At [previous workplaces], we took training now and then on retaining records, but you hear more often that you need to trim down your mailbox size.

Other stray thoughts and babblements:

• This article was written over 10 years ago, and I wonder what biases or expectations the authors and the users brought to the topic of email and email programs. What were they expecting email programs to do for them?
• Having used Lotus Notes at various jobs since about 1995 or so, I can testify that its general yuckiness contributed mightily to the users' problems. Although Notes has added buttons to let you copy a mail into a calendar or to-do entry, those are areas of Notes that users I've worked with know very little about, like the Journal or To Do areas. You can make Notes remind you to do things regarding your mail or tasks arising from it, but it requires you to click buttons and takes you away from the inbox, which seems to be everyone's home base. When people leave the inbox pane, Notes is a lot more forbidding and cold, with toolbars and commands appearing that don't have anything to do with email. (Which makes sense--Notes is a document database program with an apparently sophisticated macro programming language, and these toolbars and commands help with database and record manipulation; an email is just another document in the database to Notes, but that's not how users see an email record. I read somewhere that the original developers built the email app originally just to show what could be done with the language; but it turned out that customers wanted emails more than the databases.)
• That said, Notes STILL doesn't have a threaded message feature as Outlook does and it regularly frustrates me. Add to this annoyance the extra one that [my workplace's] Notes team has turned off full-text indexing, so searches are slow and incomplete, and you can't search within file attachments. I can't say enough bad things about Notes.
• It would be easy to blame the users for not managing their emails, but the problem also lies with the app developers who either don't listen or are unable to accommodate technical improvements that might make life a little easier for their users.
• I think these users were not taught good work habits, basically, and probably expected Notes to do the thinking about their work for them (there I go, blaming the user). I doubt any of them had 90 voicemails just sitting there, yet they'd have twice that many emails just sitting there. What is it about the email UI or the promise of email that makes people think their work is done?

On the subject of Gmail Overload, here are two links to how a PR guy uses Gmail as the center of his information universe. These postings include links to other articles in the series where he contorts Gmail into painful positions.

Micro Persuasion: Turn Gmail Into Your Personal Nerve Center http://www.micropersuasion.com/2007/02/transform_gmail.html

Micro Persuasion: How to Use Gmail as a Business Diary and More Tips http://www.micropersuasion.com/2007/04/a_few_weeks_bac.html

This link is to a guy who thought email was great and now thinks it's bad. THE WORLD QUESTION CENTER http://www.edge.org/q2008/q08_print.html#pollack

As verbose as I am in class, you should read my postings on the Blackboard discussion boards. Oh wait, you can't. Oh wait, you can -- if I re-post them here. It's not as narcissistic and self-involved as it sounds, though it's that, too. I spend goodly bits of time and brain energy writing my posts, and I'm not keen on them disappearing into the digital ether when the class is over. I sometimes also put links to various sites in these mini-essays, so for that reason also, it would be fun to keep them around.

Herewith, a reaction to the following readings:

• Lehikoinen, Juha, Antti Aaltonen, Pertti Huuskonen, and Ilkka Salminen. Personal Content Experience: Managing Digital Life in the Mobile Age. Chichester, England: John Wiley, 2007. [48-51, 84-94, 127-157]
• Whittaker, Steve, and Candace Sidner. "Email Overload: Exploring Personal Information Management of Email." Paper presented at the Conference on Human Factors and Computing Systems, Vancouver, British Columbia, Canada, April 13-18, 1996, 276-283.

For the Lotus Notes scenario, I imagine that the lack of standardized practices and behaviors would make the retrieval of important emails very difficult. (Would it make the storage difficult? I don't know.) I believe most of the metadata in the emails would be the obvious stuff, such as the standard To: From:, etc., and the header path information, and so on. These could provide clues.

But the only clue to the content of emails (and perhaps their attachments) would be in the Subject line, which notoriously doesn't change even when the thread of the conversation changes. If the users create folders to hold their mails, then that could perhaps provide a further clue to content, but my project email folders tend to be few and fat, and so a single folder will hold dozens of different conversations and threads related to many different topics, spread over several years.

I'd bet that, if an old mail needed to be accessed, one could locate the file format of the email, see how the sender and receiver information was coded, and then a brute force search on this info would then give you a smaller pile of messages to search through, but it'd still be a pile. Date information may be helpful in locating something specific, if you know about when an event occurred.

I think there are very few emails that sum up the situation of a project or a decision in a coherent narrative. Most emails regarding a decision accrue over time and, without the sender or receiver there, I think it would be difficult to recapture context, motivation, and other crucial information that would help you understand the import of an email message. It would be as difficult for the sender or receiver to piece together as it would an outsider.

I was struck reading the last section by how all parts of their metadata framework are in motion. Files on my computer just sit there until I call them up. On this mobile device, opening a file fires off a round of associative metadata linking and updating; it's almost bewildering trying to comprehend all that's going on.

James Clarke – No Links Please!

Here’s a fun one. Our old pal (and the coiner of “life hacks”), Danny O’Brien, passes along an extreme attention aid that might be regarded as the heir apparent to his wonderful “Webolodeon” script for GreaseMonkey.

No Links Please will do its part to keep you from mindlessly surfing the web:

No Links Please! breaks the web by removing hyperlinks from all pages apart from Google. Without the knowledge or temptation of links you are free to devote…

Academic Productivity has another great post, this time on the work of Carolin Horn at the Dynamic Media Institute at the Massachusetts College of Art (a visual designer, BTW, not an information visualization specialist) and her coder Florian Jenett. Using her Apple inbox as her petrie dish, her web page contains wonderful animations of species of hairy microbes that reflect the state of her inbox; spam and email from friends look totally different, while newer, more urgent mail is hairier and quicker. She also describes a grouping function of her project, titled Anymails, and the chains of microbes begin to look like early wormy life forms.

It puts me in mind of John Conway's Game of Life, an artificial life simulation that obeys only a small set of rules yet can exhibit surprisingly varied behaviors. It would be strange to not see rows of text but instead colorful wriggling lifeforms in my inbox. You could make it a game to clear the inbox, or take a cue from the Game of Life, and have a squirming microbe spawn an instant reply.

Carolin has a fascination with the natural world and its possibilities over static user interfaces: one of her other projects is an encyclopedia of the arts represented by different classes of jellyfish.

I enjoyed reading Hal Varian's paper How to Build an Economic Model in Your Spare Time. It succinctly describes how to build a theoretical model for how a system may work, from getting the idea, to testing it out, to improving it. It requires you to have a little ambition and a little less ego. At the end, he summarizes his major points, and it strikes me that this is also a good way for any student or academician in any discipline to grow intellectually and think bigger thoughts.

• Look for ideas in the world, not in journals.
• First make your model as simple as possible, then generalize it.
• Look at the literature later, not sooner.
• Model your paper after your seminar. (Varian recommends leading a seminar on your model, which forces you to get your ideas in shape so your presentation both educates and entertains your audience.)
• Stop when you've made your point.

Of course, he goes into greater detail on these and other points, but I really liked the first one: read magazines to get an idea of the ideas and problems that are in the air. That appeals to my pragmatic side.

And since I'm a total software geek, I also enjoyed reading how he uses his computer to write his papers. At the time of the writing (the last update was in 1997) he used UNIX, kept a notes.txt file to contain ideas, thoughts, an outline, and in general used this file similarly to Mark Forster's idea of continuous revision. Only after he's collected ideas for weeks and months does he move to writing a first draft of the paper or chapter. He also uses UNIX's rcs for a revision control system.

Insofar as his idea of writing notes from audience or seminar Q&As, I'd suggest you use either a tape recorder or get a volunteer to write the questions and comments down for you.

A Flickr set of scans of artist David Fullarton’s wonderfully odd sketchbook.

More regrettable incidents in a life filled with bitter remorse

And: David’s blog

For 2008, that is. Here's Wikipedia on the Doomsday rule:

The Doomsday rule or Doomsday algorithm is a way of calculating the day of the week of a given date. It provides a perpetual calendar since the Gregorian calendar moves in cycles of 400 years.

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.

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.

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.

All the loves in the strip are unrequited; all the baseball games are lost; all the test scores are D-minuses; the Great Pumpkin never comes; and the football is always pulled away.