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No strangers to technology themselves, they argue that society is split between the entrenched positions of the technophiles and the technophobes: "Those with tunnel vision condemn the foolishness of humanity for clinging to the past. Those exasperated by tunnel design tend to cheer the downfall of new technology as if it were never likely to come to any good." Resolving this conflict is the aim of the book.
Eight distinct essays navigate the outer reaches of cyberspace from infopunditry to the limits of management theory. Intriguing case studies bolster the arguments, from the neglect of the hinge ("written out of every futuristic movie in favour of the sliding door") to comparisons between the interplay of human minds and improvisational jazz.
The Social Life of Information is a diverting addition to cyberculture's growing bookshelf and recommended reading for all who cling to the coat tails of the online world's fastest globe-trotting star. --Iain Campbell
For years pundits have predicted that information technology will obliterate the need for almost everything--from travel to supermarkets to business organizations to social life itself. Individual users, however, tend to be more skeptical. Beaten down by info-glut and exasperated by computer systems fraught with software crashes, viruses, and unintelligible error messages, they find it hard to get a fix on the true potential of the digital revolution.
John Seely Brown and Paul Duguid help us to see through frenzied visions of the future to the real forces for change in society. They argue that the gap between digerati hype and end-user gloom is largely due to the "tunnel vision" that information-driven technologies breed. We've become so focused on where we think we ought to be--a place where technology empowers individuals and obliterates social organizations--that we often fail to see where we're really going and what's helping us get there. We need, they argue, to look beyond our obsession with information and individuals to include the critical social networks of which these are always a part.
Drawing from rich learning experiences at Xerox PARC, from examples such as IBM, Chiat/Day Advertising, and California's "Virtual University," and from historical, social, and cultural research, the authors sharply challenge the futurists' sweeping predictions. They explain how many of the tools, jobs, and organizations seemingly targeted for future extinction in fact provide useful social resources that people will fight to keep. Rather than aiming technological bullets at these "relics," we should instead look for ways that the new world of bits can learn from and complement them.
Arguing elegantly for the important role that human sociability plays, even--perhaps especially--in the world of bits, The Social Life of Information gives us an optimistic look beyond the simplicities of information and individuals. It shows how a better understanding of the contribution that communities, organizations, and institutions make to learning, working and innovating can lead to the richest possible use of technology in our work and everyday lives.
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Many aggressive pundits who favor the development of electronic communication and information tend to project that certain products and services will be totally replaced. For example, I have read forcasts that predict the end of printed books, universities, and various kinds of retail outlets in the next few years.
The authors point out that many solutions and institutions will continue because they offer a social context that makes information more valuable. A historical analogy of the telephone is described in the book. Bell first put telephones in hotel rooms so people could call the front desk, a convenience over walking to the front desk to have the conversation. Later, he put telephones next to the counter in diners so that people could watch others using the telephone to learn how and why people were using it.
Many people who see distance learning as replacing the university are forgetting that much education takes place outside of lectures, writing papers and taking tests. The university's social context will continue to be helpful with these other types of learning. How can that context to added to distance learning?
One of the most interesting ideas in the book was the way that structure and structurelessness in information and uses of information can complement each other in creating bodies of perspective and experimentation. Normally, each of use thinks that only by adding more and more structure can more be achieved. This book makes the case for a more balanced approach is a persuasive way.
The issues and examples are compelling, interesting, and thought-provoking.
If you want to examine how you should adapt your own actions and those of your organization to the Internet, this book is essential reading! After you finish enjoying this book, I suggest you consider how you can structure the way you communicate to be more accessible to others. In doing so, be sure to consider how to make things looser to encourage imagination, as well as tighter to ensure understanding.
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