UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Plan for Today’s Lecture(s) • (Grand Canyon example and “Intentional Arrangement”) • (Organizing within a painting? ) • Unpacking the Design Dimensions • Case Studies • Memex as an Organizing System 1
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Not An Organizing System Resources are arranged, but not intentionally Photo by B. Rosen (http: //www. flickr. com/photos/rosengrant/2966470172/) Creative Commons CC BY-ND 2. 0 2
US National Park Service: An Organizing System
Metropolitan Museum of Art: An Organizing System for Paintings
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Is a Painting an Organizing System? • Natural / perceptual constraints on the organization of matter into parts makes us identify some things as indivisible resources • We can analyze paintings in terms of composition, technique (like brush strokes), but it seems a stretch to treat those as resources that are intentionally arranged to create the painting l That’s why Ursus Wehrli is funny (https: //www. ted. com/talks/ursus_wehrli_tidies_up_ art) 5
Tidying Up Picasso and Miro
An Organizing System?
Before I Interacted with Them… Causing them to Intentionally Arrange Themselves
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION INFO 202 “Information Organization & Retrieval” Fall 2014 Robert J. Glushko glushko@berkeley. edu @rjglushko 8 September 2014 Lecture 2. 1 – Unpacking the Design Dimensions
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The 5 Dimensions of an Organizing System 1. What Is Being Organized? 2. Why Is It Being Organized? 3. How Much Is It Being Organized? 4. When Is It Being Organized? 5. Who (or What) is Organizing It? 10
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION 1. What Is Being Organized? • Identifying the unit of analysis is a central problem in every intellectual or scientific discipline - and in every organizing system • Resources that are aggregates or composites of other resources, or that have internal structure, or that can have many attributes, pose questions about the granularity of their "thingness” 11
How Many Things is a Car? When you build it? When you sell it? When you repair it? 12
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION “Thing” vs. “Type of Thing” l l l We often blur the distinction between individual things (or instances of things) and classes of things We say that two objects are the "same thing" when we mean they are the same "type of thing“ Identifying a resource as an instance is not the same as identifying the category or "equivalence class" to which it belongs 13
“Shamu” -- Instance or Type? 14
What is Macbeth? 15
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Describing and Organizing Classes of Things • Categories are sets or groups of resources, “classes of things” or abstract entities, that are treated the same • Many categories are embodied in culture and language and have imprecise / flexible boundaries • Some categories are explicitly constructed to create a precise semantic model of a domain cultural system 16
Library of Congress Classification 17
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Institutional != Unbiased • Creating institutional categories by more systematic processes than cultural or individual categories does not prevent them from being biased • Indeed, the goal of institutional categories is often to impose or incentivize biases in interpretation or behavior 18
Top Level BISAC Categories … the “Dewey Dilemma” 19
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Design Choices & Patterns for Resources 20
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Format Matters! 21
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Resource Focus • We often designate some resource as primary because it is the focus of our attention • We often create other resources that are descriptions of or otherwise associated with the primary resource • We call these “Description resources” (a more general term than “metadata”) 22
Fantasy Football: One Person’s Description is another Person’s Resource 23
A Ticket is a Resource and a Description Resource at the Same Time 24
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UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION 2. Why Is It Being Organized? • The essential purpose of every Organizing System is to "bring like things together and differentiating among them” – enabling generic requirements of resource discovery, identification, access… • But there always more precise requirements and constraints to satisfy and more specific kinds of interactions to support • Different stakeholders might not agree on these requirements, making it necessary to use multiple and possibly incompatible resource descriptions and organizing principles 26
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Interactions –The Why of Organizing Systems l l INTERACTIONS include any activity, function, or service supported by or enabled with respect to the resources in a collection or with respect the collection as a whole Interactions can include access, reuse, copying, transforming, translating, comparing, combining, visualizing, recommending… anything that a person or process can do with the resources… 27
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Interactions l l Some interactions can be enabled with any type of resource, while others are tied to resource types Interaction can be direct, mediated or indirect, or limited to interactions with resource copies or descriptions The supported interactions depend on the nature and extent of the resource descriptions and arrangement Finding the optimal descriptions is an important goal but not always possible 28
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION But Description is Challenging! l l l People use different words for the same things, and the same words for different things - what would a "good" description be like, and how can it be created or discovered? Describing and organizing always (explicitly or implicitly) takes place in some context The context shapes which resource properties are important and the organizing principles that use those properties, introducing bias 29
A DJ Organizes His Records – Beats per Minute Photo by Matt Earp aka Kid kameleon 30
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION 3. How Much Is It Being Organized? • Not everything is equally organizable, because not everything is equally describable • A controlled vocabulary can yield more consistent organization • Are you organizing the resources you have, or do you need to create an organizing system that can apply to resources that you have not yet collected? • The scope and size of a collection shapes how much it needs to be organized • Making resources “smart” increases how much they can be organized 31
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION 4. When Is It Being Organized? • When the resource is created • When it is added to some collection • Just in time • Never • All the time - continuous or incremental 32
“Just in Case” Organization 33
Postponing Organization 34
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION 5. Who or What Is Organizing? • Authors or creators • Professional organizers • Users “in the wild” • Users "in institutional contexts“ • Automated or computerized processes 35
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Summary • The concept of Organizing System unifies a vast body of design and analysis practice from many disciplines • Thinking in terms of design dimensions overcomes the limitations and inertia of the traditional categories • It is a generative, forward-looking approach that encourages and accommodates innovation while preserving conventional theory and practice as design patterns 36
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION INFO 202 “Information Organization & Retrieval” Fall 2014 Robert J. Glushko glushko@berkeley. edu @rjglushko 8 September 2014 Lecture 2. 2 – “Case Studies” of Organizing Systems
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The “Case Studies” • History • 4 in TDO first edition, with 5 as place holder • first new one is Emilie’s kitchen • most of the others written by F 13 202 ers • all case studies moved to new Chapter 11 in 2 nd editions of TDO • Future • Berkeley 202 ers write ~50 per year • and other TDO courses in other schools will write them also… • can’t put hundreds or more into a book => open repository of TDO cases? 38
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The Case Studies • What is being organized? • How can we organize “what is being organized? ” 39
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The Case Studies • Why is it being organized? • How can we organize “why is it being organized? ” 40
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The Case Studies • How much is it being organized? • How can we organize “how much is it being organized? ” 41
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The Case Studies • When is it being organized? • How can we organize “when is it being organized? ” 42
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The Case Studies • How is it being organized? • How can we organize “how is it being organized? ” 43
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Farming in the Cloud • Precision agriculture uses GPS, sensors, satellites or aerial images, and information management tools (GIS) to assess and understand the heterogeneous conditions across farm acreage because of soil, topography, sunlight, etc. • Sensor information can enable optimum sowing density, irrigation, fertilizer application, and more accurately predict harvest dates and crop yields • Essential to increase productivity given shrinking workforce with lesser skills • What else can be “farmed” from the cloud? • http: //www. youtube. com/watch? v=zf. U_w 03 Ve. M 8 44
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION INFO 202 “Information Organization & Retrieval” Fall 2014 Robert J. Glushko glushko@berkeley. edu @rjglushko 8 September 2014 Lecture 2. 3 – Memex as an Organizing System
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION The Memex 46
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Vannevar Bush MIT Scientist (Shannon was one of his grad students) l Ran the Office of Scientific Research and Development during WW 2, which coordinated all the work of scientists (including the Manhattan project) l His efforts after the war to continue federal funding for scientific research led to creation of NSF l 47
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Bush’s Motivation Information overload l Ineffective use of “scientific record” l Criticizes contemporary techniques for classification and filing that limits information one place l “The modern great library is not generally consulted; it is nibbled at by a few” l 48
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Memex as an Organizing System • What? • Memex is “a device in which an individual stores all his books, records, and communications” • Why? • How much? • When? • Who (and by what means)? ) 49
Contrast with Borges: The Library of Babel The Tower of Babel by Pieter Bruegel the Elder (1563) 50
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Assignment 1: Everything Is Organized • Pick a domain you are interested in • Part 1 due on September 15 • Sign up for 20 minutes (September 15 -23) 51
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF INFORMATION Assigned Readings for Next Lecture • TDO Chapter 10, “The Organizing System Roadmap” 52
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