We just gave ACSM’s American Fitness Index its annual update. What are the nation’s healthiest and fittest metropolitan areas in 2010? Find out at www.americanfitness.index.org. See AFI’s new collection of Best Practices, where American communities showcase their AFI-selected community health & fitness programs. Read about the new AFI report in Shape Magazine’s June 2010 issue! Read about it at Forbes! Read about it at USA Today! Read about it at MSN and at Yahoo, too!
This spring, Glopilot created an elegant, audience-focused, interactive design for the Heffter Research Institute. HRI promotes research of the highest scientific quality with the classical hallucinogens and related compounds (sometimes called psychedelics) in order to contribute to a greater understanding of the mind, leading to the improvement of the human condition, and the alleviation of suffering. Our design strategy aimed to draw attention to HRI’s formidable researchers and their ground-breaking investigations into the science of consciousness and the treatment of anxiety in cancer patients.
Visit Heffter.org to view our work and that of this pioneering institute.
In addition, The New York Times recently published this article about Dr. Clark Martin, a retired clinical psychologist from Vancouver, WA, whose cancer-related depression was relieved during Heffter-supported research. Read it here…
From M-novels to the Death of Paper Publishing
Part 2: Kindle, nook, Google Editions and Rumors of a Tablet PC
(If you missed Part 1, read it here.)
Just after Barnes and Noble’s hand-held book reader, nook, was released, Amazon’s stock skyrocketed. Why? Because the other major American bookseller had decided to participate in the hand-held reader market. It wasn’t just Sony’s failed publishing experiment anymore. Now, Amazon’s Kindle was the market leader in a big, booming, brand new business: digital book publishing. Even Google is going for the monetized digital book. Google is emerging with a service called Google Editions, which will let readers buy books and read them on any gadget with an internet browser (http://www.pcmag.com/article2/0,2817,2354272,00.asp).
Yes, it’s really happening. Books made of paper may eventually go the way of Seattle Post-Intelligencer.
From my perspective, Apple’s next device, the unborn Mac tablet is what fans of the paper publishing industry ought to be conducting black ops to thwart. But first, let’s talk about smart phones for a moment. Compared to the Kindle or nook, smart phones, like the iPhone, double as very, very small e-readers. However, note that across Japan, China, Taiwan, Europe and now South Africa, hordes of people have already embraced m-novels—which are read on even smaller cell phone screens than, say, iPhone’s 3.5 inch display.
Truly, what Kindle and nook have going for them (against cell and smart-phones as e-readers) are their easy-to-tote slimness and their highly readable, six-inch matte-screens. Those relatively sizable matte screens are pretty tough to beat. And the fact that digital readers are smaller to carry around than your standard magazine makes them very appealing.
Yet, e-book readers are one-trick ponies. All you can do is read books on them. Plus, it’s likely that the majority of the e-reading market already has a cell or smart phone. This makes the Kindle or nook just one more device to carry around and to manage. Although, if Apple comes out with a tablet, my bet is many will adopt an iPhone and a phone-ready tablet—because answering a tablet PC on the go isn’t terribly feasible.
A pair like an iPhone and an Apple-made tablet may be very well-integrated, making frequent transitions between the interfaces a cinch. Kindle or nook will not have the same integration. So, if digital readers are non-PC-integrated, one-trick ponies that are just another hand-held for consumers to manage and tote, then this may greatly diminish their appeal in a market that also contains an iPhone and an integrated tablet PC.
An up-and-coming tablet—whether it is fabled to be made by Apple or not—may have a much larger viewable reading space than the Kindle’s or nook’s six-inch display. Rumors demarcate a desire for a screen-size of 10.7 inches. And if Apple does manufacture such a tablet, it will likely serve as the iPhone does now: as a digital reader, phone, internet browser, text messenger, email application, camera (still & motion), organizer (calendar, address book, alarm), media player (music & video), GPS-enabled driving aide, gaming platform, etc. You see my point.
But let’s say all that doesn’t interest you. You just want to read the paper, some books, a magazine or two. You don’t really care how the media arrives. You just want some culture. The following video intends to demonstrate the experience of reading a magazine on a tablet PC—a tablet PC of any brand, because even if Apple isn’t coming out with one, this R&D release from Bonnier is evidence that someone will. After you watch this, you tell me that paper publishing isn’t on its way out:
From M-novels to the Death of Paper Publishing
Part 1: The South African M-Novel Kontax
The m-novel. The mobile novel: a novel written and delivered on a cell phone.
The m-novel is typically associated with the confessional thumbs of emotionally distraught Japanese girls. Although, the first m-novel, Deep Love (posted online in 2000), was written by a Japanese man, a tutor in his mid-thirties, who self-published his book and sold one hundred thousand copies (Dana Goodyear, The New Yorker, December 2008).
Smartly, Japanese publishers now scoop up popular m-novels and routinely sell them by the tens of thousands. The m-novel has spread into China, Taiwan, South Korea and Europe, and now it’s reached South Africa. The latest news on m-novels swirls around Kontax, an m-novel about South African youths written in English and isiXhosa (a Bantu tonal language spoken by 7.9 million people).
Behind the project is Steve Vosloo, Communications and Analytical Skills Fellow for the Shuttleworth Foundation, a South African organization interested in open source learning. Vosloo writes, “In [South Africa] there is about 10% PC-based internet connectivity, while the number of people with access to cell phones ranges from 60% to 90% (depending on which community you look at). Of those phones, a high number are WAP-enabled and can access the internet.”
With high saturation levels of internet-ready phones (and not so much personal computer saturation), the hand-held is the premiere vehicle for delivering media in South Africa. Thus, Vosloo sees the cell-phone as the perfect device with which to improve South African literacy.
Promoting literacy in developing regions using cell phones and open source technology isn’t the only scoop here. What this South African success story hints at is wide-scale transformation in the publishing industry. The success of Kontax with newly literate South African teens is a harbinger of doom for those near relics: paper books.
In October of 2009, BBC reported that Sugar, a young member of Kontax’s audience, enjoyed reading the m-novel with great zeal; however, it did not inspire her to purchase and read paper books. Instead, she wanted more of the same delivered to her hand-held. Of course, Kontax cost her the equivalent of 20 cents. Comparatively, the cost of a paper book is steep. Even more persuasive for Sugar seemed to be the convenience of reading on a mobile. Sugar says, “It’s easy [to read] when you have your phone with you. You just log into the Web site and just read.” Click to read Part Two ….
Participatory Media Part 4: Successful Participatory Media Adoption
Here are four recommendations for overcoming resistance to participatory media adoption caused by the social-context shift and effort expenditure detailed in the previous two sections of this series. These essentials will help an organization develop the previously mythical long-term value of Web 2.0 technologies.
1. Participatory media must not be optional but embedded into an organization’s workflow. It is the workflow of a new kind of more deeply networked company infrastructure. According to McKinsey’s September 2009 survey results on How companies are benefiting from Web 2.0:
[C]ompanies reporting business benefits … report high levels of Web 2.0 integration into employee workflows. They most often deploy three or more Web tools, and usage is high throughout these organizations…. Many companies experiment with Web 2.0 technologies, but creating an environment with a critical mass of committed users is more difficult.… [S]uccessful adoption requires that the use of these tools be integrated into the flow of users’ work.
If participatory media is obligatory, then even though the social context shift and extra effort may cause some temporary discomfort at first, employees will move up the learning curve and down the other side, having mastered their new communications skills along with their colleagues.
2. Business leaders must set informal agendas for participation—an organization-specific goal or theme—in which the overall objective is generating meaningful contributions. Encouraging meaningful contributions organized around a loose theme or goal engenders self-initiated innovation, open knowledge sharing, and higher employee satisfaction. Authors of meaningful posts will naturally be credited within the community and given professionally beneficial status. McKinsey reports, that “encouraging continuing use requires approaches other than the traditional financial or performance incentives deployed as motivations tools. In the Web community, status is often built on a reputation for making meaningful contributions” (ibid).
Ling, Beenan and Ludford, et al (2008), too, indicate that participants contribute to social media sites more often when they are reminded of their own uniqueness, shown the personal benefit of participation and shown the benefit that their participation will have on others. This means people tend to contribute most, and get the most out of it themselves, when they contribute out of both self-interest and generosity.
http://www3.interscience.wiley.com/journal/120837967/
Further, setting a loose, informal agenda introduces a set of constraints for participants to interact within and be guided by. This may decrease cognitive load for employees who are trying to feel out appropriate types of contributions and communications styles unaided.
3. Business leaders must lead the participation. It is important for the company’s direction and the success of the participatory media effort that senior staff remains in charge of the overarching theme of a participatory media “conversation,” and that they lead the effort by example. McKinsey reports that, “role modeling—active Web use by executives—has been important for encouraging adoption internally” (McKinsey. op.cit.).
4. Finally, the responsibilities of participatory community management must be assigned and compensation must be arranged. Either these responsibilities must be formally assigned to an individual already on staff, or business leaders must hire a Communications Manager to meet their new needs. Assigning these responsibilities unambiguously and making sure management efforts are compensated for is indispensable for the successful adoption and discovery of Web 2.0′s long-term value.
Participatory Media Part 3: Time & Effort
Contributing to a participatory media community takes a great deal of time and effort—especially at first. As the temporary excitement for the new wanes, an individual may be struggling to master the new technology as well as a new social context. Before tangible, positive value is seen, participatory media may be prematurely judged as discomfiting, time-consuming work for which no payoff is apparent. Members may naturally stop contributing.
The following video from Howard Rheingold both introduces the new participatory paradigm and describes the difficulty that even his students at Stanford had in integrating social communication tools into their learning practices. Young and bright as they were, Rheingold reports that they were “overwhelmed”:
http://socialmediaclassroom.com/index.php/using-the-smc
To mitigate this resistance, the role of “Community Manager” has emerged. A successful, active participatory media hub for a business—such as a public blog, a public microblog and an internal wiki—needs community management. The Community Manager maintains, champions, and encourages the use of the hub. The Community Manager also moderates, troubleshoots, listens for new ideas and implements new ideas on how to improve the hub. Community management takes time, effort, a clear vision of what the hub is designed to do, a vision of what it has the potential for in the future, and the passion to keep it alive. The Community Manager also needs a paycheck. Realizing this, business leaders resist.
At HarvardBusiness.org (June, 2009), David Armano writes, “I heard something from Brian Wallace of Blackberry that echoed thoughts I’ve been preaching for a while. He said, ‘I was selling in the idea that social media is free, until the community manager headcount came in.’” He goes on:
This underscores a fundamental truth to social media that many organizations underestimate—being social means having real live people who actively participate in your initiatives. It’s difficult to automate.
http://blogs.harvardbusiness.org/cs/2009/06/debunking_social_media_myths.html
Any serious attempt at gaining long-term value from participatory media must remove the temptation to believe that participatory media is free. It’s neither free to build, free to participate in, nor is it free to maintain. Once built, the media needs to be populated with meaningful, targeted content and it needs to be managed.
The next section, the last in this four part series, offers some practical, actionable recommendations for how to overcome the obstacles of both the effort expenditure required for participatory media adoption and how to mitigate the discomfort of the necessary social context shift.
Participatory Media Part 2: Social Context Shift
Social Context Shift
Although participatory media is being adopted by Generation Y and by members of older generations who are more tuned-in to the pulse of times, many individuals and organizations remain resistant to the social context shift that it requires.
1. From a “Top-Down” Agenda to “Informal Group Conversations”
For example, a 2006 Economist survey on the impact of participatory media reports:
The mainstream media, says David Weinberger, a blogger, author and fellow at Harvard University’s Berkman Centre, “don’t get how subversive it is to take institutions and turn them into conversations.” That is because institutions are closed, assume a hierarchy and have trouble admitting fallibility, he says, whereas conversations are open-ended, assume equality and eagerly concede fallibility.
http://www.economist.com/surveys/displaystory.cfm?STORY_ID=6794156
What Weinberger describes is the democratizing force of participatory media, which tends to break up hierarchical structures by creating “informal group conversation” rather than the established “top down” approach of the few dictating a formal agenda to the many. Inside of an informal group conversation, rules and command structures become indistinct and uncertain. Those at the higher tiers of an established hierarchy may find this leveling effect threatening or simply perceive it as impractical and resist.
2. Discomfiting “Cognitive Collisions” as Public & Private Selves Meet
Perhaps more significantly, professionals pushing participatory media have largely been blind to the difference between computer-mediated social interactions and non-computer-mediated social interactions. They have been focusing on getting the technologies into the hands of the holdouts, as if access were the only blockade. Danah Boyd, a Social Media Researcher at Microsoft New England and Fellow at Harvard’s Berkman Center for Internet and Society, writes on this topic (August, 2009):
All too often, our conversations [as new media professionals] center on the need to get technology into the hands of learners, as though the gaps that we’re seeing can be explained away by issues of access. [Yet,] how people embrace technology has less to do with the technology itself than with the social setting in which they are embedded.
Boyd specializes in teens and technology. However, her description of the disruptive context shift that occurs in teens when social media is introduced in a school setting can easily be applied to adults in a work setting. Boyd says the unsettling shift occurs in students who use new media in their social (private) lives when their teachers ask them to integrate these technologies into classroom (public) use:
Putting Facebook or MySpace into the classroom can create a severe cognitive collision as teens try to work out the shift in contexts. Most problematically, when teens are forced to navigate Friending in an educational setting, painful dramas occur because who you’re polite to in school may be very different than who you socialize with at home. Using technology that ruptures social norms in the classroom can be socially and educationally harmful (ibid).
While this kind of social rupture may be demonstrated more dramatically in teens, its existence in adults cannot be ignored. Who one Friends in a social or private setting may be very different from who one Friends at work or in the public sphere. Further, managing one’s professional image through formal or public ways of behaving is very different from managing one’s professional image through informal or private ways of behaving. The “cognitive collisions” that occur when public and private identities intersect may bring resistance to participatory media adoption.
In the next section, the third in this four part series, I’ll address resistance to participatory media in relation to an unavoidable time and effort expenditure.
Participatory Media Part 1: Resistance May Actually Be Futile
If you don’t know how to integrate Web 2.0 technologies into your business model, you aren’t prepared to compete, learn or innovate in the 21st century.
Dramatic, but true.
The impact that participatory media has had on society, culture, learning, politics and the marketplace makes the clarity of this fact astounding. Howard Rheingold makes this point saliently in the following video (July, 2009):
http://vlog.rheingold.com/index.php/site/video/21st-century-literacies/
A great deal of research has been focused on children and teens regarding computer-mediated interactions—either for capitalizing on technology-saturated youth or protecting them from media manipulations. This data can also help the rest of us 30+ folks understand the radical shifts we’re undergoing in our communications processes and guide us toward a smoother ride.
For example, the media and skills gap between underprivileged children and privileged children parallels a clear dynamic that’s occurring in the business world today. The story is familiar: children from affluent backgrounds seem to be developing new media skills on their own or with the help of siblings and parents using their home PCs. However, kids from less fortunate homes are falling behind in school as their affluent counterparts outpace them with knowledge gained from the Web and content produced with a computer.
In Confronting the Challenge of Participatory Culture: Media Education for the 21st Century (2006), Henry Jenkins, Director of Comparative Media Studies at MIT, along with Clinton, Purushotma, Robison and Weigel, write:
More often than not, those youth who have developed the most comfort with the online world are the ones who dominate classroom use of computers, pushing aside less technically skilled classmates.
[Sorry folks: the link to this paper has vanished.]
Like affluent families investing in home PCs hoping to give their children a leg up, big business and new businesses run by recent, techno-savvy grads are investing in and finding lucrative advantages through the use of Web 2.0 technologies. Like less privileged children in the classroom, less wired businesses are losing ground to the advantages of their big business and new business counterparts with their experimental leeway and early-adopting budgets.
The less wired have held out from participating in new media technologies with the safe and cost-effective approach of letting others risk capital on experimental communications. However, now the results are in. Companies that have invested in participatory media are finding substantial value from their new communications practices. For those who have either remained on the sidelines or haven’t yet learned to mine the value of Web 2.0., an upgrade to 21st century communications standards—i.e. integrating participatory technologies—has become necessary.
According to McKinsey’s September 2009 survey results on How companies are benefiting from Web 2.0, companies are seeing long-term value in the following areas:
- Internal knowledge sharing
- Deepening relations with partners and outside talent/expertise
- Reducing communications, travel and operation costs
- Improving innovation, meaningful employee contribution, and employee satisfaction
- Deepening relations with potential customers
Some business leaders claim they have engaged participatory media but still haven’t seen a significant gain from their efforts. What these folks may have missed is that the long-term value of Web 2.0 technology arises from a foundational shift, rather than a surface-level shift. In order to obtain the very real benefits available from participatory media, business leaders must understand that they’re not just building a site with a blog to which they submit content now and again. Substantial long-term value comes from an upgrade to their internal and external communications processes. It’s a new way of doing business: networked business (See McKinsey on the “networked company,” ibid).
Many have blamed a lack of technological knowledge or access for resistance to participatory media. But little attention has been given to the fact that this communications upgrade requires 1) a difficult social context shift and 2) the unavoidable expense of time and effort. It’s these psychological and operational obstacles that have stopped many businesses from beginning, kept them from maintaining, and blocked them from succeeding with their participatory media projects. The next two sections of this four part series will shed light on some of the dynamics behind these obstacles. The fourth and final section will present recommendations for overcoming them.
Blogs as Broadcasting
This morning I listened to KQED’s Michael Krazny interview Scott Rosenberg, who wrote the recently published book Say Everything (2009), a history of blogging and an argument for its importance and staying power. Scott Rosenberg is co-founder of Salon.com. He blogs at: http://www.wordyard.com/
I heard about the interview through the blog of a friend, writer Rashaan Meneses, who blogged about it a few days ago. She made some interesting notes on the show and riffed a little herself on the art of blogging. (Read Meneses’s post.)
Specifically, Meneses mentioned a laudable caller, a writer who used blogging as an “open studio.” Meneses writes, “Blogging allowed her to share work with like-minded artists and receive feedback.” This is similar to the praiseworthy premise of Meneses’s own collaborative blog, Ruelle Electrique, where she hosts a salon of writers who write mainly on the craft of fiction. They write to learn from the practice of writing and from each other. They share technique as they showcase their skills and develop stronger voices as they go. It’s collective learning, practice and publishing, and it’s an outstanding use of the blog.
The writer who called in to the show to mention her open studio blog was a welcome jewel in the broadcast. Yet, as the interview went on, Krazny’s cavalier slights had Rosenberg in a continuous defense of blogging. Krasny was dismissive of and cool toward blogging, which is understandable. It’s threatening his turf: media broadcasting. Krazny seemed to use the show to continue the waning trend of tossing bloggers into the category of narcissistic exhibitionists and record keepers of trivialities.
For example, the first caller Krasny’s producer chose to put on the air was a woman whose cats blog. Yes. Her cats blog. She praised the rise of the blog as a publishing platform because it gave her cats a voice. Now, don’t get me wrong. I, for one, will never turn up my nose at comedically anthropomorphized cat prose. However, a cat’s web log isn’t really a full representation of the democratizing power of blogging. (Although, if cats would like to vote, I support them entirely.)
Having heard countless people praise the Internet as a revolution in communication that rivals the printing press, I see blogs as the fuel behind that revolutionary force. Each individual with access to the internet has the ability to write, speak, post photos, or vlog–to broadcast media–publicly. Access and media literacy remain limited, but are growing fast. If one’s voice is reasonable, credible and the content is important to many, a single voice can be heard and amplified through responding, commenting, forwarding and linking. Through that process one voice becomes the voice of a collective.
In sum, the blog is a phenomenal publishing platform, one that is rapidly leveling outmoded hierarchies of knowledge dissemination and media distribution. I mean, look at what it’s done for the cats.
Journaling for Health Part 5: Forget Freud—Write About Happiness!
This is part 5 (of 5) of a series on journaling to improve health, or what James W. Pennebaker, the seminal scholar on the topic, calls “expressive writing.” I’ve been doing research into expressive writing, which has been demonstrated to improve mental and physical health, in order to roll my learnings into an interactive experience currently in development.
The expressive writing paradigm, led by James W. Pennebaker’s seminal research, has made the overarching assumption that expressive writers must relive and relieve trauma in order to access health benefits from writing. Laura A. King (2001) contends that writing about past trauma by itself might not be the only manner to approach the expressive writing paradigm:
It is notable that all of these [expressive writing] studies have started with a particular bias—that benefiting from writing must involve encountering and coping with a traumatic event from the past. This assumption, along with the joint notions of catharsis and insight, that some past trauma is driving current health echoes a Freudian notion of past experiences driving current behavior. Thus far, explanations of the healing power of writing have been predicated on the notion that individuals must revisit, reexperience, or reevaluate past traumas (799).
In 2001, King found that writing about life goals—i.e. one’s best possible future self—had very similar positive health benefits to writing about trauma. Participants who wrote about trauma and those who wrote about their best possible selves exhibited enhanced immunity when compared to control groups.
Later, in 2004, Burton & King studied the effects of writing about intensely positive experiences. Instructions for Burton & King’s 2004 experimental group were starkly different to those given in Pennebaker’s initial study on expressive writing (Pennebaker, 1989 [see Pennebaker’s instructions here]). Over the course of three days, participants in Burton & King’s experimental condition were asked to write for 20 minutes after reading the following:
Think of the most wonderful experience or experiences in your life, happiest moments, ecstatic moments, moments of rapture, perhaps from being in love, or from listening to music, or suddenly “being hit” by a book or painting or from some great creative moment. Choose one such experience or moment. Try to imagine yourself at that moment, including all the feelings and emotions associated with the experience. Now write about the experience in as much detail as possible trying to include the feelings, thoughts, and emotions that were present at the time. Please try your best to re-experience the emotions involved.
Research demonstrated that writing about intensely positive experiences, similar to writing about trauma, decreased participants’ doctor visits in the months to come. These findings call into question the focus on trauma in previous research on expressive writing. Burton and King suggest that writing on negative experiences and writing on positive experiences affect health through different mechanisms. They propose that future research explore writing as a process of self-construction, or the creation of “life story,” by which a “greater understanding of [the writer's] own needs, priorities, emotions, etc.” is reached (Burton & King, 2004, p 160).
References:
Burton, C. M., King, Laura A. (2004) The Health Benefits of Writing About Intensely Positive Experiences. Journal of Research in Personality (Vol. 38, pp 150-163).
King, Laura A. (2001) The Health Benefits of Writing About Life Goals. Personality and Social Psychology Bulletin (Vol. 27, No. 7, pp. 798-807).