My book, Programmed Inequality: How Britain Discarded Women Technologists and Lost Their Edge in Computing, has just been published by MIT Press, in their history of computing series. I’m enormously excited to be able to add to the literature in the history of gender, sexuality, and computing in this way, and I’m also glad to be giving several talks about the book around the country and in the UK in the coming months (see here for a schedule). If you’d like to read more about the book–including the full introduction–see the MIT Press page. In addition, I recently did an interview with ChicagoInno about it that provides a good overview of why we should care about the history of British computing, and how it’s a cautionary tale for the US in the 21st century.
In the wake of an election that has chagrined many, I made up a list of 10 films for students in my “Disasters” course. My intent was to help them get a sense of why we are where we are today, in a way that wouldn’t require them to add to the mountains of reading and problem sets they already do for their courses.
The list is below–they’re mostly documentaries. But not the boring kind. I decided to leave it handwritten, rather than type it up, because I think we could all use traces of each other as human beings right now. Plus, that way you can see my “Depress-o-meter” rating for each film (in the margin). I did that so you won’t end up watching something terribly depressing when you’re already crushed, as my students seemed to be this Wednesday when I saw them in class.
(Scroll to end of post for 6 minute audio documentary)
In the middle of the woods in Durham, North Carolina there is an abandoned dinosaur. It remains one of the greatest curiosities I’ve stumbled on in my life, and it got me thinking about how we can tell history through objects.
One of my great pleasures over the course of this semester was being able to introduce undergraduates in my Filming the Past class to the amazing work of graduates in the Humanities Department’s Technical Communication program within the Program in Technology and the Humanities. My class not only teaches students through the medium of oral history and documentary film, but asks them to actively engage the public by creating in these mediums and sharing the products of their intellectual development. In that spirit, I’d like to highlight two “podcast-style” interviews students did with young faculty in the Illinois Institute of Technology’s Humanities Department.
One group of students interviewed recent Ph.D. and current Visiting Assistant Professor, Halcyon Lawrence, who works on speech intelligibility. Specifically, Prof. Lawrence asks the question: why do so many of our new, convenience-enabling technologies make life harder for the majority of English speakers? Speech recognition systems deployed worldwide, from Siri to your credit card’s voice prompts, are modeled on, and take for granted, American English or British accents as “standard English”–despite the fact that most English speakers today do not learn English in America or the UK. As English becomes our economic and technological “lingua franca,” how can we solve problems of speech intelligibility that are increasingly becoming embedded in our global technological infrastructure? Prof. Lawrence’s work offers a window into this fascinating problem and potential solutions:
Direct link to interview
Graduate Student Andrew Roback focuses on a different kind of speech: political speech on twitter. In particular, he asks, how do organizations wield 140 characters and what do they expect to get out of social networking? Though much lauded in the popular press for being a political game changer (cf. the conversations about Twitter in the “Arab Spring”), what exactly do we know about political influence on Twitter and about who has control and who doesn’t?
Direct link to interview