Cyberculture

Am revising my cyberculture course for delivery in the Spring (i.e., January-April) 2006 term and am open to suggestions for possible new directions, or new readings, etc. I think the basic thrust of my course, which is how to tell when a trend or emergent technology is significant or just bandwagon hype, remains valid, but I can't help feeling I might be missing something.

I was interested to see, googling around for ideas, that "cyberculture" seems to have fallen out of favour in recent years: most cyberculture references are in pages four or more years old. I wonder if this is because the field has expanded sufficiently for people to be narrowing their focus to more specific subtopics, or if the whole concept of a cyberculture has fallen into disrepute?

There is a certain sense I get googling around that some of the initial excitement/panic over the internet has settled down. Perhaps the bursting of the dot.com commercial bubble a few years back reigned in some of the more exaggerated hype, and internet usage has reached a sufficient critical mass that there is no longer as much anxiety over one being caught on the wrong side of the digital divide. But part of it may be the whole cycle of academic publishing: as new technology or social implications emerge, there is a rush to be the first to publish, leading to a spate of books and articles on that topic; then the market is quickly satutated as everyone gets their 2 cents worth out, and the topic becomes passé then the topic drops off the radar because no academic wants to try writing on a topic that has already been fully covered/documented in the last five years, and yet students won't read anything more than three or four years old -- so whole issues simply drop off the curriculum under "its been done", yet may remain real and pressing social issues for all that no one is paying attention any longer.

For example, five years ago there were a whole series of books addressing privacy issues in the digital age, but I can't seem to get students interested any more. Yet various data bases continue to track every purchase we make, every Dr. visit, every site we link to; google maps helps stalkers find the closest Starbucks to the stalkee to improve their chances of 'running into you'; and Microsoft makes you sign a contract that says they can use spyware to authenticate your copy of any of their software, and so on. But there is very little currently being addressed to these issues, and students consider anything written in the 1990s as hopelessly out of date. (Well, I guess it probably is, because things are MUCH worse now!)

And whatever happened to virtual reality? When I went to VikingCon ten years ago, it was set to be the next big thing, and was the key example of an emergent technology we analyzed in class for its impact on education. But here it is a decade later, and nothing.

I'll probably use podcasting as the current example of a significant emergent technology, and mobile phones as a current technology now intruding into the classroom (mobile bullying, text messaging for cheating, phones as a general distraction, changed social expectations and interchanges, etc.) but these lack some of the oomph of the bigger issues I was tackling last time I taught this course. No one seems to see the Internet as a new thing any more -- for my current students, it is just there, like TV, and trying to talk about the impact the Internet has/ is having is like trying to get them to notice the air they breath -- i.e., they only think of the net when they are temporairly cut off.

Anyway, open to suggestions of trends or etc. that I might be overlooking.

On Trust...

Quote of the day:

Of vocations, Bricker & Wright, (2005) report firefighters, pharmacists, nurses, and doctors, in that order, as most trustworthy. Chiropractors ranked 15th, two spots below the judicial system and environmentalists were 17th just two places ahead of religious figures. Politicians were rock bottom among the 31 vocations named. In a parallel list measuring distrust or “most likely to lie”, politicians topped the list, followed by lawyers, corporate executives, and union leaders. Amazingly, “more Canadians believe in the Loch Ness monster than believe in their politicians”. Bricker, D. & Wright, J. (2005). What Canadians think about almost everything. Toronto, ON: Doubleday Canada., cited by Lissa Howes.

How Not to Write an Inquiry

Received a letter to day from Michelle (last name withheld for obvious reasons) which was addressed to my old address, with the name of my former publication mispelled and the following brief note:

"I have a symopsis of the Story Alien Nation : Who Will Rule? written for an alternative sereies , a miniseries , a sinoff serie s, a cindema movie or a direct to video movie. May I pelase have a list of names, addresses and telephone numbers of Canadian SCI FI film companies . Could you also send me over your magazine too. The date is July 29, 2005 A.D. My telephone number is 1-(***)-***-****. could you please write back to me by August 15, 2005 A.D. They you very much alot."

*Sigh* Typos and spelling errors in original, of course, though I could not reproduce the many typeovers (It was produced on a typewriter by someone obviously lacking typing skills and desparately in need of a new ribbon). It was accompanied by a one page (!) synopsis, half of which is a character list, the other half a completely incomprehensible summary:

"The story is about four stories in one. The first story is about Bucks, confrontation with Marlon over his Old Gang members, support of Marlon in which Mathew teams up with Buck to get Vessa back from them. The Second story is about Byron wifes, dissappearence..."

And so on. Mind you, Buck and Mathew don't actually appear in the provided character list, and I frankly have no idea to what any of this refers. Are these characters in someone else's TV series?

So let's see, how many errors do we have here? Besides the obvious errors in the text, we have a demand for a free copy of my magazine (why would a publisher send out a freebie?) a demand for an address list (why would I be motivated to compile and mail at my expense such information? Why would they think I know? Why does this person not look it up for themselves at the public library or online?) for Canadian SF film companies (well, I could probably stretch a point and claim the producers of "White Skin" a 'Canadian SF film company', but I mean reallly) so he can send a one page treatment (absurdly incomplete) to the studios (NO studio accepts unsolicited treatments -- precisely to avoid these sorts of letters) for a series whose copyright is owned by somebody else (pretty much a non-starter all by itself) and then gives me a deadline!

Amazing. But not altogether atypical.

So what do you think? Is this an ambitious 8 year old, or a mental case? Should I write back, or trash it?

Comments Please

I believe that I have fixed the problem with the "comments" code and that it should be working properly now... Please let me know by email if you still encounter problems.

Some of the comments from before were saved on the holoscan site, even though they were not showing up on my blog. I have attempted to go back and reinsert them, so thanks to those of you who made comments even though you couldn't see them....

Podcasting in Education

Evo Terra at Podcasting panel at WesterCon 58, July 3, 2005. Michael Mennenga at the Podcasting panel Tee Morris at the same panel

I recently attended a conference (Westercon 58 in Calgary) where I met Tee Morris and Evo Terra (co-authors of the forthcoming Podcasting for Dummies manual), and Michael Mennenga (Terra's co-host on their weekly radio /podcast show). I spent about four hours pumping Terra in particular for anecdotes and insights, and we both were intrigued by the educational potential of this new medium. Evo pointed out that the main barrier for the average citizen to podcasting was the bandwidth requirements, but that these do not apply to educational institutions which generally speaking have much greater bandwidth than they are currently utilizing. (When I asked my own IT people about this, they immediately assured me that university policy was to purchase memory as needed, and that I could access as much bandwidth as required to produce learning objects, such as course-related podcasts.) Evo gave the example of his wife, a jr. high English teacher who had for several years been buying, reviewing, and then presenting young adult books to her students in hopes that some of them would borrow and read one or more of the books. Evo had essentially said to her, "Look, you're doing this presentation on a book every week to your 30 students anyway, why not podcast it as a weekly show and allow other English teachers across the country to benefit from your work?" Sounds like a brilliant idea to me, and one that will quickly revolutionize how teachers access resources, and therefore something for which I need to prep my student teachers. What I got from Evo was how podcasting is catching on with millions of American commuters who are stuck in their cars for hours at a time and growing bored with just listening to music. Podcasting therefore represents the rebirth of radio, because it provides specific programming on demand. Radio mystery, comedy, drama, etc. is suddenly back in because podcasting technology allows anyone to produce their own shows cheaply and to deliver them directly to their own niche market. Tee Morris, for example, produced 26 weekly podcasts of an abridged version of his fantasy novel, Morevi in hopes of attracting potential readers/buyers. Michael Mennenga reviewed some of the technology available to produce professional radio quality podcasts and it is astonishingly affordable. The bottom line is that $35US buys one a USB compatible microphone, which is sufficient for acceptable quality 'talk radio' or most educational applications; $150US buys one a mixing console to facilitate more sophisticated integration of music etc.; and $350US buys a complete package that integrates the hardware with dedicated software controls for high end podcasts. If $350 gets one's garageband on air and lets the local SF club produce its own professional quality SF drama, well then hello 500,000 channel universe. (The sociological implications here are very intriguing since media analysts are still trying to come to terms with the 500 channel universe.)

Advantages of podcasting over videoconferencing for distance learning

First, audio may represent a better use of student time. Many of my target audience are rural teachers -- that is why they are taking the courses at a distance, after all -- and the most common pattern is for these teachers to live in one small rural community, and to teach in another...leaving them with a daily commute. For these graduate students, the daily commute is mostly 'deadtime', and providing a weekly podcast of their course lecture is likely to be greeted as an improvement because it allows them to multitask -- two birds with one stone is a deal in anyone's books. In contrast, videoconferencing is generally ineffective because it requires the student to forego other activities to attend class without the actual benefit of being in the classroom with the instructor. Even if we use streaming video so the student can access the video at their convenience, we're dealing with the painful exercise of trying to attend to a talking head for three hours -- not possible. Thus, "less is more" here: audio wins over video because the video component is not carrying its weight in information and ties the viewer up whereas audio frees the listener to drive, walk the dog or do other chores.

Second, audio is easier for the instructor. To produce an audio lecture from my existing lesson scripts requires only as many hours as it would to deliver the lectures in person. In contrast, video conferencing requires additional technical staff or technical know-how and effort on the part of the instructor. Attempts to make the videos more effective (inserting other visuals into the taped lecture, for example) require an expenditure of effort on the part of the instructor out of all proportion to standard face-to-face delivery, and so is a major disincentive to innovative teaching. Thus video demands too much from both lecturer and listener.

Third, podcasting allows for greater Individualized instruction. Supplementing the core lectures is similarly easy. For example, in my graduate methodology course, half my students have already taken three or four methods courses in their undergraduate program, whereas the other half have had nothing previously. If I include the lecture on hypotheses for those without any background in research, those with previous courses become bored out of their minds; but if I skip it, those without the background are quickly left behind, lost and terrified. Making the lecture on hypotheses available online as a supplementary resource means that those students who need the lecture can get it, while those who do not need not trouble themselves.

Similarly, our introductory research course is designed as a survey class that lays out the range of research methodologies and orientations available and so cannot provide much depth for any one approach. With the ease with which additional lectures can be made available as online podcasts, one could easily allow students to select a 'custom made' course that would allow them, for example, to choose to focus on either qualitative methodologies or quantitative methodologies in much greater depth.

Fourth, Weekly podcasts may encourage the development of learning objects. Not only could one do a 13 week course via podcasts with no more effort than the usual face to face lectures (especially if one is primarily a 'chalk and talk' style lecturer like myself), but one could continue the weekly episodes to build up supplementary materials. For example, I propose to phone up various methodological theorists and interview them for my course -- doing one one hour phone interview a week would probably not be particularly onerous for either myself nor my potential interview subjects, but over the course of a year yield an additional 40-50 learning objects students could access.

Fifth, podcasting can be easily integrated with other pedagogical techniques. Michael, for example, assured me that PowerPoint presentations could be keyed to podcasts, such that the slides would progress on screen as the podcast provided the associated audio. Of course, this reduces advantage #1 above, but does mean that PowerPoint lectures can be deliver as effectively at a distance as in a face-to-face situation.

Sixth, podcasting could off load lectures from class time If students in a regular (as opposed to distance ed) situation can access lectures outside of class time (perhaps in lieu of equivalent reading hours), then classroom time could be devoted to workshop and hands on style applications. This may not be useful in all classes, but I can think of several situations where I would love to free up class time for direct consultation/interaction with and between students, while still being assured students have the opportunity to hear me cover the key curricular concepts.

Seventh, podcasting can reach a broad audience. This one is still open to discussion, but I'm thinking of making my podcasts broadly available through the Internet, rather than just to my own students. It seems to me that some student in Illinois might well benefit from hearing my lectures as a supplement to his/her own instructor -- I often find it useful to get two or three different takes when trying to master new concepts. On the other hand, as Mary pointed out to me, interview subjects may balk at a permanent universally available recording....They may be only prepared to participate if the podcast are secured behind WebCT logins and up only for the duration of the course. Though personally, I am fine with having my ideas out there as broadly as possible. So we'll see how that one works out.

Eighth, Podcasts open the way to innovative teaching Speaking of interviews, one way to break up the lecture might be to include phone interviews with key speakers. I can't get big names to drop into my class easily, but a phone interview might well be possible...Students should love hearing it from the horses mouth, and talk radio is probably more dynamic than straight lecture. And that is only the beginning. I think one problem with videoconferencing and other distance learning tools is that we are too preoccupied with recreating the face-to-face classroom. But the effectiveness of face-to-face instruction is something of a myth and our preoccupation with recreating that format as closely as possible in distance learning contexts may have more to do with functional fixedness than with effective pedagogy. Let's give talk radio a chance to evolve as its own unique educational tool, with different advantages (and undoubtedly, problems) and figure out which content is best suited to which formats.

Ninth, well, I'm still thinking this through and experimenting, but I'm pretty sure there will be other latent functions here. Of course, I'm sure there may be latent dysfunctions that will turn up too, but we'll have to see.

One question that Jim Henry suggested to me is whether instructors can talk into a microphone as fluently as to a class...without the body language feedback from the students one depends on to pace lessons, to decide what needs to be clarified, and what needs to be skipped over. An issue raised by colleague George Bedard is whether podcasts address the issues of peer learning adequately -- cohorts like getting together for class for reasons of moral as much as for direct learning opportunities; and it is not clear how podcasting can provide some of the support for students who require reassurance about how they are doing. But perhaps a phone in question and answer session could be a start?

First Haircut

Are English Canadians more violent?

So, I have to ask...are English Canadian children brought up in a more violent popular culture than French Canadian kids? Because my 7 year old's Dairyland "extreme shake" (part of the 'milk to go' single serving line) bills itself as "vicious vanilla" in English, but the Frappé à L'extrême" on the other side is "Vanille sublime".

Real Androids

Japanese scientist makes robot that can pass for human. So my question is, hasn't this guy read any SF? Star Trek reruns?

Glenbow Museum

I had originally intended to return to Lethbridge Monday afternoon, but got the bus schedule wrong and missed the afternoon bus. Consequently, I ended up with a couple of hours to kill in Calgary so went to the Glenbow.

The museum has several excellent permanent exhibits, but I've seen those several times before, so was primarily interested in seeing what was new. I thus divided my time between an exhibit of West African symbols, one on modern Vietnam, and one on the life stories of seven immigrants to Calgary. One of the stories featured the bhuddist inspired art of Loatian immigrant Thep Thavonsouk. Thep Thavonsoukpaintings are among the most pleasing and thought provoking I've seen in recent years. He paints tiny human figures dwarfed by the landscapes confronting them. In my favorite, a party of bhuddist monks can just be made out in the bottom middle-left of the painting, strolling along a beach with traditional Loatian orange
and red umbrella's unfurled, while the majority of the canvas is dominated by a vast storm brewing overhead. Thep Thavonsouk asks, are the umbrella’s really going to help? It is a great bhuddist moment!

I was very pleased with the West African exhibit, partly because I can only take so much cowboy art and prefer to see a variety of exhibits, and partly because West Africa is one of the 'holes' in my knowledge. Even today, school history tends to focus on European history and leave Africa and Asia largely untouched. As an undergraduate I chose to fill as much of that vacuum as I could, taking courses in the history of Southeast Asia, for example, even becoming something of an armchair expert on the politics of Indonesia, but I could not cover everything and West Africa was one of those blanks. The exhibit was small (just as well given my limited time frame) but of fairly high caliber. The majority of exhibited items were collected by the Glenbow's founder back in the 1930s, and have never been exhibited until now. Well worth the trip.

The Viennese exhibit was also interesting, though I didn't have much time left by the point I got to it. I particularly appreciated the video segments, which showed scenes from daily life, because I'm afraid I had not updated my mental picture since the Vietnam war, at which point the Americans had pretty much bombed the northern half of the country into a Saskatween lookalike -- i.e., unpaved parking lot. So it was reassuring and life affirming to see modern (kind of) city scenes and to be reminded that that was 30 years ago, and life goes on.

My favorite exhibit was the story of Calgary immigrants, since we are all natural voyeurs interested in the lives of other people. The exhibit was nicely balanced between those who had 'made it' (the artist, __, mentioned above, and two successful businessmen) and those who were doing just okay (e.g., a janitor, a housewife); and between those who had come as refugees, come for love (woman who married a tourist), and who made a conscious choice to emigrate to Canada. I also liked that although several of the statements talked about the opportunities and freedoms in Canada, it was not as if once they got here their lives were perfect...the refugee family still lost one of their son's in a car accident, another had a sister who dreamed of having her own restaurant, but was working in Wal-Mart, etc. Being so balanced, it seemed pretty real.

The local bhuddist group had set up a bhuddist altar as part of this exhibit, and asked people to leave something of themselves -- the result was a highly electric collection of Eastern spirituality and Western materialism. Many of the kids who had taken advantage of the crafts room next door had left their art on the multi-platformed altar; other visitors had left postcards, a comb, sunglasses, etc. Pretty nifty piece of conceptual art.

The museum closed at 4:45, but the giftshop stayed open until 5:30 so I spent the next 45 minutes browsing it shelves and particularly its extensive bookshelves. In the end, I had to forego any of the books, several of which appeared very tempting, because I was already carrying too great a weight of books in my bag from the convention, but I noted some titles for later reference. I did buy a tie and a couple of handmade bookmarks. But the giftshop is highly recommended for its own sake as a decent bookstore and art jewelry etc.

Thinking Outside the Box

So I take out the sorter toy and place it in front of Kasia. I demonstrate how the red cube goes in the red square opening, the green triangle goes in the green triangular opening, the yellow cylinder goes in the yellow circle opening, and so on. I repeat the demonstration, open the sorter up and dump the blocks out on the floor, close it up, and hand it over for her to do.

Kasia gives me one of those "You're an idiot, Dad" looks, reaches over, opens the back of the sorter, and stuffs all the blocks in all at once, closes the toy, and hands it back to me.

What can I say? Apparently there was an easier way to do it....

This kind of thing happens a lot. We buy toys for kids that make sense to us as adults, but mean something completely different to the kids. Take Kasia's pirate ship bath toy. To me, it is a cool pirate ship. To Kasia, it is a convenient holder for her bathwater drinking cup. Now, I hadn't actually wanted Kasia to drink from the bath tub, and was pretty sure that was a rowboat attached to the pirate ship, but apparently it is the perfect drinking cup. The only other thing she uses the pirate ship for is to step on to help her climb out of the tub while I am trying to wash her hair.
But, when I stop to think of it, what experience of pirates does the typical toddler have? I mean, if they had met pirates, they probably would not subsequently want to be reminded of the experience by bath toys.

So why do we choose the themes we do for toys? Why is it we fill toddler's rooms with toys of farm animals and teach them the words for 'cow' and 'pig' and teach them to go 'moo' and 'oink' as four of the first twenty words they learn? This might have been essential vocabulary for kids a hundred years ago, but the closest my urban kids are likely to come to cows or pigs these days are the styrofoam packages in the Safeway meat counter. You know?

So who decided that Kasia's pjs should have ducks on them? "Quack" was literally her first 'word' after 'mama'. Is this essential learning?
Or is that the whole point, to pick easy and comfortably irrelevant content? I guess ducks are less political than having, say, pictures of Marx.
Okay, Marx wasn't all that cuddly, but you take my point.

You Read It Here First

In my current article/book chapter on the research implications of blogs and blogging, I make the point that since blogs automatically date stamp and archive each post, researchers can establish who had a particular idea first by simply mentioning it in their blog. So, let me take my own advice and mention a couple of neologisms regarding blogging and data collection that I coin in my article:

The sustained asynchronous focus group': researchers initiate their own topical blog to solicit postings or comments; the researchers direct the resulting 'conversation' as they would a focus group.

directed journal entries: researchers identify a sample population and request that they keep a topical on-line diary. (Getting people to keep diaries is a fairly common research technique, but only a couple of done this on line so far, but online provides all sorts of logistical advantages....)

Found data: pre-existing material created for other purposes that the researcher is able to access and analyze as data (in this case, blogs) The spontaneous commentary of a blogger is 'found data', in contrast to the 'created data' of the survey or interview where the subject's responses exist only because they were asked the question. We cannot know whether the issues we are asking the respondent about would be sufficiently salient in their lives that they would have spontaneously raised them outside the interview context; with found data, the subjects are more likely to write about issues that are salient to them -ie., less leading of the witness because there is no question asked....

Okay, those are mine now! Oh, feel free to use them. In fact, I'd appreciate you dropping those phrases into conversation whereever you can, so that they spread and come widely into use. Then once everyone is using my terms, I can prove that I said them first, and everyone will have to cite me whenever they want to use them in an article.

Okay, it lacks the money making potential of Trump copywriting "You're Fired", but same basic principle.

The Feminist Mystique for the 21th Century

WhoooHooo!

Mary had submitted her draft dissertation to her advisor last month, and been waiting on pins and needles to see how extensive the revisions required by her advisor would be. To her (and my) great relief, his suggestions have been very very minor clarifications. Instead, he has been exceedingly positive about the work, saying in part:

"This is wonderful stuff. I think that you have a book on your hands (post defence). It reads so well. I laughed my way through chapter 3 -- black comedy, but funny nonetheless. You tell a great (and intellectually sharp) story. ... What you have done with anecdotes was sheer poetry as well inspired."

And again on another chapter: "Simply brilliant."

Re, methodology chapter: "You should be teaching critical methods, you are so good at it. "

"I really enjoyed this. I see it as ready."

And my personal favorite:

"When the book is published and, hopefully, they ask me for a comment (or anyone else for that matter) I/they will call it the feminist mystique for the 21th century."

I knew the dissertation was great when she sent it off, but it is really validating to have her advisor be so enthusastic too. Considering how fast Mary did this work, and that she did it while having a baby and teaching full time and that she did it entirely on her own (with the exception of one chapter that was the basis for an article in Human Relations, this is the first time her advisor has seen any of it.)

And, she is still a major babe!

Fire Me Please

Actually, I'm pretty happy where I work, so the title here refers to the new CBS show, Fire Me Please which I saw for the first time last night. I had in fact wanted to crawl into bed early to deal with the terrible cold from which I am currently suffering, but my Business Prof wife insisted that I watch this with her. And it is hilarious....I literally fell off the couch laughing at one point.

Two people start jobs at two different stores/pizza/coffee shops/ etc and the one to get fired closest to 3PM wins $25,000. The trick of course is to lay the groundwork for getting fired by 3 without being so obnoxious as to get fired before the other guy; or to build so slowly that 3PM comes and goes without getting fired.

Watching bosses and coworkers react to the wrong behaviours of the new hire is totally absorbing; and fascinating to see how much it takes to actually get fired on your first day. Bosses and coworkers are willing to give the new person an awful lot of chances, even when it becomes painfully evident that they are not going to "fit in". The four bosses we watched last night were really decent -- I was particularly impressed by the very young boss of a pizza store who not only gave our insane new worker every opportunity to get it right (always talking to her in private rather than in front of the other workers, always with a fairly positive tone, even being polite as he fires her, though obviously very frustrated) he was fanatic about cleanliness and maintaining proper standards for the customer. That's what I like to see! I'd eat there now!

Indeed, the weakest boss was the one in the sporting goods store who didn't want to fire the lunatic even though the rest of his staff had come to hate the new hire. The boss kept telling our contestant that he "still had a good chance at the job", which perhaps shows a certain weakness, since getting rid of the dysfunctional worker is clearly a management responsibility and something he owed his other workers.

Considering that these people were all being filmed with hidden cameras, it is amazing that we didn't see worse behaviour. We've all had terrible bosses, at one time or another, so how come none of them showed up on camera?

But it is a great show! I highly recommend it. Forget reality TV, this is an extended Candid Camera episode, but with quite interesting insights for business and sociology... I love how it is often the little things -- the breaking of tiny tiny unwritten rules -- that convince people you're crazy. (Like, when you get into an elevator, face the wrong way. No law against it, nothing overtly scary, but the elevator will empty out rather than travel another couple of floors with you.)

I'm very tempted to try to figure out how to use this in my next class... I'd love to show my student teachers excerpts, and then ask them what it would take to 'get fired' from the practicum. I think it would help a lot of them relax to see how crazy you have to get before you actually get canned -- and I think it is important for them to see there is more to doing the job then just the job. I'll have to give this some thought....

Aurora Awards (2005)

My initial reactions walking into the auditorium was a concern that the awards ceremony was slipping a bit: the room was not crowded and everyone there was just sitting around in their day clothes - in contrast to the gala setting of some other years.


I needn't have worried. MC was Robert J. Sawyer, a consummate showman if there ever was one. Sawyer quickly established just the right balance of fannish informality and award night energy, delivering an upbeat line of patter that kept everyone interested and involved throughout. I particularly appreciated the way he broke up the necessary discussion of the history of the awards, balloting procedures, category descriptions, eligibilities, and so on into brief segments smoothly delivered between the introduction of presenters. Most impressive of all was the way Sawyer smoothly filled the gaps when there was no one present to accept an award, as happened several times: in such cases he just stepped forward and ad libbed a brief biography of the winner which felt like an acceptance speech.

Highlights of the Awards were: Edo van Belkom's acceptance speech (for Wolf Pack, Tundra Books, 2004), which began by thanking Sawyer for not having an entry in the Long Form category this year, and Sawyer looking genuinely surprised to win in the English Other category for Relativity: Essays and Stories (I subsequently found and purchased a copy in the dealer's room at the convention. I've seen most of this stuff before, but Sawyer's is a significant voice in Canadian SF criticism, so it was convenient to have all this bundled in one package.)

2005 Award Winners (Abridged):

Long-form English: Wolf Pack, Edo van Belkom

Short-form English: When the Morning Stars Sang Together, Isaac Szpindel


English other: Relativity: Essays and Stories, Robert J. Sawyer


Artistic achievement: Martin Springett

Fan publication: Opuntia, Dale Speirs

Canada Day Celebrations

Drove up to Calgary yesterday (June 30) to attend WesterCon 58 conference, and for family to take in Canada Day celebrations in Calgary.

The Canada Day festivities were a bit of a disappointment. We arrived at Noon, but were ready to pack it in around 1:30, having seen everything there was to see.

     
I'm not sure whether the problem was that the celebrations had had to be moved from Prince's Island (closed due to the flooding the previous week) or because there just wasn't enough funding provided, but there was little indication that this was Alberta's Centennial. A local arts paper headline complained that "The Party's next door", arguing that Saskatewan had budgeted much more for centennial celebrations than had Alberta.

So we basically wandered around downtown Calgary...going down Stephan Mall, swimming in the hotel pool, and having supper at Old Spaghetti Factory. Then Mary put the kids to bed while I went to the Aurora Awards ceremony…