Surplus of Creativity in the Digital Age

In our Feb. 8 blog post, we discussed how artificial intelligence could impact the library. The post's video "Humans Need Not Apply" argues that an economy built entirely on creative works could not exist, but in the age of social media could we see the beginnings of such a thing?

In his book, "Cognitive Surplus" Clay Shirky discusses the impact a globalized network has had on human efforts. The Industrial Revolution brought with it our modern work schedule, complete with time off and television to occupy that time. As Shirky observes, a good deal of our free time in the past had been spent gawking at this relatively new invention. However, the Internet has redirected that energy. The internet provides what Shirky describes as the "means, motive and opportunity" to put our energies into seeking, creating and sharing more personal and meaningful content.

Every time something is seen, enjoyed, or shared by us, we participate in a new content economy. Any time we make a modification, which can be something as simple as an accompanying caption or as transformative as a remix, we contribute to its gross domestic product. The new entrepreneurs in this economy are the ones who devote themselves to content creation. It's easy to view the surface of sites such as YouTube and Facebook and see just that sliver as a representative consensus, but the rabbit hole goes much deeper.

New movements within art, music, film and entertainment are being developed as you read this. Globalized genres of music such as vaporwave have emerged within just the last few years and already you can fill weeks' of continuous playlists and never repeat a single song. According to company data cited by the Wall Street Journal, as much as 12 hours of audio and music are uploaded to independent publishing site Soundcloud every minute.

Content creators in 2016 have the capability to publish exponentially more media than those of a just a few decades ago. You'll only ever have the opportunity to see a minute fraction of these publications. This blog happens to be a piece of it. If it exists, there's an audience for it.

For libraries this is a chance to be a hub for those who wish to engage in and expand their role in this content driven industry. Libraries already house many of the means of production. Computers, books, software, and peripheral hardware are all already in most of our libraries. Makerspaces are an example of this. These resources represent Shirky's means, motives, and opportunity for millions of creative people.

With an explosion of new art and culture occurring that is capable of rivaling that of the Renaissance, it is not unfeasible to imagine that a new generation of Rembrandts and Michelangelos are currently in their early youth, living near libraries that could give them the tools they need to discover their genius.

How do you view the library's role in this age of content? What services could the library provide to not only further the creative abilities of its users but also connect and engage with users beyond its doors?

Symbiotic Intelligence: How A.I. May Create Cooperative Education in the Future

A recent publication in the World Economic Forum titled “The Future of Jobs” asserts that over 5 million jobs may be lost to robotization by the year 2020. YouTube channel CGP Grey, a channel that specializes in discussing various concepts in depth, has created a fascinating video discussing just how technological advances can outpace human efforts:

This video raises many intriguing - and possibly unanswerable - questions. For those of us working in the library space some of those questions might include

• How will robotization and digital intelligences affect the way library services are provided? 
• Where will the librarian fit in with all of this? 
• How will those people whose jobs have been phased out utilize a library? 

As CGP Grey’s video posits, digital entities capable of learning, interacting, and producing creative output can accomplish quite a lot. It’s conceivable that even this blog post could someday be written by a well-educated computer intelligence rather than the intern with a penchant for procrastination. That said, it’s entirely possible these advances could see the creation of more effective libraries, more effective librarians and all around more effective learning experiences.

The path to creating smarter, stronger and more capable machines lies in replicating our own psychological learning needs. The conundrum this presents is that the human learning process is an innumerable sum of different ethereal mental mechanisms.

Facebook founder and CEO Mark Zuckerberg describes a bulk of these processes as "unsupervised learning." Zuckerberg has invested a great deal of time and capital into the development of artificial intelligence, making it one of Facebook, Inc.'s largest development projects.

In a recent Facebook status update about his aspirations for artificial intelligence development, Zuckerberg said, “Unsupervised learning is learning how the world works by observing and trying things out rather than being told what to do... It's key to building systems with human-like common sense because it doesn't require a person to teach it everything they know. It gives the machine the ability to anticipate what may happen in the future and predict the effect of an action. It could help us build machines that can hold conversations or plan complex sequences of actions... We fundamentally do not understand how general learning works... Until we solve this problem, throwing all the machine power in the world at it cannot create an AI that can do everything a person can.”

This is to say that the human mind is a vast, complex and unique thinking machine that cannot be defined by sheer horsepower. Understanding all of the mechanisms in which it learns is the key to not only the creation of artificial intelligence, but also more effective learning and teaching practices. A thinking machine can not only learn from human teachers, but also teach human learners.

Imagine the impact such an entity could have on a library. Makerspaces, writing labs, research, database optimization, all manner of workshops, all could see a dramatic overhaul of how they're performed, delivered and absorbed by they're audience.

As for the librarians, certain functions librarians perform such as the analyzing, management and acquisition of materials or information and data processing could foreseeably be delegated to thinking computers in the future, but the more human functions of librarians - those directly involved with enlightening and educating the users of the library - need not be replaced because such functions are best fostered by human relationships.

For example, people like to use Siri, but no one really respects Siri as a person. "She" is not a mentor, or a teacher, or a researcher or a friend. "She" doesn’t recognize her user’s learning process or where it might be stumbling, and can only provide feedback in the form of suggestions of what "she" believes they might have meant based on her programming. Digital intelligence may be able to replicate operational functions, but the human capacity for learning requires a set of intangible qualities. A machine capable of learning and teaching may enhance a human's education to a degree, but it takes a human to best understand a human.

What does the development of artificial intelligence mean to you? How do you foresee it affecting your role in the library? How will education utilize intelligent technologies? Share your thoughts in the comments section.