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different disciplines. Even existing “legacy” materials can be given new life
by using them as assets in a multimedia product.
For more discussion about practical benefits that accrue from multime-
dia project work, see Csató and Nathan (2003a).
3. Thin interfaces
Multimedia products might be distinguished by the presence of sound or
video, but the presence of sound or video is not enough to qualify a product
as multimedia. The criteria that we use to judge the quality or effectiveness
of a multimedia product are yet more demanding.
First, consider a product that consists simply of primary recordings,
together with their metadata.
6
According to the definition offered in the
previous section, such a product would not qualify as multimedia: the re-
cordings and the metadata are not combined in a way to allow user interac-
tion. In fact, a standard music CD is just such a product, with the metadata
printed on the cover and the audio playable from the disk.
Second, consider a product that allows you to view your primary data,
as well as to add various layers of labelling, analysis, etc. to it. This would
be more likely to qualify as multimedia, since it exploits the unique abili-
ties of computers to allow us to control and manipulate data. Such products
are typically software applications dedicated to inputting and managing
data; an example well known to many linguists is SIL’s “Shoebox” soft-
ware for creating lexica and entering and glossing sentences (see Figure 1
below). Shoebox does not support sound or video, so to add annotations to
sound and video, many linguists turn to software such as ELAN and Tran-
scriber (see the reference list at the end of this volume).
However, none of these examples of software can really be regarded as
ends in themselves. They are tools to assist in creating usable products that
deliver content, just as a word processor or layout software is used to create
a book. They are characterized by instrumental, limited-purpose interfaces
that are transparent projections of their underlying data (Cooper 1995: 31),
and that are used to construct and browse that data. Our second category,
then – tools for working with data – can be thought of as “thin interfaces”
because:
– they do not obscure or reorganize the details of the data – they are used
to transparently view and manage such details;
Chapter 15 – Thick interfaces: Mobilizing language documentation
369
– they do not add capabilities beyond those that are required to view and
manage the data;
– they emphasize the acquisition of content, not its presentation or explo-
ration;
– they are used effectively only by domain specialists.
4. Documentation and thick interfaces
Thin interfaces emphasize the management of data; however, we have de-
fined mobilization as concerned with rich, flexible resources with the capa-
bility to support language strengthening and learning. For mobilization, we
have to employ “thick interfaces” – creatively-designed and readily-usable
software.
Thick interfaces draw not only on linguistic documentations but on the
fields of graphic design, computer-usability, and, perhaps, instructional
design. There are currently no settled conventions or standards for such
products; the pursuit of thick interfaces challenges us to create new genres
for expressing language documentation. A survey of the practice of inter-
face design is beyond the scope of this chapter,
8
but key factors to be con-
sidered include user-group needs, choice of genre, and effective usages of
hypertext and multimedia. Good thick interfaces can be explored in differ-
ent ways to perform a variety of tasks. They:
Figure 1. Sample Shoebox data (Akan Encyclopaedic Dictionary Project)
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– clearly reflect the collaboration and contribution of the community par-
ticipants;
– use idioms to allow users to accomplish complex tasks;
– provide culturally appropriate and rational designs for presenting and
navigating among content;
– allow users to make their own valid interpretations.
Cooper (1995), echoing our distinction here between thin and thick inter-
faces, urges that interfaces should not be determined by their underlying
data, but by the needs of users and in terms of users’ understanding of the
represented domain. Thus multimedia mobilization entails researching and
designing innovative interfaces, not only because there are no existing con-
ventions, but also because each language, community, and set of users is
different.
Design strategies, according to Cooper, should move away from data
models (which recapitulate the underlying data), to metaphors (which are
better, but limited by the metaphor chosen), or, preferably, to idioms that
use “gizmos”. Gizmos are virtual objects manipulated by users in order to
perform functions of arbitrary complexity. Their idiomatic behavior must
be learned, but once learned, they optimally support the performance of a
task (an example is the scrollbar, where you drag a block down to move a
page up). Well-designed idiomatic interfaces support learning; contempo-
rary constructivist approaches to learning argue “that learning occurs best
as a result of doing, creating, and building … [through] the manipulation of
real or virtual objects” (Goldman-Segal 1992: 258).
In the following sections, several multimedia products are briefly de-
scribed, in order to illustrate how aspects of their interfaces support the
aims of mobilization. As the examples show, thick interfaces reflect the
contexts in which they are developed; the cultures, project participants, and
development processes. There is no template or cookie-cutter approach that
can do them justice.
4.1. Collaborative interfaces
The first two examples are based on Paakantyi (Hercus and Nathan 2002),
a CD-ROM developed to help support school-based language revitalization
efforts in Wilcannia, Wentworth, and other towns in the Paakantyi country
of southwestern New South Wales, Australia.
9
This section presents a short