Annual Review of Reading

It is that time of year…time to review the previous year; make top 10 lists; and resolve to be a better person in 2015. I will tackle the first, but only of my reading habits. In 2014 I read 46 books for a grand total of 17,480 pages. (Note: I do not count academic books for work in this list, only books I read for recreation.) This is a yearly high, at least since I have been tracking this data on GoodReads (since late 2010). You can read an older annual report of reading here.

Year Books Pages
2011 45 15,332
2012 29 9,203
2013 45 15,887
2014 46 17,480

Since I have accumulated four years worth of data, I thought I might do some comparative analysis of my reading over this time period.

When am I reading?

plot2The trend displayed here was somewhat surprising when I looked at it—at least related to the decline in reading over the summer months. Although, reflecting on it, it maybe should not have been as surprising. There is a slight uptick around the month of May (when spring semester ends) and the decline begins in June/July. Not only do summer classes begin, but I also try to do a few house and garden projects over the summer months. This uptick and decline are still visible when a plot of the number of pages (rather than the number of books) is examined, albeit much smaller (1,700 pages in May and 1,200 pages in the summer months). This might indicate I read longer books in the summer. For example, one of the books I read this last summer was Neal “I don’t know the meaning of the word ‘brevity'” Stephenson’s Reamde, which clocked in at a mere 1,044 pages.

Was I reading books that I ultimately enjoyed?

plot3I also plotted my monthly average rating (on a five-point scale) for the four years of data. This plot shows that 2014 is an anomaly. I apparently read trash in the summer (which is what you are supposed to do). The previous three years I read the most un-noteworthy books in the fall. Or, I just rated them lower because school had started again.

Am I more critical than other readers? Is this consistent throughout the year?

I also looked at how other GoodReads readers had rated those same books. The months represent when I read the book. (I didn’t look at when the book was read by other readers, although that would be interesting to see if time of year has an effect on rating.) The scale on the y-axis is the residual between my rating and the average GoodReads rating. My ratings are generally close to the average, sometimes higher, sometimes lower. There are, however, many books that I rated much lower than average. The loess smooth suggests that July–November is when I am most critical relative to other readers.

plot5

Yikes…It’s Been Awile

Apparently our last blog post was in August. Dang. Where did five months go? Blog guilt would be killing me, but I swear it was just yesterday that Mine posted.

I will give a bit of review of some of the books that I read this semester related to statistics. Most recently, I finished Hands-On Matrix Algebra Using R: Active and Motivated Learning with Applications. This was a fairly readable book for those looking to understand a bit of matrix algebra. The emphasis is definitely in economics, but their are some statistics examples as well. I am not as sure where the “motivated learning” part comes in, but the examples are practical and the writing is pretty coherent.

The two books that I read that I am most excited about are Model Based Inference in the Life Sciences: A Primer on Evidence and The Psychology of Computer Programming. The latter, written in the 70’s, explored psychological aspects of computer programming, especially in industry, and on increasing productivity. Weinberg (the author) stated his purpose in the book was to study “computer programming as a human activity.” This was compelling on many levels to me, not the least of which is to better understand how students learn statistics when using software such as R.

Reading this book, along with participating in a student-led computing club in our department has sparked some interest to begin reading the literature related to these ideas this spring semester (feel free to join us…maybe we will document our conversations as we go). I am very interested in how instructor’s choose software to teach with (see concerns raised about using R in Harwell (2014). Not so fast my friend: The rush to R and the need for rigorous evaluation of data analysis and software in education. Education Research Quarterly.) I have also thought long and hard about not only what influences the choice of software to use in teaching (I do use R), but also about subsequent choices related to that decision (e.g., if R is adopted, which R packages will be introduced to students). All of these choices probably have some impact on student learning and also on students’ future practice (what you learn in graduate school is what you ultimately end up doing).

The Model Based Inference book was a shorter, readable version of Burnham and Anderson’s (2003) Springer volume on multimodel inference and information theory. I was introduced to these ideas when I taught out of Jeff Long’s, Longitudinal Data Analysis for the Behavioral Sciences Using R. They remained with me for several years and after reading Anderson’s book, I am going to teach some of these ideas in our advanced methods course this spring.

Anyway…just some short thoughts to leave you with. Happy Holidays.