In this talk, we (Stuart Geiger, Brittany Fiore-Gartland, and Charlotte Cabasse-Mazel) share ethnographic findings made observing and working with Jupyter notebooks across multiple organizations where notebooks are in heavy use. We conducted interviews about the role of Jupyter in the work done at these companies, observed how people and organizations use notebooks in practice, and worked personally with notebooks in many different contexts. This fieldwork, focused mostly around academic uses of Jupyter, represents a broad array of Jupyter engagement across different fields, programming languages, institutions, and kinds of teams.
Our analysis draws from James Carey’s foundational theory of communication as transmission versus ritual, which is a useful way to think about the goals of Jupyter notebooks and related technologies. Communication is often understood as the transmission of information from one person to another, so good communication is achieved when the ideas inside the mind of the speaker make it into the mind of the listener. However, Carey notes that communication is also often a ritual in which people work to establish a shared context and sustain a common understanding of why we are here and what we are doing. Jupyter notebooks are certainly used to effectively communicate scientific or analytic narratives of computation. However, Jupyter also plays an important role in supporting and changing various ritual practices that take place around computational analysis.
Some of the observed rituals have a very broad adoption and predate Jupyter, such as the ritual of presenting a slide deck at a scientific conference. In this case, tools like nbpresent help Jupyter users present their work within this established ritual. Other rituals are more specific to a particular group and have been created due to the capacities of Jupyter, such as a weekly peer learning group where learners clone a GitHub repository containing a completed notebook that the presenter is projecting on a screen, with everyone walking through the notebook together. There are also rituals that have been transformed by the use of Jupyter, such as one lab’s “chalk talks,” where scientists once gave stand-up analyses on a chalk or white board but now frequently project a blank or thinly scaffolded Jupyter notebook and live code an analysis.
Rituals can be public and institutionalized or more private and individual, such as practices that people do before sharing a notebook to colleagues or the public. The ritual of cleaning up a messy notebook is one we have frequently observed and discussed in interviews with Jupyter users. Depending on the particular shared context someone wants to establish, these rituals of curation can look different and serve different goals. For example, in many instances people use Jupyter with the shared goal of creating an analysis that can be cleanly reproduced end to end. The “restart and run all” test is an important private ritual in this context. Yet in other instances, like with beginner-focused workshops or courses, people strategically allow for messiness in their notebook through rituals like making then fixing errors or going down less fruitful pathways. These kinds of rituals are often tied to broader social practices that signal a culture or context that values flexibility, experimentation, or learning.
Former BIDS Ethnographer Stuart Geiger is now a faculty member at the University of California, San Diego, jointly appointed in the Department of Communication and the Halıcıoğlu Data Science Institute. At BIDS, as an ethnographer of science and technology, he studied the infrastructures and institutions that support the production of knowledge. He launched the Best Practices in Data Science discussion group in 2019, having been one of the original members of the MSDSE Data Science Studies Working Group. Previously, his work on Wikipedia focused on the community of volunteer editors who produce and maintain an open encyclopedia. He also studied distributed scientific research networks and projects, including the Long-Term Ecological Research Network and the Open Science Grid. In Wikipedia and scientific research, he studied topics including newcomer socialization, community governance, specialization and professionalization, quality control and verification, cooperation and conflict, the roles of support staff and technicians, and diversity and inclusion. And, as these communities are made possible through software systems, he studied how the design of software tools and systems intersect with all of these issues. He received an undergraduate degree at UT Austin, and an MA in Communication, Culture, and Technology at Georgetown University, where he began empirically studying communities using qualitative and ethnographic methods. As part of receiving his PhD from the UC Berkeley School of Information, he worked with anthropologists, sociologists, psychologists, historians, organizational and management scholars, designers, and computer scientists.
Charlotte Cabasse-Mazel is now the Executive Director of the Digital Humanities Center, jointly launched by the University of Lausanne (UniL) and the Polytechnical School of Lausanne (EPFL).
Charlotte Cabasse-Mazel holds a PhD in Geography and Science and Technologies Studies from the University of Paris-Est, where she studied at the Laboratoire Techniques, Territoires et Sociétés (LATTS), at Ecole Nationale des Ponts et Chaussées. She is interested in the ways in which practices and methodologies of data science transform production of knowledge and interdisciplinary collaboration, as well as scientific personae and trajectories within the academic institution.
Her PhD research focused on the creation of hybrid communities and the transformation of subjects (both resident/expert) and space, facing risk of natural disasters in the Bay Area of San Francisco. Previously researcher at EPFL, Switzerland, she worked on research projects questioning the definition of “science”, “society”, “future” and “risk”. She also participated to join research-action project with UN Agencies (ISRD, WHO) in Madagascar.
Before going back to graduate school, she was a civil servant in French Embassy in South Africa and an NGO project coordinator for Aide Médicale Internationale (AMI) in Afghanistan and Indonesia. She also worked as a web and freelance journalist, having collaborated with French local and national newspapers.
She received her MA in Cultural Geography from Université de Reims, France; and MA and BA in Information and Communications Sciences from Université de la Sorbonne, Paris, France.