- Aug 2022
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www.kontxt.io www.kontxt.ioKontxt1
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remikalir.com remikalir.com
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Annotation makes thinking visible.
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web.hypothes.is web.hypothes.is
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https://web.hypothes.is/blog/100000-annotations/
https://hypothes.is/users/heatherstaines<br /> Joined: November 11, 2016<br /> Annotations: 1,063 (public as of 2022-08-12)
Date of publication: 2020-02-07<br /> Duration: 3 yr 3 mo or 1,183 days<br /> Average of: ~100,000/1,183 = 84.53 annotations per day
These would be closer to the idea of fleeting notes per day and not a more zettelkasten-like permanent note. It does provide at least a magnitude of order level of measurement on practice however.
Note that it's possible that as a part of the company she has multiple accounts including one with an earlier born by date which would tend to dilute the average.
The publication is dated 2020-02-07 (which matches publication meta data) and somehow Heather makes an annotation on the post itself (dated 2020-02-02) saying she's already at 105,000 annotations. This could have given a smaller window on a few week's worth of annotations, except for the improbably mismatch in dates.
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www.reddit.com www.reddit.com
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Looking for books with wider margins for annotations and notes
https://www.reddit.com/r/books/comments/wue2ex/looking_for_books_with_wider_margins_for/
Not long after I posted this it had about 3 upvotes, including my automatic 1. It's now at 0, and there are several responses about not writing in books at all. It seems like this particular book community is morally opposed to writing in one's books! 🤣
Why though? There's a tremendously long tradition of writing in books, and probably more so when they were far more expensive! Now they're incredibly inexpensive commodities, so why should we be less inclined to write in them, particularly when there's reasonable evidence of the value of doing so?
I might understand not writing in library books as part of their value within the commons, but https://booktraces.org/ indicates that almost 12% or more of the books they've tracked prior to 1924 have some sort of mark, writing, or evidence that it was actively read.
Given what I know of the second hand markets, it's highly unlikely that my books (marked up or not) will ever be read by another person.
There's so much more to say here, but I just haven't the time today...
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In line with the much-requested (and long-longed-for) feature of highlights in different colors (an exhaustive list given in #198), I would like to suggest allowing (automatic) coloring of highlights based on tags with designated patterns (like code:critiques, code:non-ergodicity in psychology, etc.), or alternatively, all tags (i.e., without specific patterns).
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Made a quick strawman mockup of what it could look like from the editor side:
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www.sciencedirect.com www.sciencedirect.com
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www.webdesignmuseum.org www.webdesignmuseum.org
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www.desy.de www.desy.de
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URL
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imusic.co imusic.co
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Teachers have long understood that grasping the themes of great literature, while often times challenging, is well within the means of those readers willing to thoughtfully engage the text. Furthermore, teachers have long understood the value of margin notes as a powerful tool in accomplishing this end. Yet despite the collective wisdom of many educators, publishers continue to print the classics in a format little conducive to the kind of "text-grappling" that experts recommended. In listening to students and educators, Gladius Books has heeded the call by publishing a series of the most frequently read classics, each printed with extra-wide margins for convenient annotations. To maximize the value of margin notes, the publisher has also included an appendix with helpful note-taking suggestions.
a publisher that takes having wider margins seriously!
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www.amazon.com www.amazon.com
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Annotate Books has added a 1.8-inch ruled margin on every page. The ample space lets you to write your thoughts, expanding your understanding of the text. This edition brings an end to does convoluted, parallel notes, made on minute spaces. Never again fail to understand your brilliant ideas, when you go back and review the text.
This is what we want to see!! The publishing company Annotate Books is republishing classic texts with a roomier 1.8" ruled margin on every page to make it easier to annotate texts.
It reminds me about the idea of having print-on-demand interleaved books. Why not have print-on-demand books which have wider than usual margins either with or without lines/grids/dots for easier note taking and marginalia?
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entropymag.org entropymag.org
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In getting my books, I have been always solicitous of an ample margin; this not so much through any love of the thing in itself, however agreeable, as for the facility it affords me of penciling suggested thoughts, agreements and differences of opinion, or brief critical comments in general. Where what I have to note is too much to be included within the narrow limits of a margin, I commit it to a slip of paper, and deposit it between the leaves; taking care to secure it by an imperceptible portion of gum tragacanth paste. — Edgar Allen Poe on marginalia
Poe used the book itself as his "slip box".
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annotator.apache.org annotator.apache.org
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Annotators
URL
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www.openannotation.org www.openannotation.org
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Annotators
URL
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www.openannotation.org www.openannotation.org
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URL
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www.nngroup.com www.nngroup.com
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www.ariadne.ac.uk www.ariadne.ac.uk
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URL
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tomcritchlow.com tomcritchlow.com
Tags
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URL
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github.com github.com
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ncase.me ncase.me
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For those interested in the ideas of annotations, inline footnotes, expandable text, additional context, stretch text, hovercards, etc., Nicky Case has recently released a new project called Nutshell (https://ncase.me/nutshell/) which has some fun user interface as well as code with which to play.
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chromestatus.com chromestatus.com
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en.wikipedia.org en.wikipedia.org
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The network of trails functions as a shared external memory for the ant colony.
Just as a trail of pheromones serves the function of a shared external memory for an ant colony, annotations can create a set of associative trails which serve as an external memory for a broader human collective memory. Further songlines and other orality based memory methods form a shared, but individually stored internal collective memory for those who use and practice them.
Vestiges of this human practice can be seen in modern society with the use and spread of cultural memes. People are incredibly good at seeing and recognizing memes and what they communicate and spreading them because they've evolved to function this way since the dawn of humanity.
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jonudell.info jonudell.info
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Hypothes.is tools<br /> https://jonudell.info/h/tools.html
facet tools<br /> copy annotations<br /> tag rename<br /> annotation powered survey<br /> pagefit
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iiif.io iiif.io
Tags
Annotators
URL
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=gT1EExZkzMM
Quick outline of how Holiday reads, annotates, and then processes the ideas from books into his index card-based commonplace book.
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github.com github.com
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```js / Adapted from: https://github.com/openannotation/annotator/blob/v1.2.x/src/plugin/document.coffee Annotator v1.2.10 https://github.com/openannotation/annotator Copyright 2015, the Annotator project contributors. Dual licensed under the MIT and GPLv3 licenses. https://github.com/openannotation/annotator/blob/master/LICENSE /
/* * nb. The
DocumentMetadata
type is renamed to avoid a conflict with the *DocumentMetadata
class below. * * @typedef {import('../../types/annotator').DocumentMetadata} Metadata /import { normalizeURI } from '../util/url';
/* * @typedef Link * @prop {string} link.href * @prop {string} [link.rel] * @prop {string} [link.type] /
/* * Extension of the
Metadata
type with non-optional fields fordc
,eprints
etc. * * @typedef HTMLDocumentMetadata * @prop {string} title * @prop {Link[]} link * @prop {Record<string, string[]>} dc * @prop {Record<string, string[]>} eprints * @prop {Record<string, string[]>} facebook * @prop {Record<string, string[]>} highwire * @prop {Record<string, string[]>} prism * @prop {Record<string, string[]>} twitter * @prop {string} [favicon] * @prop {string} [documentFingerprint] // * HTMLMetadata reads metadata/links from the current HTML document. */ export class HTMLMetadata { / * @param {object} [options] * @param {Document} [options.document] */ constructor(options = {}) { this.document = options.document || document; }
/* * Returns the primary URI for the document being annotated * * @return {string} / uri() { let uri = decodeURIComponent(this._getDocumentHref());
// Use the `link[rel=canonical]` element's href as the URL if present. const links = this._getLinks(); for (let link of links) { if (link.rel === 'canonical') { uri = link.href; } } return uri;
}
/ * Return metadata for the current page. * * @return {HTMLDocumentMetadata} */ getDocumentMetadata() { / @type {HTMLDocumentMetadata} */ const metadata = { title: document.title, link: [],
dc: this._getMetaTags('name', 'dc.'), eprints: this._getMetaTags('name', 'eprints.'), facebook: this._getMetaTags('property', 'og:'), highwire: this._getMetaTags('name', 'citation_'), prism: this._getMetaTags('name', 'prism.'), twitter: this._getMetaTags('name', 'twitter:'), }; const favicon = this._getFavicon(); if (favicon) { metadata.favicon = favicon; } metadata.title = this._getTitle(metadata); metadata.link = this._getLinks(metadata); const dcLink = metadata.link.find(link => link.href.startsWith('urn:x-dc')); if (dcLink) { metadata.documentFingerprint = dcLink.href; } return metadata;
}
/ * Return an array of all the
content
values of<meta>
tags on the page * where the value of the attribute begins with<prefix>
. * * @param {string} attribute * @param {string} prefix - it is interpreted as a regex * @return {Record<string,string[]>} */ _getMetaTags(attribute, prefix) { / @type {Record<string,string[]>} */ const tags = {}; for (let meta of Array.from(this.document.querySelectorAll('meta'))) { const name = meta.getAttribute(attribute); const { content } = meta; if (name && content) { const match = name.match(RegExp(^${prefix}(.+)$
, 'i')); if (match) { const key = match[1].toLowerCase(); if (tags[key]) { tags[key].push(content); } else { tags[key] = [content]; } } } } return tags; }/* @param {HTMLDocumentMetadata} metadata / _getTitle(metadata) { if (metadata.highwire.title) { return metadata.highwire.title[0]; } else if (metadata.eprints.title) { return metadata.eprints.title[0]; } else if (metadata.prism.title) { return metadata.prism.title[0]; } else if (metadata.facebook.title) { return metadata.facebook.title[0]; } else if (metadata.twitter.title) { return metadata.twitter.title[0]; } else if (metadata.dc.title) { return metadata.dc.title[0]; } else { return this.document.title; } }
/ * Get document URIs from
<link>
and<meta>
elements on the page. * * @param {Pick<HTMLDocumentMetadata, 'highwire'|'dc'>} [metadata] - * Dublin Core and Highwire metadata parsed from<meta>
tags. * @return {Link[]} */ _getLinks(metadata = { dc: {}, highwire: {} }) { / @type {Link[]} */ const links = [{ href: this._getDocumentHref() }];// Extract links from `<link>` tags with certain `rel` values. const linkElements = Array.from(this.document.querySelectorAll('link')); for (let link of linkElements) { if ( !['alternate', 'canonical', 'bookmark', 'shortlink'].includes(link.rel) ) { continue; } if (link.rel === 'alternate') { // Ignore RSS feed links. if (link.type && link.type.match(/^application\/(rss|atom)\+xml/)) { continue; } // Ignore alternate languages. if (link.hreflang) { continue; } } try { const href = this._absoluteUrl(link.href); links.push({ href, rel: link.rel, type: link.type }); } catch (e) { // Ignore URIs which cannot be parsed. } } // Look for links in scholar metadata for (let name of Object.keys(metadata.highwire)) { const values = metadata.highwire[name]; if (name === 'pdf_url') { for (let url of values) { try { links.push({ href: this._absoluteUrl(url), type: 'application/pdf', }); } catch (e) { // Ignore URIs which cannot be parsed. } } } // Kind of a hack to express DOI identifiers as links but it's a // convenient place to look them up later, and somewhat sane since // they don't have a type. if (name === 'doi') { for (let doi of values) { if (doi.slice(0, 4) !== 'doi:') { doi = `doi:${doi}`; } links.push({ href: doi }); } } } // Look for links in Dublin Core data for (let name of Object.keys(metadata.dc)) { const values = metadata.dc[name]; if (name === 'identifier') { for (let id of values) { if (id.slice(0, 4) === 'doi:') { links.push({ href: id }); } } } } // Look for a link to identify the resource in Dublin Core metadata const dcRelationValues = metadata.dc['relation.ispartof']; const dcIdentifierValues = metadata.dc.identifier; if (dcRelationValues && dcIdentifierValues) { const dcUrnRelationComponent = dcRelationValues[dcRelationValues.length - 1]; const dcUrnIdentifierComponent = dcIdentifierValues[dcIdentifierValues.length - 1]; const dcUrn = 'urn:x-dc:' + encodeURIComponent(dcUrnRelationComponent) + '/' + encodeURIComponent(dcUrnIdentifierComponent); links.push({ href: dcUrn }); } return links;
}
_getFavicon() { let favicon = null; for (let link of Array.from(this.document.querySelectorAll('link'))) { if (['shortcut icon', 'icon'].includes(link.rel)) { try { favicon = this._absoluteUrl(link.href); } catch (e) { // Ignore URIs which cannot be parsed. } } } return favicon; }
/* * Convert a possibly relative URI to an absolute one. This will throw an * exception if the URL cannot be parsed. * * @param {string} url / _absoluteUrl(url) { return normalizeURI(url, this.document.baseURI); }
// Get the true URI record when it's masked via a different protocol. // This happens when an href is set with a uri using the 'blob:' protocol // but the document can set a different uri through a <base> tag. _getDocumentHref() { const { href } = this.document.location; const allowedSchemes = ['http:', 'https:', 'file:'];
// Use the current document location if it has a recognized scheme. const scheme = new URL(href).protocol; if (allowedSchemes.includes(scheme)) { return href; } // Otherwise, try using the location specified by the <base> element. if ( this.document.baseURI && allowedSchemes.includes(new URL(this.document.baseURI).protocol) ) { return this.document.baseURI; } // Fall back to returning the document URI, even though the scheme is not // in the allowed list. return href;
} } ```
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github.com github.com
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yaml definitions: Annotation: type: object required: - user - uri properties: id: type: string description: Unique ID for this Annotation. uri: type: string description: URI which is the target of this Annotation. target: type: array items: - type: object properties: scope: type: array items: - type: string selector: type: array items: - type: object properties: type: description: Type of Selector--see Web Annotation Data Model. type: string source: type: string user: type: string description: User URI in the form of an `acct` prefixed URI. document: type: object description: Target document metadata schema: $ref: '#/definitions/DocumentMetadata' permissions: type: object description: Permissions for this Annotation. created: type: string format: date-time updated: type: string format: date-time AnnotationList: type: object properties: total: type: number rows: type: array items: $ref: '#/definitions/Annotation' DocumentMetadata: type: object properties: eprints: type: object title: type: string twitter: type: object properties: image:src: type: array items: type: string title: type: array items: type: string description: type: array items: type: string card: type: array items: type: string site: type: array items: type: string dc: type: object favicon: type: string prism: type: object highwire: type: object link: type: array items: type: object properties: href: type: string facebook: type: object properties: site_name: type: array items: type: string description: type: array items: type: string title: type: array items: type: string url: type: array items: type: string image: type: array items: type: string type: type: array items: type: string
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www.w3.org www.w3.org
Tags
Annotators
URL
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www.historytoday.com www.historytoday.com
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Archived version here: https://web.archive.org/web/20130825044646/http://www.historytoday.com/frank-prochaska/mills-and-emerson-sense-and-nonsense
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Ryan Holiday</span> in How And Why To Keep A “Commonplace Book” | Thought Catalog (<time class='dt-published'>08/05/2022 10:19:13</time>)</cite></small>
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www.mattmaldre.com www.mattmaldre.com
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https://www.mattmaldre.com/2021/09/13/annotate-articles-online/
I love that Matt is using this tool and his annotated notes to write new material based on things he's read.
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- Jul 2022
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press.uchicago.edu press.uchicago.edu
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https://press.uchicago.edu/ucp/books/book/chicago/L/bo63098990.html Lines of Thought: Branching Diagrams and the Medieval Mind by Ayelet Even-Ezra
Mentioned during Tinderbox Meetup: https://forum.eastgate.com/t/tagging-meetup-saturday-august-7/4841
They apparently discussed the book last week. (May be able to find the video of the discussion)
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danallosso.substack.com danallosso.substack.com
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It's annotations all the way down...
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minnstate.pressbooks.pub minnstate.pressbooks.pub
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For those curious about the idea of what students might do with the notes and annotations they're making in the margins of their texts using Hypothes.is, I would submit that Dan Allosso's OER handbook How to Make Notes and Write (Minnesota State Pressbooks, 2022) may be a very useful place to turn. https://minnstate.pressbooks.pub/write/
It provides some concrete advice on the topic of once you've highlighted and annotated various texts for a course, how might you then turn your new understanding, ideas, and extant thinking work into a blogpost, essay, term paper or thesis.
For a similar, but alternative take, the book How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking by Sönke Ahrens (Create Space, 2017) may also be helpful as well. This text however requires purchase via Amazon and doesn't carry the Creative Commons Attribution NonCommercial ShareAlike (by-nc-sa 4.0) license that Dr. Allosso's does.
In addition to the online copy of the book, there's an annotatable .pdf copy available here: http://docdrop.org/pdf/How-to-Make-Notes-and-Write---Allosso-Dan-jzdq8.pdf/ though one can download .epub and .pdf copies directly from the Pressbooks site.
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remikalir.com remikalir.com
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https://remikalir.com/blog/sabbatical-annotated/
It was great seeing you in person yesterday @remikalir! Glad you could make the time to hang out. Do let me know if you need anything while you're here in the neighborhood or in your pending travels on sabbatical.
Congratulations again on all this news! I'm sure it's a bit overwhelming and a lot of change to adjust to, but I'm sure you'll come out far ahead.
I told Evie about your sister's choreography annotation work when I picked her up from ballet. She pulled a small pocket notebook out of her ballet bag that I didn't know she had full of some of her own choreography notes!! I was so proud...
Safe travels my friend!
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medium.com medium.com
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It’s the practical application of a concept already used in classrooms called elaborative interrogation.
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web.hypothes.is web.hypothes.is
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Digital marginalia as such requires a redefinition or at least expanded understanding of what is traditionally meant by the act of “annotation.”
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self-reflexive annotation
circle back to this...
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As marginal note-taking it often is the basis for questions asked in class discussion or points made in a final paper.
Jeremy Dean indicates that marginal notes are often "the basis for [...] points made in a final paper", but I wonder how frequently this is the case in the computer era? I rarely see or hear of educators encouraging the reuse of marginalia or even notes in academic settings, even within the framing of Hypothes.is which is an ideal tool for such a practice.
It's been my experience that while notes are in margins, they tend to sit there lonely and unused. Few are actually creating content based on them. When this is the case, memory of the idea or issue at hand is necessary so that it may be looked up and transcribed back into a bigger piece. When it does happen it's also far more likely to be academic writers or researchers who are concertedly building up particular areas. It's much less likely to be high school or undergraduate college students who should have picked up the practice earlier in junior high school or even elementary school so that their school research years are easier.
A potential resurgence of this broader practice may be coming back into vogue with the slew of new note taking apps that have been popping up and the idea of the zettelkasten coming back into a broader consciousness.
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www.houstonchronicle.com www.houstonchronicle.com
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https://www.houstonchronicle.com/projects/2022/roe-opinion-annotated/
An interesting example of visual user interface of highlights and marginalia on a news site to help tell and report on a story.
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- Jun 2022
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newcriterion.com newcriterion.com
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Those who read with pen in hand form a species nearly extinct. Those who read the marginal notes of readers past form a group even smaller. Yet when we write in antiphonal chorus to what we’re reading, we engage in that conversation time and distance otherwise make impossible.
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alanjreidphd.wixsite.com alanjreidphd.wixsite.com
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Reid, A. J. (Ed.). (2018). Marginalia in Modern Learning Contexts. New York: IGI Global.
Heard about this at the Hypothes.is SOCIAL LEARNING SUMMIT: Spotlight on Social Reading & Social Annotation
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www.facultyfocus.com www.facultyfocus.com
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The third UDL principle is to provide multiple means of expression and action. We find it helpful to think of this as the principle that transcends social annotation: at this point, students use what they’ve learned through engagement with the material to create new knowledge. This kind of work tends to happen outside of the social annotation platform as students create videos, essays, presentations, graphics, and other products that showcase their new knowledge.
I'm not sure I agree here as one can take other annotations from various texts throughout a course and link them together to create new ideas and knowledge within the margins themselves. Of course, at some point the ideas need to escape the margins to potentially take shape with a class wiki, new essays, papers, journal articles or longer pieces.
Use of social annotation across several years of a program this way may help to super-charge students' experiences.
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www.americanyawp.com www.americanyawp.com
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Apparently this is one of the most annotated texts within Hypothes.is. Interestingly, almost none of the annotations on it are public.
Tags
Annotators
URL
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=awce_j2myQw
Francis Ford Coppola talks about his notes and notebook on The Godfather.
He went to the Cafe Trieste to work.
Coppola had an Olivetti typewriter. (4:20)
Sections on pitfalls
I didn't need a script cause I could have made the movie just from this notebook.
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www.hollywoodreporter.com www.hollywoodreporter.com
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Now he’s giving the public a peek into that creative process with The Godfather Notebook (Regan Arts, Nov. 15, $50), an exact reproduction of his original, right down to the handwriting, plus rarely seen photos. A signed $500 limited edition even comes in a replica three-ring binder.
Francis Ford Coppola published an exact reproduction of his original prompt book for The Godfather called The Godfather Notebook (Regan Arts, 2016).
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To organize his thoughts, Coppola made a “prompt book,” a theater trick he learned in college at Hofstra. Into a three-ring binder he stuffed his annotated copy of the novel, scene-by-scene breakdowns, notes on the times and setting, cliches to avoid and casting ideas.
Francis Ford Coppola created and used a prompt book to organize his notes and annotations on Mario Puzo's The Godfather to create the 1972 Paramount blockbuster.
Having learned the stage managers' technique of keeping a prompt book at Hofstra, his contained an annotated copy of the novel with scene-by-scene breakdowns, notes on setting, cliches to avoid, and even casting ideas.
Tags
Annotators
URL
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Local file Local file
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“As I was reading the book and makingthese notes and then putting them on the margins obviously themore pens I was using and the more rulers, and the more squigglylines, sort of implied the excitement of the book was higher andhigher, so that the sheer amount of ink on the page would tell melater on this is one of the most important scenes.”
The density of annotations on a text can tell one about where the value and excitement of a work may be hiding.
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www.sas.ac.uk www.sas.ac.uk
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The course Marginalia in Books from Christopher Ohge is just crying out to have an annotated syllabus.
Wish I could follow along directly, but there's some excellent reference material hiding in the brief outline of the course.
Perhaps a list of interesting people here too for speaking at https://iannotate.org/ 2022 hiding in here? A session on the history of annotation and marginalia could be cool there.
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Jacqueline Broad (Monash University)
Online
- http://jacquelinebroad.com/
- https://research.monash.edu/en/persons/jacqueline-broad
- https://orcid.org/0000-0002-3095-6770
- https://scholar.google.com.au/citations?user=bZ0f2BIAAAAJ&hl=en
Short Bio
Jacqueline Broad is an Associate Professor of Philosophy in the School of Philosophical, Historical, and International Studies at Monash University, Melbourne, Australia. She is also a Fellow of the Australian Academy of the Humanities.
Her area of research expertise is early modern women’s philosophy. She writes on early modern theories of virtue, the ethical and religious foundations of women’s rights, historical conceptions of the self, and connections between feminism and Cartesianism in the seventeenth century.
She has recently become Series Editor for Cambridge University Press’s new Elements series on Women in the History of Philosophy.
Select bibliography
- Jacqueline Broad, ‘Undoing Bayle’s Scepticism: Astell’s Marginalia as Disarmament’, in Marginal Notes: Social Reading and the Literal Margins, edited by Patrick Spedding and Paul Tankard (New York: Palgrave Macmillan, 2021), pp. 61–84.
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Francesca Benatti (Open University)
Online
- https://www.open.ac.uk/people/fb2982
- https://twitter.com/rhymesontheroad
- https://orcid.org/0000-0002-1456-7812
Short Bio
I joined The Open University in 2012 as a member of the Arts Faculty and I am now part of the School of Arts and Humanities and the English and Creative Writing Department. I hold a Laurea in Lettere Moderne from the University of Bologna, as well as an MA in Literature and Publishing and a PhD in English from the National University of Ireland, Galway.
My main role in the Faculty is to promote research in the Digital Humanities as the co-leader of DH_OU, the Digital Humanities at The Open University Research Collaboration (web and Twitter) and of the OOC DTP Digital Humanities training programme.
I am a member of the READ-IT project, the Reading Experience Database, the History of Books and Reading Research Group, the Gender and Otherness in the Humanities (GOTH) Research Centre, the European Romanticism in Association and RÊVE project and the Open Arts Archive.
During 2014-2019 I led the Arts and Humanities in the Digital Age training programme for the CHASE doctoral training partnership. In 2017 I was the Principal Investigator of the A Question of Style project, which was funded by a Research Society for Victorian Periodicals Field Development Grant. In 2016-2019 I was a member of the Executive Committee of the British Association for Romantic Studies (BARS) and of the International Executive Council of centerNet.
Select bibliography
- Understanding the phenomenology of reading through modelling (2021-01-26) Antonini, Alessio; Suárez-Figueroa, Mari Carmen; Adamou, Alessandro; Benatti, Francesca; Vignale, François; Gravier, Guillaume and Lupi, Lucia Semantic Web Journal, 12(2) (pp. 191-217)
- *ing the Written Word: Digital Humanities Methods for Book History (2020) Antonini, Alessio and Benatti, Francesca In : SHARP 2020: Power of the Written Word (11-15 Jul 2020, Amsterdam)
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Recommended preliminary reading Antonini A., Benatti F., Blackburn-Daniels S. ‘On Links To Be: Exercises in Style #2’, 31st ACM Conference on Hypertext and Social Media (July 2020): 13–15. https://dl.acm.org/doi/10.1145/3372923.3404785 Grafton, Anthony. Worlds Made by Words : Scholarship and Community in the Modern West (Harvard UP, 2011). Jackson, H. J. Marginalia: Readers Writing in Books (Yale UP, 2001). –––. Romantic Readers: The Evidence of Marginalia (Yale UP, 2005). Ohge, Christopher and Steven Olsen-Smith. ‘Computation and Digital Text Analysis at Melville’s Marginalia Online’, Leviathan: A Journal of Melville Studies 20.2 (June 2018): 1–16. O’Neill, Helen, Anne Welsh, David A. Smith, Glenn Roe, Melissa Terras, ‘Text mining Mill: Computationally detecting influence in the writings of John Stuart Mill from library records’, Digital Scholarship in the Humanities 36.4 (December 2021): 1013–1029, https://doi.org/10.1093/llc/fqab010 Sherman, William. Used Books: Marking Readers in Renaissance England (U of Pennsylvania P, 2008). Spedding, Patrick and Paul Tankard. Marginal Notes: Social Reading and the Literal Margins (Palgrave Macmillan, 2021).
An interesting list of readings on annotation.
I'm curious if anyone has an open Zotero bibliography for this area? https://www.zotero.org/search/?p=2&q=annotation&type=group
of which the following look interesting: - https://www.zotero.org/groups/2586310/annotation - https://www.zotero.org/groups/2423071/annotated - https://www.zotero.org/groups/2898045/social_annotation
This reminds me to revisit Zocurelia as well: https://zocurelia.com
Tags
- W. B. Yeates
- Francesca Benatti
- material culture
- John Keates
- Monash University
- Jacqueline Broad
- courses on annotation
- READ-IT
- annotated syllabus
- annotation history
- book history
- Mary Astell
- Herman Melville
- annotations
- Open University
- Zotero
- Zocurelia
- bibliographies
- IAnno
- digital humanities
- Christopher Ohge
- want to read
- Frank Fay
- marginalia
- Hypothes.is
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jonudell.info jonudell.info
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http://jonudell.info/h/zotero/
This tool reads your Zotero library, finds items imported by URL, looks for associated Hypothesis annotations, and syncs them to Zotero as child notes.
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github.com github.com
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Local file Local file
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two-tailed t-test
Statistical significance test evaluating whether a sample is greater than or less than a specific value range. Critical distribution area is two-sided.
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Significance levels
The probability of rejecting the null hypothesis when it is true.
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between-subject
Variability for individuals themselves in the sample.
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within
Variability of specific scores for individuals in the sample.
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voxel
A value on a regular grid in three-dimensional space. In this case, composes the 3-dimensional brain image.
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T2*-sensitive functional imag-ing
MR imaging frequency that displays CSF as the brightest contrast, white matter as the second brightest contrast, and gray matter as the third brightest contrast. Stronger than T2 MR imaging frequency.
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3-T Siemens Trio MRI scan-ner
3 Tesla-powered scanner model. In our replication, we will be using a different scanner.
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fixation cross
A cross presented to research participants in a perception task with the intent directing the participants' attention to wherever the investigator wants them to look.
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inter stimulus intervals
The amount of time between the end of one stimulus being presented and the start of another stimulus being presented.
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T1-weighted images
MR imaging frequency that displays gray matter as the brightest contrast, white matter as the second brightest contrast, and CSF matter as the third brightest contrast.
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cerebellum
Structure at the lower back of the brain, associated with motor control.
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cortex
Outermost brain layer, associated with higher order cognitive abilities.
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- May 2022
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github.com github.com
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The new lines you mention really are present in the text content of the element. HTML tags are not being replaced by new lines, they just get omitted entirely. If you look at the textContent property of the <p> element you selected in the browser console, and you'll see the same new lines. Also if you select the text and run window.getSelection().getRangeAt(0).toString() in the browser console you'll see the same new lines. In summary, this is working as it is currently expected to. What I think may have been surprising here is that the captured text is not the same as what would be copied to the clipboard. When copying to the clipboard, new lines in the source get replaced with spaces, and <br> tags get converted to new lines. Browser specifications distinguish the original text content of HTML "in the source" as returned by element.textContent from the text content "as rendered" returned by element.innerText. Hypothesis has always captured quotes from and searched for quotes in the "source" text content rather than the "rendered" text. This behavior causes issues with line breaks as well. It might make sense for us to look at capturing the rendered text (as copied to the clipboard) rather than the source text in future. We'd need to be careful to handle all the places where this distinction comes up, and also make sure that all existing annotations anchor properly. Also we should talk to other parties interested in the Web Annotations specifications to discuss how this impacts interoperability.
What I think may have been surprising here is that the captured text is not the same as what would be copied to the clipboard. When <mark>copying to the clipboard, <mark style="background-color: #8000314f">new lines in the source</mark> get <mark style="background-color:#00800030">replaced with spaces</mark>, and <br> tags get converted to new lines</mark>. </br> <mark>Browser specifications distinguish <mark style="background-color: #00800036">the original text content of HTML "in the source"</mark> as returned by <mark style="background-color: #00800036"/>element.textContent</mark> from <mark style="background-color: #ffa500a1">the text content "as rendered" returned by element.innerText.</mark></mark> Hypothesis has always captured quotes from and searched for quotes in the "source" text content rather than the "rendered" text.
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interactions.acm.org interactions.acm.org
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Even if we can capture patterns and overcome sharing, we might come back to consider the commonplace book.
How cool would it be if we could aggregate old commonplace books to create indicators of how often older books were not only read, but which annotations resonated with their readers during subsequent periods of history and overlay them in some visual way? Something like a historical version of Amazon Kindle's indicators that a certain number of readers have highlighted a particular sentence of a book.
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Robin Sloan, a writer and media inventor, asks reviewers of his forthcoming book, Mr. Penumbra's Twenty Four Hour Book Store, to share their "mental state" via marginalia. Developing a visual language for real-time annotations, he welcomes people to go through his text at a reader's pace, marking their reactions in real time.
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Microsoft researcher Cathy Marshall found students evaluated textbooks based on how "smart" the side margin notes seemed before purchasing. In an effort to discover methods for using annotations in eBooks, Marshall stumbled upon this physical-world behavior, an approach to gaining a wisdom-of-crowds conclusion tucked away in the margins [3].
- Marshall, C.C. Collection-level analysis tools for books online. Proc. of the 2008 ACM Workshop on Research Advances in Large Digital Book Repositories. (Napa Valley, CA, Oct. 2630) ACM, New York, 2008.
Cathy Marshall has found that students evaluated their textbooks prior to purchasing based on the annotations within them.
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Blackwood Magazine most likely introduced the term in 1819, but Edgar Allan Poe popularized it some 25 years later with some of his published material: Marginalia. Since then, authors have had varying degrees of success creating their own collections of published marginalia. Among them is Walter Benjamin, who struggled after 13 years of research, leaving behind The Arcades Project: "the theater," he called it, "of all my struggles and all my ideas"
Blackwood Magazine most likely introduced the term marginalia in 1819. Edgar Allen Poe popularized the term with some of his published material entitled Marginalia.
What other (popular) published examples of marginalia exist?
Source for the Blackwood Magazine assertion?
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www.nytimes.com www.nytimes.com
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As John Dickerson recently put it on Slate, describing his attempt to annotate books on an iPad: “It’s like eating candy through a wrapper.”
[[similies]]
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www.raulpacheco.org www.raulpacheco.org
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I like how Dr. Pacheco-Vega outlines some of his research process here.
Sharing it on Twitter is great, and so is storing a copy on his website. I do worry that it looks like the tweets are embedded via a simple URL method and not done individually, which means that if Twitter goes down or disappears, so does all of his work. Better would be to do a full blockquote embed method, so that if Twitter disappears he's got the text at least. Images would also need to be saved separately.
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notes.knowledgefutures.org notes.knowledgefutures.org
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He notes that authors of such projects should consider the return on investment. It take time to go through community feedback, so one needs to determine whether the pay off will be worthwhile. Nevertheless, if his next work is suitable for community review, he’d like to do it again.
This is an apropos question. It is also somewhat contingent on what sort of platform the author "owns" to be able to do outreach and drive readers and participation.
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A short text "interview" with the authors of three works that posted versions of their books online for an open review via annotation.
These could be added to the example and experience of Kathleen Fitzpatrick.
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danallosso.substack.com danallosso.substack.com
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I returned to another OER Learning Circle and wrote an ebook version of a Modern World History textbook. As I wrote this, I tested it out on my students. I taught them to use the annotation app, Hypothesis, and assigned them to highlight and comment on the chapters each week in preparation for class discussions. This had the dual benefits of engaging them with the content, and also indicating to me which parts of the text were working well and which needed improvement. Since I wasn't telling them what they had to highlight and respond to, I was able to see what elements caught students attention and interest. And possibly more important, I was able to "mind the gaps', and rework parts that were too confusing or too boring to get the attention I thought they deserved.
This is an intriguing off-label use case for Hypothes.is which is within the realm of peer-review use cases.
Dan is essentially using the idea of annotation as engagement within a textbook as a means of proactively improving it. He's mentioned it before in Hypothes.is Social (and Private) Annotation.
Because one can actively see the gaps without readers necessarily being aware of their "review", this may be a far better method than asking for active reviews of materials.
Reviewers are probably not as likely to actively mark sections they don't find engaging. Has anyone done research on this space for better improving texts? Certainly annotation provides a means for helping to do this.
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www.youtube.com www.youtube.comYouTube1
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www.youtube.com www.youtube.com
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www.w3.org www.w3.org
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Local file Local file
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Writer and photographer Craig Mod wrote, “There is a gapingopportunity to consolidate our myriad marginalia* into an even morerobust commonplace book. One searchable, always accessible,easily shared and embedded amongst the digital text we consume.”6
6 Craig Mod, “Post-Artifact Books and Publishing,” craigmod.com, June 2011, https://craigmod.com/journal/post_artifact/.
It's not just me... I might hope that someone could leverage Hypothes.is' product to create a more explicit digital commonplace book out of their product.
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idpf.org idpf.org
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This specification, Open Annotation in EPUB, defines a profile of the W3C Open Annotation specification [OpenAnnotation] for the creation, distribution and rendering of annotations for EPUB® Publications.
This appendix is informative
All examples use the same hypothetical publication of Alice in Wonderland, and are given in the collection structure with a single annotation.
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Commentary Annotation on Publication with URI
json-ld { "@context": "http://www.idpf.org/epub/oa/1.0/context.json", "@id": "http://example.org/epub/annotations.json", "@type": "epub:AnnotationCollection", "annotations": [ { "@id": "urn:uuid:E7E3799F-3CD5-4F69-87C6-5478B22873D6", "@type": "oa:Annotation", "hasTarget": { "@type": "oa:SpecificResource", "hasSource": { "@id": "http://www.example.org/ebooks/A1B0D67E-2E81-4DF5/v2.epub", "@type": "dctypes:Text" } }, "hasBody": { "@type": "dctypes:Text", "format": "application/xhtml+xml", "chars": "<div xml:lang='en' xmlns='http://www.w3.org/1999/xhtml'>I love Alice in Wonderland</div>", "language": "en" }, "motivatedBy": "oa:commenting" } ] }
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Commentary Annotation on Publication without Identifying URI
json-ld { "@context": "http://www.idpf.org/epub/oa/1.0/context.json", "@id": "http://example.org/epub/annotations.json", "@type": "epub:AnnotationCollection", "annotations": [ { "@id": "urn:uuid:E7E3799F-3CD5-4F69-87C6-5478B22873D6", "@type": "oa:Annotation", "hasTarget": { "@type": "oa:SpecificResource", "hasSource": { "@type": "dctypes:Text", "uniqueIdentifier": "isbn:123456789x", "originURL": "http://www.example.com/publisher/book/", "dc:identifier": "urn:uuid:A1B0D67E-2E81-4DF5-9E67-A64CBE366809", "dcterms:modified": "2011-01-01T12:00:00Z" } }, "hasBody": { "@type": "dctypes:Text", "format": "application/xhtml+xml", "chars": "<div xml:lang='en' xmlns='http://www.w3.org/1999/xhtml'>I love Alice in Wonderland</div>", "language": "en" }, "motivatedBy": "oa:commenting" } ] }
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Collection Metadata
json-ld { "@context": "http://www.idpf.org/epub/oa/1.0/context.json", "@id": "http://example.org/epub/annotations.json", "@type": "epub:AnnotationCollection", "dc:title": "Alice in Wonderland Annotations", "dc:publisher": "Example Organization", "dc:creator": "Anne O'Tater", "dcterms:modified": "2014-03-17T12:30:00Z", "dc:description": "Anne's collection of annotations on Alice in Wonderland", "dc:rights": [ { "@value": "Quelques droits en Français", "@language": "fr" }, { "@value": "Some Rights in English", "@language": "en" } ], "annotations": [ { "@id": "urn:uuid:E7E3799F-3CD5-4F69-87C6-5478B22873D6", "@type": "oa:Annotation", "hasTarget": { "@type": "oa:SpecificResource", "hasSource": { "@type": "dctypes:Text", "uniqueIdentifier": "isbn:123456789x", "originURL": "http://www.example.com/publisher/book/", "dc:identifier": "urn:uuid:A1B0D67E-2E81-4DF5-9E67-A64CBE366809", "dcterms:modified": "2011-01-01T12:00:00Z" } }, "hasBody": { "@type": "dctypes:Text", "format": "application/xhtml+xml", "chars": "<div xml:lang='en' xmlns='http://www.w3.org/1999/xhtml'>I love Alice in Wonderland</div>", "language": "en" }, "motivatedBy": "oa:commenting" } ] }
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Annotation with Ancillary Resources in the Zip
json-ld { "@context": "http://www.idpf.org/epub/oa/1.0/context.json", "@id": "http://example.org/epub/annotations.json", "@type": "epub:AnnotationCollection", "annotations": [ { "@id": "urn:uuid:E7E3799F-3CD5-4F69-87C6-5478B22873D6", "@type": "oa:Annotation", "hasTarget": { "@type": "oa:SpecificResource", "hasSource": { "@type": "dctypes:Text", "uniqueIdentifier": "isbn:123456789x", "originURL": "http://www.example.com/publisher/book/", "dc:identifier": "urn:uuid:A1B0D67E-2E81-4DF5-9E67-A64CBE366809", "dcterms:modified": "2011-01-01T12:00:00Z" } }, "hasBody": { "@type": "dctypes:Text", "format": "application/xhtml+xml", "chars": "<div xml:lang='en' xmlns='http://www.w3.org/1999/xhtml'>I love Alice in Wonderland! <img src='/imgs/heart.jpg'/></div>" }, "motivatedBy": "oa:commenting" } ] }
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Styling of Selection
json-ld { "@context": "http://www.idpf.org/epub/oa/1.0/context.json", "@id": "http://example.org/epub/annotations.json", "@type": "epub:AnnotationCollection", "annotations": [ { "@id": "urn:uuid:E7E3799F-3CD5-4F69-87C6-5478B22873D6", "@type": "oa:Annotation", "styledBy": { "@type": "oa:CssStyle", "format": "text/css", "chars": ".red { border: 1px solid red; }" }, "hasTarget": { "@type": "oa:SpecificResource", "hasSelector": { "@type": "oa:FragmentSelector", "value": "epubcfi(/6/4[chap01ref]!/4[body01]/10[para05]/3:10)" }, "hasSource": { "@type": "dctypes:Text", "uniqueIdentifier": "isbn:123456789x", "originURL": "http://www.example.com/publisher/book/", "dc:identifier": "urn:uuid:A1B0D67E-2E81-4DF5-9E67-A64CBE366809", "dcterms:modified": "2011-01-01T12:00:00Z" }, "styleClass": "red" }, "hasBody": { "@type": "dctypes:Text", "format": "application/xhtml+xml", "chars": "<div xml:lang='en' xmlns='http://www.w3.org/1999/xhtml'>I love this part of the text</div>", "language": "en" }, "motivatedBy": "oa:commenting" } ] }
- Replying to an Annotation
json-ld { "@context": "http://www.idpf.org/epub/oa/1.0/context.json", "@id": "http://example.org/epub/annotations.json", "@type": "epub:AnnotationCollection", "annotations": [ { "@id": "urn:uuid:B81AF8C4-B04A-4D3D-B1D3-23F7C02E56BB", "@type": "oa:Annotation", "motivatedBy": "oa:replying", "hasTarget": "urn:uuid:E7E3799F-3CD5-4F69-87C6-5478B22873D6", "hasBody": { "@type": "dctypes:Text", "format": "application/xhtml+xml", "chars": "<span xmlns='http://www.w3.org/1999/xhtml'>I agree!</span>" } } ] }
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github.com github.com
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We use the Web Annotation Protocol to sync bookmarks and last reading position across devices. At a glance it covers all the use cases here, and it's a well-defined protocol with multiple independent implementations. In particular, WAP defines a relation for discovery. Here's how we link to the annotation endpoint for a specific book in an OPDS 1.2 feed. Note the distinctive link relation and media type:
xml <link href="https://circulation.librarysimplified.org/NYNYPL/annotations/Gutenberg%20ID/40278/" type="application/ld+json; profile="http://www.w3.org/ns/anno.jsonld"" rel="http://www.w3.org/ns/oa#annotationService"/>
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archivesetmanuscrits.bnf.fr archivesetmanuscrits.bnf.fr
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www.youtube.com www.youtube.com
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opencitations.net opencitations.net
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semanticpublishing.wordpress.com semanticpublishing.wordpress.com
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www.slideshare.net www.slideshare.net
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oasislab.pubpub.org oasislab.pubpub.org
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blog.ubiquitypress.com blog.ubiquitypress.com
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www.slideshare.net www.slideshare.net
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www.slideshare.net www.slideshare.net
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bioportal.lirmm.fr bioportal.lirmm.fr
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bmcbioinformatics.biomedcentral.com bmcbioinformatics.biomedcentral.com
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github.com github.com
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<details open> <summary>
Nanotate Annotations Samples
</summary> ```json [ { "id":"d5JrdABbEeuatj9X3vvoXw", "authority":"__world__", "url":"https://protocolexchange.researchsquare.com/article/pex-1069/v1", "created":"2020-09-27T00:50:41.265044+00:00", "updated":"2020-09-27T00:50:41.265044+00:00", "title":[ "Sample preparation and imaging procedures for fast and multiplexed superresolution microscopy with DNA-PAINT-ERS" ], "refs":[ ], "isReply":false, "isPagenote":false, "user":"acct:miguel.ruano@hypothes.is", "displayName":null, "text":"", "prefix":"for 10 minutes. Wash with PBS3. ", "exact":"Add imaging buffer with desired ratios of Buffer C (500 mM), ethylene carbonate, and IS-CF660R at 1-2 nM final concentration. The exact concentration of IS may need to be adjusted depending on the target and based on the imaging kinetics.", "suffix":"", "start":15158, "end":15396, "tags":[ "step" ], "group":"__world__", "ontologies":[ ] }, { "id":"FrhgjABcEeu5B4dnXgvb_A", "authority":"__world__", "url":"https://protocolexchange.researchsquare.com/article/pex-1069/v1", "created":"2020-09-27T00:55:08.276888+00:00", "updated":"2020-10-05T14:15:00.764415+00:00", "title":[ "Sample preparation and imaging procedures for fast and multiplexed superresolution microscopy with DNA-PAINT-ERS" ], "refs":[ ], "isReply":false, "isPagenote":false, "user":"acct:miguel.ruano@hypothes.is", "displayName":null, "text":"my other text modificate", "prefix":"ed ratios of Buffer C (500 mM), ", "exact":"ethylene carbonate", "suffix":"", "start":15219, "end":15237, "tags":[ "reagent" ], "group":"__world__", "ontologies":[ "CHEBI" ], "settings":{ "bio_annotations":[ "" ] } }, { "id":"7Z1sugBbEeu9_wtvk1iAjw", "authority":"__world__", "url":"https://protocolexchange.researchsquare.com/article/pex-1069/v1", "created":"2020-09-27T00:53:59.317703+00:00", "updated":"2020-09-30T00:39:50.822216+00:00", "title":[ "Sample preparation and imaging procedures for fast and multiplexed superresolution microscopy with DNA-PAINT-ERS" ], "refs":[ ], "isReply":false, "isPagenote":false, "user":"acct:miguel.ruano@hypothes.is", "displayName":null, "text":"", "prefix":"10 minutes. Wash with PBS3. Add ", "exact":"imaging buffer", "suffix":"", "start":15162, "end":15176, "tags":[ "reagent" ], "group":"__world__", "ontologies":[ "CHEBI" ], "settings":{ "bio_annotations":[ "http://purl.obolibrary.org/obo/CHEBI_35225" ] } } ] </summary>
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nanotate.bitsfetch.com nanotate.bitsfetch.comNanotate1
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Tool for the generation of 'nanopublications' based on hypothesis annotations
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cris.maastrichtuniversity.nl cris.maastrichtuniversity.nl
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robertknight.github.io robertknight.github.io
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brat.nlplab.org brat.nlplab.org
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www.programmableweb.com www.programmableweb.comGenius1
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api.elifesciences.org api.elifesciences.org
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=LlwpwPlYnKE
Looks like some reasonable export to other services to get your notes out of the Boox e-reader.
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- Apr 2022
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shop.boox.com shop.boox.com
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anno-rep.org anno-rep.org
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www.themarginalian.org www.themarginalian.org
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In the margins of books, in the margins of life as commonly conceived by our culture’s inherited parameters of permission and possibility, I have worked out and continue working out who I am and who I wish to be — a private inquiry irradiated by the ultimate question, the great quickening of thought, feeling, and wonder that binds us all: What is all this?
A wonderful little poem to the marginalia of life.
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dokie.li dokie.li
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github.com github.com
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docs.google.com docs.google.com
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```js document.createAnnotation()
document.getAnnotations(nodes)
document.removeAnnotation(annotation) ```
```js Annotation#addTarget(target)
Annotation#addBody(body) ```
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datatracker.ietf.org datatracker.ietf.org
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solo thinking isrooted in our lifelong experience of social interaction; linguists and cognitivescientists theorize that the constant patter we carry on in our heads is a kind ofinternalized conversation. Our brains evolved to think with people: to teachthem, to argue with them, to exchange stories with them. Human thought isexquisitely sensitive to context, and one of the most powerful contexts of all isthe presence of other people. As a consequence, when we think socially, wethink differently—and often better—than when we think non-socially.
People have evolved as social animals and this extends to thinking and interacting. We think better when we think socially (in groups) as opposed to thinking alone.
This in part may be why solo reading and annotating improves one's thinking because it is a form of social annotation between the lone annotator and the author. Actual social annotation amongst groups may add additonal power to this method.
I personally annotate alone, though I typically do so in a publicly discoverable fashion within Hypothes.is. While the audience of my annotations may be exceedingly low, there is at least a perceived public for my output. Thus my thinking, though done alone, is accelerated and improved by the potential social context in which it's done. (Hello, dear reader! 🥰) I can artificially take advantage of the social learning effects even if the social circle may mathematically approach the limit of an audience of one (me).
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A 2019 study published in the Proceedings of the National Academy ofSciences supports Wieman’s hunch. Tracking the intellectual advancement ofseveral hundred graduate students in the sciences over the course of four years,its authors found that the development of crucial skills such as generatinghypotheses, designing experiments, and analyzing data was closely related to thestudents’ engagement with their peers in the lab, and not to the guidance theyreceived from their faculty mentors.
Learning has been shown to be linked to engagement with peers in social situations over guidance from faculty mentors.
Cross reference: David F. Feldon et al., “Postdocs’ Lab Engagement Predicts Trajectories of PhD Students’ Skill Development,” Proceedings of the National Academy of Sciences 116 (October 2019): 20910–16
Are there areas where this is not the case? Are there areas where this is more the case than not?
Is it our evolution as social animals that has heightened this effect? How could this be shown? (Link this to prior note about social evolution.)
Is it the ability to scaffold out questions and answers and find their way by slowly building up experience with each other that facilitates this effect?
Could this effect be seen in annotating texts as well? If one's annotations become a conversation with the author, is there a learning benefit even when the author can't respond? By trying out writing about one's understanding of a text and seeing where the gaps are and then revisiting the text to fill them in, do we gain this same sort of peer engagement? How can we encourage students to ask questions to the author and/or themselves in the margins? How can we encourage them to further think about and explore these questions? Answer these questions over time?
A key part of the solution is not just writing the annotations down in the first place, but keeping them, reviewing over them, linking them together, revisiting them and slowly providing answers and building solutions for both themselves and, by writing them down, hopefully for others as well.
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Local file Local file
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The bookitself participates in the history it recounts: it has a title page, table of contents,footnotes, a bibliography and an index to assist the reader, while the digitalcopy enables the reader to search for individual words and phrases as well asto copy-and-paste without disfiguring a material object.
Some scholars study annotations as part of material culture. Are they leaving out too much by solely studying those physically left in the books about which they were made, or should we instead also be looking at other sources like commonplace books, notebooks, note cards, digital spaces like e-readers that allow annotation, social media where texts are discussed, or even digital marginalia in services like Hypothes.is or Perusall?
Some of these forms of annotation allow a digital version of cut and paste which doesn't cause damage to the original text, which should be thought of as a good thing though it may separate the annotations from the original physical object.
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info.orcid.org info.orcid.org
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orcid.figshare.com orcid.figshare.com
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www.slideshare.net www.slideshare.net
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mgearon.com mgearon.com
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wicg.github.io wicg.github.io
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www.gabormelli.com www.gabormelli.com
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tagme.d4science.org tagme.d4science.org
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pro.europeana.eu pro.europeana.eu
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iannotate.org iannotate.org
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github.com github.com
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www.zylstra.org www.zylstra.org
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3. Who are you annotating with? Learning usually needs a certain degree of protection, a safe space. Groups can provide that, but public space often less so. In Hypothes.is who are you annotating with? Everybody? Specific groups of learners? Just yourself and one or two others? All of that, depending on the text you’re annotating? How granular is your control over the sharing with groups, so that you can choose your level of learning safety?
This is a great question and I ask it frequently with many different answers.
I've not seen specific numbers, but I suspect that the majority of Hypothes.is users are annotating in small private groups/classes using their learning management system (LMS) integrations through their university. As a result, using it and hoping for a big social experience is going to be discouraging for most.
Of course this doesn't mean that no one is out there. After all, here you are following my RSS feed of annotations and asking these questions!
I'd say that 95+% or more of my annotations are ultimately for my own learning and ends. If others stumble upon them and find them interesting, then great! But I'm not really here for them.
As more people have begun using Hypothes.is over the past few years I have slowly but surely run into people hiding in the margins of texts and quietly interacted with them and begun to know some of them. Often they're also on Twitter or have their own websites too which only adds to the social glue. It has been one of the slowest social media experiences I've ever had (even in comparison to old school blogging where discovery is much higher in general use). There has been a small uptick (anecdotally) in Hypothes.is use by some in the note taking application space (Obsidian, Roam Research, Logseq, etc.), so I've seen some of them from time to time.
I can only think of one time in the last five or so years in which I happened to be "in a text" and a total stranger was coincidentally reading and annotating at the same time. There have been a few times I've specifically been in a shared text with a small group annotating simultaneously. Other than this it's all been asynchronous experiences.
There are a few people working at some of the social side of Hypothes.is if you're searching for it, though even their Hypothes.is presences may seem as sparse as your own at present @tonz.
Some examples:
@peterhagen Has built an alternate interface for the main Hypothes.is feed that adds some additional discovery dimensions you might find interesting. It highlights some frequent annotators and provide a more visual feed of what's happening on the public Hypothes.is timeline as well as data from HackerNews.
@flancian maintains anagora.org, which is like a planet of wikis and related applications, where he keeps a list of annotations on Hypothes.is by members of the collective at https://anagora.org/latest
@tomcritchlow has experimented with using Hypothes.is as a "traditional" comments section on his personal website.
@remikalir has a nice little tool https://crowdlaaers.org/ for looking at documents with lots of annotations.
Right now, I'm also in an Obsidian-based book club run by Dan Allosso in which some of us are actively annotating the two books using Hypothes.is and dovetailing some of this with activity in a shared Obsidian vault. see: https://boffosocko.com/2022/03/24/55803196/. While there is a small private group for our annotations a few of us are still annotating the books in public. Perhaps if I had a group of people who were heavily interested in keeping a group going on a regular basis, I might find the value in it, but until then public is better and I'm more likely to come across and see more of what's happening out there.
I've got a collection of odd Hypothes.is related quirks, off label use cases, and experiments: https://boffosocko.com/tag/hypothes.is/ including a list of those I frequently follow: https://boffosocko.com/about/following/#Hypothesis%20Feeds
Like good annotations and notes, you've got to put some work into finding the social portion what's happening in this fun little space. My best recommendation to find your "tribe" is to do some targeted tag searches in their search box to see who's annotating things in which you're interested.
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Where annotation is not an individual activity, jotting down marginalia in solitude, but a dialogue between multiple annotators in the now, or incrementally adding to annotators from the past.
My first view, even before any of the potential social annotation angle, is that in annotating or taking notes, I'm simultaneously having a conversation with the author of the work and/or my own thoughts on the topic at hand. Anything beyond that for me is "gravy".
I occasionally find that if I'm writing as I go that I'll have questions and take a stab only to find that the author provides an answer a few paragraphs or pages on. I can then look back at my thought to see where I got things right, where I may have missed or where to go from there. Sometimes I'll find holes that both the author and I missed. Almost always I'm glad that I spent the time thinking about the idea critically and got to the place myself with or without the author's help. I'm not sure that most others always do this, but it's a habit I've picked up from reading mathematics texts which frequently say things like "we'll leave it to the reader to verify or fill in the gaps" or "this is left as an exercise". Most readers won't/don't do this, but my view is that it's almost always where the actual engagement and learning from the material stems.
Sometimes I may be writing out pieces to clarify them for myself and solidify my understanding while other times, I'm using the text as a prompt for my own writing. My intention most often is to add my own thoughts in a significantly well-thought out manner such that I can in the near future reuse these annotations/notes in essays or other writing. Some of this comes from broad experience of keeping a commonplace book for quite a while, and some of it has been influenced on reading about the history of note taking practices by others. One of the best summations of the overall practice I've seen thus far is Sönke Ahrens' How to Take Smart Notes (Create Space, 2017), though I find there are some practical steps missing that can only be found by actually practicing his methods in a dedicated fashion for several months before one sees changes in their thought patterns, the questions they ask, and the work that stems from it all. And by work, I mean just that. The whole enterprise is a fair amount of work, though I find it quite fun and very productive over time.
In my youth, I'd read passages and come up with some brilliant ideas. I might have underlined the passage and written something like "revisit this and expand", but I found I almost never did and upon revisiting it I couldn't capture the spark of the brilliant idea I had managed to see before. Now I just take the time out to write out the entire thing then and there with the knowledge that I can then later revise it and work it into something bigger later. Doing the work right now has been one of the biggest differences in my practice, and I'm finding that projects I want to make progress on are moving forward much more rapidly than they ever did.
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hechingerreport.org hechingerreport.org
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homework compliance
A major point in Chloé Collins's text is that traditional annotations risk feeling like a chore, done to fulfill teachers' requirements. In Collins's experience, the collaborative dimension of social annotation helps make it into something learners do for themselves.
https://eductive.ca/en/resource/real-life-story/boosting-engagement-with-social-annotation/
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elicit.org elicit.orgElicit1
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https://hypothes.is/a/krnfMl0pEeyvKGMTU02-Lw
stuhlmueller Dec 14, 2021
Elicit co-founder here - feel free to leave feedback through hypothesis, we're reading it. :)
Example in the wild of a company using Hypothes.is to elicit (pun intended) feedback on their product.
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Pedagogues considered marginal annotations as the first, optional step towardthe ultimate goal of forming a free-standing collection of excerpts from one’sreading. In practice, of course, readers could annotate their books without takingthe further step of copying excerpts into notebooks.
Annotations or notes are definitely the first step towards having a collection of excerpts from one's reading. Where to put them can be a useful question though. Should they be in the margins for ease of creation or should they go into a notebook. Both of these methods may require later rewriting/revision or even moving into a more convenient permanent place. The idea "don't repeat yourself" (DRY) in programming can be useful to keep in mind, but the repetition of the ideas in writing and revision can help to quicken the memory as well as potentially surface additional ideas that hadn't occurred upon the notes' original capture.
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we have evidencetoo that some users of papyrus rolls made marginal notes, notably introducingsymbols to mark a passage for its content or for future editing.41
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An initial stage of annotation might be provided bya professional reader hired to add aids to reading for the owner, including espe-cially mnemonic or meditative aids, or enhancements to the layout, but alsooccasionally self-reflexive or potentially dissenting observations.24 A successionof owner-readers could then add further corrections and comments.
Stages of annotation in the medieval period
When is Hypothes.is going to branch out into the business of professional readers to add aids to texts?! :)
Link this to the professional summary industry that reads books and summarizes them for busy executives
Link this to the annotations studied by Owen Gingerich in The Book Nobody Read.
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- Mar 2022
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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fiber volley amplitudes
Just because I won't get the chance to ask about it in class: what is a fiber volley amplitude?
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stimulus intensities
What is the stimulus being referred to here? Is it the theta bursts? Is it basically saying that the fEPSP intensity (the slope) in response to theta burst intensity is being recorded? I had a very difficult time interpreting this paragraph because I wasn't sure what the stimulus being discussed here was. Does anyone who is more knowledgeable about this type of research understand what is meant by stimulus?
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stationary wheel
What exactly is a stationary wheel, and how is it different from a regular running wheel? Why would the presence of such a thing cause the mice to gain a significant amount of weight? I looked up the definition of "stationary wheel" and it just seems like an alternative name for a running wheel, but that's clearly not what it is given the differential effects it had on weight gain in female mice.
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activity- and experience-dependent patterns of gene expression
This was very confusing for me. I THINK what it's saying is that the gene expression that controls cell function in specific brain circuits is influenced by certain environmental experiences and activities engaged in, and that gene expression is what drives brain development. Essentially, brain development happens via synaptic plasticity, and that synaptic plasticity is very sensitive to the environment. I could be totally off here but I THINK that's what I think it means.
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Exact temporal windows
This reminds me of the childhood sensitive periods during which synaptic plasticity being higher allows for the acquisition of different languages. Based on the content of this article, it seems like early life plasticity in general allows experiences to seriously alter how the brain develops, so something like exercise has much longer lasting or more permanent positive impact. I wonder if this works the other way, as well. Like, could trauma experienced during early life have a longer-lasting or more permanent negative impact than trauma experienced during adulthood?
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groups.google.com groups.google.com
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I've been using the Hypothesis Obsidian annotator to annotate PDFs in an Obsidian vault—so I have a bunch of annotations as markdown files. I am now attempting to publish the Obsidian vault as a website at movement-ontology.brandazzle.net, but the plugin apparently isn't supported on website, as the annotations do not render. Is there any way I could host the Hypothesis tools on the website and connect my annotations so that viewers can see my annotations?
Brandon,
Obsidian Annotator (https://github.com/elias-sundqvist/obsidian-annotator), which I'm presuming you're using, looks like it's working from within Obsidian instead of a web page and is very clever looking, but without some significant work, I don't think it's going to provide you with the results you're looking for. It sounds like you want an all-public chain of work and Obsidian Annotator currently defaults to an all-private chain.
From my brief perusal of what's going on, the plugin appears to be tied to a single Hypothes.is account (likely the developer's) which defaults all annotations to private (only you) and as a result, even if you had the permalink to the annotations you'd not be able to see them presented on the web as they're all private and you wouldn't have access to the account. You could try filing some issues on the related Github repository to see if the developer might add the ability to make public annotations using your own personal account, which I'm sure would require your personal API key for Hypothes.is to be put into the settings page for the plugin in Obsidian. Another issue I see is that it's taking Hypothesis tags and turning them into Obsidian tags, which is generally fine, but the developer isn't accounting for multi-word tags which is creating unintended tag errors along the way that will need to be manually fixed.
If you're open to an alternate method of annotating and doing so in public, I can recommend a workflow that will allow you to do what it sounds like you're attempting. It starts with annotating .pdf files (either on the web, or as local files in your browser) in public using your own Hypothes.is account. (Most of this also works with private annotations, but if you want them to appear on public versions of web-hosted .pdf files with the same fingerprints, you'll want them to be public so others can see/interact with them.) Next set up the Hypothesidian script described here: https://forum.obsidian.md/t/retrieve-annotations-for-hypothes-is-via-templater-plugin-hypothes-idian/17225. There are some useful hints further down the thread on that page, so read the whole thing. The Github repository for it is here: https://github.com/SilentVoid13/Templater/discussions/191 if you need it. I've documented a few modifications I've made to the built-in template to suit my particular needs and which might serve as a template if you find it useful: https://boffosocko.com/2021/07/08/hypothes-is-obsidian-hypothesidian-for-easier-note-taking-and-formatting/.
You can then use the functionality of Hypothesidian to pull in the annotations you want (by day, by document, only your annotations, all the annotations on a document, etc.) For .pdf files, you may require Jon Udell's facet tool https://jonudell.info/h/facet/ to search your personal account for the name of the file or one of the tags you used. When you find it, you can click on it and it will open a new browser window that contains the appropriate urn file "key" you'll need to put into Hypothesidian to grab the annotations from a particular .pdf file. It will be in the general form: urn:x-pdf:1234abcd5678efgh9101112ijkl13. I haven't found an easier means of pulling out the URN/fingerprint of pdf files, though others may have ideas.
When you pull in your annotations you can also get/find permalinks to the annotations on the web if you like. I usually hide mine in the footnotes of pages with the labels "annotation in situ" and "syndication links", a habit I've picked up from the IndieWeb community (https://indieweb.org/posts-elsewhere). You can see a sample of how this might be done at https://notes.boffosocko.com/where-are-the-empty-spaces-on-the-internet where I've been doing some small scale Hypothes.is/Obsidian/Web experiments. (I'm currently using Blot.im to get [[wikilinks]] to resolve.)
Another strong option you're probably looking for is to use "via" links (https://web.hypothes.is/blog/meetvia/) on the URLs for your pdf files so that people can automatically see the annotation layer. (This may require whitelisting on Hypothes.is' end depending on where the files are hosted; alternately https://docdrop.org/ may be useful here.) Then if you've annotated those publicly, they'll also be able to see them that way too.
Another side benefit of this method is that it doesn't require the Data View plugin for Obsidian to render your annotations within Obsidian which also means you'll have cleaner looking pages of annotations in your web published versions. (ie. none of the %% code blocks which don't render properly on the web)
As I notice you're using some scanned .pdf files which often don't have proper OCR and can make creating annotations with appropriate Hypothes.is anchors, you might also appreciate the functionality of docdrop for this as well.
Given your reliance on documents and the fact that you've annotated some in what looks like Adobe Acrobat or a similar .pdf program, you might additionally enjoy using Zotero with Obsidian, Zotfile, and mdnotes as outlined here: https://forum.obsidian.md/t/zotero-zotfile-mdnotes-obsidian-dataview-workflow/15536. It's relatively slick, but requires additional set up, reliance on more moving pieces, and isn't as nice an overall user interface in comparison to Hypothes.is. It also misses all of the potential useful social annotation you might get with Hypothes.is.
Hopefully this is all reasonably clear and helpful. I'd be interested in hearing about options from others who are using Hypothes.is in conjunction with Obsidian or other related note taking tools and publishing them to the web after-the-fact.
Best, Chris Aldrich
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joinup.ec.europa.eu joinup.ec.europa.eu
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dorian.substack.com dorian.substack.com
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but they would have to find it for it to be of any use to them, and this is something I only have so much energy to advertise.
This is where widespread awareness of annotations would be useful. A service like Hypothes.is inherently functions as a sort of hub for relaying gossip about a given resource.
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A simple request to “move your handsas you explain that” may be all it takes. For children in elementary school, forexample, encouraging them to gesture as they work on math problems leadsthem to discover new problem-solving strategies—expressed first in their handmovements—and to learn more successfully the mathematical concept understudy.
Given the benefits of gesturing, teachers can improve their pedagogy simply by encouraging their students to move their hands while explaining things or working on problems.
Studies with elementary school children have shown that if they gesture while solving math problems led them to discover and understand new concepts and problem solving strategies.
link this with prior idea of handwriting out annotations/notes as well as drawing and sketchnoting ideas from lectures
Students reviewing over Cornell notes also be encouraged to use their hands while answering their written review questions.
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Research shows that people who are asked to write on complex topics,instead of being allowed to talk and gesture about them, end up reasoning lessastutely and drawing fewer inferences.
Should active reading, thinking, and annotating also include making gestures as a means of providing more clear reasoning, and drawing better inferences from one's material?
Would gestural movements with a hand or physical writing be helpful in annotation over digital annotation using typing as an input? Is this related to the anecdotal evidence/research of handwriting being a better method of note taking over typing?
Could products like Hypothes.is or Diigo benefit from the use of digital pens on screens as a means of improving learning over using a mouse and a keyboard to highlight and annotate?
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www.w3.org www.w3.org
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www.w3.org www.w3.org
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Position Statement W3C Video Workshop 12/13th Dec 2007
"Architecture of a Video Web - Experience with Annodex"
- Dr Silvia Pfeiffer
- Vquence, Xiph.org and Annodex.org
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web.hypothes.is web.hypothes.is
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itol.embl.de itol.embl.de
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www.youtube.com www.youtube.com
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Nice to see someone speaking so joyously about annotations. :) Looks like you've got a heavier analog version of the digital version of what I'm doing. I often use Kindle hightlights/annotations and then import them to Obsidian. Alternately I use Hypothes.is on online .pdf copies and then use Hypothesidian (https://forum.obsidian.md/t/retrieve-annotations-for-hypothes-is-via-templater-plugin-hypothes-idian/17225) to import all my digital notes into Obsidian. I love being able to keep the original context of the text close for either creating literature notes or expanding fleeting notes into permanent ones. When I am in a more analog mode (who doesn't love the feel of a nice fountain pen on paper?) I have a method for doing optical character recognition on my handwritten notes to save the time of typing them out again: https://boffosocko.com/2021/12/20/55799844/
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https://www.youtube.com/watch?v=Gvke-vriQbY
Morgan Eua talks about her active reading practice for fiction and non-fiction and how she transcribes her notes into Obsidian.
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www.theverge.com www.theverge.com
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I created a tiny app for tracking my studies and adding marginalia to digitally scanned quotes.
He's an annotations fan!
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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significantly greater decreases inanxiety over time
Seems like the control group attenuated to anxiety more effectively than the PI group. Could this maybe be related to habituation? I.e., the controls being in a less stressful environment than the PI group allows them to habituate to negative feelings like anxiety more effectively than the PI group.
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unconditioned stimulus(US)
So, the aversive noise is the US. Am I correct in interpreting the CS as the shape border becoming thicker? Also, this is the terminology used in classical conditioning, but this seems more like operant conditioning, since the participants actually have to do a specific behavior in order for the aversive stimulus to be removed.
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enhanced aversive learning
As an adult with an anxiety disorder...yeah, this is pretty accurate. It's weird to think of anxiety as affording benefits when it's seemingly so maladaptive, but I guess it does make it easier for us to detect potentially harmful situations and avoid them. The problem is really when you begin to experience anxiety when you shouldn't, in response to nonthreatening or neutral stimuli.
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Previously institutionalized (PI) youth (i.e., youth who were ini-tially reared in orphanage care)
This study looking into how stress experienced by orphaned children effects structure and function of mPFC and limbic structures made me curious about how children who go through foster care differ from children who grow up with their biological parents in terms of brain development, since the U.S. foster care system is notorious for child maltreatment. Looking into it, it seems that children who grow up in the foster care system significantly differ from children who grow up with their biological parents in terms of inhibitory control neurocircuitry (Bruce et al., 2013), although it isn't clear to me from skimming the article whether inhibitory control is more robust in foster care children or controls.
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amygdala, hippocampus, andmedial prefrontal cortex
Is it possible that the mPFC, in a sense, "learns" to exert a greater amount of top-down control over the amygdala and hippocampus in individuals with high trait anxiety, since they appear to be overly active in said individuals (particularly the amygdala)? Could it be that spending time in an aversive environment early in development "conditions" these limbic structures to be hyperactive, which in turn leads to strengthened connections with the PFC, since it needs to exert a greater amount of top-down control over them in order to inhibit their overactivity?
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- Feb 2022
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subconscious.substack.com subconscious.substack.com
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Gordon Brander</span> in "Slouching toward Xanadu: a roundup of block reference mechanisms https://t.co/CxSm0bZjHu" (<time class='dt-published'>02/24/2022 17:12:12</time>)</cite></small>
Discussion of some prior art leading up to Google's text fragment links.
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insertlearning.com insertlearning.com
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Referred to me by Mark Grabe.
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materchristi.libguides.com materchristi.libguides.com
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By annotating, you take ownership over the message that the book is trying to make.
Annotating a text allows the reader to more closely interact with the ideas and take ownership of them.
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www.baltimoresun.com www.baltimoresun.com
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Several years would pass, and a new editor-in-chief would ascend, before the paper eliminated the automatic race tags, in 1961, under pressure from readers who were sick of them.
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twitter.com twitter.com
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Original tweet thread archived: https://web.archive.org/web/20220222025045/https://twitter.com/perusall/status/1495945680002719751
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perusall.com perusall.comPerusall1
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Stay at the forefront of educational innovation
What about a standard of care for students?
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Bragging about students not knowing how the surveillance technology works is unethical.<br><br>Students using accessibility software or open educational resources shouldn't be punished for accidentally avoiding surveillance. pic.twitter.com/Uv7fiAm0a3
— Ian Linkletter (@Linkletter) February 22, 2022
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>#annotation https://t.co/wVemEk2yao
— Remi Kalir (@remikalir) February 23, 2022
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en.wikipedia.org en.wikipedia.org
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https://en.wikipedia.org/wiki/S._(Dorst_novel)?
This was mentioned to me at an IndieWebCamp event today.
Seems interesting with respect to the meta portions of books.
Looks like the sort of thing that @remikalir and @anterobot may be interested in.
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www.fermatslibrary.com www.fermatslibrary.com
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https://www.fermatslibrary.com/margins
A tool for creating and sharing marginalia. Geared toward the education space, but has relatively limited UI and isn't as feature rich as Hypothes.is.
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Local file Local file
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Taking smart notes is the deliberate practice ofthese skills. Mere reading, underlining sentences and hoping toremember the content is not.
Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.
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Notes build up while you think, read, understand and generateideas, because you have to have a pen in your hand if you want tothink, read, understand and generate ideas properly anyway
An active reader is always thinking, writing, and annotating. The notes from this process can and could easily be used to facilitate writing and generating new material showing new contexts and new modes of thought.
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reallifemag.com reallifemag.com
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a new conviction structured the next decade of my life: The un-annotated life was not worth living.
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- Jan 2022
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hal.archives-ouvertes.fr hal.archives-ouvertes.fr
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web.hypothes.is web.hypothes.is
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Here’s an even more magical trick. Download that PDF to your file system, load it into a third tab, and annotate again. Now you’ll see all three annotations in all three tabs!
Since Hypothesis doesn’t know that the local copy of the PDF came from http://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0168597&type=printable, or that it’s related to http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0168597, how is that possible?
The answer is that the PDF standard defines a unique identifier, or “fingerprint,” that authoring tools encode into the PDFs they create. When you use the Hypothesis client to annotate web-hosted PDF, it captures the fingerprint and sends it to the server.
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It was already the case that you could search Hypothesis for the DOI, like so:
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First, here’s a magic trick you might not realize Hypothesis has up its sleeve. Consider this PLOS One article. Annotate it in one tab, then open a second tab and annotate the PDF version there. You’ll see both annotations in both tabs. How is that possible?
The answer is that when scholarly publishers provide HTML versions of articles, they typically include metadata that points to PDF versions of the same articles. Here’s one way that happens:
<meta name=”citation_pdf_url” content=”http://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0168597&type=printable”>
Hypothesis remembers the correspondence between the HTML and PDF versions, and coalesces annotations across them.
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docs.genius.com docs.genius.com
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thepund.it thepund.it
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https://www.youtube.com/watch?v=7jFDzgHZOEk
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Remi Kalir</span> in Video: how i ANNOTATE my books // tips on annotating for beginners (DocDrop) (<time class='dt-published'>01/19/2022 20:47:29</time>)</cite></small>
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That is why Francis Bacon was rather skeptical about the possibility that excerpts might be shared among scholars. His opinion was that ‘in general, one man’s Notes will little profit another, because one man’s Conceit doth so much differ from another’s; and because the bare Note itself is nothing so much worth, as the suggestion it gives the Reader’.47
See Bacon’s letter to Greville examined by Vernon Snow, ‘Francis Bacon’s Advice to Fulke Greville on Research Techniques’, Huntington Library Quarterly 23 (1960), 369–78, at 374
This is similar in tone but for slightly differing reasons to Mortimer J. Adler recommending against loaning one's annotated books to other users. (see: https://hypothes.is/a/6x75DnXBEeyUyEOjgj_zKg)
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epress.trincoll.edu epress.trincoll.edu
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ncsu-libraries.github.io ncsu-libraries.github.io
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drive.google.com drive.google.com
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Underlining (or highlighting): of major points, of important or forceful statements. • Vertical lines at the margin: to emphasize a statement already underlined. • Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.)
These three are all essentially the same thing, just providing differing levels of overall value to Adler somehow. Is there really so much value in highlighting one's highlights?
Perhaps better would be to rewrite the sections one is highlighting in their own words to provide a stronger signal that one truly understands the concepts one has read.
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An incredibly short, but dense essay on annotating books, but one which doesn't go into the same sort of detail as he gets in his book length treatment in How to Read a Book.
Missing here is the social aspect of annotating a book. In fact, he actively recommends against loaning one's annotated books for fear of losing the details and value in them.
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There are all kinds of devices for marking a book intelligently and fruitfully. Here's the way I do it: • Underlining (or highlighting): of major points, of important or forceful statements. • Vertical lines at the margin: to emphasize a statement already underlined. • Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.) • Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument. • Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together. • Circling or highlighting of key words or phrases. • Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the books. I use the end-papers at the back of the book to make a personal index of the author's points in the order of their appearance.
Mortimer J. Adler's method of annotating a text.
He's primarily giving the author and their ideas all the power and importance here.
There is nothing, so far, about immediate progressive summarization. There's also little about the reuse of one's notes for analysis and future synthesis, which I find surprising.
Earlier in the essay he mentions picking the book up later to refresh one's memory, but there's nothing about linking the ideas from one book to another.
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marking up a book is not an act of mutilation but of love.
—Mortimer J. Adler
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You shouldn't mark up a book which isn't yours.
Killjoy!
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You know you have to read "between the lines" to get the most out of anything. I want to persuade you to do something equally important in the course of your reading. I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading.
-Mortimer J. Adler
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clariah.github.io clariah.github.io
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annotations.lindylearn.io annotations.lindylearn.io
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https://annotations.lindylearn.io/
What a great UI for annotations on Hypothes.is and Hacker News.
I wonder if this is pulling data from the public Hypothesis API? What triggers inclusion into the lists?
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pro.europeana.eu pro.europeana.eu
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The Annotations API is an extension to the Europeana REST API which allows you to create, retrieve and manage annotations on Europeana objects. Annotations are user-contributed or system-generated enhancements, additions or corrections to (or a selection of) metadata or media. We adopted the Web Annotation Data Model as a base model for the representation of annotations and as a format for exchanging annotations between client applications and the API, but also the Web Annotation Protocol as base HTTP protocol for the API.
Example:
{ "@context": “http://www.w3.org/ns/anno.jsonld” "id": "http://data.europeana.eu/annotations/1", "type": "Annotation", "created": "2015-03-10T14:08:07Z", "creator": { "type": "Person", "name": "John Smith" }, "generated": "2015-04-01T09:00:00Z", "generator": { "type": "Software", "name": "HistoryPin", "homepage": "https://www.historypin.org/" }, "motivation": "tagging", "bodyValue": "MyBeautifulTag", "target": "http://data.europeana.eu/item/92062/BibliographicResource_1000126189360" }
Tags
Annotators
URL
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blog.jonudell.net blog.jonudell.net
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julian.digital julian.digital
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'> Alexander Wang </span> in Alexander Wang on Twitter: "After discovering the idea of "A Meta-Layer for Notes" (https://t.co/EioyyptzCb), I started to try reading in this way ↓. https://t.co/lOhRyeytXZ" / Twitter (<time class='dt-published'>01/11/2022 09:15:59</time>)</cite></small>
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