"We believe in academic freedom, but it should not and cannot be used to excuse away behavior that harms others." (STATEMENT FROM HAMLINE UNIVERSITY) The above statements shows the struggle that Hamline faced when deciding to fire Erika Lopez Prater. A tension between academic freedom and insulting others.

1:05 A good point by Safi is that the statements of the director was assuming that the freedom of speech was in direct opposition to the feelings of Muslims. This is not the case. A difference between iconical devotion within the Islamic tradition (both Sunni and Shia) and Charlie Hebdo examples.

03:00 Both to respect students and expand their horizons. Not everyone needs to agree with it.

Comment by drneilfox: Hello. This is my first entry. Dario and I plan to create a podcast that has three elements:

1) A formal exploration of the podcast form using our own podcast as a case study. 2) A discussion around academic research and the podcast. 3) A discussion around the 'disruptive journal' featuring input from JMP contributors.

The aim is to construct a text that operates as a viable and valid piece of research and also is reflexive regarding the changing nature of academic research.

We will be talking in person late July following some leave and will be emailing disruptive JMP participants shortly to invite them to participate.

For now I listening to podcasts to prepare, and recommend the latest NPR Invisibilia episode on problem solving, and any episode of the brilliant Longford Podcast.

Comment by amidont: There is, truly, so much potential in these tools and approaches toward asynchronous, distributed reading and writing. One question I have, already, is how such distributed forms of production-consumption further dissolve notions of textuality and authorship so entrenched within traditional notions and practices of scholarship and empirical research. The flattened hierarchies, especially, threaten the institutionalized power structures which have tightly controlled the design, review, and dissemination of scholarship and research.

Faculty deciding themselves on academic dishonesty 1. violates student's right to due process 1. leaves faculty vulnerable to a student grievance petition, civil lawsuit....

Academic integrity is a learned concept

Interesting that individual work is not the goal....

Interesting take on nursing students

This is a different view of authorship - elevating 1 above the many

Interesting take on east asian culture. it really makes sense if the collective owns the information - you don't have to cite authorship.

This really holds students responsible for being proactive and not waiting until the last minute with work.

I like that it holds both students in bad standing. The one doing the work and the one not doing the work

I really explaining that giving information to another student makes the "giver" dishonest as well as the reciever

Valid Ids shown and compared to student school ids - you ight could fake this but it would take effort

This is an interesting way to verify student identity. Required check-ins. but it also makes the professor feel more "real"

I didn't realize that instructors had to verify student identity via ID.

regulation about identify verification of students in Online courses

Great statement to teach students how to refer to each other's work.

I like the "sloppy" description of non-intentional plagerism

plain definition of plagerism

I like that the guidelines are not intended to replace atmosphere of trust .....

Ways to verify work by students - I really like this.

Definition of dishonesty

Hierarchy of values rather an unethical or immoral intentions is interesting

https://illuminate.withgoogle.com/

via

Interesting experiment from Google that creates an NPR-like discussion about any academic paper.<br><br>It definitely suggests some cool possibilities for science communication. And the voices, pauses, and breaths really scream public radio. Listen to at least the first 30 seconds. pic.twitter.com/r4ScqenF1d

— Ethan Mollick (@emollick) June 1, 2024

This somehow was missing from his bio with respect to Paul Otlet???

Hawk Sugano was introduced to index cards circa 2001 by means of Watanabe Shoichi's book “知的生活の方法” (A Method of Intellectual Life".

https://web.archive.org/web/20170530033313/http://pileofindexcards.org/blog/2006/08/20/me-and-indexcard/

https://web.archive.org/web/sitemap/https://machines.kfitz.info/ss22/

Archives of Kathleen Fitzpatrick's machines.kfitz.info sites for teaching/past courses.

read [[Stephen Robertson]] in A New Graduate Course for 2022: Digital Scholarship

https://hcommons.org/groups/academic-job-market-support-network/docs/

https://owl.purdue.edu/owl/job_search_writing/preparing_an_application/writing_the_personal_statement/index.html

https://peculiargenres.commons.msu.edu/schedule/

Syllabus: Peculiar Genres of Academic Writing<br /> https://hcommons.org/deposits/item/hc:44397/ by Kathleen Fitzpatrick

• for: academic communication to the public - importance, elites - two types, key insight - elites, key insight - science communication

• comment

• key insight

  • Elites are necessary in every society
  • Historically, people who strongly believe that the current elites aren't necessary or are harmful often become the revolutionaries who become the new elites
  • elites need to speak in their own specialist language to each other but there are two kinds of elites
    • those who serve society
    • those who serve themselves
    • often, we have fox in sheep's clothing - elites who serve themselves but disguise themselves in the language of elites who serve others in order to gain access to power ,
    • we normally think of wealthy people as elites, but Harari classifies scientists as also a kind of elite
  • elites may be necessary but
    • We are caught in a double bind, a wicked problem as elites are also the world's greatest per capita energy consumers and their outsized ecological, consumption and energy footprint is now a existential threat to the survival of our species

• references

  • Kevin Anderson: A Habitable Earth Can No Longer Afford The Rich – And That Could Mean Me And You
    • https://hyp.is/go?url=https%3A%2F%2Fclimateuncensored.com%2F1485-2%2F&group=world
  • The role of high-socioeconomic-status people in locking in or rapidly reducing energy-driven greenhouse gas emissions
    • https://hyp.is/go?url=https%3A%2F%2Fwww.nature.com%2Farticles%2Fs41560-021-00900-y&group=world
  • Millionaire spending incompatible with 1.5 °C ambitions
    • https://hyp.is/go?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS2666791622000252&group=world

• for: academic communication - need to translate to lay audience, science communication - need to translate to lay audience

https://www.reddit.com/r/ClassicalEducation/comments/1824odg/best_publisher_for/

reply to u/marco89lcdm at https://www.reddit.com/r/antinet/comments/17m7ggz/comment/k839k22/?utm_source=reddit&utm_medium=web2x&context=3

The way you're currently thinking is a top down approach in which you already know everything and you're attempting to organize it to make it easier for others who know nothing about the ideas to find them. The Luhmann model supposes you know nothing about anything to begin with and you're attempting to create order from the bottom up, solely by putting related ideas you're building on close to each other and giving them numbers so that you might find them again when you need them.

If your only use is for those two topics and closely related subtopics and nothing else, then consider not using a Luhmann-artig model? Leave off the numbers and create two tabbed cards with those headings (and possibly related subheadings) and then sort your related cards behind them. (This is closer to the commonplace book tradition maintained on index cards and used by those like Mortimer J. Adler et al., Robert Greene, Ryan Holiday and Billy Oppenheimer. Example: https://billyoppenheimer.com/notecard-system/)

Otherwise the mistake you may be making is mentally associating the top level numbers with the topics. Break this habit! The numbers are only there so you can index ideas against them to be able to find them again! These numbers aren't like the Dewey Decimal system where 510.### will always mean something to do with math. You'll specifically want to intermingle disparate topics, so the only purpose the numbers provide is the ability to find what you're looking for by using the index which will give you a neighborhood in which you'll find the ideas you know are going to be hiding there or very near by.

Cards that are near to each other (using the numbers as an idea of ordering and re-finding) create a neighborhood of related ideas, even if they're disparate in topics. This might allow you to intermingle two related ideas, one which is in anthropology and another from mathematics for example, but which would otherwise potentially be thousands of cards away from each other if done in a Dewey-like system.

Or to take your example, what do you do with an idea that relates to both management AND personal growth? If it's closer to an idea on management you might place it near a related idea on that branch rather than in the personal growth section where it may be potentially less useful in the future. (You can always cross index them if need be, but place it where it creates the closest link and thus likely the greatest value for building on top of your previous ideas.)

For more on this, try: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/

I suspect that Scheper suggests using the Academic Outline of Disciplines as a numbering structure because it's an early choice he made for himself and it provides a perch to give people a concrete place to start. Sadly this does a disservice because it's closer to the older commonplace topical method rather than to the spirit of the ordering that Luhmann was doing. It's especially difficult for beginners who have a natural tendency to want to do this sort of top-down approach.

contributed by a member - but not reviewed or approved by the other members? it sounds like one member took advantage of the collective-authorship context and even sabotaged the group's presentation.

reply to Admirable_Discount75 at https://www.reddit.com/r/Zettelkasten/comments/17beucn/comment/k5nzic6/?utm_source=reddit&utm_medium=web2x&context=3

If you've not come across it before you'll likely find Adler & Van Doren (1972) for reading a useful place to start, especially their idea of syntopical reading. Umberto Eco (2015) is also a good supplement to a lot of the internet-based and Ahrensian ZK material. After those try Mills.

Adler, Mortimer J., and Charles Van Doren. How to Read a Book: The Classical Guide to Intelligent Reading. Revised and Updated ed. edition. 1940. Reprint, Touchstone, 2011. https://amzn.to/45IjBcV. (audiobook available; or a video synopsis: https://www.youtube.com/watch?v=Y_rizr8bb0c)

Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.

Mills, C. Wright. “On Intellectual Craftsmanship (1952).” Society 17, no. 2 (January 1, 1980): 63–70. https://doi.org/10.1007/BF02700062.

​

Should it help, I often find that audiobook versions of books or coursework sources like The Great Courses (often free at local libraries, through Hoopla, or other sources), or the highest quality material from YouTube/podcasts listened to at 1.5 - 2x speed while you're walking/commuting can give you quick overviews and/or inspectional reads at a relatively low time cost. Short reminder notes/keywords (to search) while listening can then allow you to do fast searches of the actual texts and/or course guidebooks for excerpting and note making afterwards. Highly selective use of the audiobook bookmarking features let you relisten to short portions as necessary.

As an example, one could do a quick crash course/overview of something like Marx and Communism over a week by quickly listening to all or parts of:

• https://www.thegreatcourses.com/courses/the-rise-of-communism-from-marx-to-lenin
• https://www.thegreatcourses.com/courses/communism-in-power-from-stalin-to-mao
• https://www.thegreatcourses.com/courses/legacies-of-great-economists
• https://www.thegreatcourses.com/courses/modern-intellectual-tradition-from-descartes-to-derrida

These in combination with sources like Oxford's: Very Short Introduction series book on Marx (which usually have good bibliographies) would allow you to quickly expand into more specialized "handbooks" (Oxford, Cambridge, Routledge, Sage) on the subject of Marx and from there into even more technical literature and journal articles. Obviously the deeper you go, the slower things may become depending on the depth you're looking to go.

—Georg Christoph Lichtenberg, Notebook E, #46, 1775–1776

In this single paragraph quote Lichtenberg, using the model of Italian bookkeepers of the 18th century, broadly outlines almost all of the note taking technique suggested by Sönke Ahrens in How to Take Smart Notes. He's got writing down and keeping fleeting notes as well as literature notes. (Keeping academic references would have been commonplace by this time.) He follows up with rewriting and expanding on the original note to create additional "explanations" and even "connections" (links) to create what Ahrens describes as permanent notes or which some would call evergreen notes.

Lichtenberg's version calls for the permanent notes to be "separated and ordered" and while he may have kept them in book format himself, it's easy to see from Konrad Gessner's suggestion at the use of slips centuries before, that one could easily put their permanent notes on index cards ("separated") and then number and index or categorize them ("ordered"). The only serious missing piece of Luhmann's version of a zettelkasten then are the ideas of placing related ideas nearby each other, though the idea of creating connections between notes is immediately adjacent to this, and his numbering system, which was broadly based on the popularity of Melvil Dewey's decimal system.

It may bear noticing that John Locke's indexing system for commonplace books was suggested, originally in French in 1685, and later in English in 1706. Given it's popularity, it's not unlikely that Lichtenberg would have been aware of it.

Given Lichtenberg's very popular waste books were known to have influenced Leo Tolstoy, Albert Einstein, Andre Breton, Friedrich Nietzsche, and Ludwig Wittgenstein. (Reference: Lichtenberg, Georg Christoph (2000). The Waste Books. New York: New York Review Books Classics. ISBN 978-0940322509.) It would not be hard to imagine that Niklas Luhmann would have also been aware of them.

Open questions: <br /> - did Lichtenberg number the entries in his own waste books? This would be early evidence toward the practice of numbering notes for future reference. Based on this text, it's obvious that the editor numbered the translated notes for this edition, were they Lichtenberg's numbering? - Is there evidence that Lichtenberg knew of Locke's indexing system? Did his waste books have an index?

• for: quote, quote - Kevin Anderson, quote - academic support for bottom-up actors, bottom-up actors - academic support

• quote

  • We have been happy to engage with CEOs, with the senior policy makers, with the 'Davos set'.
  • We've been happy to engage with them – across, generally, the sort of more senior climate change academics. But they haven't delivered for 30 years.
  • But what we haven't... Who we very seldom engage with – the balance, to me, is wrong – with citizenry groups.
  • We haven't engaged... with the climate parliament group. Our support has been biased towards a group who are very much in favor of the status quo.

• comment

• Kevin is tuning into a potential idling capacity and leverage point that academic community has by-and-large missed.
  • Academic support of bottom-up and citizen groups could yield the kind of top-down and bottom-up partnership that could really accelerate climate policy action

Kalir, Remi H. “Playing with Claude.” Academic blog. Remi Kalir (blog), August 25, 2023. https://remikalir.com/blog/playing-with-claude/.

He's cleverly noticed that many books and articles use a decimal outlining scheme already, so why not leverage that here.

interesting point! some other things in my head:

1) in addition to our increased writing endeavors, we've also been engaging in extensive reading as well, but our reading material has evolved beyond books, encompassing the plethora of content available in the vast expanse of cyberspace

2) and while the quantity of reading has expanded significantly, it is equally intriguing to recognize that the nature of these texts has shifted towards shorter formats—tweets, ig post captions, microblogs, etc

3) AND lastly, the act of reading has swiftly evolved into the realm of listening, with the emergence of podcasts, audiobooks, listenable videos, and similar forms of content consumption

The variety of formats which OER resources are available in (.epub, .pdf, .html, and other formats, including future formats like audio and potentially video (.mp3, .mp4) are a form of accessibility.

Is anyone placing OER materials into online channels which center piracy as a means of advertising or distribution?

(Library Genesis, SciHub, Pirate Bay, et. al.)

Why didn't university libraries take on the role of publishing and maintaining academic journals rather than ceding the function to major for-profit corporations which they now pay heavily to license that material back from?

reply to u/drogers8 at https://www.reddit.com/r/antinet/comments/13eyg8p/extended_numbering_and_why_use_outline_of/

Based on my research, Scott Scheper was the one of the original source for people adopting the Academic Outline of Disciplines. I've heard him say before that he recommends it only as a potential starting place for people who are new to the space and need it as a crutch to get going. It's an odd suggestion as almost all of the rest of his system is so Luhmann-based. I suspect it's a quirk of how he personally started and once moving it was easier than starting over. He also used his own ZK for showing others, and it's hard to say one thing in a teaching video when showing people something else. Ultimately it's hard to mess up on numbering choices unless you're insistent on using only whole numbers or natural numbers. I generally wouldn't suggest complex numbers either, but you might find some interesting things within your system if you did. More detail: https://boffosocko.com/2022/10/27/thoughts-on-zettelkasten-numbering-systems/ The only reason to have any standardized base or standardized numbers would be if you were attempting to have a large shared ZK with others. If this is your intent, then perhaps look at the Universal Decimal Classification, though a variety of things might also work including Dewey Decimal.

‘I am a White person:’ UC Berkeley scholar apologizes for wrongly claiming to be Native American her ‘whole life’ by Martha Ross

Muriel Cooper, the first design director of the MIT Press and a founding faculty member of MIT's Media Lab, designed the MIT Press colophon in 1965. The iconic colophon has been acquired by The Museum of Modern Art in 2023.

The commission had originally been offered to Paul Rand (o Eye Bee M logo fame) in 1962, but when he turned down the offer, he suggested they offer it to Cooper.

Recommended Source

Under the "More on Philosophies of Copyright" section, I recommended adding the scholarly article by Chinese scholar Peter K. Yu that explains how Chinese philosophy of Yin-Yang can address the contradictions in effecting or eliminating intellectual property laws. One of the contradictions is in intellectual property laws protecting individual rights while challenging sustainability efforts for future generations (as climate change destroys more natural resources.

Yu, Peter K., Intellectual Property, Asian Philosophy and the Yin-Yang School (November 19, 2015). WIPO Journal, Vol. 7, pp. 1-15, 2015, Texas A&M University School of Law Legal Studies Research Paper No. 16-70, Available at SSRN: https://ssrn.com/abstract=2693420

Below is a short excerpt from the article that details Chinese philosophical thought on IP and sustainability:

"Another area of intellectual property law and policy that has made intergenerational equity questions salient concerns the debates involving intellectual property and sustainable development. Although this mode of development did not garner major international attention until after the 1992 Earth Summit in Rio de Janeiro, the Yin-Yang school of philosophy—which “offers a normative model with balance, harmony, and sustainability as ideals”—provides important insight into sustainable development."

How to Write a Thesis (Umberto Eco) - my reading notes<br /> by Raul Pacheco-Vega

perfunctory positive review; no great insight

German academic publishing in Niklas Luhmann's day was dramatically different from the late 20th/early 21st centuries. There was no peer-review and as a result Luhmann didn't have the level of gatekeeping that academics face today which only served to help increase his academic journal publication record. (28:30)

It's not just me who's noticed this.

Interesting that for someone propounding Luhmann's zettelkasten system that Scheper has done this. Was it because he did it himself and then didn't want to change (likely) or because he spent time seeing others' problems with Luhmann's numbering system and designed a better way (less likely)?

• Comment
• Means lumps the entire European academic tradition as complicit in promoting the wrong worldview laying the ground for my modernity's destruction of nature and civilization
  • Isaac Newton
  • Rene Descartes
  • John Locke
  • Adam Smith
  • Georg Hegel
  • Karl Marx

Shorthand notations or symbols in one's notes can be used to provide help in structuring arguments. Small indicators like "see: x", "see also: y", or "but see: z" can be used for adding supporting, comparison, or contradictory material respectively.

https://www.youtube.com/watch?v=vLV4EDBtuas

Quotes I've made that I never expected to be excerpted... 🤣

Perry analogizes many people's experience of writing to passing a kidney stone and then contrasts it with me talking about the Mozart composing/cow peeing analogy.

In his work The Sickness unto Death, Soren Kierkegaard describes a similar polarity, describing how people wrestle with the conception of themselves as being both finite and infinite. Similar to Merleau-Ponty, Kierkegaard explains that the acknowledgement of these two "poles" results in a deeper understanding and sense of ones self.

This idea ties to the subjectivity and objectivity as mentioned in class. Rather the objectivity and subjectivity of sensing and perception can exist simultaneously. It reminds me of the Daoist work of Zhuangzi. This work is comprised of various parables on natural and humanist reflections. A very fundamental principle of Daoism is the mimicry of nature as it exhibits the Dao, or the Way. One such parable depicts Zhuangzi and Huizi, a prime minister, strolling along a dam. Zhuangzi makes a comment that the minnows are so joyful as they "dart around where they please." Huizi rebuts saying "You are not a fish -- how do you know what fish enjoy?" Zhuangzi eventually concludes that he know what the fish enjoy simply by standing by the river. The parable gets at the subjectivity of his observations intertwined with the objectivity of the fish's actions. They are existing together much like the observation of a stars light and the objective luminescence of a star. It gets slightly at perspective but creates a fascinating tension between the objective and subjective. If you want to read the parable is is here: https://terebess.hu/english/tao/Zhuangzi-Burton-Watson.pdf on page 276.

This experience is reminiscent of an approach in the Spiritual Exercises (a series of meditations constructed into a 4-week retreat, written by St. Ignatius of Loyola). Within the Exercises, the retreatant is instructed to make an "application of the senses," revisiting their meditations and paying closer attention to what they hear, feel, taste, smell, etc. Ignatius writes that in meditating this way, the experience and awareness of one's sensations allows them to "draw more profit" from the meditation, prompting a deeper, more revelatory prayer.

This reminds me of writing, in this instance rhetoric and writing is rhetoric and art, as an affective composition in that the context, style, and signification of the art affects how we are both sensitive to and can sense how it feels to be under the stars and ponder the depths in the experience of being under the stars that one might otherwise be unaware of. This makes Gogh's art "matter" because of its style like metaphysical graffiti from Edbauer.

Dat (academic papers) keeps a log and thus acts as a versionn control tool. IPFS is a CDN/Filesystem and has no such synchronization mechanism

reply to u/Subject_Industry1633 at https://www.reddit.com/r/Zettelkasten/comments/zwgeas/is_the_zk_method_worth_it_and_how_it_helped_you/ (and further down)

ZK is an excellent tool for literature reviews! It is a relative neologism (with a slightly shifted meaning in English over the past decade with respect to its prior historical use in German) for a specific form of note taking or commonplacing that has generally existed in academia for centuries. Excellent descriptions of it can be found littered around, though not under a specific easily searchable key word or phrase, though perhaps phrases like "historical method" or "wissenschaftlichen arbeitens" may come closest.

Some of the more interesting examples of it being spelled out in academe include:

• Thomas, Keith. “Diary: Working Methods.” London Review of Books, June 10, 2010. https://www.lrb.co.uk/the-paper/v32/n11/keith-thomas/diary.
• Webb, Sidney. Methods of Social Study. London; New York: Longmans, Green & Co., 1932. http://archive.org/details/b31357891.
• Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. 1977. Reprint, Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis.
• Sertillanges, Antonin Gilbert, and Mary Ryan. The Intellectual Life: Its Spirit, Conditions, Methods. First English Edition, Fifth printing. 1921. Reprint, Westminster, MD: The Newman Press, 1960. http://archive.org/details/a.d.sertillangestheintellectuallife. (Particularly ch 7 if I recall correctly)

For academic use, anecdotally I've seen very strong recent use of the general methods most compellingly demonstrated in Obsidian (they've also got a Discord server with an academic-focused channel) though many have profitably used DevonThink and Tinderbox (which has a strong, well-established community of academics around it) as much more established products with dovetails into a variety of other academic tools. Obviously there are several dozens of newer tools for doing this since about 2018, though for a lifetime's work, one might worry about their longevity as products.

https://schopie1.commons.msu.edu/2022/12/05/microblogging_with_mastodon/

OMG! There is so much to love here about these processes and to see people in the wild experimenting with them and figuring them out.

Scott, you are not alone! There are lots of us out here doing these things, not only with WordPress but a huge variety of other platforms. There are many ways to syndicate your content depending on where it starts its life.

In addition to Jim Groom and a huge group of others' work on A Domain of One's Own, there's also a broader coalition of designers, developers, professionals, hobbyists, and people of all strips working on these problems under the name of IndieWeb.

For some of their specific work you might appreciate the following:<br /> - https://indieweb.org/Indieweb_for_Education - https://indieweb.org/A_Domain_of_One%27s_Own - https://indieweb.org/academic_samizdat - https://indieweb.org/WordPress - https://indieweb.org/Category:syndication

Incidentally, I wrote this for our friend Kathleen Fitzpatrick last week and I can't wait to see what she's come up with over the weekend and the coming weeks. Within the IndieWeb community you'll find people like Ben Werdmuller who created large portions of both WithKnown and Elgg and Aram Zucker-Scharff who helped to create PressForward.

I'm thrilled to see the work and huge strides that Humanities Commons is making some of these practices come to fruition.

If you're game, perhaps we ought to plan an upcoming education-related popup event as an IndieWebCamp event to invite more people into this broader conversation?

If you have questions or need any help in these areas, I'm around, but so are hundreds of friends in the IndieWeb chat: https://chat.indieweb.org.

I hope we can bring more of these technologies to the masses in better and easier-to-use manners to lower the technical hurdles.

https://www.insidehighered.com/advice/2022/11/09/insights-gained-forcing-students-cheat-class-opinion

https://zirk.us/explore

Exactly! Measuring citation counts doesn't help us understand whether research actually helped people

here the authors are discussing the fact that a lot of analysis/evaluation of research is done via bibliometrics (citation-based impact metrics) and they consider this kind of evaluation to be "broad and shallow"

https://hcommons.social/about

The humanities commons has their own mastodon instance now!

https://elicit.org/ - another academic search engine

Coining "TALLO" (Taking Academic Law

Libraries Online)

The [[Controlled Digital Lending]] theory was first proposed as a way for academic law libraries to form a consortium to share the expense of collection-building.

Just as people chided Niklas Luhmann for his obtuseness in writing based on his zettelkasten, Gotthard Deutsch's critics felt he didn't write enough using his.

Intellectual work requires "surfaces" to work against, almost as an exact analogy to substrates in chemistry which help to catalyze reactions. The surfaces may include: - articles, books, or other writing against which one can think and write - colleagues, friends, family, other thinkers, or even imaginary characters (as suggested by C. Wright Mills) - one's past self as instantiated by their (imperfect) memory or by their notes about excerpted ideas or their own thoughts

Are there any other surfaces we're missing?

Thanks for this! I like the framing and general concept of the book.

It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.

Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.

I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?

Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/

Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.

Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/

Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042

Harris, Joseph. Rewriting: How To Do Things With Texts. Logan: Utah State University Press, 2006. https://muse.jhu.edu/book/9248

Learning each year of academic.

Compare to earlier archived draft from 2016: https://web.archive.org/web/20160629004859/https://wordsinspace.net/wordpress/2016/06/28/small-moving-intelligent-parts/

Polis. (n.d.). Retrieved April 26, 2022, from https://pol.is/home

ReconfigBehSci. (2022, January 3). masking is not an “unevidenced intervention” and, at this point, it is outright disinformation to claim so. Sad coming from an academic at a respectable institution [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1478003733518819334

https://www.taaonline.net/

Academic research used in Wikipedia articles drives more citations

Teaching reading strategies to students improves their overall academic performance, but this instruction is often limited to developmental reading or study skills courses.

ref: Saxby, Lori Eggers. “Efficacy of a College Reading Strategy Course: Comparative Study.” Journal of Developmental Education 40, no. 3 (2017): 36-38.

Using Hypothes.is as a tool in a variety of courses can help to teach reading strategies and thereby improve students' overall academic performance.

Do your colleagues who read your work, annotate it, and comment on it not count as peer-review?

Am I wasting my time by annotating all of this? :) (I don't think so...)

Open Knowledge Maps uses the open-source Bielefeld Academic Search Engine and in 2021 indicated that it covers 270 million documents including preprints. Open Knowledge Maps also curates its index to remove spam.

How much spam is included in the journal article space? I've heard of incredibly low quality and poorly edited journals, so filtering those out may be fairly easy to do, but are there smaller levels of individual spam below that?

Imperial News. ‘“Issue of Inequalities” for Long COVID Patients Needs to Be Addressed | Imperial News | Imperial College London’. Accessed 22 April 2022. https://www.imperial.ac.uk/news/232234/issue-inequalities-long-covid-patients-needs/.

ReconfigBehSci. (2020, November 10). Now #scibeh2020: Presentation and Q&A with Martha Scherzer, senior risk communication and community engagement (RCCE) Consultant at the World Health Organization https://t.co/Gsr66BRGcJ [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1326148149870809089

ReconfigBehSci. (2021, March 5). RT @theAliceRoberts: A new study predicts the effect of fully reopening schools—Pushing R up from 0.8 to between 1.1-1.5. R is very abst… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1369569328920727553

Daniël Lakens. (2020, October 28). This piece makes a great point about how we can try to make commentaries more useful for science—Turning them from ‘pointless quibbles’ into pieces where both parties actually commit to working out their disagreements. Https://t.co/fBKStzg7ib [Tweet]. @lakens. https://twitter.com/lakens/status/1321345954264633345

https://yaledailynews.com/blog/2022/04/05/eighty-one-students-in-anthropology-class-referred-to-executive-committee-for-academic-dishonesty%EF%BF%BC/

This would make it a para-academic practice. See: http://hammeronpress.net/wp-content/uploads/2015/04/PHA_Final.pdf

A well thought out set of categories for urban sounds, designed for the preservation of heritage

Important acronyms to take note of - mentioned often in online learning and can be overwhelming to students and 'newbie' academics

https://threadreaderapp.com/thread/1494322378142359554.html

from https://twitter.com/NeilLewisJr/status/1494322378142359554

Context:

Some news: yesterday I learned that, by faculty vote, my bid for tenure/promotion was not approved.<br><br>I feel many things, but not shame or regret. I am so proud of our work during our time at yale, and angry that this version of that work will come to an end, this end.

— Michael W. Kraus (@mwkraus) February 16, 2022

Which can lead to an assessment of pedagogical efficacy. It's funny, to me, that those who complain about "grade inflation" (typically admins) rarely entertain the notion that grades could be higher than usual if the course went well. The situation is quite different in "L&D" (Learning and Development, typically for training and professional development in an organizational context). "Oh, great! We were able to get everyone to reach the standard for this competency! Must mean that we've done something right in our Instructional Design!"

Yes! Therein lies the rub. Sounds like arguments for Competency-Based Learning, which is officially what we have in Quebec's Cegep system.

Reminds me of: http://itre.cis.upenn.edu/~myl/languagelog/archives/001961.html

Not too surprising. It's an important consideration for the Academe. Almost part of the definition. And it's useful that learning pros are tackling such issues instead of jumping to conclusions. In a way, it's an extension of work done in the Sociology of Education since 1918.

The online information environment | Royal Society. (n.d.). Retrieved January 21, 2022, from https://royalsociety.org/topics-policy/projects/online-information-environment/

I used to think that taking notes was an important but relatively small part of my work. But now I think of note-taking as my actual work.