I love how this blogpost creates a highlighted link to the original post which they're quoting along with the commanding words "View in context at www.fromjason.xyz".

<https://purl.org/cite/ieee.org/Licklider, J. C. R. 1960. Man-computer symbiosis. IRE Transactions on Human Factors in Electronics. HFE-1: 4-11, (March 1).>

<https://purl.org/cite/ibm.com/Good, I. J. 1958. How much science can you have at your fingertips? IBM Journal of Research and Development. 2: 282-288, (October 4).>

<https://purl.org/cite/theatlantic.com/Bush, Vannevar. 1945. As we may think. Atlantic Monthly, (July). Pp. 101-108.>

Doto wastes no time getting into the most important aspects of note taking. Even before the book has begun, the copyright page in the front matter is getting you ready for what is about to come:

Please cite the author and book when quoting.

Citation styles - for web published citations

A few of my breakthroughs moments were in encountering papers like Risk as feelings and Risk as Analysis and Risk as Feelings: Some Thoughts about Affect, Reason, Risk, and Rationality

https://www.oed.com/information/using-the-oed/contributing-to-the-oed/

Curious that he quotes Luhmann from Manfred Kuehn's translation, but links to a separate translation

Citation Key: <your citekey>

• for: AI ethics controversy - citations from Dean please!

• comment

  • Can Dean please provide the missing citations he is referring to?

https://www.flickr.com/photos/hawkexpress/189972899/in/album-72157594200490122/

Despite being used primarily as a productivity tool the PoIC system also included some features of personal knowledge management with "discovery cards" and "citation cards". Discovery cards were things which contained one's own ideas while the citation cards were the ideas of others and included bibliographic information. Citation cards were tagged on the 5th block as an indicator within the system.

Question: How was the information material managed? Was it separate from the date-based system? On first blush it would appear not, nor was there a subject index which would have made it more difficult for one to find data within the system.

https://writing.bobdoto.computer/using-diaries-and-journals-as-source-material-for-zettelkasten-notes/

Additional commentary at r/Zettelkasten - Using diaries and journals as source material for zettelkasten notes by Bob Doto

Bob lays out some basic ideas for citing one's personal journal, diaries, notebooks, and other non-published writing for use in a Luhmann-artig zettelkasten. While he focuses on the scale of the mechanics of citation of one's own notes in other forms, what he's really doing is giving people explicit permission to overlap traditions to more easily use their work from other places in their zettelkasten.

Compare this with Scott Scheper's related article on 2023-05-24 at https://www.reddit.com/r/antinet/comments/13qzgjs/connecting_a_zettelkasten_to_a_commonplace_book/ (and the related YouTube video in which he talks about giving things an "address".

Unmentioned is that in many citation managers, one would likely use a "manuscript" format for citations here. Upon checking it looks like Zotero doesn't have data fields for page number, paragraph, or line numbers for their manuscript type.

Works Cited: Gag, Wanda, translator, et al. Tales from Grimm, University of Minnesota Press, 2006. ProQuest Ebook Central, pp. 135-148. https://ebookcentral.proquest.com/lib/huntercollege-ebooks/detail.action?docID=326397.

Grimm, Jacob, and Wilhelm Grimm. Household Tales by the Brothers Grimm, Floating Press, The, 2011. ProQuest Ebook Central, pp. 71-75 https://ebookcentral.proquest.com/lib/huntercollege-ebooks/detail.action?docID=717419.

Grimm, Jacob, and Wilhelm Grimm. “Rapunzel.” Translated by D L Ashliman, Grimm 012: Rapunzel, sites.pitt.edu/~dash/grimm012.html. Accessed 17 May 2023.

Grimm, Jacob and Wilhelm Grimm. Grimm's Fairy Tales, Open Road Integrated Media, Inc., 2014. ProQuest Ebook Central, pp. 83-87. https://ebookcentral.proquest.com/lib/huntercollege-ebooks/detail.action?docID=1800225.

Grimm, Jacob, et al. “RAPUNZEL.” The Original Folk and Fairy Tales of the Brothers Grimm: The Complete First Edition, Princeton University Press, 2014, pp. 37–39. JSTOR, http://www.jstor.org/stable/j.ctt6wq18v.19. Accessed 17 May 2023.

Knight, Charlott. Rapunzel. 1951, https://www.youtube.com/watch?v=CvTgPVxI99o. Accessed 17 May 2023.

“Rapunzel’s Story.” Disney Princess, princess.disney.com/rapunzels-story. Accessed 17 May 2023.

Story of Rapunzel - Scholastic, images.scholastic.co.uk/assets/a/93/6d/story-of-rapunzel-111110.pdf. Accessed 17 May 2023.

https://sharegpt.com/

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Hypothesis</span> in Liquid Margins 38: The rise of ChatGPT and how to work with and around it : Hypothesis (<time class='dt-published'>02/09/2023 16:11:54</time>)</cite></small>

Reagan, however, did not source many of his one-liner jokes.

On many quote-based cards, Reagan was careful to cite his sources.

We should also acknowledge that when revisiting some of our references again later, we're doing so with a dramatically increased knowledge and context of a particular problem which we may not have had when we first read a piece or took the notes.

Not many here are writing or talking about these small sorts of insights into learning and writing or generating new work. Perhaps we should do more to acknowledge this hermeneutic cycle in our work?

reply to u/stjeromeslibido at https://www.reddit.com/r/Zettelkasten/comments/10wj6tv/comment/j7uexbk/?utm_source=reddit&utm_medium=web2x&context=3

I've not seen this explicitly laid out as advice before though in most contexts people's note taking spaces have historically been divorced from their writing spaces for publication because slips and notes are usually kept physically separate from the working spaces or finished parts, but Richard Carter specifically separates the digital spaces in which he takes his notes and then uses them for creating end products. While he could both take notes in Obsidian, his tool of choice for notes, as well as write his finished pieces there, he actively changes contexts to use a different digital app to compose his notes into final pieces.

What affordances does this context shift provide? <br /> - blank slate may encourage reworking and expansion of original notes - is there a blank slate effect and what would it entail? - potentially moves the piece into a longer format space or tool which provides additional writing, formatting or other affordances (which? there don't seem to be any in this case aside from a potential "distraction free mode" which may tend to force one to focus only on the piece at hand rather than the thousands of other pieces (notes) hiding within the app)

What affordances does this remove?<br /> - He's forced to repeat himself (cut & paste / DRY violation)

Is it easier or harder (from a time/effort perspective) to provide citations with such a workflow? Carter does indicate that for him:

Having links to original sources in my outline makes the compilation of references for the chapter far easier than it used to be.

https://www.youtube.com/watch?v=Q8Xaw72ESdA

According to researcher Danny Hatcher, the "Feynman Technique" was coined by Scott H. Young in the August 22, 2011 YouTube video Learn Faster with The Feynman Technique and the subsequent 2022-09-01 article Learn Faster with Feynman Technique, ostensibly in a summarization of Gleick, James (1992). Genius: The Life and Science of Richard Feynman. Pantheon Books. ISBN 0-679-40836-3. OCLC 243743850.

The frequently quoted Einstein that accompanies many instances of the Feynman Technique is also wrong and not said by Einstein.

The root Einstein quote, is apparently as follows:

that all physical theories, their mathematical expressions apart ought to lend themselves to so simple a description 'that even a child could understand them.' —Ronald W. Clark, p418 of Einstein: His Life and Times (1972)

Even though she's very explicitly taken a pro-citation stance earlier in the essay on moral and ethical grounds, Eleanor Konik takes a less hands-on approach to her collection of citations here preferring to focus on the content of a quote rather than where it came from.

Interesting anecdote about personal approach to citations to compare academics and non-academics.

The cards in Deutch's zettelkasten were well cited, typically using abbreviations which appeared in the bottom right of each card, and often with multiple citations.

In addition to tracing the roots of the song Bonnie Lass of Fyvie, Iona Fyfe credits her direct source Sam Kelly.

There's an interesting parallel to the knowledge that Cecil Sharp collected the song from Mrs. Combs in Knott County Kentucky in 1908 and the same sorts of citations given by indigenous peoples who often indicate where they learned a piece of knowledge.

I've seen references to the attribution problem in the 2020s, but I haven't seen references in older literature about the difference of representing one's own thoughts versus that of others in their notes.

Is this an indication of the shift of biblical quotations into what is now modern form?

Highly distinct populations with own genetic identity. Check out these papers for in depth info on Manomin genetic diversity - Kahler et al 2011, Kahler 2010, Kern and Kahler 2014

I'd far rather have citations on note taking practice than citations on basic knowledge about Taylor Swift from Wikipedia. What the hell?!

https://www.hjkeen.net/halqn/index.htm

A wonderful resource of quotation related material online.

The Aboriginal flag was developed in 1971 by Luritja artist Harold Thomas. Centering its importance to Aboriginal Australians, the sun appears in the middle of the flag.

It's subtle here, as in other instances, but notice that Hamacher gives the citation to the Indigenous artist that developed the flag and simultaneously underlines the source of visual information that is associated with the flag and the sun. It's not just the knowledge of the two things which are associated to each other, but they're also both associated with a person who is that source of knowledge.

Is this three-way association common in all Indigenous cultures? While names may be tricky for some, the visual image of a particular person's face, body, and presence is usually very memorable and thereby easy to attach to various forms of knowledge.

Does the person/source of knowledge form or act like an 'oral folder' for Indigenous knowledge?

In Warlpiri, the cardinal directions of north, south, east and west associatively correspond with the ideas of "Law", "ceremony", "skin", and "language" respectively. The idea of "Country" lies at the center of these directions in a space that Westerners would describe as "here".

This directional set up underlines the value of each of the related concepts and provides pride of place to "Country" and one's being "in Country".

Compare these with the Japanese pattern of こ (ko), そ (so), あ (a), ど (do) which describe a location with respect to the speaker.

Western readers should notice here, that the author centers the name and position of the origin of this knowledge at the start of the sentence. While it is associated with him, it is also certainly associated with all his preceding ancestors and Elders who passed this information down.

One might suspect that this practice isn't as common with base-level cultural knowledge, but that it becomes more important at succeeding levels of intimate area-based restricted knowledge. Placing the origin of the knowledge here at a more basic level of knowledge may help to instruct Western readers slowly and more surely understand how this foreign culture works.

How closely does this practice generally look like the Western idea of citing one's sources which only evolved slowly over history and became more common with the flood of information in the 1500s?

The important part of permanent notes are generating your own ideas and connecting (linking them densely) into your note system. The linking part is important and can be the part that most using digital systems forget to do. In paper zettelkasten, one was forced to create the first link by placing the note into the system for the first time. This can specifically be seen in Niklas Luhmann's example where a note became a new area of its own or, far more likely, it was linked to prior ideas.

By linking the idea to others within the system, it becomes more likely that the idea can have additional multiple contexts where it might be used and improve the fact that context shifts will prove more insight in the future.

Additional links to subject headings, tags, categories, or other forms of taxonomy will also help to make sure the note isn't lost completely into the system. Links to the bibliographical references within the system are helpful as well, especially for later citation. Keep in mind that these categories and reference links aren't nearly as valuable as the other primary idea links.

One can surely collect ideas and facts into their system, but these aren't as important or as interesting as one's own ideas and the things that are sparked and generated by them.

Asking questions in permanent notes can be valuable as they can become the context for new research, projects, and writing. Open questions can be incredibly valuable for one's thinking and explorations.

This is broadly true in the early West, but becomes far more prevalent after the time of Konrad Gessner (1516 - 1565) whose work coincided with the explosion of information following the use of moveable type in Europe.

Original YouTube video: https://www.youtube.com/watch?v=qRSCKSPMuDc

"White Privilege: Unpacking the Invisible Knapsack" and "Some Notes for Facilitators" by Peggy McIntosh https://via.hypothes.is/https://nationalseedproject.org/Key-SEED-Texts/white-privilege-unpacking-the-invisible-knapsack

"White Privilege: Unpacking the Invisible Knapsack" first appeared in Peace and Freedom Magazine, July/August, 1989, pp. 10-12, a publication of the Women’s International League for Peace and Freedom, Philadelphia, PA.

Useful tool for linking a bunch of disparate notes on a single paper.

Some research is referenced to just by their names.

Many in-text citations are used just in the background. They include author's names and years instead of superscripts (which I think would be easier to read but oh well).

This website helps you convert your boring old DOI to a fully semantic HTML5 citation. https://doi2ht.ml/

via

We’ve just added built-in citation support to GitHub so researchers and scientists can more easily receive acknowledgments for their contributions to software.<br><br>Just push a CITATION.cff file and we’ll add a handy widget to the repo sidebar for you.<br><br>Enjoy! 🎉 pic.twitter.com/L85MS5pY2Y

— Nat Friedman (@natfriedman) July 27, 2021

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Jonathan Zittrain</span> in The Rotting Internet Is a Collective Hallucination - The Atlantic (<time class='dt-published'>07/08/2021 22:10:42</time>)</cite></small>

I'd love to have a commonplace book robot that would do this sort of linking process within it for me. In the meanwhile, I continue to plod along.

This article was referenced today at [[I Annotate 2021]] by [[Mark Graham]].

dataview plugin - check in on this for queries and MOC

citations plugin - zotfile

• cat's walkthrough shows all this stuff

A somewhat useful overview, but skips some of the detailed specifics which we'll need to pull up elsewhere.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>KevinMarks</span> in #indieweb 2021-05-12 (<time class='dt-published'>05/18/2021 19:50:04</time>)</cite></small>

Ke. Q., (2006). Interdisciplinary research and technological impact. Computer Science Digital Libraries Cornell University. Retrieved from https://arxiv.org/abs/2006.15383.

It may be worth it programming a bot that brings this information to wikidata

Let me dive into these articles.

Rahmani & Sadeghi, 2011 found that teaching Iranian EFL students how to take notes using graphic organizers, the experiment group did better in recall and comprehension tests.

Boyle, 2013 used a method called "strategic note taking" which performed better than regular note-taking methods. What does regular and strategic note taking measures mean?

Boyle's paper goes over strategic and guided note-taking.

guided notes

Guided Notes are teacher-prepared handouts that outline lectures, audiovisual presentations, or readings, but leave blank space for students to fill in key concepts, facts, definitions, etc. Guided Notes promote active engagement during lecture or independent reading, provide full and accurate notes for use as a study guide, and help students to identify the most important information covered.

source

strategic note taking

Before the lecture begins, the students identify the lecture topic and relate it to what they already know. This helps to activate prior knowledge and make information more meaningful.

During the lecture, the students record notes by clustering three to six main points (or related pieces of information) and immediately summarizing them for each section of the lecture. Typically, this process will be repeated multiple times throughout the lecture. The clustering of ideas helps students remember the information, and summarizing helps them to monitor comprehension and store the information in long-term memory. To effectively teach students how to record important information, and summarize the content, the teacher can introduce the students to the CUES strategy. The teacher should do this while teaching students how to effectively use the strategic note-taking paper, making sure to emphasize that the C (Cluster) and U (Use) steps should be used when listing lecture points in the section titled “Name 3 to 6 main points with details as they are being discussed,” the E (Enter) step should remind them to enter vocabulary terms in the section titled “New Vocabulary or Terms,” and the S (Summarize) step should be used to quickly summarize the clustered lecture points under the “Summary” section. In addition, it is important that teachers encourage students to use abbreviations as they often do while texting to help them to record notes quickly.

At the end of the lecture, the students should always list and describe five important lecture points that they remember. Although this serves as a quick review of the lecture, students should review their notes to help them retain and recall the information presented during the lecture.

source

PDF Worksheet

source: local file | DOI: 10.1177/0741932511410862

Setting aside the negative connotations that come out of the Captain American movies...

I selected this because some of the questions of the text coincide with the questions asked by this class. Specifically, questions of democratic values and who the people actually mean. This book tries to further an argument that a more representative "utopian" society is actually possible.

You know, I never did actually find a bibliography or works cited. Tragic.

Incomprehensible screech.

Sigh... Citations...

'Tis a hopeless want Seeking to see reference Or one citation

-Jacob Rogers

Enjoy my pretty lacklustre haiku?

You get my point about citations at this point, right? I feel kind of bad for annoying you with it constantly, to be honest.

Aaaaaaaaah citations aaaaaaaaaaah. Okay, moving on.

So, are your citations all hiding on some page I have yet to find or something? I mean, you would still need to mark down when you were directly quoting or paraphrasing something, but still. I should probably stop going on about citations, but this is very much plagiarism without them.

You literally quoted one of our readings! Why is there no citation!?

Okay, how does this article have no citations other than the images? I find it difficult to believe nothing else was looked at.

Some of the sources say they came from the library of congress, but not all of them do. I'm not sure if that means they have possession of them?

Unlike most of the website, citations are available at the bottom of this page. Very rare on this website.

More information is readily accessible through varied institutions. This is as it should be as history is meant to be public and easily researched using other sources.

Each section is clearly separated by red headers. The website creators even tell you how/who to cite and how to properly use materials on this site.

Who contributed to this project, the editors, affiliated institutions, etc. are readily available right under the main title of the website.

Sloane's A Voyage to the Islands

translation

translation

from De Rerum Natura by Titus Lucretius Carus

This part where they help users cite things from their website is really interesting to me. I think it's nice that they acknowledge their users are going to need to cite. They make it easy to cite so that they have no excuse not to.

They have such an extensive bibliography. This is fantastic resource because people often need to find primary sources and when they do they need to cite it to demonstrate how important it is as a primary source.

To ask the author of this major sciencific paper, the OpenAccessButton enables to ask the author to upload a preprint/postprint version of his/her work in an open archive.

1%--wow!

omit.

or that the previous metric wasn't capturing that dimension of quality

I think this leads to credibility issues and possibly plagiarism

I'd like to see citations for this section. Without citations it's difficult to interpret this statement as anything more than speculation. They are referring to a retracted (and republished, however not without harsh criticism by most scientists in the field, see [https://www.geneticliteracyproject.org/2014/06/24/scientists-react-to-republished-seralini-maize-rat-study/] for comments by scientists) paper by Seralini et al. To me, the "few studies" that hint at those effects amount to just this single, controversial and scientifically questionable study. Then again we don't know for sure how many studies they are referring to because none were cited.

Useful reference for what parts of a citation are actually needed to generate something useful.