- Sep 2022
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forum.zettelkasten.de forum.zettelkasten.de
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I have a strong feeling it's just as experimental and playful in design as writing with a Zettelkasten
In February 2018, Christian Tietze noted some similarities to Luhmann's zettelkasten methods and that of Gerald Weinberg's Fieldstone wall method of writing.
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victorianweb.org victorianweb.org
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https://victorianweb.org/index.html
Found via Mark Bernstein: https://www.markbernstein.org/NeoVictorian.html
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Bjorn, Genevive A., Laura Quaynor, and Adam J. Burgasser. “Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature.” Impacting Education: Journal on Transforming Professional Practice 7, no. 1 (January 14, 2022): 47–58. https://doi.org/10.5195/ie.2022.237
Found via:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>#AcademicTwitter I survived crushing reading loads in grad school by creating a straightforward method for analyzing primary literature, called #CERIC. Saved my sanity and improved my focus. @PhDVoice. Here’s the free paper - https://t.co/YehbLQNEqJ
— Genevive Bjorn (@GeneviveBjorn) September 11, 2022I'm curious how this is similar to the traditions of commonplace books and zettelkasten from a historical perspective.
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Comparison of Software Applications’ Functions for Managing Categorical Reading Notes
I'd love to see a broader selection of more modern tools included here including Obsidian, Roam Research, Logseq, et al. Also missing are several writing specific apps which have been commonplace in academia for these purposes in the past including Tinderbox (Eastgate Systems, Watertown, MA) and DEVONthink (DEVONtechnologies, Coeur d’Alene, ID).
Google Suite includes several sub-applications that could appear here as stand alone options.
A good list can be found here: https://hyp.is/km4ZItbCEeyQtvfpTb-0Xg/www.buildingasecondbrain.com/resources
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Students' annotations canprompt first draft thinking, avoiding a blank page when writing andreassuring students that they have captured the critical informationabout the main argument from the reading.
While annotations may prove "first draft thinking", why couldn't they provide the actual thinking and direct writing which moves toward the final product? This is the sort of approach seen in historical commonplace book methods, zettelkasten methods, and certainly in Niklas Luhmann's zettelkasten incarnation as delineated by Johannes Schmidt or variations described by Sönke Ahrens (2017) or Dan Allosso (2022)? Other similar variations can be seen in the work of Umberto Eco (MIT, 2015) and Gerald Weinberg (Dorset House, 2005).
Also potentially useful background here: Blair, Ann M. Too Much to Know: Managing Scholarly Information before the Modern Age. Yale University Press, 2010. https://yalebooks.yale.edu/book/9780300165395/too-much-know
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categorical reading method
Not well defined. What do they mean specifically by categorical reading methods? CERIC may be one, but what are others? Are they standardized?
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no
Saying that Microsoft Word doesn't have export seems disingenuous as the program defaults to file ownership from the start.
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In combination with SCA, CERICoffers freedom from the transmission model of learning, where theprofessor lectures and the students regurgitate. SCA can help buildlearning communities that increase students’ agency and power inconstructing knowledge, realizing something closer to a constructivistlearning ideal. Thus, SCA generates a unique opportunity to makeclassrooms more equitable by subverting the historicallymarginalizing higher education practices centered on the professor.
Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)
While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).
Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)
Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?
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Astructured approach to reading the primary literature creates a moreequitable learning environment when integrated into existingcoursework and learning activities.
There doesn't seem to be any evidence in this paper to support this assertion.
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Critical reading methods, such asCERIC, make hidden expectations of doctoral programs explicit.
Are some of the critical reading methods they're framing here similar to or some of the type found at Project Zero (https://pz.harvard.edu/thinking-routines)?
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Whichever tools are selected, criticalreading skills, like other cognitive skills, benefit from spaced andinterleaved practice (Brown et al., 2014).
Curious to see what Brown et al have to say.
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. http://ebookcentral.proquest.com/lib/jhu/detail.action?docID=3301452
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Tagsare simple yet powerful forms of categorizing used in social mediathat further organize categorical information according to user needsand preferences (Shimic, 2008). Tags help people find and situateideas, providing a mode of peripheral social collaborativeparticipation (Lave & Wenger, 2012). Tags also create flexiblesearch tools, not available with traditional annotation tools, thatsupport reading-for-writing by making the process of retrieval fasterand more straightforward.
This discussion seems to miss the broader intellectual historical background of tags in prior generations. There's not even a nod to commonplaces, topic headings, subject headings, indices, etc.
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Traditionally, doctoral students are expected to implicitly absorb thisargument structure through repeated reading or casual discussion.
The social annotation being discussed here is geared toward classroom work involving reading and absorbing basic literature in an area of the sort relating to lower level literature reviews done for a particular set of classes.
It is not geared toward the sort of more hard targeted curated reading one might do on their particular thesis topic, though this might work in concert with a faculty advisor on a 1-1 basis.
My initial thought on approaching the paper was for the latter and not the former.
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The primary motivation behind categorical reading methods isto dissect each paper's structure and central argument using theabove conceptual model (Figure 1).
This appears to be the closed definition in the paper for the idea of categorical reading methods. They only provide one example without any comparison or contrast for better contextualization.
What is a more concrete idea for this particular term?
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Inreality, many students focus on the publication sections, such asabstract, methods, results, and discussion, instead of evaluating themain argument, which is the root of poorly constructed literaturereviews described by Boote and Beile (2005).
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Notion
bit surprised not to see some of the other new options discussed here including Roam Research, Obsidian, Logseq, et al.
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high distraction
by what measure? I find it to be either moderate, or generally low distraction.
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With faster retrieval and less crashing, having myown words and thinking readily sortable and searchable routedaround the mentally paralyzing block of not knowing where to start.Sorting and seeing every previously paraphrased summary of aparticular topic bridged the tender transition between thinking andfirst draft. Thus, the sorted annotations served as first draft thinkingfor papers. Later I added keyword tags to enhance the sortingprocess
She has seemingly independently recreated a commonplace book in a spreadsheet including subject headings/tags! :)
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Google Forms and Sheets allow users toannotate using customizable tools. Google Forms offers a graphicorganizer that can prompt student-determined categorical input andthen feeds the information into a Sheets database. Sheetsdatabases are taggable, shareable, and exportable to other software,such as Overleaf (London, UK) for writing and Python for coding.The result is a flexible, dynamic knowledge base with many learningapplications for individual and group work
Who is using these forms in practice? I'd love to see some examples.
This sort of set up could be used with some outlining functionality to streamline the content creation end of common note taking practices.
Is anyone using a spreadsheet program (Excel, Google Sheets) as the basis for their zettelkasten?
Link to examples of zettelkasten as database (Webb, Seignobos suggestions)
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A review of the early scholarship on social annotationconcluded that the benefits to learners are positive overall (Cohn,2018). A more recent comprehensive review of social collaborativeannotation in the published literature included 249 studies, of whichthe authors analyzed 39 studies with empirical designs. Most ofthese studies focused on undergraduate or K-12 classrooms, andonly two studies focused on graduate students (Chen, 2019; Hollett& Kalir, 2017). Interestingly, both studies with graduate studentscompared, in different ways, two social app tools, Slack (SanFrancisco, CA) and Hypothes.is (San Francisco, CA), for annotationgeneration and management. Both studies found increasedengagement with academic texts and high quality discussionsrelated to use of the social app tools.
Research on social annotation
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throughout an individual's schooling, the activity of readinglacks a coherent or explicit relationship to work that is assessed,unlike writing (Du Boulay 1999; Saltmarsh & Saltmarsh, 2008)
Du Boulay, 1999; Saltmarsh & Saltmarsh, 2008<br /> Noticing that they've left these references off of the end of the paper.
If we measure what we care about, why don't we do more grading and assessment of students' evidence of reading in addition to their writing? If we looked more closely at note taking and understanding first and foremost, would the ultimate analysis sort itself out? Instead we look only at the end products instead of the process. Focus more on the process and first class work here and the results will take care of themselves.
cross reference:
take care of the pennies and the pounds will take care of themselves (see: https://en.wiktionary.org/wiki/take_care_of_the_pennies_and_the_pounds_will_take_care_of_themselves)
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Not related to this text, but just thinking...
Writing against a blank page is dreadful and we all wish we would be visited by the muses. But writing against another piece of text can be incredibly fruitful for generating ideas, even if they don't necessarily relate to the text at hand. The text gives us something to latch onto for creating work.
Try the following exercise:<br /> Write down 20 things that are white.<br /> (Not easy is it?)
Now write down 20 things in your refrigerator that are white?<br /> (The ideas come a lot easier don't they, even if you couldn't come up with 20.)
The more specific area helped you anchor your thoughts and give them a positive direction. Annotating against texts in which you're interested does this same sort of anchoring for your brain when you're writing.
Is there research on this area of concentration with respect to creativity?
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the Toulmin model isprominent for teaching evidence-based argumentation in manydisciplines (Osborne et al., 2004). The Toulmin model centers on thefactual basis for an argument, resulting claims, and counter-claims.
The Tolumin model is an evidence based method of teaching argumentation.
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Another strategy improves criticalthinking skills using “think like a scientist” methods, such as theCREATE method that focuses on a learning sequence, Consider,Read, Elucidate hypotheses, Analyze and interpret data, Think of thenext Experiment (Gottesman & Hoskins, 2013; Hoskins et al., 2007;Kararo & McCartney, 2019)
CREATE - Consider - Read - Elucidate hypotheses - Analyze and interpret data - Think of the next - Experiment
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One strategy researched inundergraduate education focuses on teaching undergraduatestudents how to navigate and understand primary literature: theEvaluating Scientific Research Literature (ESRL) method (Letchfordet al., 2017; Lie et al., 2016)
Evaluating Scientific Research Literature (ESRL) is a method for teaching students how to navigate and understand primary literature. (typically undergraduates)
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However, the ongoing struggle to develop literature synthesis at thedoctoral level suggests that students’ critical reading skills are notsufficiently developed with commonly used strategies and methods(Aitchison et al., 2012; Boote & Beile, 2005).
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More effective structured note-taking systems,such as Cornell Notes or REAP, increase students' critical readingskills, including synthesis, analysis, and evaluation (Ahmad, 2019)
More effective than what? Just highlighting? What does Ahmad show? Is there a hierarchy of strategies that have been cross tested with larger groups? What effect does a depth and breadth of neurodiverse subjects show, for example?
This is the my first encounter with REAP.
REAP is an acronym for Read, Encode, Annotate, Ponder.
Has anyone done direct research on commonplacing or zettelkasten techniques to show concrete data to compare them with other currently more popular techniques like Cornell notes or REAP?
Read for potential methods and set up for a potential meta study: Ahmad, S. Z. (2019). Impact of Cornell Notes vs. REAP on EFL secondary school students’ critical reading skills. International Education Studies, 12(10), 60-74
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Even with interactive features,highlighting does not require active engagement with the text, suchas paraphrasing or summarizing, which help to consolidate learning(Brown et al., 2014)
What results do Brown et al show exactly? How do they dovetail with the citations and material in Ahrens2017 on these topics?
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press. http://ebookcentral.proquest.com/lib/jhu/detail.action?docID=3301452
Ahrens, doesn't provide a full citation of Brown, but does quote it for the same broad purpose (see: https://hypothes.is/a/8ewTno3pEeydaHscXVaIzw) specifically with respect to the idea that highlighting doesn't help in the learning process, yet students still actively do it.
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Unfortunately, many graduate and professional students rely onreading strategies taught in high school or college for their academicwork. One example is taking notes only during lectures andhighlighting passages of academic texts
It seems broadly true in the new millennium and potentially much earlier that students are not taught broader reading strategies within academic settings. The history of note taking strategies and teaching would indicate that this wasn't always true.
In prior centuries there was more focus in earlier education on grounding in the trivium and quadrivium including rhetoric. These pieces and their fundamentals are now either glossed over or skipped altogether to focus more training on what might be considered more difficult and more important material. It would seem that educational reforms from the late 1500s shifted the focus on some of these prior norms to focus on other materials, and in particular reforms in the early 1900s (Charles William Eliot , et al) which focused on training a workforce for a more industrialized and capitalistic society weaned many of these methods out of earlier curricula. This results in students dramatically under-prepared for doctoral research, analysis, and writing.
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This method centers on active, categorial reading to deconstruct arguments inthe primary literature by identifying claim, evidence, reasoning, implications, and context (CERIC), which canserve as a critical reading pedagogy in existing courses, reading clubs, and seminars.
- Claim
- Evidence
- Reasoning
- Implications
- Context
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with socialcollaborative annotation (SCA).
I super curious about how one does social collaborative annotation at the doctoral level? Doesn't the reading at this level get very sparce for these sorts of techniques?
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The purpose of this essay is to describe how the primary author used herexperience as an EdD student, science teacher, and writer to develop a method that addresses doctoralreading challenges. The novel method
a novel method?!? do tell...
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Synthesizing academic literature into new knowledge through writing is a core skill that doctoral studentsengaged in research must learn.
Some might expect that this is the sort of skill that should begin in high school and expanded at the undergraduate level. Waiting to the point of the doctorate might be too late...
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- tools for thought affordances
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- REAP
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- tags
- Cornell notes
- Niklas Luhmann's zettelkasten
- CREATE
- dyslexia
- Charles W. Eliot
- Sönke Ahrens
- open questions
- categorical reading methods
- commonplace books
- topical headings
- Project Zero
- card index as database
- note taking affordances
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Annotators
URL
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forum.zettelkasten.de forum.zettelkasten.de
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www.bbc.co.uk www.bbc.co.uk
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https://www.bbc.com/news/live/uk-62834633
This was my live news coverage source on the morning that Elizabeth died. 2022-09-08
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Annotators
URL
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www.reddit.com www.reddit.com
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level 1mambocab · 2 days agoWhat a refreshing question! So many people (understandably, but annoyingly) think that a ZK is only for those kinds of notes.I manage my slip-box as markdown files in Obsidian. I organize my notes into folders named durable, and commonplace. My durable folder contains my ZK-like repository. commonplace is whatever else it'd be helpful to write. If helpful/interesting/atomic observations come out of writing in commonplace, then I extract them into durable.It's not a super-firm division; it's just a rough guide.
Other than my own practice, this may be the first place I've seen someone mentioning that they maintain dual practices of both commonplacing and zettelkasten simultaneously.
I do want to look more closely at Niklas Luhmann's ZKI and ZKII practices. I suspect that ZKI was a hybrid practice of the two and the second was more refined.
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deafplushomeschool.blogspot.com deafplushomeschool.blogspot.com
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https://deafplushomeschool.blogspot.com/2022/09/a-childs-zettelkasten.html
Example of a child's zettelkasten
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www.independent.co.uk www.independent.co.uk
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Jeff Bezos should know better than to punch down like this. Uju Anya got put in Twitter jail for not deleting her post which Twitter took down anyway.
Twitter taking down Dr. Anya's post is disingenuous with respect to the tons of crap that they leave up... and much of that far worse than the content here.
read on 2022-09-09 at 1:58 PM
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www.youtube.com www.youtube.com
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many of us have myself included it's a temptation often referred to these days as the collector's fallacy which is the misguided belief that the way to increase one's knowledge is simply to collect as much information as possible
I'm hearing lots of these points, but they sound like disingeuous canned versions of things that are in other sources on Zettelkasten rather than things that the presenter has either learned or experienced for himself. My issue with this is that the parroting of the "precise" methods may be leading others astray when there's the potential that they might move outside of those guidelines to better potential methods for themselves. Note making methods should be a fervent religious experience this way.
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nicholas lumen the german sociologist who appears to be the one to have invented the zettelkostn method or at least popularized
Earlier he uses the phrase "old school" to describe the zettelkasten (presumably Luhmann's version), and not the much older old school ones from Gessner on....
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forum.zettelkasten.de forum.zettelkasten.de
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Andy 10:31AM Flag Thanks for sharing all this. In a Twitter response, @taurusnoises said: "we are all participating in an evolving dynamic history of zettelkasten methods (plural)". I imagine the plurality of methods is even more diverse than indicated by @chrisaldrich, who seems to be keen to trace everything through a single historical tradition back to commonplace books. But if you consider that every scholar who ever worked must have had some kind of note-taking method, and that many of them probably used paper slips or cards, and that they may have invented methods relatively independently and tailored those methods to diverse needs, then we are looking at a much more interesting plurality of methods indeed.
Andy, I take that much broader view you're describing. I definitely wouldn't say I'm keen to trace things through one (or even more) historical traditions, and to be sure there have been very many. I'm curious about a broad variety of traditions and variations on them; giving broad categorization to them can be helpful. I study both the written instructions through time, but also look at specific examples people have left behind of how they actually practiced those instructions. The vast majority of people are not likely to invent and evolve a practice alone, but are more likely likely to imitate the broad instructions read from a manual or taught by teachers and then pick and choose what they feel works for them and their particular needs. It's ultimately here that general laziness is likely to fall down to a least common denominator.
Between the 8th and 13th Centuries florilegium flouished, likely passed from user to user through a religious network, primarily facilitated by the Catholic Church and mendicant orders of the time period. In the late 1400s to 1500s, there were incredibly popular handbooks outlining the commonplace book by Erasmus, Agricola, and Melancthon that influenced generations of both teachers and students to come. These traditions ebbed and flowed over time and bent to the technologies of their times (index cards, card catalogs, carbon copy paper, computers, internet, desktop/mobile/browser applications, and others.) Naturally now we see a new crop of writers and "influencers" like Kuehn, Ahrens, Allosso, Holiday, Forte, Milo, and even zettelkasten.de prescribing methods which are variously followed (or not), understood, misunderstood, modified, and changed by readers looking for something they can easily follow, maintain, and which hopefully has both short term and long term value to them.
Everyone is taking what they want from what they read on these techniques, but often they're not presented with the broadest array of methods or told what the benefits and affordances of each of the methods may be. Most manuals on these topics are pretty prescriptive and few offer or suggest flexibility. If you read Tiago Forte but don't need a system for work or project-based productivity but rather need a more Luhmann-like system for academic writing, you'll have missed something or will only have a tool that gets you part of what you may have needed. Similarly if you don't need the affordances of a Luhmannesque system, but you've only read Ahrens, you might not find the value of simplified but similar systems and may get lost in terminology you don't understand or may not use. The worst sin, in my opinion, is when these writers offer their advice, based only on their own experiences which are contingent on their own work processes, and say this is "the way" or I've developed "this method" over the past decade of grueling, hard-fought experience and it's the "secret" to the "magic of note taking". These ideas have a long and deep history with lots of exploration and (usually very little) innovation, but an average person isn't able to take advantage of this because they're only seeing a tiny slice of these broader practices. They're being given a hammer instead of a whole toolbox of useful tools from which they might choose. Almost none are asking the user "What is the problem you're trying to solve?" and then making suggestions about what may or may not have worked for similar problems in the past as a means of arriving at a solution. More often they're being thrown in the deep end and covered in four letter acronyms, jargon, and theory which ultimately have no value to them. In other cases they're being sold on the magic of productivity and creativity while the work involved is downplayed and they don't get far enough into the work to see any of the promised productivity and creativity.
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forum.zettelkasten.de forum.zettelkasten.de
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Whoa, I just noticed that Manfred Kuehn's PhD is from McGill University, which is where Mario Bunge taught! I wonder if they crossed paths?
Mario Bunge September 21, 1919 – February 24, 2020
Manfred Kuehn August 19, 1947
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wissenschaft
roughly translated as the systematic pursuit of knowledge, learning, and scholarship (especially in contrast with application).
It was roughly similar to our current "science" but retains a broader meaning which includes the humanities.
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Cf. Mario Bunge (2012), Evaluating Philosophies, Dordrecht: Springer-Verlag, p. 182: The preceding pages suggest an objective yardstick to measure the worth of philosophies: By their fruits ye shalt know them: Tell me what your philosophy is doing for the search for truth or the good, and I will tell me what it is worth.
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en.wikipedia.org en.wikipedia.org
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Robert King Merton
Mario Bunge indicated that he was directly influenced by American Sociologist Robert Merton.
What particular areas did this include? Serendipity? Note taking practices? Creativity? Systems theory?
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Bunge was a prolific intellectual, having written more than 400 papers and 80 books
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twitter.com twitter.com
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Jeff Miller@jmeowmeowReading the lengthy, motivational introduction of Sönke Ahrens' How to Take Smart Notes (a zettelkasten method primer) reminds me directly of Gerald Weinberg's Fieldstone Method of writing.
reply to: https://twitter.com/jmeowmeow/status/1568736485171666946
I've only seen a few people notice the similarities between zettelkasten and fieldstones. Among them I don't think any have noted that Luhmann and Weinberg were both systems theorists.
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gitjournal.io gitjournal.io
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notes.andymatuschak.org notes.andymatuschak.org
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www.reddit.com www.reddit.com
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SCAMPER (Substitute, Combine, Adapt, Magnify/Minify, Put to Another Use, Eliminate, Reverse)
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quizlet.com quizlet.com
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www.connectedtext.com www.connectedtext.com
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In writing my dissertation and working on my first book, I used an index card system, characterized by the "one fact, one card" maxim, made popular by Beatrice Webb.
Manfred Keuhn indicates that Webb popularized the idea of "one fact, one card", (and perhaps she may have helped re-popularize the idea in the 20th century) but Konrad Gessner (Pandectarum sive Partitionum Universalium. Zurich: Christoph Froschauer, 1548) had already advised "A new line should be used for every idea." Since Gessner then says that each line was to be cut up into an individual slip, the ideas are equivalent.
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The Size of Thoughts of 1996.
details that might be of interest with respect to atomic note definitions?
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I have found that the "size of a thought" is usually not much larger than 500 words. Nicholson Baker, who has written an essay on "The Size of Thoughts" thinks that "most are about three feet tall, with the level of complexity of a lawnmower engine, or a cigarette lighter, or those tubes of toothpaste that, by mingling several hidden pastes and gels, create a pleasantly striped product." Mine are a lot smaller. It takes between 50 and 500 words for me to express one thought or one idea (or perhaps better a fragment of a thought or an idea, because thoughts and ideas usually are compounds of such fragments). See also Steven Berlin Johnson on his experiences with an electronic outliner, called Devonthink: http://www.stevenberlinjohnson.com/movabletype/archives/000230.html.
What is the size of a single thought?
500 words is about the size of a typical blog post. It's also about the size of a minimum recommended post for SEO purposes.
Nice to see his link to Steven Johnson here as I think this is where I've seen similar thoughts recently myself.
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The idea that analysis must precede synthesis is old, of course. Galileo Galilei and René Descartes already thought it was necessary to distinguish between an analytic and a synthetic step in dealing with any problem.
Langlois/Seignobos talk about this in their text Introduction aux études historiques (1879) as well, focusing especially on the analysis portion to have a solid base of historical information from which to build and create a synthesis.
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Local file Local file
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Sometimes it will be enoughto have analysed the text mentally : it is not alwaysnecessary to put down in black and white the wholecontents of a document ; in such cases we simplyenter the points of which we intend to make use.But against the ever-present danger oi substitutingone's personal impressions for the text there is onlyone real safeguard ; it should be made an invariablerule never on any account to make an extract froma document, or a partial analysis of it, without
having first made a comprehensive analysis of it mentally, if not on paper.
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By bringing the statementstogether we learn the extent of our information onthe fact; the definitive conclusion depends on therelation between the statements.
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Experience here, as in the tasksof critical scholarship,^ has decided in favour of thesystem of slips.
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The analysis of documents —The method of slips—Complete-ness necessary
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The second is the fact that, formany persons, the tasks of critical scholarship arenot without their charm; nearly every one findsin them a singular satisfaction in the long runand some have confined themselves to these taskswho might, strictly speaking, have aspired to higherthings.
what about people who may have been on the spectrum, and naturally suited to these endeavors, but who may have wished to hide from the resultant fame or notoreity? Those researchers surely existed in the past.
What about the quickening of these research databases in the digital era that allow researchers like Thomas Piketty to do work on the original sources, but still bring them into a form that allows the analysis and writing critically about them over the span of their own lifetimes? How many researchers are there like this?
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In the two first cases the expediency of a divisionof labour does not come in question. But take thethird case. A man of abihty discovers that thedocuments which are necessary for the treatmentof a point of history are in a very bad conditionthey are scattered, corrupt, and untrustworthy. Hemust take his choice ; either he must abandon thesubject, having no taste for the mechanical opera-tions which he knows to be necessary, but which,as he foresees, would absorb the whole of his energy ;or else he resolves to enter upon the preparatorycritical work, without concealing from himself thatin all probability he will never have time to utilisethe materials he has verified, and that he will there-fore be working for those who will come after him.
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Such was the opinion of Mark Pattison,who said, History cannot he written from manuscripts,which is as much as to say : " It is impossible fora man to write history from documents which heis obliged to put for himself into a condition inwhich they can be used."
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We need not interpret in the Jewish oretymological sense the dictum of Renan : " I do notthink it possible for any one to acquire a clearnotion of history, its limits, and the amount ofconfidence to be placed in the different categoriesof historical investigation, unless he is in the habitof handling original documents." ^
Renan, Essais de morale et de critique, p. 36
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There is only one argumentfor the legitimacy and honourable character ofthe obscure labours of erudition, but it is a de-cisive argument: it rests on their indispensability.No erudition, no history. " Non sunt contemnendaquasi parva" says St. Jerome, ''sine quihus magnaconstare non possunt"
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In the absence of a predetermined logical order, and when thechronological order is not suitable, it is sometimes an advantage toprovisionally group the documents (that is, the slips) in the alpha-betical order of the words chosen as headings {Scfdagworter). Thisis what is called the *' dictionary system."
Schlagwörter is translated as "tags", "headwords", or "catchwords" in addition to "topical headings" within our context. Note the traditional use of arranging them by alphabetical order or "dictionary system".
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if there is occasion for it, and a heading^ in anycase; to multiply cross-references and indices; tokeep a record, on a separate set of slips, of all thesources utilised, in order to avoid the danger ofhaving to work a second time through materialsaheady dealt with. The regular observance of thesemaxims goes a great way towards making scientifichistorical work easier and more solid.
But it will always be well to cultivate the mechanical habits of which pro- fessional compilers have learnt the value by experi- ence: to write at the head of evey slip its date,
Here again we see some broad common advice for zettels and note taking methods: - every slip or note should have a date - every slip should have a (topical) heading - indices - cross-references - lists of sources (bibliography)
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arranged according to their subject-matter ;" that" epigraphic monuments belonging to the sameterritory mutually explain each other when placedside by side ;" and, lastly, that " while it is all butimpossible to range in order of subject-matter ahundred thousand inscriptions nearly all of whichbelong to several categories ; on the other hand,each monument has but one place, and a verydefinite place, in the geographical order."
Similar to the examples provided by Beatrice Webb in My Apprenticeship, the authors here are talking about a sort of scientific note taking method that is ostensibly similar to that of the use of a modern day computer database or spreadsheet function, but which had to be effected in index card form to do the sorting and compiling and analysis.
Do the authors here use the specific phrase scientific note taking? It appears that they do not.
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The systematic order, or arrangement by sub-jects, is not to be recommended for the compilationof a Corpus or of regesta.
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Here wehave the four categories of time, place, species, andform ; by superposing, then, we obtain divisions ofsmaller extent. We may undertake, for example, tomake a group of all the documents having a givenform, of a given country, and lying between twogiven dates (French royal charters of the reignof Phihp Augustus) ; or of all the documents of agiven form (Latin inscriptions) ; or of a given species(Latin hymns) ; of a given epoch (antiquity, themiddle ages).
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It would be very interesting to have information on the methodsof work of the great scholars, particularly those who undertooklong tasks of collection and classification. Some information ofthis kind is to be found in their papers, and occasionally in theircorrespondence. On the methods of Du Cange, see L. Feugfere, Mudesur la vie et les ouvrages de Du Gomge (Paris, 1858, 8vo), pp. 62 sqq_,
Indeed! I find myself having asked this particular question in a similar setting/context before!!!
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We distinguish between the historian whoclassifies verified documents for the purposes ofhistorical work, and the scholar who compiles" Regesta'' By the words " Regesta " and " Corpus ''we understand methodically classified collections ofhistorical documents. In a " Corpus " documentsare reproduced in extenso ; in " Regesta " they areanalysed and described.
a few technical words to clearly define within this context versus other related contexts.
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of private librarianship which make up the half ofscientific work." ^
Renan speaks of "these points
Renan, Feuilles detachees (Detached leaves), p. 103
Who is Renan and what specifically does this source say?
It would seem that, like Beatrice Webb, the authors and Renan may all consider this sort of note taking method to have a scientific underpinning.
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It isrecommended to use slips of uniform size and toughmaterial, and to arrange them at the earliest oppor-tunity in covers or drawers or otherwise.
common zettelkasten keeping advice....
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Again, in virtue of their very detachability,the slips, or loose leaves, are liable to go astray ; andwhen a slip is lost how is it to be replaced ? Tobegin with, its disappearance is not perceived, and,if it were, the only remedy would be to go rightthrough all the work already done from beginningto end. But the truth is, experience has suggesteda variety of very simple precautions, which we neednot here explain in detail, by which the drawbacksof the system are reduced to a minimum.
Slips can become lost.<br /> One won't necessarily know they're lost.
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The method of slips is not without its drawbacks.
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Each slip ought to be furnished with precise refer-ences to the source from which its contents havebeen derived ; consequently, if a document has beenanalysed upon fifty different slips, the same refer-ences must be repeated fifty times. Hence a slightincrease in the amount of writing to be done. Itis certainly on account of this trivial complicationthat some obstinately cling to the inferior notebooksystem.
A zettelkasten may require more duplication of effort than a notebook based system in terms of copying.
It's likely that the attempt to be lazy about copying was what encouraged Luhmann to use his particular system the way he did.
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the method of slips is the only one mechanicallypossible for the purpose of forming, classifying, andutiUsing a collection of documents of any greatextent. Statisticians, financiers, and men of letterswho observe, have now discovered this as well asscholars.
Moreover
A zettelkasten type note taking method isn't only popular and useful for scholars by 1898, but is useful to "statisticians, financiers, and men of letters".
Note carefully the word "mechanically" here used in a pre-digital context. One can't easily keep large amounts of data in one's head at once to make sense of it, so having a physical and mechanical means of doing so would have been important. In 21st century contexts one would more likely use a spreadsheet or database for these types of manipulations at increasingly larger scales.
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The notes from each document are entered upon aloose leaf furnished with the precisest possible in-dications of origin. The advantages of this artificeare obvious : the detachability of the slips enablesus to group them at will in a host of different com-binations ; if necessary, to change their places : it iseasy to bring texts of the same kind together, andto incorporate additions, as they are acquired, in theinterior of the groups to which they belong. As fordocuments which are interesting from several pointsof view, and which ought to appear in several groups,it is sufficient to enter them several times over ondifferent slips ; or they may be represented, as oftenas may be required, on reference-slips.
Notice that at the bottom of the quote that they indicate that in addition to including multiple copies of a card in various places, a plan which may be inefficient, they indicate that one can add reference-slips in their place.
This is closely similar to, but a small jump away from having explicit written links on the particular cards themselves, but at least mitigates the tedious copying work while actively creating links or cross references within one's note taking system.
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Every one admits nowadays that it is advisable tocollect materials on separate cards or slips of paper.
A zettelkasten or slip box approach was commonplace, at least by historians, (excuse the pun) by 1898.
Given the context as mentioned in the opening that this books is for a broader public audience, the idea that this sort of method extends beyond just historians and even the humanities is very likely.
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tions will not always fit without inconvenience intotheir proper place ; and the scheme of classification,once adopted, is rigid, and can only be modifiedwith difficulty. Many librarians used to draw uptheir catalogues on this plan, which is now uni-versally condemned.
Others, well understanding the advantages of systematic classification, have proposed to fit their materials, as fast as collected, into their appropriate places in a prearranged scheme. For this purpose they use notebooks of which every page has first been provided with a heading. Thus all the entries of the same kind are close to one another. This system leaves something to be desired; for addi
The use of a commonplace method for historical research is marked as a poor choice because:<br /> The topics with similar headings may be close together, but ideas may not ultimately fit into their pre-allotted spaces.<br /> The classification system may be too rigid as ideas change and get modified over time.
They mention that librarians used to catalog books in this method, but that they realized that their system would be out of date almost immediately. (I've got some notes on this particular idea to which this could be directly linked as evidence.)
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There is a still more barbarous method, whichneed not receive more than passing mention. Thisis simply to register documents in the memorywithout taking written notes. This method hasbeen used. Historians endowed with excellentmemories, and lazy to boot, have indulged thiswhim, with the result that their quotations andreferences are mostly inexact. The human memoryis a delicate piece of registering apparatus, but it isso little an instrument of precision that such pre-sumption is inexcusable.
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The materials collected must be classifiedsooner or later
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Thefirst impulse of most men who have to utilise anumber of texts is to make notes from them, oneafter another, in the order in which they studythem. Many of the early scholars (whose paperswe possess) worked on this system, and so do mostbeginners who are not warned beforehand ; the latterkeep, as the former kept, notebooks, which thgy fillcontinuously and progressively with notes on thetexts they are interested in. This method is utterlywrong.
A warning that linear note taking is "utterly wrong."
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The first half of the book has been wi'itten byM. Langlois, the second by M. Seignobos; but thetwo collaborators have constantly aided, consulted,and checked each other.^Paris, August 1897.^ M. Langlois wrote Book I., Book II. as far as Chapter VI., thesecond Appendix, and this Preface ; M. Seignobos the end ofBook II., Book III., and the first Appendix. Chapter I. in thesecond book, Chapter V. of the third book, and the Conclusion,were written in common.
A relatively clear delineation of who wrote which portions of the book.
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As for the public, which reads the works of histo-rians, is it not desirable that it should know howthese works are produced, in order to be able tojudge them better?We do not, therefore, like Professor Bernheim,write exclusively for present and future specialists,but also for the public interested in history.
Tags
- taxonomies
- zettelkasten history
- Ernest Renan
- original documents
- duplication
- collective intelligence
- corpus
- regesta
- Saint Jerome
- don't repeat yourself
- Niklas Luhmann's zettelkasten
- juxtaposition
- historians
- history
- copies
- personal impressions
- ars excerpendi
- open questions
- spreadsheets
- pros and cons of commonplace books
- laziness
- primary sources
- audience
- Mark Pattison
- note taking
- manuscripts
- commonplace books
- topical headings
- criticism
- slips
- compilation
- problems with zettelkasten
- historiography
- scientific note taking
- research methods
- private librarianship
- card index as database
- erudition
- comparing notes
- zettelkasten method
- note taking affordances
- zettelkasten endorsements
- arrangement
- note taking advice
- legacy
- memory vs. note taking
- Thomas Piketty
- failures of memory
- zettelkasten affordances
- commonplace books vs. zettelkasten
- zettelkasten
- quotes
- neurodiversity
- classification
- in extenso
- mental bandwidth
- order
Annotators
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www.nytimes.com www.nytimes.com
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Is it possible that she kept two separate versions? One at home in 3x5 and another at the office in 4x6? This NYTimes source conflicts with the GQ article from 2010: https://hypothes.is/a/jj5SdNqkEeufEFOWifCRjg
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But Ms. Rivers did do some arranging. She arranged the 52 drawers alphabetically by subject, from “Annoying habits” to “Zoo.” In the T’s, one drawer starts with “Elizabeth Taylor” and goes as far as “teenagers.” The next drawer picks up with “teeth” and runs to “trains.” A drawer in the G’s begins with “growing older” and ends with “guns.” It takes the next drawer to hold all the cards filed under “guys I dated.” Inevitably — this was Joan Rivers, after all — there are categories with the word “sex,” including “My sex life,” “No sex life,” “No sex appeal.”AdvertisementContinue reading the main storyImage
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Here it is probably necessary to explain that lots of things were once typed — on machines called typewriters — during a period of human history after stone tablets and before laptops and cellphones. It is probably also necessary to explain that reference to a card catalog in the first paragraph. A card catalog was an inventory of what was in a library before all the holdings were listed, and maybe available, online.
A bit tongue-in-cheek, the New York Times describes for the technically inadept what a typewriter and a card catalog are.
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Images of Joan Rivers files and index cards:
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www.marist.edu www.marist.edu
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The list is compiled each year by the Marist Mindset team of Professor Tommy Zurhellen, Associate Professor of English; Dr. Vanessa Lynn, Assistant Professor of Criminal Justice; and Dr. Joyce Yu-Jean Lee, Assistant Professor of Art and Digital Media.
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www.preposterousuniverse.com www.preposterousuniverse.com
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I have a long list of ideas I want to pursue in cosmology, quantum mechanics, complexity, statistical mechanics, emergence, information, democracy, origin of life, and elsewhere. Maybe we’ll start up a seminar series in Complexity and Emergence that brings different people together. Maybe it will grow into a Center of some kind.
https://www.preposterousuniverse.com/blog/2022/03/06/johns-hopkins/
Somehow I missed that Sean Carroll had moved to Johns Hopkins? Realized today when his next book showed up on my doorstep with his new affiliation.
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Nick Milo: REDACTED
An ideaverse is the entire universe of idea that exists between you and every place you think.
In Nick's conceptualization it's linked digital notes...
Translation: songlines...
Tags
Annotators
URL
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Joey Cofone: Are there laws to creativity?
Joey Cofone, author of the upcoming book The Laws of Creativity, is selling the idea of "float" (in comparison to Mihaly Csikzentmihaly's "flow"), which is ostensibly similar to Barbara Oakley's diffuse thinking framework, Nassim Nicholas Taleb's flâneur framing, and a dose of the Zeigarnik effect.
I'm concerned that this book will be broadly prescriptive without any founding on any of the extant research, literature, or science of the past. I'll think more highly of it if it were to quote/reference something like Merton and Barber's The Travels and Adventures of Serendipity: A Study in Sociological Semantics and the Sociology of Science.
Following on the above:
David Allen (of GTD fame) indicates that one should close all open loops to free up working memory, but leaving some open for active thought, follow up, and potential future insight creation can be a useful pattern too. (2022-09-09 9:05 AM)
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Priya Mohan: Design Thinking Strategies to solve complex problems in STEM
DICE Discover Ideate Create Evaluate
Mostly this was a tour through the DICE framing while using Obsidian for STEM.
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en.wikipedia.org en.wikipedia.org
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Renan's definition of a nation has been extremely influential. This was given in his 1882 discourse Qu'est-ce qu'une nation? ("What is a Nation?"). Whereas German writers like Fichte had defined the nation by objective criteria such as a race or an ethnic group "sharing common characteristics" (language, etc.), Renan defined it by the desire of a people to live together, which he summarized by a famous phrase, "avoir fait de grandes choses ensemble, vouloir en faire encore" (having done great things together and wishing to do more).
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The book's controversial assertions that the life of Jesus should be written like the life of any historic person, and that the Bible could and should be subject to the same critical scrutiny as other historical documents caused controversy[19] and enraged many Christians,[20][21][22][23] and Jews because of its depiction of Judaism as foolish and absurdly illogical and for its insistence that Jesus and Christianity were superior.[17]
Ernest Renan argued in Life of Jesus that Jesus should be studied and written about like any other historic person or process. His life and the history and writings around it should be open to critical scrutiny just like any other biography or autobiography.
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docdrop.org docdrop.org
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Hypothes.is “Are Your Students Doing the Reading? Seven Strategies for Motivating Students to Complete the Course Reading.” Hypothes.is, August 22, 2022. https://docdrop.org/pdf/Are-Your-Students-Doing-the-Rea---Hypothes.is-gaulj.pdf/
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danmackinlay.name danmackinlay.name
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https://danmackinlay.name/about.html
Dan MacKinlay provides indicators of his uncertainty, usefulness, "roughness", and "novelty" about things he writes about on his website to give readers some additional context about what he's writing about.
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web.hypothes.is web.hypothes.is
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Download our e-book containing 7 strategies for using social annotation in your teaching.
Or annotate it right now: https://docdrop.org/pdf/Are-Your-Students-Doing-the-Rea---Hypothes.is-gaulj.pdf/
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A decade ago
Has it already been that long?!
Apparently my account dates to January 18, 2012, so I apparently missed an important anniversary.
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www.retrievalpractice.org www.retrievalpractice.org
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docdrop.org docdrop.org
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https://www.youtube.com/watch?v=3FipKTzkTD4
A lot of this sounds similar to some of Benjamin Franklin's old planning system and values...
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nesslabs.com nesslabs.com
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“Substantially all ideas are second-hand, consciously and unconsciously drawn from a million outside sources, and daily use by the garnerer with a pride and satisfaction born of the superstition that he originated them.”Mark Twain
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William Inge, and English author: “Originality is undetected plagiarism.”
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link.springer.com link.springer.com
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Agarwal, Pooja K., Ludmila D. Nunes, and Janell R. Blunt. “Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms.” Educational Psychology Review 33, no. 4 (December 1, 2021): 1409–53. https://doi.org/10.1007/s10648-021-09595-9
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lu.ma lu.ma
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Yolanda Gibb: How a mindset of Ambidextrous Creativity can get you generating AND exploiting your ideas?
Ambidextrous creativity is having a balance between exploration and subsequent exploitation of those explorations.
Small companies and individuals are good at exploration, but often less good at exploitation.
Triple loop learning<br /> this would visually form a spiral (versus overlap)<br /> - Single loop learning: doing things right (correcting mistakes)<br /> - double loop learning: doing the right things (causality)<br /> - triple loop learning: why these systems and processes (learning to learn)
Assets<br /> Relational capital * Structural capital - pkm is part of this<br /> there's value in a well structured PKM for a particualr thing as it's been used and tested over time; this is one of the issues with LYT or Second Brain (PARA, et al.) how well-tested are these? How well designed?<br /> * Structural capital is the part that stays at the office when all the people have gone home * Human Capital
Eleanor Konik
4 Es of cognition<br /> * embodied * embedded * enacted * extended<br /> by way of extra-cranial processes
see: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7250653/
Yolanda Gibb's book<br /> Entrepreneurship, Neurodiversity & Gender: Exploring Opportunities for Enterprise and Self-employment As Pathways to Fulfilling Lives https://www.amazon.com/Entrepreneurship-Neurodiversity-Gender-Opportunities-Self-employment/dp/1800430582
Tools: - Ryyan - for literature searches - NVIVO - Obsidian - many others including getting out into one's environment
NVIVO<br /> https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home
a software program used for qualitative and mixed-methods research. Specifically, it is used for the analysis of unstructured text, audio, video, and image data, including (but not limited to) interviews, focus groups, surveys, social media, and journal articles.
Ryyan<br /> https://www.rayyan.ai/<br /> for organizing, managing, and accelerating collaborative literature reviews
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en.wikipedia.org en.wikipedia.org
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www.myyummytacos.com www.myyummytacos.com
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[[Anne-Laure Le Cunff & Nick Milo - How can we do Combinational Creativity]]
Details
Date: [[2022-09-06]]<br /> Time: 9:00 - 10:00 AM<br /> Host: [[Nick Milo]]<br /> Location / Platform: #Zoom<br /> URL: https://lu.ma/w6c1b9cd<br /> Calendar: link <br /> Parent event: [[LYT Conference 2]]<br /> Subject(s): [[combinational creativity]]
To Do / Follow up
- [ ] Clean up notes
- [ ] Post video link when available (@2022-09-11)
Video
TK
Attendees
Notes
generational effect
Silent muses which resulted in drugs, alcohol as chemical muses.
All creativity is combinational in nature. - A-L L C
mash-ups are a tacit form of combinatorial creativity
Methods: - chaining<br /> - clustering (what do things have in common? eg: Cities and living organisms have in common?)<br /> - c...
Peter Wohlleben is the author of “hidden life of trees”
CMAPT tools https://cmap.ihmc.us/
mind mapping
Metaphor theory is apparently a "thing" follow up on this to see what the work/research looks like
I put the following into the chat/Q&A:
The phrase combinatorial creativity seems to stem from this 2014 article: https://fs.blog/networked-knowledge-and-combinatorial-creativity/, the ideas go back much further obviously, often with different names across cultures. Matt Ridley describes it as "ideas have sex" https://www.ted.com/talks/matt_ridley_when_ideas_have_sex; Raymond Llull - Llullan combinatorial arts; Niklas Luhmann - linked zettels; Marshall Kirkpatrick - "triangle thinking" - Dan Pink - "symphonic thinking" are some others.
For those who really want to blow their minds on how not new some of these ideas are, try out Margo Neale and Lynne Kelly's book Songlines: The Power and Promise which describes songlines which were indigenous methods for memory (note taking for oral cultures) and created "combinatorial creativity" for peoples in modern day Australia going back 65,000 years.
Side benefit of this work:
"You'll be a lot more fun at dinner parties." -Anne-Laure
Improv's "yes and" concept is a means of forcing creativity.
Originality is undetected plagiarism - Gish? English writer 9:41 AM quote; source?
Me: "Play off of [that]" is a command to encourage combintorial creativity. In music one might say "riff off"...
Chat log
none available
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Anne-Laure Le Cunff & Nick Milo: How can we do Combinational Creativity?
Interesting to see people talking about these ideas in these spaces. It's too often a missed piece of the puzzle, and is really one of the most valuable parts.
What was the origin of the phrase "combinatorial creativity"? Was if Farnam Street in 2014 https://fs.blog/networked-knowledge-and-combinatorial-creativity/
Some of Anne-Laure Le Cunff's discussion of this in the past: - Building a Creativity Inbox: Anne-Laure Le Cunff & David Perell https://www.youtube.com/watch?v=MTSAuSUxuj0 (taped: June 23, 2020; released: Jun 25, 2020) where the phrase is uased as well as "idea sex" - Combinational creativity: the myth of originality https://nesslabs.com/combinational-creativity (see https://twitter.com/anthilemoon/status/1275820127058120705)
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NoMa Method (note making method)<br /> JOMO mindset (Joy of Missing Out)<br /> MIMO - Mindfully In, Magically Out
Nick Milo's got WAY too many buzzwords and acronyms. Are we creating a new cult with in groups and out groups using language?
"Notice when you do" --- the root word of notice and note are related...
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Nick Milo: Using the NoMa Method during The Idea Exchange
Dear god, do we really need another acronym: NoMa?
Apparently it's just NOteMAking... as distinct from note taking
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www.livescience.com www.livescience.com
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www.theispot.com www.theispot.com
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a3765ir1456
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twitter.com twitter.com
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https://twitter.com/inkasrain/status/1566410516721016833
Does anyone know what exactly this is? A friend gave it to me years ago when they visited Jerusalem. I don't read Hebrew. Is it something harmless or should it be shamshed(jew magic)? (attached photo of a mezuzah)
The idea of "magic" here within a modern religious context is interesting in that it shows the divergence of religion and magic as concepts with respect to cultural practices.
The phrasing also has a sense of othering the unknown culture with a sense of fear in the idea that the object should be smashed. There's also a lack of basic science knowledge and tinge of superstition implied by the fact that they think that smashing will somehow dissipate the unknown magic.
So many different cultural indicators of various things going on here...
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journals.sagepub.com journals.sagepub.com
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Compare to earlier archived draft from 2016: https://web.archive.org/web/20160629004859/https://wordsinspace.net/wordpress/2016/06/28/small-moving-intelligent-parts/
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twitter.com twitter.com
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That stage when you're pretty sure you've finished reading + taking notes, and you're ready to start porting everything over into thematic sections on Scrivener. One of the many stages of writing before The Writing actually begins. T-minus 14 hours
https://twitter.com/shannonmattern/status/1512134425785610255
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>That stage when you're pretty sure you've finished reading + taking notes, and you're ready to start porting everything over into thematic sections on Scrivener. One of the many stages of writing before The Writing actually begins. T-minus 14 hours 😰
— Shannon Mattern (@shannonmattern) April 7, 2022
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twitter.com twitter.com
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Shannon Mattern@shannonmattern·Apr 16Replying to @shannonmattern"I do not take notes as I read. I dog-ear—verso-top, recto-bottom—and underline sentences + paragraphs. I create a document and type out every underlined sentence and paragraph, sorted by book. Then I create a second document + sort the sentences + paragraphs by subject...."2117Shannon Mattern@shannonmattern·Apr 16"... The process of doing this usually gets me to a preliminary articulation of the argument I want to make, its beginning and its end, its arc, and its subclaims." How affirming - this is my process, too! // All of this is from a lovely @nybooks email interview with @mervatim
Merve Emre's note taking process: dog earing and highlighting followed by typing out sentences and sorting into a rough draft.
Similar to Shannon Mattern's as noted.
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>"I do not take notes as I read. I dog-ear—verso-top, recto-bottom—and underline sentences + paragraphs. I create a document and type out every underlined sentence and paragraph, sorted by book. Then I create a second document + sort the sentences + paragraphs by subject...."
— Shannon Mattern (@shannonmattern) April 16, 2022
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>"... The process of doing this usually gets me to a preliminary articulation of the argument I want to make, its beginning and its end, its arc, and its subclaims." How affirming - this is my process, too! // All of this is from a lovely @nybooks email interview with @mervatim pic.twitter.com/iAF82mo5MI
— Shannon Mattern (@shannonmattern) April 16, 2022
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anagora.org anagora.org
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www.linkingyourthinking.com www.linkingyourthinking.com
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https://fs.blog/networked-knowledge-and-combinatorial-creativity
Originally published: 2014-07-21T11:45:00+00:00
Is this where I saw the phrase "combinatorial creativity" first?
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twitter.com twitter.com
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https://twitter.com/Extended_Brain/status/1563703042125340680
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Replying to @DannyHatcher. 1. Competition among apps makes them add unnecessary bells and whistles. 2. Trying to be all: GTD, ZK, Sticky Notes, proj mgmt, collaboration, workflow 3. Plugins are good for developers, bad for users https://t.co/4fbQ2nwdYd
— Extended Brain (@Extended_Brain) August 28, 2022Part two sounds a lot like zettelkasten overreach https://boffosocko.com/2022/02/05/zettelkasten-overreach/
Part one is similar to the issue competing software companies have in attempting to check all the boxes on a supposed list of features without thinking about what their tool is used for in practice. (Isn't there a name for this specific phenomenon besides "mission creep"?)
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www.newyorker.com www.newyorker.com
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www.researchgate.net www.researchgate.net
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Minzetanu, Andrei. “Reading to Quote or Ars Legendi as Ars Excerpendi.” Litterature, December 1, 2012, 31. https://www.researchgate.net/publication/290606505_Reading_to_Quote_or_Ars_Legendi_as_Ars_Excerpendi
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www.klitsa-antoniou.com www.klitsa-antoniou.com
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This space that remained empty for decades now becomes a place; a distinction between space and place, where spaces gain authority not from space appreciated mathematically but place appreciated through human experience. The whole of the interior is painted in black a symbolic act of obliterating the signs of the past and then it is lit up with Black lights in a bold gesture of re- evoking urban memory. The interior building’s structure is re-traced by lines which eventually turns into Mais’ own words glowing in black light, re-animating his workshop and turning it into a beacon of light. This urban structure is torn out of the dust of oblivion for all to see, remember, read and be animated by; a subjective dialogue on social conditions between people and their changing society is created rising from the ground and lighting- up from within.
I wonder if any of the zettelkasten fans might blow their slips up and decorate their walls with them? Zettelhaus anyone?
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The latin, Ars Excerpendi defines, the Art of compiling abstracts or summaries so as to retain such knowledge as is judged indispensable, and to let marginal information fall by the wayside.
the use of marginal here is wholly unadvisable and causes me stress in this definition...
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They are not meant to prove thatthe student did his or her homework. Rather, they provethat students can make something out of their education.
Francesco Erspamer's definition of a thesis is proof "that students can make something out of their education."
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chapter 4 includes repro-ductions of index cards with handwritten corrections andadditions. As unfamiliar as this way of taking notes may beto today’s students, it evokes nostalgic memories for thoseof us who attended college before the 1990s.
In 2015, when considering Umberto Eco's use of index cards in his classic book How to Write a Thesis, Francesco Erspamer comments that taking notes using index cards was more common and even nostalgic for those who attended college prior to 1990
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A clas-sic, Italo Calvino wrote, is a work which relegates the noiseof the present to a background hum—but without renderingthat hum inaudible.
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book has not been revisedor updated, apart from an augmented introduction thatUmberto Eco wrote for the 1985 edition.
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Must You Read Books?
What a fantastic question.
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Bibliographical Index Card File
Note that here in the index, Eco differentiates the index card file with the descriptor "bibliographical" as there is another card file that will play a part.
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Eco, Umberto. How to Write a Thesis. Translated by Caterina Mongiat Farina and Geoff Farina. Cambridge, MA, USA: MIT Press, 2015. https://mitpress.mit.edu/books/how-write-thesis
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www.npr.org www.npr.org
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A fight that was originally scheduled for an amazing 45 rounds lasted only 15.
Boxing bouts in the early 1900s were scheduled for as many as 45 rounds?!
If Jeffries was such a "hope", why should it require so many rounds?
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Jack London, the noted American writer who summed up all the collective teeth-gnashing going on by openly calling for a "great white hope" to step up and win back their race's pride. London wrote: "Jim Jeffries must now emerge from his Alfalfa farm and remove that golden smile from Jack Johnson's face. Jeff, it's up to you. The White Man must be rescued."
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https://www.npr.org/2010/07/02/128245468/a-true-champion-vs-the-great-white-hope
origin of the phrase "Great White Hope"
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laist.com laist.com
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ABOUT THIS SERIES LAist will examine how dyslexia screening and mitigation work across California's education system every Wednesday for six weeks. August 3: The ScienceAugust 10: The Realities Of Early ChildhoodAugust 17: Policy Meets PracticeAugust 24: Bringing Dyslexia To CollegeAugust 31: How Teachers Are PreparedSeptember 7: Through The Cracks
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structured literacy, a type of early reading instruction that calls for the “explicit,” “systematic,” “cumulative” and “diagnostic” teaching of key elements:phonology, which encompasses the ability to distinguish and manipulate soundssound-symbol association (letter–sound relationships) syllables morphology (think: root words and affixes) syntax semantics
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www.kpcc.org www.kpcc.org
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Want to relisten to this. Caught the very end on interventions and it sounded very much like teaching "orality" rather than teaching literacy.
Perhaps teaching orality first helps to frame literacy? even acknowledging it could help certainly...
Cross reference LAist series: https://laist.com/news/education/dyslexia-california-teacher-preparation-training-structured-literacy
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California Could Mandate Kindergarten— What’s This Mean For School Districts And Childcare Providers?A bill that would create a mandatory kindergarten program in California has passed the legislature and is now heading to governor Gavin Newsom’s office for a final decision. The legislation, Senate Bill 70, would require children to complete one year of kindergarten before they’re admitted to the first grade. This comes as districts in California struggle with enrollment, having been a major issue during the pandemic. But if this legislation were to be signed by Governor Newsom, how would it affect teachers, the child care industry, and the children themselves.Today on AirTalk, we discuss the bill and it support among public schools with Los Angeles Unified School District (LAUSD) superintendent Alberto Carvalho and Justine Flores, licensed childcare provider in Los Angeles and a negotiation representative for Child Care Providers United.
Timestamps 19:11 - 35:20
CA Senate Bill 488 2021; signed, in process,
Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.
Wilson program uses pieces of OG. What's this? Not enough detail here.
Dyslexia training will be built into some parts of credentialling programs.
Each child is different.
This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.
In the box programs don't work because children are not one size fits all.
Magic wand ? What would you want?
Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction
Prevention trumps intervention.
Otherwise you're feeding into the school to prison pipeline.
Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.
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www.youtube.com www.youtube.com
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forum.zettelkasten.de forum.zettelkasten.de
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Jeremy August 31 Flag I read the book based on your enthusiasm, Chris, and while I learned something from the chapters on making notes, I was very disappointed in the second half, on writing. He is so wrong on the passive I find it hard to believe he ever actually researched it. But no matter, he is in good company on that. I just hope not too many people think they will truly understand the passive after reading this book.
Repy to https://forum.zettelkasten.de/discussion/comment/16382/#Comment_16382
@Jeremy I certainly take your point on that score. I had read through a previous edition of just the writing portion which was originally written by S.J. Allosso from a prior generation, so I didn't read through all of the second half of this edition of the book. I haven't compared them, so I'm not sure how much revision, if any, has happened in the writing advice part of the text. I was definitely more interested in his take on note making in the first half.
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www.amazon.com www.amazon.com
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https://www.amazon.com/Danica-McKellar-4-Book-Math-Set/dp/B00KMZL49E/
While targeted at young girls and meant to empower them, there's a hint of math shaming in Danica McKellar's math books, particularly "Math Doesn't Suck." While trying to flip the script, the title tacitly acknowledges that everyone thinks "math sucks". Why not start from a wholly positive framing rather than ceding the opposite's argument from the start?
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www.amazon.com www.amazon.com
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www.amazon.com www.amazon.com
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A whole series of books from McGraw Hill whose titles all carry an implicit math shaming. Who wants to carry these books around and be seen reading them? Even the word DeMYSTiFieD on the cover is written in CLoWn case.
- Business Math Demystified
- Dosage Calculations and Basic Math for Nurses Demystified
- Geometry Demystified
- Business Calculus Demystified
- Math Word Problems Demystified
- Everyday Math Demystified
- Discrete Mathematics Demystified
- Math Proofs Demystified
- Pre-Algebra Demystified
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www.kpcc.org www.kpcc.orgAirTalk1
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https://www.kpcc.org/show/airtalk<br /> Audio RSS Feed: https://www.kpcc.org/show/airtalk/rss.xml
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- Aug 2022
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www.npr.org www.npr.org
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At the time he was selling, Jay-Z was also coming up with rhymes. He normally wrote down his material in a green notebook he carried around with him — but he never took the notebook with him on the streets, he says. "I would run into the corner store, the bodega, and just grab a paper bag or buy juice — anything just to get a paper bag," he says. "And I'd write the words on the paper bag and stuff these ideas in my pocket until I got back. Then I would transfer them into the notebook. As I got further and further away from home and my notebook, I had to memorize these rhymes — longer and longer and longer. ... By the time I got to record my first album, I was 26, I didn't need pen or paper — my memory had been trained just to listen to a song, think of the words, and lay them to tape." Since his first album, he says, he's never written down any of his lyrics. "I've lost plenty of material," he says. "It's not the best way. I wouldn't advise it to anyone. I've lost a couple albums' worth of great material. ... Think about when you can't remember a word and it drives you crazy. So imagine forgetting an entire rhyme. 'What's that? I said I was the greatest something?' "
In his youth, while selling drugs on the side, Jay-Z would write down material for lyrics into a green notebook. He never took the notebook around with him on the streets, but instead would buy anything at a corner store just for the paper bags as writing material. He would write the words onto these paper bags and stuff them into his pockets (wearable Zettelkasten anyone? or maybe Zetteltasche?) When he got home, in long standing waste book tradition, he would transfer the words to his notebook.
Jay-Z has said he hasn't written down any lyrics since his first album, but warns, "I've lost plenty of material. It's not the best way. I wouldn't advise it to anyone. I've lost a couple albums' worth of great material."
https://ondemand.npr.org/anon.npr-mp3/npr/fa/2010/11/20101116_fa_01.mp3
Link to: https://hypothes.is/a/T3Z38uDUEeuFcPu2U_w_zA (Jonathan Edwards' zettelmantle)
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www.nytimes.com www.nytimes.com
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www.reddit.com www.reddit.com
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https://www.reddit.com/r/antinet/comments/x2f4hn/should_i_always_create_a_bibnote/
Here's a good example of my having written a response to something that only moments later disappeared thus roughly making my reply disappear and potentially be unfindable. Fortunately, Hypothes.is and my digital notes and content still remain, at least for me.
Of course there was more context than my short highlight captured, but I still at least have the general gist.
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Should I always create a Bib-note? .t3_x2f4hn._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; }
reply to: https://www.reddit.com/r/antinet/comments/x2f4hn/should_i_always_create_a_bibnote/
If you want to be lazy you could just create the one card with the quote and full source and save a full bibliographical note. Your future self will likely be pleasantly surprised if you do create a full bib note (filed separately) which allows for a greater level of future findability and potential serendipity, It may happen when you've run across that possibly obscure author multiple times and it may spur you to read other material by them or cross reference other related authors. It's these small, but seemingly "useless", practices in the present that generate creativity and serendipity over longer periods of time that really bring out the compounding value of ZK.
More and more I find that the randomly referenced and obscure writer or historical figure I noted weeks/months/years ago pops up and becomes a key player in research I'm doing now, but that I otherwise would have long forgotten and thus not able to connect or inform my current pursuits. These golden moments are too frequently not written about or highlighted properly in much of the literature about these practices.
Naturally, however, everyone's practices may differ. You want to save the source at the very least, even if it's just on that slip with the quote. If you're pressed for time now, save the step and do it later when you install the card.
Often is the time that I don't think of anything useful contemporaneously but then a week or two later I'll think of something relevant and go back and write another note or two, or I'll want to recommend it to someone and then at least it's findable to recommend.
Frequently I find that the rule "If it's worth reading, then it's worth writing down the author, title, publisher and date at a minimum" saves me from reading a lot of useless material. Of course if you're researching and writing about the broader idea of "listicles" then perhaps you have other priorities?
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www.reddit.com www.reddit.com
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Title for My Book
It's tough to do your own marketing and naming is hard. If you have an obscure short title, be sure to have a sharply defined subtitle, both for definition but to hit the keywords you'll want for discovery and search (SEO) purposes. Though be careful with keyword stuffing, if for no other reason than that Luhmann had a particularly sparse index.
Zettelkasten doesn't have much value for for native search (yet). Who besides a student that doesn't really want to buy it searches for a book on note taking?! Creativity, Productivity, and Writing are probably most of your potential market, so look at books in those areas for words to borrow (aka steal flagrantly). Other less common keywords to consider or throw into your description of the book, though not the title: research, research methods, literature review, thesis writing, Ph.D., etc.
Perhaps you've limited the question Scott. Instead ask everyone: What title would you want to see on such a book that would make you want to buy and read it? Everyone should brainstorm for 3 minutes and write down a few potential titles.
I'll start:
Antinet Method: Thought Development for Creativity and Productive Writing
Antinet Zettelkasten: A Modern Approach to Thought Development
Antinet: The Technique of Unreasonably Productive Intellectual Work (and Fun) [h/t F. Kuntze]
Mix and match away...
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occidental.substack.com occidental.substack.com
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https://occidental.substack.com/p/the-adlernet-guide-part-ii?sd=pf
Description of a note taking method for reading the Great Books: part commonplace, part zettelkasten.
I'm curious where she's ultimately placing the cards to know if the color coding means anything in the end other than simply differentiating the card "types" up front? (i.e. does it help to distinguish cards once potentially mixed up?)
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But the real goal of a Great Books reading program is to experience the minds of these authors (something the Schoolmen called connatural knowledge) and imprint whatever value we find there on our souls (i.e. will and intellect). This can only be done through a process of intentional re-reading.
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medium.com medium.com
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Although there is more than one way to implement a Zettelkasten system, the essential elements are always the same: brief summaries on cards, organized into categories.
https://medium.com/flourish-inc/wait-what-the-did-i-just-read-4b00ff02d1b7
She's basically describing a form of the original zettelkasten (a slip or index card-based commonplace book), but where did she get this from? If it was the blogosphere, which is highly likely these days, then she's either misread or heavily simplified the practice (Luhmann's practice) back down to it's original form.
She seems to take for granted how to link physical cards.
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It was developed by German sociologist and historian Niklas Luhmann.
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writing.bobdoto.computer writing.bobdoto.computer
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https://writing.bobdoto.computer/folgezettel-is-not-an-outline-luhmanns-playful-appreciation-of-disfunction/
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In discussing the various ways Luhmann referenced his notes, Schmidt discusses specific notes created by Luhmann that appeared to produce "larger structural outline[s]."8 It seems, when beginning a major line of thought, Luhmann created a note that resembled "the outline of an article or table of contents of a book."9 Today, many call these outline notes "structure notes," a term which has come to prominence through its usage on the zettelkasten.de forum.
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the aesthetics of wabi-sabi, the Japanese artistic appreciation of blemishes and imperfections, which themselves become the very aspects that define an object's beauty.
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At first glance, Luhmann's alphanumeric system—sometimes referred to as "folgezettel"1—appears to be a way of structuring an outline of specific arguments within one's stack of notes.
Luhmann's folgezettel (sequence of notes) may not quite be an outline, but I'm begining to suspect that Luhmann used the idea of an outline or a table of contents to structure his note making practice.
While he may have gotten it elsewhere, we know he read Heyde's instructions as (at least one of his) source(s). Heyde's table of contents (the 1970's version at least, we'll need to double check the 1930's versions) is highly suggestive, both in form, structure, and even numbering of the same set up in Luhmann's zettelkasten.
It's likely that Luhmann was attempting to get around all the additional copying and filing work suggested in Heyde.
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zettelkasten.de zettelkasten.de
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Underlining won’t help you remember; marks are there to aid understanding in a later phase of reading.
One shouldn't use highlighting in books/texts as a means of remembering things. They are the lowest form of fleeting note and should be used as an indicator or finding device for portions of text one wants to excerpt or reframe more fully for their note collection.
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You can underline a book or aseries of books that you own, even in various colors. Let ustalk briefly about underlining:
So was Manfred Kuehn calling Umberto Eco an uncivilized barbarian?!
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Each type of index card should have a dif-ferent color, and should include in the top right corner abbre-viations that cross-reference one series of cards to another,and to the general plan. The result is something majestic.
Finally a concrete statement about actively cross-linking ideas on note cards together!
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takingnotenow.blogspot.com takingnotenow.blogspot.com
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Ballpoint pens are not tools for marking books, and felt-tip highlighters should be prohibited altogether.
How is one to have an intimate conversation with a text if their annotations are not written in the margins? Placing your initial notes somewhere else is like having sex with your clothes on.
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The narrator considers this as vandalism and finds it hard to believe how anyone "educated enough to have access to a university library should do this to a book." To him "the treatment of books is a test of civilized behaviour."
Highlighted portion is a quote from Kuehn sub-quoting David Lodge, Deaf Sentence (New York: Viking 2008)
Ownership is certainly a factor here, but given how inexpensive many books are now, if you own it, why not mark it up? See also: Mortimer J. Adler's position on this.
Marking up library books is a barbarism; not marking up your own books is a worse sin.
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docdrop.org docdrop.org
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forum.zettelkasten.de forum.zettelkasten.de
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forum.zettelkasten.de forum.zettelkasten.de
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Update now that I'm three years in to my PhD program and am about to start on my lit reviews and dissertation research... Holy Forking Shirtballs, am I glad I started my ZK back in 2020!!! * I cannot tell you how often I've used it to write my course papers. * I cannot tell you how often I've had it open during class discussions to back up my points. * I cannot tell you how lazy I've gotten with some of my entries (copying and pasting text instead of reworking it into my own words), and how much I wish I had taken the time to translate those entries for myself.
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I'm currently in a second master's program with a thesis coming up in about 8 months. I could not write my reports without my ZK. No going back for me! I'm also now more confident that I could pursue a PhD.
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I'll open Archive and search for tags related to the topic (plus a few random searches just to see what novel ideas want to show up)
I love the way Jeannel King personifies her ideas.
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www.youtube.com www.youtube.com
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If I'm not mistaken, this is the original song which C.J. Craig sings a portion of in the Red Haven's on Fire episode of The West Wing. https://www.imdb.com/title/tt0745672
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https://boingboing.net/2022/08/23/book-banned-at-a-school-named-after-its-author.html
George Dawson Middle School in Southlake, Texas has banned the book Life is So Good written by the school's namesake George Dawson, the grandson of a slave who learned to read at 98 and wrote the book at 103.
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news.artnet.com news.artnet.com
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www.tennsco.com www.tennsco.com
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1. Heavy Duty ConstructionAll welded construction. Six channel uprights providethe basis for an exceptionally stable frame.2. Secured Drawer ContentsPrevent unauthorized access to valuable or sensitiveinformation with our integrated keyed gang-lock.3. Gang Locking of DrawersPlunger style lock secures all drawers simultaneously.4. Maximum StabilityFour leveling glides provide additional stability andbetter drawer alignment when floors are unlevel.5. Store More Than Just CardsVersatile drawer sizes offer secure storage for almostanything, including paper documents, computer media,CDs, blu-ray discs, etc.6. Drawers Stay ShutPositive locking thumb latches ensure thatdrawers stay closed until ready to open them.7. Solid FoundationBase has a fully welded, enclosed bottom to keep theunit structurally aligned even when fully loaded.8. Durable, Attractive FinishPowder-coated durable finish.12356784CARD AND MULTIMEDIA
https://www.tennsco.com/AppFiles/BROCHURES/Filing%20Brochure%20-%20Web.pdf
4 x 6" cards<br /> CF-846 $1,746.00 43,400 card capacity<br /> CF-646
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www.reddit.com www.reddit.com
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Card Storage
reply on: https://www.reddit.com/r/antinet/comments/wzblc9/card_storage/
The smaller 1 to 3 drawer vintage metal card files are readily available on eBay usually between $15 and $40. This isn't bad given how expensive new files can run. Many were made with small fittings that allow them to be stackable. Usually these are sturdy, but light enough for relatively inexpensive shipping.
The larger multi drawer full cabinets can run a couple hundred, but their bigger issue is that they're so large and heavy that they can be in the range of $800 or more to ship anywhere. If you want something like this, your best bet is to try to find something local that you can drive to and pick up locally. If you're into 4x6" cards, double check with the seller to make sure that they'll fit. Often even the somewhat larger cabinets are a 1/4" too short for 4x6 cards, much less the slightly taller tabbed cards (A-Z) you might use for separating sections. I've refinished some old steel furniture like this in the past and it's not easy or cheap, but if someone is desperate...
https://www.ebay.com/b/Index-Card-File-Cabinet-In-Office-Filing-Cabinets/3299/bn_7022123911
Those who might want something new might also look into Bisley which makes some reasonably nice card index files with and without locks, though you might have to order them directly through their New York Offices. https://www.bisley.sk/userfiles/bisley/product/e84b22bf2d7156d048ad076ff74f895d.pdf
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Local file Local file
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The technique is simple: you highlight the main points of a note,and then highlight the main points of those highlights, and so on,distilling the essence of a note in several “layers.”
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www.sfchronicle.com www.sfchronicle.com
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As more gadgets, bikes and cars are tracked, thieves may be deterred from stealing them at all. But for those who persist, don’t we want them to fear the police are coming — and not their victims?
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en.wikipedia.org en.wikipedia.org
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Once a pícaro, always a pícaro.
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the modern picaresque begins with Lazarillo de Tormes,[9] which was published anonymously in 1554 in Burgos, Medina del Campo, and Alcalá de Henares in Spain, and also in Antwerp,
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www.amazon.com www.amazon.com
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When Vladimir Nabokov died in 1977, he left instructions for his heirs to burn the 138 handwritten index cards that made up the rough draft of his final and unfinished novel, The Original of Laura. But Nabokov’s wife, Vera, could not bear to destroy her husband’s last work, and when she died, the fate of the manuscript fell to her son. Dmitri Nabokov, now seventy-five—the Russian novelist’s only surviving heir, and translator of many of his books—has wrestled for three decades with the decision of whether to honor his father’s wish or preserve for posterity the last piece of writing of one of the greatest writers of the twentieth century.
Nabokov's wishes were that his heirs burn the index cards on which he had handwritten the beginning of his unfinished novel The Original of Laura. His wife Vera, not able to destroy her husband's work, couldn't do it, so the decision fell to their son Dimitri. Having translated many of his father's works previously, Dimitri Nabokov ultimately allowed Penguin the right to publish the unfinished novel.
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uni-bielefeld.de uni-bielefeld.de
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A-6 format
This is 4-1/8 x 5-7/8 in which is close to the American 4x6 inch index card.
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via3.hypothes.is via3.hypothes.is
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While the admin-istrative scientist Luhmann ignores the librarian’s dictum in his consideration of theproper paper for the project out of spatial concerns, DIN 1504, which, apart from theInternational Library Format, only allows DIN A 6 and DIN A 7 for “literature cards,”18regrettably goes unused.
Despite his career as an administrative scientist, Luhmann eschewed the International Library Format which allows for DIN A6 and DIN A7 for "literature cards."
Cross reference:
- See Deutsches Institut für Normung e.V. (DIN), Publikation und Dokumentation 2. Erschließung von Dokumenten, Informationsverarbeitung, Reprographie, Bibliotheksverwaltung, Normen, vol. 154 of DIN-Taschenbuch , 2nd ed. (Berlin, Kö ln: Beuth, 1984), 64f.
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