At some point that's what Nabokov's slip box looked like too.

https://boffosocko.com/2022/06/23/lifestyles-of-the-note-takers-intellectuals-vladimir-nabokov/

https://www.reddit.com/r/antinet/comments/vj0blr/decidedly_inessential_share_your_physical_set_up/

An in-depth list of materials someone uses for their zettelkasten.

(Read when there were no comments; potentially useful for revisiting later if there are any.)

The slipbox and index cards on which Vladimir Nabokov wrote his novel Lolita.

Vladimir Nabokov famously wrote most of his works including Lolita using index cards in a slip box. He ultimately died in 1977 leaving an unfinished manuscript in note card form for the novel The Original of Laura. Penguin later published the incomplete novel with in 2012 with the subtitle A Novel in Fragments. Unlike most manuscripts written or typewritten on larger paper, this one came in the form of 138 index cards. Penguin's published version recreated these cards in full-color reproductions including the smudges, scribbles, scrawlings, strikeouts, and annotations in English, French, and Russian. Perforated, one could tear the cards out of the book and reorganize in any way they saw fit or even potentially add their own cards to finish the novel that Nabokov couldn't.

Index card on which Nabokov collated notes on ages, heights, and measurements for school aged girls as research for his title character Lolita.

More details at: https://www.openculture.com/2014/02/the-notecards-on-which-vladimir-nabokov-wrote-lolita.html

https://www.reddit.com/r/Zettelkasten/comments/b566a4/what_is_a_zettelkasten/

Wow. Even in the pinned post on r/Zettelkasten, they propagate the myth by implication that Luhmann invented the Zettelkasten.

They also suggest that Nabokov and Pirsig independently developed similar techniques rather than that it was a commonplace (excuse the pun) pattern in the broader culture.

The fact that there are three discrete emoji for the - card file box 🗃️ - card index dividers 🗂️ - card index (aka rolodex) 📇

indicate the importance of these older analog tools, even in a more modern digital space.

https://www.reddit.com/r/DigitalGardens/comments/vidqg6/new_to_digital_gardens/

There's lots of detail, articles, examples, and exploration documented here: https://indieweb.org/commonplace_book

🤣

Something I love here about the use of "bubble graph boys" as a pejorative to describe the productivity porn space in digital note taking.

https://www.pasadenanow.com/main/52-million-sale-of-tiffany-and-shops-in-old-pasadena-announced

What a zinger! 😜

Tiago's book follows the general method of the commonplace book, but relies more heavily on a folder-based method and places far less emphasis and value on having a solid index. There isn't any real focus on linking ideas other than putting some things together in the same folder. His experience with the history of the space in feels like it only goes back to some early Ryan Holiday blog posts. He erroneously credits Luhmann with inventing the zettelkasten and Anne-Laure Le Cunff created digital gardens. He's already retracted these in sketch errata here: https://www.buildingasecondbrain.com/endnotes.

I'll give him at least some credit that there is some reasonable evidence that he actually used his system to write his own book, but the number and depth of his references and experience is exceptionally shallow given the number of years he's been in the space, particularly professionally. He also has some interesting anecdotes and examples of various people including and array of artists and writers which aren't frequently mentioned in the note taking space, so I'll give him points for some diversity of players as well. I'm mostly left with the feeling that he wrote the book because of the general adage that "thought leaders in their space should have a published book in their area to have credibility". Whether or not one can call him a thought leader for "re-inventing" something that Rudolphus Agricola and Desiderius Erasmus firmly ensconced into Western culture about 500 years ago is debatable.

Stylistically, I'd call his prose a bit florid and too often self-help-y. The four letter acronyms become a bit much after a while. It wavers dangerously close to those who are prone to the sirens' call of the #ProductivityPorn space.

If you've read a handful of the big articles in the note taking, tools for thought, digital gardens, zettelkasten space, Ahren's book, or regularly keep up with r/antinet or r/Zettelkasten, chances are that you'll be sorely disappointed and not find much insight. If you have friends that don't need the horsepower of Ahrens or zettelkasten, then it might be a reasonable substitute, but then it could have been half the length for the reader.

https://www.nytimes.com/interactive/2022/06/22/us/shootings-police-response-uvalde-buffalo.html

A "good guy with a gun" stopped a "bad guy" on average less than 3% of the time in active shooter situations in 433 events through 2021.

https://en.wikipedia.org/wiki/Pirkei_Avot

I can't help but wonder at the direct link here to Amazon with an affiliate link. I won't fault them completely for it, but for a site that is so critical of the ills of educational technology, and care for their students and community, the exposure to surveillance capitalism expressed here seems to go beyond their own pale. I would have expected more care here.

Surely there are other platforms that this volume is available from?

https://hybridpedagogy.org/ethical-online-learning/

An interesting perspective on ethical and supportive online learning. More questions and explorations than answers, but then framing is a majority of the battle.

I'm generally in agreement with much of the discussion here.

This was a fabulous piece for "thinking against". Thanks Sean Michael Morris, and Lora Taub.

I definitely got far more out of it by reading and annotating than I ever would in its original keynote presentation version.

This makes me wonder how one might take a community chat space like the IndieWeb chat and replicate the experience for a classroom or for an entire university? It would require a huge amount of tummeling?

phatic communication is important in the social interaction components of education

How can this be put into edtech?

This sounds godawful and unproductive.

The answer shouldn't necessarily be to figure out how to quantify the online unseen portions of the learning process.

Similarly how might one assess the end results of things which are non-literate?

I appreciate the poetry in this on top of the broader sentiment.

Beyond this, Gracie also had senses of timing and spatial skills that many also often lack. This is a sort of neurodiversity piece which some are either lifted up or pulled down by within our literacy-focused teaching system.

It may be a skill she's focused on improving, or one which she's naturally gifted and might improve upon to use in a professional career. Focusing on a literacy-only framing for her education is the sort of thing that, instead of amplifying her talents, may have the effect of completely destroying them, and her altogether.

Sadly, we seem to have othered orality and cultural practices which don't fit into the Western literate cultural box. This prevents us from moving forward as a society and a diverse culture.

In the 90's rap was culturally appropriated by some because of its perception as "cool" within the culture. Can this coolness be leveraged as a reintroduction of oral methods in our culture without the baggage of the appropriation? Can it be added to enhance the evolving third archive? As a legitimate teaching tool?

Beyond Eric's words here, I'm struck by the fact that he's able to do this "feat" orally in a way that I certainly cannot. Perhaps he spent ages slowly building it up and writing it down in a literal fashion, but I suspect that part of it is not and that it is raw oral poetry in a way which requires culture and oral practice that I wholly lack, but wish I had.

How can we better teach this?! Center this.

Link to: - Eminem's stacking ammo

Modeling annotation and note taking can allow students to see that their voices matter in conversation with the "greats" of knowledge. We can and should question authority. Even if one's internal voice questions as one reads, that might be enough, but modeling active reading and note taking can better underline and empower these modes of thought.

There are certainly currents within American culture that we can and should question authority.

Sadly some parts of conservative American culture are reverting back to paternalized power structures of "do as I say and not as I do" which leads to hypocrisy and erosion of society.

Education can be used as a means of overcoming this, though it requires preventing the conservative right from eroding this away from the inside by removing books and certain thought from the education process that prevents this. Extreme examples of this are Warren Jeff's control of religion, education, and social life within his Mormon sect.

Link to: - Lawrence Principe examples of the power establishment in Western classical education being questioned. Aristotle wasn't always right. The entire history of Western science is about questioning the status quo. (How can we center this practice not only in science, but within the humanities?)

My evolving definition of active reading now explicitly includes the ideas of annotating the text, having a direct written conversation with it, questioning it, and expanding upon it. I'm not sure I may have included some or all of these in it before. This is what "reading with a pen in hand" (or digital annotation tool) should entail. What other pieces am I missing here which might also be included?

If it's true that the movement toward technology is inevitable, how might we deal with it?

Compare this with the solution(s) that nomadic hunter-gatherers had to face when changing from a lifestyle built on movement to one of settling down to a life of agriculture. Instead of attaching their knowledge and memories to their landscape as before, they built structures (like Stonehenge) to form these functions.

Part of moving forward may involve moving back historically to better understand these ideas and methods and regaining them so that we might then reattach them to a digital substrate. How can we leverage the modalities of the digital for art, song, dance, music, and even the voice into digital spaces (if we must?). All digital or only digital certainly isn't the encompassing answer, but if we're going to do it, why not leverage the ability to do this?

As an example, Hypothes.is allows for annotating text to insert photos, emoji, audio (for music and voice), and even video. Videos might include dance and movement related cues that students might recreate physically. These could all be parts of creating digital songlines through digital spaces that students can more easily retrace to store their learnings for easier recall and to build upon in the future.

Groups in arts education rail against the loss of music, dance, and art in schools and indicate that it's important to a balanced education.

Why has no one embedded these learning tools, for yes they can be just that, into other spaces within classrooms? Indigenous educators over the millennia have done just this in passing on their societal and cultural knowledge. Why have we lost these teaching methods? Why don't we reintroduce them? How can classrooms and the tools within them become mnemonic media to assist both teachers and learners?

Perhaps we need to bring back examples of how to do these things at the higher levels? I've seen excercises in my daughter's grade school classrooms that bring art and manipulatives into the classroom as a base level, but are they being done specifically for these mnemonic reasons?

Michael Nielsen and Andy Matuschak have been working at creating a mnemonic medium for areas like quantum mechanics relying in part on spaced repetition. Why don't they go further and add in dance, movement, art, and music to aid in the process. This can be particularly useful for creating better neurodiverse outcomes as well. Education should be more multi-modal, more oral, and cease it's unending reliance on only literacy as it's sole tool.

How and where can we create a set of example exercises at various grade levels (similar to rites of knowledge initiation in Indigenous cultures, for lack of specific Western language) that embed all of these methods

Link to: - Ideas in The Extended Brain about movement, space, etc. - Nielsen/Matuschak mnemonic media work

https://silviamaggidesign.com/design/ravelry-rebranding/

https://blogs.oii.ox.ac.uk/roughconsensus/2014/01/internet-vs-internet-the-consequence-of-capitalization/

http://www.danah.org/name.html

If it's true that English is the only major language in which "I" is capitalized instead of the more commonly capitalized "you", does this help to underline some of the self-centeredness show by most of the English speaking West?

from Dirk Gently's Holistic Detective Agency

https://udlguidelines.cast.org/

https://www.facultyfocus.com/articles/effective-teaching-strategies/bringing-theories-to-practice-universal-design-principles-and-the-use-of-social-annotation-to-support-neurodivergent-students/

A very brief primer on UDL and how Hypothes.is and social annotation might fit within its framework. There seems to be a stronger familiarity with Hypothes.is as a tool and a bit less familiarity with UDL, or perhaps they just didn't bind the two together as tightly as they might have.

I'm definitely curious to look more closely at the UDL framework to see what we might extract from it.

The title features neurodiversity, but doesn't deliver on the promise.

An interesting reframing would be that of social annotation with the idea of modality shifts, particularly for neurodiverse students.

I'm not sure I agree here as one can take other annotations from various texts throughout a course and link them together to create new ideas and knowledge within the margins themselves. Of course, at some point the ideas need to escape the margins to potentially take shape with a class wiki, new essays, papers, journal articles or longer pieces.

Use of social annotation across several years of a program this way may help to super-charge students' experiences.

Teachers can model their own reading and annotating practices for students, but this can be expanded when using social annotation. This will allow students to show each other a wider variety of potential note taking and annotation strategies which help to reinforce the teacher's own modeling. This can be useful modelling of a practice in public which has historically been done privately.

By featuring notes which might be reused for papers or developing later research, teachers can also feature the portions of the note taking process which can be reused for developing new ideas. How might annotations within a text be linked to each other outside of the particular flow of the paper? Might there have been different orderings for the arguments that may have been clearer?

What ideas in the broader class might the ideas within a particular text be linked to? What ideas outside of the class can be linked to those found within the text?

In less experienced groups, teachers might occasionally call out individual annotations in discussion to ask the group for what purposes a student might have annotated specific portions to highlight the various methods and reasons.

What are the list of particular note types here? - Paraphrasing segments to self-test for understanding - Creation of spaced repetition type notes for memorizing definitions and facts - Conversations with the text/original author and expansion of the ideas - Questioning the original text, do we agree/disagree? - Linking ideas from the text into one's broader knowledge base - Highlighting quotes for later reuse - others??

Link to - double-entry journaling in Bruce Ballenger<br /> - types of questions one might ask within a text, Ballenger again

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

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

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

Universal Design for Learning framework https://udlguidelines.cast.org/

https://www.openbookpublishers.com/

Only implement features in code when you actually need them. Never implement features that you anticipate needing, because you aren't gonna need it (YAGNI).

https://www.worldcat.org/title/curious-researcher-a-guide-to-writing-research-papers/oclc/757689134

In his third edition, he mentions leaning into index cards more in the first edition. Get a copy to see what the differences look like in his prescribed practices. (@2022-06-20)

https://www.civicsoftechnology.org/

https://press.princeton.edu/ideas/sherlock-holmes-and-the-history-of-information

If Sherlock Holmes had an excerpting and commonplacing practice, did Arthur Conan Doyle?

Worth pulling out the exact reference, but Anthony Grafton indicates that Sherlock Holmes regularly read and "excerpted systematically into a massive collection of notebooks, which he regularly consults."

https://www.civicsoftechnology.org/blog/whose-interests-do-teaching-machines-serve

Where exactly is this group? They don't seem to have an online presence.

https://nextdoor.com/for_sale_and_free/aa66e37b-7875-4868-8e5f-22b34b84d9ec

4 drawer metal filing cabinet $25 from Amado Ulloa in North Pasadena Heights In good condition Included keys as well

Not quite 20 gauge vintage, but reasonably nice.

https://danallosso.substack.com/p/vimeo-pro-isnt-quite-enough

@danallosso, this phrase has a problematic historical past... https://www.npr.org/sections/codeswitch/2013/10/21/239081586/the-racial-history-of-the-grandfather-clause

https://hcommons.org/deposits/item/hc:33585/

See also Wiki created in combination with this course: https://digitalbookhistory.com/culturesofthebook/Main_Page

https://digitalbookhistory.com/culturesofthebook/Main_Page

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'> whitney trettien </span> in whitney trettien on Twitter: "Curious about the development of different book technologies? The students in my "Cultures of the Book" seminar last semester made a wiki for you! Each entry is a short essay that uses examples from @upennlib. Open & free to use/remix: https://t.co/XN0C51MLrv" / Twitter (<time class='dt-published'>06/20/2022 01:10:21</time>)</cite></small>

https://www.uopeople.edu/

Mentioned at Hypothes.is Social Learning Summit.

Generally looks legit, though it has faced accusations of being a diploma mill and some balanced sounding reviews of it are not good.

A masters will run about $3-4,000 in fees.

Based in Pasadena, CA

To test one's own understanding of a topic one has read about and studied, it can be useful to discuss it or describe one's understanding to friends or colleagues in conversations. This will help you discover where the holes are based on the person's understanding and comprehension of what you've said. Can you fill in all the holes where they have questions? Are their questions your new questions which have exposed holes that need to be filled in your understanding or in the space itself.

I do this regularly in conversations with people. It makes the topics of conversation more varied and interesting and helps out your thinking at the same time. In particular I've been doing this method in Dan Allosso's book club. It's almost like trying on a new idea the way one might try on a piece of clothing to see how it fits or how one likes it for potential purchase. If an idea "fits" then continue refining it and add it to your knowledge base. These conversations also help to better link ideas in my thought space to those of what we're reading. (I wonder if others are doing these same patterns, Dan seems to, but I don't have as good a grasp on this with other participants).

Link to :<br /> - Ahren's idea of writing to expose understanding<br /> - Feynman technique<br /> - Socratic method (this is sort of side or tangential method to this) <- define this better/refine

There is lots of serendipity here, particularly when people are willing to either share their knowledge or feel compelled to share it as part of an imagined life "competition" or even low forms of mansplaining, though this last tends to be called this when the ultimate idea isn't serendipitous but potentially so commonly known that there is no insight in the information.

This sort of "public serendipity" or "group serendipity" is nice because it means that much of the work of discovery and connecting ideas is done by others against your own work rather that you sorting/searching through your own more limited realm of work to potentially create it.

Group focused combinatorial creativity can be dramatically more powerful than that done on one's own. This can be part of the major value behind public digital gardens, zettelkasten, etc.

I like that he touches on one of the important parts of the gardens and streams portion of online digital gardens here, though he doesn't tacitly frame it this way.

Visual cues one can make in their notes and user interfaces that help to focus or center on these can be useful reminders for what appears in particular notes, especially if visual search is a possibility.

Is this the reason that Gyuri Lajos very frequently cuts and pastes images into his Hypothes.is notes?

Which note taking applications leverage this sort of visual mnemonic device? Evernote did certainly, but other text heavy tools like Obsidian, Logseq, and Roam Research don't. Most feed readers do this well leveraging either featured photos, photos in posts, or photos in OGP.

The area of serendipity becomes much more powerful when one has ideas both directly interlinked, ideas categorized with subject headings or tags, or when one can have affordances like auto-complete.

The method Forte suggests and outlines allows for some serendipity, but not as much as other methods with additional refinements. Serendipity in Forte's method isn't as strong as in others.

In this section he's talking about some of the true "magic of note taking" which is discussed by Luhmann and others.

link to:<br /> Luhmann's writings on serendipity and surprise when using his zettelkasten (Communication with the Slipbox...)<br /> Ahrens mentions of this effect

Coming back to the beginning of this section. He talks about tags, solely after-the-fact instead of when taking notes on the fly. While it might seem that he would have been using tags as subject headings in a traditional commonplace book, he really isn't. This is a significant departure from the historical method!! It's also ill advised not to be either tagging/categorizing as one goes along to make searching and linking things together dramatically easier.

How has he missed the power of this from the start?! This is really a massive flaw in his method from my perspective, particularly as he quotes John Locke's work on the topic.

Did I maybe miss some of this in earlier sections when he quoted John Locke? Double check, just in case, but this is certainly the section of the book to discuss using these ideas!

This same sort of principle is seen in philanthropy circles where the group already has commitments for a large proportion of the end goal before they even announce the campaign.

Is there a rule of thumb for this in philanthropy? 50%? What is it called, ie does it have a specific name?

What relation does it have to the Pareto principle, if any?

Forte frames things primarily from a digital perspective so he talks about folders and tags, but seems to wholly forget the grand power of having an subject index. While they're broadly the same, it's as if he's forgoing two thousand years of rhetorical tradition to have something that seems new and innovative, but which are paths that are incredibly well travelled.

no mention of the affordances of being able to cross-link things or even transclude them from an original location (which works for one currently) to another useful location.

The studies quoted here are in the mid 80s and early 90s before the rise of better and easier UI methods or more powerful search. I'd have to call this conclusion into question.

There's also a big difference in what people know, what people prefer, and what knowledgeable people can do most quickly.

Cross reference this with Dan Russell's research at Google that indicates that very few people know how to use ctrl-f to find or search for things in documents. - https://hyp.is/7a532uxjEeyYfTOctQHvTw/www.youtube.com/channel/UCh6KFtW4a4Ozr81GI1cxaBQ

Relate it to the idea of associative (memory) trails (Memex), songlines, and method of loci in remembering where things are -- our brains are designed to navigate using memory

a nod to digital gardens

I'm curious how he's going to outline this practice as there's been no discussion of linking or cross-linking ideas prior to this point as is done in some instantiations of the zettelkasten methods. (Of course this interlinking is more valuable when it comes specifically to writing output; once can rely on subject headings and search otherwise.)

This pulls into question our zeal for innovation. Most thought is created and honed against other pre-existing thought.

Some of the fun of note taking is not only rewriting an idea in one's own words for potential understanding, but expanding upon it to extend the ideas, sometimes based on our pre-existing world view and knowledge. The rest is linking this idea into place with our other knowledge and then combining an permuting it with that knowledge to create new knowledge.

This seems to be a building block of the broader idea of "combinatorial creativity".

link to: - Annie Murphy Paul's contention that imitation > innovation - Lee Vinsel's The Innovation Delusion: How Our Obsession with the New Has Disrupted the Work That Matters Most

can imitation lead to innovation?

innovation is the use of combinatorial creativity to make new things... rarely, if ever?, is true innovation made from whole cloth, there is always(?) something used as a base which is extended.

Intermediate Packets juxtaposed with Second Brain, it would have been better if he could have given a better analogy than intermediate packets to create some parallelism with Second Brain, alas... lack of creativity?

Notice the importance he's giving to Intermediate Packets by artificially capitalizing it. An indication of attempt to commoditize and sell "note taking" as a product.

link to https://hyp.is/OKlVhPBCEeyX96cojNH8rg/www.danah.org/name.html

The majority of content one produces in social media is considered "throw away" material. One puts it in the stream of flotsam and jetsam and sets it free down the river never to be seen or used again. We treat too much of our material and knowledge this way.

He uses the idea of "wealth" here for notes created in a commonplace instead of "treasure" or storehouse as is the historical tradition, this is an indication of a complete schism between the older traditions and the new.

another example of the idea of "magical" experience that comes when taking notes. This one isn't about idea creation or even serendipity though, but relates specifically to being "bulk productive".

example of the creation of a buzz word for something not really quite necessary. It's useful to give names to things, but this is just a synonym for a note, isn't it?

definitely not as developed as "second brain"

Example of someone else saying this...

We focus too much on the achievement and the end goal and the work and process doesn't receive its due.

unsourced

would sign with herself each day for how many words she committed to write.

Not really enough evidence for a solid quote here. What was his source?

He cites the following shallowly: <br /> - Octavia E. Butler, Bloodchild and Other Stories: Positive Obsession (New York: Seven Stories, 2005), 123–36.<br /> - 2 Lynell George, A Handful of Earth, A Handful of Sky: The World of Octavia Butler (Santa Monica: Angel City Press, 2020).<br /> - 3 Dan Sheehan, “Octavia Butler has finally made the New York Times Best Seller list,” LitHub.com, September 3, 2020, https://lithub.com/octavia- butler-has-finally-made-the-new-york-times-best-seller-list/.<br /> - 4 Butler’s archive has been available to researchers and scholars at the Huntington Library since 2010.

why is this being capitalized?? He may think it's that important, but...

This four layer processing thing is painful and I suspect few are going to spend this much time on so many potential ideas.

Ahren's framing of fleeting notes and permanent notes is quicker and easier.

Also missing is any sort of inherent link to any other ideas or even to a broader index to make it somewhat easier to find/use. Simply filing it into a folder, even an "important" one seems fairly useless and make-work.

Why footnote this instead of giving it a nod and an actual reference as sententiae?

another example along with CORE and PARA of Forte highlighting four steps. Why didn't he give this one a name? It's a clever analogy and very easy to remember mnemonically from a visual perspective. Why hide it in the footnotes?!

💐

Many people take notes, they just don't know where they're taking them to. It's having a concrete use for them after you've written them down that makes all the difference. At this point, most would say that they do read back over them, but this generally creates a false sense of learning through familiarity. Better would be turning them into spaced repetition flashcards, or linking them to ideas and thoughts already in our field of knowledge to see if and where they fit into our worldview.

link to - research on false feeling of knowledge by re-reading notes in Ahrens

really?! now we're selling something wiz bang!

I've seen a short snippet of this, but I suspect it's longer and has more depth.

The citation of this documentary here via IMDb.com is just lame. Cite the actual movie and details for finding and watching it please.

Apparently the entirety of the piece is just the 10 minutes I saw.

The density of annotations on a text can tell one about where the value and excitement of a work may be hiding.

First gut reactions can be highly valuable and should be noted because it's incredibly difficult to remember what it was like before you knew a thing. It's hard to revisit a thing with beginner's eyes and those reactions can help one to improve and refine a thing.

See also: https://hyp.is/1EzsxtvjEeySBFv-Y4NmJw/www.youtube.com/watch?v=awce_j2myQw

Using the P.A.R.A. method puts incredible focus on immediate projects and productivity toward them. This is a dramatically different focus from the zettelkasten method.

The why's of the systems are dramatically different as well.

Within the P.A.R.A. framework it's helpful if you know what your note capture is meant for, but it's wholly against a lot of note taking for things which may simply spark joy. This may be helpful for the work-a-day productivity person, but is painfully out of sync with keeping notes as a means of generating new ideas. Many of these sorts of notes will be hidden away in an archive and thus broadly unusable in the long run.

Sorting ideas into folders is still an older classical way of thinking instead of linking an idea to related things that make it imminently more usable. Cross linked ideas seem wholly more interesting, vibrant and more useable to me.

Organize for actionability.

(Applicable only for P.A.R.A.?)

This is interesting for general project management, but potentially not for zettelkasten-type notes. That method has more flexibility that doesn't require this sort of organizational method and actually excels as a result of it.

There is a tension here.

Notes primarily for project-based productivity are different from notes for writing-based output.

This is a useful distinction.

HA! Though many do fall into this trap.

The P.A.R.A. method seems like an admixture of one's projects/to do lists and productivity details and a more traditional commonplace book. Keeping these two somewhat separate mentally may help users with respect to how these folders should be used.

Resources (of P.A.R.A.) sound specifically like a more traditional commonplace book space.

But what about the unimagined future projects that may be our most important. Zettelkasten methods cover for this better perhaps?

This seems practical, but also means that it isn't necessarily re-usable and may not provide as much serendipity for creating new ideas.

Think about whether or not these are true.

a project based (pseudo-folder) approach

He's waxing florid again here, this time figuratively and literally.

Our surroundings can have a profound effect on our thinking.

Want to read: Joan Meyers-Levy and Rui Zhu, “The Influence of Ceiling Height: The Effect of Priming on the Type of Processing That People Use,” Journal of Consumer Research 34, no. 2 (2007): 174–86, https://doi.org/10.1086/519146.

This is a whole different area than "thought spaces" but somehow relevant all the same.

cross reference this with Annie Murphy Paul's thinking with built spaces

Did Forte find this source on his own or borrow from Annie Murphy Paul? Likely the later given his reliance on other small bits which overlap.

Having read Chapter 5 of Tharp's book, I'll say that he does a pretty good job of synopsizing the ten pages, but he really does quote the hell out of her.

In The Creative Habit, dancer and choreographer Twyla Tharp has creative inspiration and note taking practice which she calls "the box" in which she organizes “notebooks, news clippings, CDs, videotapes of me working alone in my studio, videos of the dancers rehearsing, books and photographs and pieces of art that may have inspired me”. She also calls her linking of ideas within her box method "the art of scratching" (chapter 6).

related: combinatorial creativity triangle thinking

[[Twyla Tharp]] [[The Creative Habit]] #books/wanttoread

I really appreciate that he's actively using examples from across a variety of domains to indicate the depth and breadth of areas which can benefit from commonplacing and note taking domains.

In addition to this as a standalone quote...

If nothing else, one should keep a commonplace book so that they have a treasure house of nifty quotes to use as chapter openers for the books they might write.

https://www.lisabanks.com/bloopers/capitalization-generic-words.htm

the author colloquially calls these errors “blips”...

surely there is a name for this assinine practice?

https://www.npr.org/2022/06/18/1106054812/mark-shields-pbs-newshour-commentator-dies

Basic facts, painfully thin...

https://www.nytimes.com/2022/06/18/us/politics/mark-shields-dead.html

What here is exactly innovative? He's talking about a centuries old idea.

He's just giving you something slightly updated to imitate.

Spencer's example of user interface below his posts to indicate how readers might comment on his website.

https://spencergreenhalgh.com/myself/embedding-hypothesis-as-a-commenting-system-on-hugo-static-sites/

Social annotation at it's deepest and finest!

https://spencergreenhalgh.com/

Hilarious!

Happy (early) Father's Day!

(Took me a minute to find the permalink for this by itself since it didn't appear on the "Relationships" archive page.)

Hilarious!

Happy (early) Father's Day!

@spgreenhalgh, Are you checking for comments manually only?

I've seen a few doing this pattern before:<br /> - https://boffosocko.com/2021/03/25/hypothes-is-as-a-comment-system-receiving-mentions-and-notifications-for-your-website/<br /> - https://boffosocko.com/2020/05/26/55771462/

I use an RSS feed through IFTTT to trigger email notifications to help out and @judell's facet tool can be useful: https://jonudell.info/h/facet/?max=10000&exactTagSearch=true&expanded=true&addQuoteContext=true&wildcard_uri=https%3A%2F%2Fspencergreenhalgh.com%2F*

https://spencergreenhalgh.com/hypothesis/

Someone else using Hypothes.is as a commenting system in the wild.

How does this fit into the broad idea of imitation >> innovation from Annie Murphy Paul?

Locke's method is certainly a compact one and is specifically designed for notebooks of several hundred pages where you're slowly growing the index as you go within a limited and usually predetermined amount of space. If you're using an index card or digital system where space isn't an issue, then that specific method may not be as ideal. Whichever option you ultimately choose, it's certainly incredibly valuable and worthwhile to have an index of some sort.

For those into specifics, here's some detail about creating an index using Hypothes.is data in Obsidian: https://boffosocko.com/2022/05/20/creating-a-commonplace-book-or-zettelkasten-index-from-hypothes-is-tags/ and here's some detail for how I did it for a website built on WordPress: https://boffosocko.com/2021/09/04/an-index-for-my-digital-commonplace-book/

I'm curious to see how others do this in their tool sets, particularly in ways that remove some of the tedium.

http://www.americanyawp.com/

Apparently this is one of the most annotated texts within Hypothes.is. Interestingly, almost none of the annotations on it are public.

https://www.zotero.org/groups/2280045/ethicaledtech

https://gist.github.com/potter0815/10ebf62d9c94fd58228cf0a3ef0b1615

https://canvas.ucsc.edu/courses/41888?utm_source=learningsummit2022

A small open course from UCSC for learning how to use Hypothes.is.

https://web.hypothes.is/blog/hypothesis-and-vitalsource-partner-to-expand-social-learning/

Hypothes.is has partnered with VitalSource to allow annotating texts on their Bookshelf product.

https://web.hypothes.is/education/annotated/scholarship-about-hypothesis

https://web.hypothes.is/hypothesis-perusall-compared/

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

Christine Moskell talks about a professor's final exam design prompting students to go back to annotations and add new commentary (or links to other related knowledge) that they've gained during the length of a course.

Link to:

This is very similar to the sort of sensemaking and interlinking of information that Sönke Ahrens outlines in his book How to Take Smart Notes though his broader note taking thesis goes a few additional steps for more broadly synthesizing ideas into longer papers, articles, theses, and books.

Dr. Moskell also outlined a similar tactic at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] earlier today, though that video may not be accessible for a bit.

Cross reference: https://web.hypothes.is/event/social-learning-summit-spotlight-on-social-reading-social-annotation/

How can we better center and model these educational practices in our pedagogies?

https://www.insidehighered.com/blogs/just-visiting/qa-joshua-eyler-how-humans-learn

Because we're "social beings in a social world", we need to think about the psychology and sociology of the environments we design to help improve learning.

Link this to: - Design of spaces like Stonehenge for learning in Indigenous cultures, particularly the "stage", acoustics (recall the ditch), and intimacy of the presentation. - research that children need face-to-face interactions for language acquisition

this sounds fun...

books/wanttoread

Is the sample size of learning experiments really large enough to account for the differences in potential neurodiversity?

How well do these do for simple lectures which don't add mnemonic design of some sort? How to peel back the subtle differences in presentation, dynamism, design of material, in contrast to neurodiversities?

What are the list of known differences? How well have they been studied across presenters and modalities?

What about methods which require active modality shifts versus the simple watch and regurgitate model mentioned in watching videos. Do people do actively better if they're forced to take notes that cause modality shifts and sensemaking?

https://www.insidehighered.com/blogs/learning-innovation/why-%E2%80%98how-humans-learn%E2%80%99-book-i%E2%80%99ve-been-waiting

How Humans Learn: The Science and Stories Behind Effective College Teaching by Joshua R. Eyler #books/wanttoread<br /> Published in March 2018

Mentioned at the [[Hypothesis Social Learning Summit - Spotlight on Social Reading & Social Annotation]] in the chat in the [[Social Annotation Showcase]]

Face-to-face teaching and learning has been the majority default for nearly all of human existence. Obviously it was the case in oral cultures, and the tide has shifted a bit with the onset of literacy. However, with the advent of the Internet and the pressures of COVID-19, lots of learning has broken this mold.

How can the affordances of literacy-only modalities be leveraged for online learning that doesn't include significant fact-to-face interaction? How might the zettelkasten method of understanding, sense-making, note taking, and idea generation be leveraged in this process?

"...good teaching is constructed, not ordained."

https://marginalsyllab.us/research/

I've used ABBY FineReader (best on Windows) and it was much better at correcting OCR than Adobe Acrobat. —Dana Conard

https://www.youtube.com/watch?v=awce_j2myQw

Francis Ford Coppola talks about his notes and notebook on The Godfather.

He went to the Cafe Trieste to work.

Coppola had an Olivetti typewriter. (4:20)

Sections on pitfalls

I didn't need a script cause I could have made the movie just from this notebook.

https://www.hollywoodreporter.com/news/general-news/inside-francis-ford-coppolas-godfather-notebook-never-before-seen-photos-handwritten-notes-9473-947312/

@remikalir, for the cinephile students...

Francis Ford Coppola published an exact reproduction of his original prompt book for The Godfather called The Godfather Notebook (Regan Arts, 2016).

Francis Ford Coppola created and used a prompt book to organize his notes and annotations on Mario Puzo's The Godfather to create the 1972 Paramount blockbuster.

Having learned the stage managers' technique of keeping a prompt book at Hofstra, his contained an annotated copy of the novel with scene-by-scene breakdowns, notes on setting, cliches to avoid, and even casting ideas.

https://www.npr.org/2021/01/01/952279387/to-make-the-godfather-his-way-francis-ford-coppola-waged-a-studio-battle

Terry Gross interviews Coppola.

https://en.wikipedia.org/wiki/Prompt_book

:)

The course Marginalia in Books from Christopher Ohge is just crying out to have an annotated syllabus.

Wish I could follow along directly, but there's some excellent reference material hiding in the brief outline of the course.

Perhaps a list of interesting people here too for speaking at https://iannotate.org/ 2022 hiding in here? A session on the history of annotation and marginalia could be cool there.

https://archaeologyofreading.org/

The Archaeology of Reading in Early Modern Europe (AOR) uses digital technologies to enable the systematic exploration of the historical reading practices of Renaissance scholars nearly 450 years ago. This is possible through AOR’s corpus of thirty-six fully digitized and searchable versions of early printed books filled with tens of thousands of handwritten notes, left by two of the most dedicated readers of the early modern period: John Dee and Gabriel Harvey.

Perhaps some overlap here with: - Workshop in the History of Material Texts https://pennmaterialtexts.org/about/events/ - Book Traces https://booktraces.org via Andrew Stauffer, et al. - Schoenberg Institute's Coffe with a Codex https://schoenberginstitute.org/coffee-with-a-codex/ (perhaps to a lesser degree)

Online

• http://jacquelinebroad.com/
• https://research.monash.edu/en/persons/jacqueline-broad
• https://orcid.org/0000-0002-3095-6770
• https://scholar.google.com.au/citations?user=bZ0f2BIAAAAJ&hl=en

Short Bio

Jacqueline Broad is an Associate Professor of Philosophy in the School of Philosophical, Historical, and International Studies at Monash University, Melbourne, Australia. She is also a Fellow of the Australian Academy of the Humanities.

Her area of research expertise is early modern women’s philosophy. She writes on early modern theories of virtue, the ethical and religious foundations of women’s rights, historical conceptions of the self, and connections between feminism and Cartesianism in the seventeenth century.

She has recently become Series Editor for Cambridge University Press’s new Elements series on Women in the History of Philosophy.

Select bibliography

• Jacqueline Broad, ‘Undoing Bayle’s Scepticism: Astell’s Marginalia as Disarmament’, in Marginal Notes: Social Reading and the Literal Margins, edited by Patrick Spedding and Paul Tankard (New York: Palgrave Macmillan, 2021), pp. 61–84.

Online

• https://ies.sas.ac.uk/people/matthew-fay

Short Bio

Over the years, Matthew has turned his hand to several disciplines, from high school teaching to theatre directing, before taking the MA in the History of the Book at London University. He is now undertaking research for a PhD on an archive formed by his great-grandfather, Frank Fay (1870-1930), an Irish actor and producer, who collaborated with W. B. Yeats and Lady Gregory on the plays that were performed at the Abbey Theatre in Dublin. Matthew is interested in the provenance of books and theatre history.

Bibliography

• Thesis: ‘The Fay Archive: Towards a Checklist and Copy-specific Analysis of Key Research Items by W. B. Yeats, J. M. Synge and Lady Gregory.’ (in progress)

Online

• https://www.open.ac.uk/people/fb2982
• https://twitter.com/rhymesontheroad
• https://orcid.org/0000-0002-1456-7812

Short Bio

I joined The Open University in 2012 as a member of the Arts Faculty and I am now part of the School of Arts and Humanities and the English and Creative Writing Department. I hold a Laurea in Lettere Moderne from the University of Bologna, as well as an MA in Literature and Publishing and a PhD in English from the National University of Ireland, Galway.

My main role in the Faculty is to promote research in the Digital Humanities as the co-leader of DH_OU, the Digital Humanities at The Open University Research Collaboration (web and Twitter) and of the OOC DTP Digital Humanities training programme.

I am a member of the READ-IT project, the Reading Experience Database, the History of Books and Reading Research Group, the Gender and Otherness in the Humanities (GOTH) Research Centre, the European Romanticism in Association and RÊVE project and the Open Arts Archive.

During 2014-2019 I led the Arts and Humanities in the Digital Age training programme for the CHASE doctoral training partnership. In 2017 I was the Principal Investigator of the A Question of Style project, which was funded by a Research Society for Victorian Periodicals Field Development Grant. In 2016-2019 I was a member of the Executive Committee of the British Association for Romantic Studies (BARS) and of the International Executive Council of centerNet.

Select bibliography

• Understanding the phenomenology of reading through modelling (2021-01-26) Antonini, Alessio; Suárez-Figueroa, Mari Carmen; Adamou, Alessandro; Benatti, Francesca; Vignale, François; Gravier, Guillaume and Lupi, Lucia Semantic Web Journal, 12(2) (pp. 191-217)
• *ing the Written Word: Digital Humanities Methods for Book History (2020) Antonini, Alessio and Benatti, Francesca In : SHARP 2020: Power of the Written Word (11-15 Jul 2020, Amsterdam)

An interesting list of readings on annotation.

I'm curious if anyone has an open Zotero bibliography for this area? https://www.zotero.org/search/?p=2&q=annotation&type=group

of which the following look interesting: - https://www.zotero.org/groups/2586310/annotation - https://www.zotero.org/groups/2423071/annotated - https://www.zotero.org/groups/2898045/social_annotation

This reminds me to revisit Zocurelia as well: https://zocurelia.com

• https://kmi.open.ac.uk/people/member/alessio-antonini
• https://www.open.ac.uk/people/apa224
• https://orcid.org/0000-0002-3639-3622

Dr Alessio Antonini is a Research Associate at the Knowledge Media Institute (KMi), Open University, and a member of KMi's Intelligent Systems and Data Science group. Before joining KMi, he was a post-doc researcher in Urban Computing at the University of Turin, Italy. His research is on Human-Data Interaction (HDI) in applicative context of Civic Technologies, Smart City and Digital Humanities (DH) applications, in which contributed with more than 30 peer-reviewed papers. Transdisciplinary problems emerging from real-life scenarios are the focus of his research, approached through interdisciplinary collaborations, ranging from urban planning, philosophy, law, humanities, history and geography. He has extensive experience in EU and national projects, leading activities and work-packages in 14 projects. With more than ten years of professional practice, he as broad experience in leading R&D projects.

Select bibliography:

• Antonini, A., Benatti, F., Watson, N., King, E. and Gibson, J. (2021) Death and Transmediations: Manuscripts in the Age of Hypertext, HT '21: Proceedings of the 32th ACM Conference on Hypertext and Social Media, Virtual Event USA
• Vignale, F., Antonini, A. and Gravier, G. (2020) The Reading Experience Ontology (REO): Reusing and Extending CIDOC CRM, Digital Humanities Conference 2020, Ottawa
• Antonini, A. and Brooker, S. (2020) Mediation as Calibration: A Framework for Evaluating the Author/Reader Relation, Proceedings of the 31st ACM HyperText, Orlando, Florida, USA
• Antonini, A. and Benatti, F. (2020) *ing the Written Word: Digital Humanities Methods for Book History, SHARP 2020: Power of the Written Word, Amsterdam
• Antonini, A., (2020) Understanding the phenomenology of reading through modelling Understanding the phenomenology of reading through modelling, pp. (Early Access)
• Vignale, F., Benatti, F. and Antonini, A. (2019) Reading in Europe - Challenge and Case Studies of READ-IT Project, DH2019, Utrecht, Netherland
• Antonini, A., Vignale, F., Guillaume, G. and Brigitte, O. (2019) The Model of Reading: Modelling principles, Definitions, Schema, Alignments

https://www.sas.ac.uk/events/event/25322

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Jeremy Cherfas</span> (email) (<time class='dt-published'>06/16/2022 07:18:14</time>)</cite></small>