861 Matching Annotations
  1. Apr 2018
    1. Matching people according to their interest in a particular title is radically simple.

      But ... but ... can lead to echo chamber effect ... we only hear what we want to hear from people who think like us.

    2. Potential skill teachers are never scarce for long because, on the one hand, demand for a skill grows only with its performance within a community and, on the other, a man exercising a skill could also teach it. But, at present, those using skills which are in demand and do require a human teacher are discouraged from sharing these skills with others. This is done either by teachers who monopolize the licenses or by unions which protect their trade interests. Skill centers which would be judged by customers on their results, and not on the personnel they employ or the process they use, would open unsuspected working opportunities, frequently even for those who are now considered unemployable. Indeed, there is no reason why such skill centers should not be at the work place itself, with the employer and his work force supplying instruction as well as jobs to those who choose to use their educational credits in this way.

      I read this as vocational education? Is that right? I think our society -- here in US -- has devalued vocational training schools (my wife teaches at one), and I wish there was a better balance between the academic high schools and the vocational/tech high schools. And I wish there was more overlap between the two. Everyone needs more skills-based hands-on learning experiences (see: Maker Movement) and everyone needs challenging academic explorations.

    4. There is currently a proposal on record which seems at first to make a great deal of sense. It has been prepared by Christopher Jencks of the Center for the Study of Public Policy and is sponsored by the Office of Economic Opportunity. It proposes to put educational "entitlements" or tuition grants into the hands of parents and students for expenditure in the schools of their choice.

      Early Betsy DeVos? I have found that School Choice here in my region happens at the detriment of the public schools, since money follows kids, leaving the urban schools struggling even more to keep up as white families move their kids to Charter Schools.

    5. Most learning happens casually, and even most intentional learning is not the result of programmed instruction.

      I wonder how the digital age has either enforced or altered this statement. Are kids learning more others in social networks and platforms? Places where teachers are not?

    6. A second major illusion on which the school system rests is that most learning is the result of teaching. Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school

    7. In the United States it would take eighty billion dollars per year to provide what educators regard as equal treatment for all in grammar and high school.

      I wonder what this would be today?

    8. It is probably most intensely felt in U.S. cities. Nowhere else is poverty treated at greater cost. Nowhere else does the treatment of poverty produce so much dependence, anger, frustration, and further demands.

      I suspect this is still true today -- 40 years or so after this was written. That's depressing.

    1. These valuable experiences provided students withcritical skills and strategies to participate in civic and political dialogue paving the way for meaningful and productiveparticipation in the digital age.

      I'd be curious to know how the Youth Voices kids do as they go to college and beyond public school. Have they used those skills for activism, for further connections, for jobs? Another research project for another time ...

    2. youth may either minimize or withdraw their participation from online dialogue because of fears ofnegativity and conflict.

      Can we add privacy violations and data scraping to the list of why young people might be wary?

    3. posting reflections was more fitting than posting a final five-paragraph essay.

      And more authentic, too, I suspect.

    4. Youth Voices
    5. Whereas low-income youth are more likely to learn or practice basic skillscausing what Schradie called “the digital production gap.

      And testing. Lots and lots of testing. All year. That's too often how computer labs are utilized in many struggling districts -- to gather achievement data instead of teaching skills for communication. This was true years ago and still rings true today in too many schools.

    6. 2005

      13 years ago. Not sure this holds up.

    7. a significant number of respondentsrecommended withdrawing from the conversation rather than working toward productive dialogue.

      This is not a surprising finding, and yet, it's disheartening. I wonder if this is still true, two years later -- after the election that has divided the US. And do we want more withdrawal (giving us time to think and ponder our reaction to something) or less (engaging, but maybe engaging with diatribe)? This is all the heart of discussions about how we engage in discussions. I'm not sure of the answer ...

    8. echo chambers

    9. filter bubbles

    10. online dialogue can take place anytime, anywhere

      Including the margins ...

    11. Internet-fueled communication

      I'm looking at the date of this article --June 2016 -- and thinking, this term here seems almost quaint now, doesn't it? All of this has now been ramped to the extreme -- the flow of communication, good and ill -- has taken over our ability to curate and make sense of things.

    12. Dialogue

    1. (6&! T%0*%0! S

      More here Paulo Freire

    2. !"$!B%&B&202!$&!B($!0'()4$*&#46!\0#$*$60:0#$2\!&%!$(*$*&#!;%4#$2!*#$&!$.0!.4#'2!&<!B4%0#$2!4#'!2$('0#$2!<&%!0+B0#'*$(%0!*#!$.0!2).&&62!&<!$.0*%!).&*)0K!7().!*#'*J*'(46!0#$*$60:0#$2!)&(6'!*#'00'!50!4#!*:B&%$4#$!2$0B!*#!$.0!%*;.$!'*%0)$*&#K

      Early Betsy DeVoss? I have found that School Choice here in my region happens at the detriment of the public schools, since money follows kids, leaving the urban schools struggling even more to keep up as white families move their kids to Charter Schools.

    3. 1&2$!604%#*#;!.4BB0#2!)42(466/O!4#'!0J0#!:&2$!*#$0#$*&#46!604%#*#;!*2!#&$!$.0!%02(6$!&<!B%&;%4::0'!*#2$%()$*&#

      I wonder how the digital age has either enforced or altered this statement. Are kids learning more others in social networks and platforms? Places where teachers are not?

    4. !20)&#'!:4Z&%!*66(2*&#!&#!I.*).!$.0!2).&&6!2/2$0:!%02$2!*2!$.4$!:&2$!604%#*#;!*2!$.0!%02(6$!&<!$04).*#;K

    5. "#!$.0!L#*$0'!7$4$02!*$!I&(6'!$4S0!0*;.$/!5*66*&#!'&664%2!B0%!/04%!$&!B%&J*'0!I.4$!0'()4$&%2!%0;4%'!42!0P(46!$%04$:0#$!<&%!466!*#!;%4::4%!4#'!.*;.!2).&&6K!

      I wonder what this would be today?

    6. $!*2!B%&5456/!:&2$!*#$0#206/!<06$!*#!LK7K!)*$*02K!]&I.0%0!0620!*2!B&J0%$/!$%04$0'!4$!;%04$0%!)&2

      I suspect this is still true today -- 40 years or so after this was written. That's depressing.

  2. Mar 2018
    1. we call on English educa-tors, regardless of racial and ethnic backgrounds, to examine, critique, and interrupt the grave injustices that are routinely committed against Black youth.

      Their call to action ...

    2. (1) tools to heal: acknowledging that the wound exists and identifying its culprit, and (2) tools to transform: responding to the wound using a tool that works to transform the conditions that led to the wound

      Heal and Transform. Important and powerful.

    3. Black Twitter is a counterspace created by Black Twitter users within the Twitter social network that represents Black perspectives and provides a platform where Black users can control their images, produce counternarratives, express their opinions, voice their concerns, and locate more reliable news and information about the Black community.
    4. These distorted patterns of portrayals not only influence the public’s understandings and attitudes toward Black youth, but also on how these youth view themselves and their communities.

      I'm thinking of how Mueller's team accuses Russian operatives of using social media to stoke divisions in our country right along these lines -- the race divisions were already there but the operatives knew how magnifying these divisions on Facebook and Twitter through groups and fake protests and false news stories would further divide us. This does not let us off the hook. It does show the power of social media on many people's lives, however.

    5. It was rare to find media outlets that used photos of Brown with his family members or wearing a cap and gown from his high school graduation.

      Totally agree. The gangster narrative was an easy fit for the news media, and became a shallow tale of the victim, not the bigger story of the boy.

    6. Many of the headlines in the media described the killers as “quiet,” “smart,” “nice,” and “typical American Boy[s].” By contrast, Black people—suspects or not—are often not given these same considerations.

      Thinking of Parkland. Not sure if these general descriptions here hold true for that high school killer, who has regularly been described in media accounts as troubled, deranged, psychotic, sick, etc. Is the narrative changing?

    7. mainstream media

      Interesting that Trump and others on the Far Right are also attacking the Mainstream Media. Here, we have the attack from the Left. I'm not here to defend Media itself, as it can be biased and it can make mistakes, but as a former journalist, I wonder about the attacks on the center from the sides. And CNN fired Harry Houck for some of the very reasons this article addresses. https://www.mediamatters.org/blog/2018/02/23/harry-houck-who-used-cnn-position-push-racist-tropes-and-defend-police-brutality-out-network/219491 I guess my concern is that the broad brush of Mainstream Media is not all that helpful to me in my understanding. Reading on ...

    8. The Fire This Time
    9. mainstream media

      Via Wikipedia:

      The term is often used for large news conglomerates, including newspapers and broadcast media, that underwent successive mergers in many countries. The concentration of media ownership has raised concerns of a homogenization of viewpoints presented to news consumers. Consequently, the term mainstream media has been widely used in conversation and the blogosphere, often in oppositional, pejorative, or dismissive senses, in discussion of the mass media and media bias.

  3. Feb 2018
    1. loaded term


    2. If we had social media and rules for operating on platforms made by black women instead of bros, what might these platforms look like?

      Great question and thought experiment .... I wonder that, too. As a white male, though, I would have trouble thinking through that experiment, since my observations would be my own bias.

    3. Facebook understands the notion of a protected class on their platform

      Facebook? Or Facebook's algorithms? Or is there a difference?

    4. we gobbled up the narrative they were peddling

      And yet, we're not naive, I don't think. I think we're hopeful. (or is that just being naive with a bow tie on?).

    5. Polarization is by design, for profit.

      See Russian Interference for how this plays out on the geopolitical arena

    6. Howard Zinn

    1. The emphasis educators place on knowledge and analyticreasoning in non–politically charged contexts is not misplaced, but this focusis insufficient if we are to fully prepare youth for democratic participation inan increasingly partisan age.

      Perhaps we already knew this ... but the study here confirms that need for expansion of critical media studies in all classrooms ...

    2. On their own, the dynamics associated with knowledge are not neces-sarily problematic. Knowledge may enable youth to better align their beliefswith their judgments. However, from the standpoint of preparing studentsfor political deliberation, political knowledge is insufficient

      Balance ...

    3. When individuals accept misinformation usedto support policy arguments or even worse, when they choose to trumpetthat misinformation to justify their position on an issue, they may welllead others who are not aware that the information is inaccurate to adopta position they would not otherwise hold.

      This might as well be at the heart of the Russian Interference Doctrine for the United States Election ... pay for information push on Facebook, and understand that users will freely distribute misinformation to their friends and family, who will then push the misinformation further and further ...

    4. the misinformed are confident that they are correct, resist factually correctinformation, and use their misinformation to form their policy preferences

      Yep. We want to believe what we already know.

    5. 2011

      Of course, that seems a lifetime ago. Seven years in the social media might as well be a few generations.

    6. outh Participatory Politics
    7. aniel Patrick Moynihan
    8. widespread use and circulation of misinforma-tion

      So, thank you Facebook and Twitter and YouTube for doing your part ...

      See: 'Fiction is Outperforming Reality': How YouTube's Algorithm Distorts Truth via The Guardian on the role of algorithms ...

    9. We found that political knowledge did not improve judg-ments of accuracy but that media literacy education did.

      This is the message we all need to keep shouting, loud and clear and with consistency. And we need to it together, teachers and librarians (media specialists) and technology integrationists and parents.

  4. Jan 2018
    1. rtists have alwaysexperimented with emerging media, reflecting on and complicating the relationships between culture andtechnology, and will certainly continue to do so.

      I think the answer is, the movement is still in its infancy stage, right?

    2. The inherently ephemeral nature of much New Media art, as well as its often unfamiliar aesthetics and technologies,posed a challenge to gallerists and collectors

      And to us, those who make digital art. How do we curate it? Save it? Make sure the platforms we build with don't disappear and take our art with it? Still figuring this out ... or trying to.

    3. Douglas Davis' World's First CoaborativeSentence1994, a Web site where visitors could add to an endless string of words

      This sentence still exists! Cool. And you can add to it, still. Coolx2.

      Overview: https://whitney.org/Exhibitions/Artport/DouglasDavis

      The Sentence: http://artport.whitney.org/collection/DouglasDavis/live/Sentence/sentence1.html

      How to add to it: Description

      "The Sentence has no end. Sometimes I think it had no beginning. Now I salute its authors, which means all of us. You have made a wild, precious, awful, delicious, lovable, tragic, vulgar, fearsome, divine thing." —Douglas Davis, 2000

    4. Amazon.com, a startup bookseller

      ha! start-up. Ha.

    5. Cory Arcangel'sSuper Mario Clouds,

      https://www.youtube.com/watch?v=fCmAD0TwGcQ Wow. Just the clouds. This reminds me a bit of the Garfield comic remix, where the text is taken out and the images tell a different story ....

    6. In New Media art, appropriation has become so common that it is almost taken for granted. New mediatechnologies such as the Web and filesharing networks gave artists easy access to found images, sounds, texts, andother media. This hyperabundance of source material, combined with the ubiquitous "copy" and "paste" features ofcomputer software, further eroded the notion that creating something from scratch is better than borrowing it.

      Great quote and still true today? I think so. Maybe. Remix culture ...

    7. Velvet Strike by AnneMarie Schleiner
    8. Natalie Bookchin's The Intruder

      Check out the media piece, via Vimeo


    9. All an artist needed to make Net art, besides ideasand technical skills, was a computer even an old one would do, a modem, and an Internet connection

    10. But New Media art is not defined by the technologies discussed here; on thecontrary, by deploying these technologies for critical or experimental purposes, New Media artists redefine them asart media.

      So, it's the art created, not the tool that creates the art. This seems important to me, even today.

    11. we use the term New Media art to describeprojects that make use of emerging media technologies and are concerned with the cultural, political, and aestheticpossibilities of these tools.

      Good way to define the possibilities ...

    12. 1994

      Huh. U2 won Grammy for Alt Music in 1994 for Zooropa, which we (my friends, and I) all thought was an odd album because it sought to be inspired by technology and the emerging digital world.


    13. t could also be an art medium

      I often wonder, what is the tipping point in new technology, the point where someone says, hey -- this can become art if only we do ... this. It's probably something we only realize later.

    1. Sometimes
    2. Some time back, I was writing about how one might use digital annotation to a text with media only, no words. How would this work? Would it allow the reader to be more strongly connected to the text? What would be lost without words? Gained, with video and audio and media? I still am not sure, but this experiment with this wonderful poem by Mark Irwin allowed me to closely read his text, and use the margins for adding media. I used keywords both from his text itself and my reactions to the text. I don't know if it works for you, reader, but it worked for me. You are invited to annotate, too. --Kevin

    3. remember
    4. ghost ruining the sky
    5. child
    6. pages into the fire
    7. tilt the paper
    8. letters
    9. listen
    10. blindfolded
    11. emotions
    12. space
    13. white paper
    14. pencil
    15. sit in the sun
    16. notebook with water
    17. crumple the paper
    1. They restored to me my patrimony as well as their own, and ours.

      I'd love to know more about her insight here ... I suspect she refers to her "inheritance" of ideals from the Founding Fathers.

    2. equality

      Well, the ideas of equality but perhaps not the reality of equality, right? Words are all good, but it is only when those in power use those words to create equity and access and openness that it means anything. See above: power corrupts.

    3. I could use it to teach history, writing, or political philosophy.

      This is the beauty of the perfect text -- it crosses all sorts of boundaries and opens the floor for all sorts of discussion ...

    4. Declaration of Independence

      Yeah .. this is irreverent ... a diversion ... https://www.youtube.com/watch?v=DcoVWSpJFG4

    5. To this day, I have no idea what flipped the switch.

      She won't say it, but I'll say it: Maybe it was your teaching, your compassion, your guidance, your listening, your small points of inflection and reflection. Maybe, likely, it was you, Danielle.

    6. It Never Entered My Mind

      This deserves a soundtrack ... https://www.youtube.com/watch?v=u37lgz7b3lQ

    7. power corrupts
    8. inherit heaven’s graces

      SparkNOTES: examination of the quote from the piece ...

      People such as this, the speaker says, inherit “heaven’s graces” and protect the riches of nature from expenditure. They are “the lords and owners of their faces,” completely in control of themselves, and others can only hope to steward a part of their “excellence.”

    9. My day students wanted to know what it meant for Antigone, as a woman, to stand up for herself in the male-dominated world of ancient Greece. My night students wanted to know whether Antigone’s cour-age was something they could learn from to stand up for themselves, for instance, with their bosses.

      This back and forth -- a duet of stories -- is already an intriguing frame to look at how our classrooms can be in sync with others, and not. I'm noticing the importance of life experience, perhaps, more than age of students. Perhaps I am wrong. Perhaps it is both, and neither.

    10. In both circles, we were making worlds: naming life’s constitutive events, clarifying our principles, and testing against one another’s wits our accounts of what was happening around us.

      We learn

      by naming worlds

      by navigating the interior

      and dancing along the longitude lines

      of faint sparks of

      what we don't quite yet know

      but sense.

      (a little line lifting poetry for the annotation)

    11. pulsed with energy

    1. Welcome to the margins of my piece about the margins. I hope you will use this invitation to "mark up" the digital text, play around, experiment, tinker and connect with each other. I'll be here, too.

    2. Marginal Syllabus

      Remi, of Marginal Syllabus, often talks about the intentionality behind this name -- of both using the margins of the text to write and think and connect, and of the group's efforts to raise important but often marginalized issues -- like social justice and equity -- in its work around annotation.

    3. Crowd Annotation

      This term just means a bunch of people, coming together to write in the margins. I invite you to do so here, with this piece, as an experiment with the Hypothesis tool.

    1. If ‘taking pause’ resonates with you, please record a short audio clip and send it my way by December 30th


    2. the dogs for a good walk

  5. Dec 2017
    1. transform it into something new

    2. stay engaged

      Yes. Let's stay engaged. How much "research" gets read (maybe) and put on a shelf (probably) and that's the end of the line. Staying engaged means the search is almost never done, always in process, always in progress. https://www.youtube.com/watch?v=T8o2oqnUbxg

    3. Why is it that our participants are not authors when they have authored the ideas that have transformed my thoughts, ideas and words?

      Great question and insight -- hinting at the slowly-dissolving lines between writer and reader, and that in-between space. https://www.youtube.com/watch?v=Iygsz2AoOmI

    4. In Mastodon, during seven months of site use, we noticed prose, poetry and creative remixes emerging, small acts of monologue, provocation and invocation led to rich dialogue.


    5. federated model

      Trying to find a good visual of what federated space means ... or or

    6. adjacent possible

      He does love that term ... and it captures so much.

    7. As a result, we find ourselves feeling our way along and challenging our own assumptions about research.

      This is a good thing. It might not jive well with any traditional research elements (and I have no idea if any of you are doing this for some formal project) but this seems to be more authentic than most research projects, for this very idea that you all don't really know where the threads are taking you. Yet. And you have confidence it will emerge.I wonder if collaborating with others (as opposed to being a solo researcher) will make this easier or more difficult.

    8. something similar, something important yet hard to define, is happening within them both

      When you first mentioned that you all were looking at both #smallstories and YWP, my first reaction was: Huh. On surface, they seem to be different kinds of spaces. So I am curious to learn more about where the intersections are, and how we might view "the nature of writing and introspection" as one of the bridges.

    9. small, open spaces

    10. Mastodon

    11. moving

    12. Quicksilver

    1. sancocho
    2. museums
    3. city
    4. Becoming the kind of teacher I wanted to become meant banging my head against the wall

    5. Over the years students taught me that teaching language arts doesn’t mean diving into data to locate the discrete reading or writing skills a student needs to learn, and it doesn’t mean looking at the sea of students and neatly matching novels to their race or heritage, nor does it mean creating a mathematical formula to represent the diversity in the room.

    6. At the end of the read-around, I tell students to write the “collective text” from the class.

      I mentioned at the end of the video with Linda that this metaphor of the collective story now extends beyond her text, as we are writing (with her ) in the margins. We are creating our own collective text with her students' text as the inspiration. This one of the many powerful aspects of digital annotations. We each add another branch to the story tree.

    7. But as teachers, we have more academic space than we inhabit. We can choose to push back against the disadvantaged narratives and mandates that continue to lurk in our schools and society and instead build a curriculum that puts students’ lives at the center

    8. I still hadn’t created classrooms that matched the classroom in my imagination, where students read, argued, and wrote passionately.

      I am reminded of the blog post I read of Dana Huff, who reflected on her realization of lack of texts around LGBT issues, and her struggle to find that right balance.

      Read Dana's piece: http://www.huffenglish.com/slice-of-life-writing-a-rationale/

      In a comment back to my comment to her, Dana wrote:

      ... there are circumstances that have arisen in my community that have given me pause and shocked me out of my complacency.

      This is what connected her text to this text ....

    9. They rebelled. They hated the class. They didn’t come or they acted up when they attended. They didn’t do the work.

      The fact that Linda noticed this, and then used this for her reflective act of change, says a lot. Perhaps too many of us see this kind of shut-down, and blame the students, not ourselves.

  6. Nov 2017
    1. Sing my fair Love

      Yes, truly,


      let the songs

      be sung

      let your melody

      weave this with me

      into harmony

      yes, love, sing


    2. Bird, prune thy wing, nightingale, sing,

      let your voice be heard

      even if only notations

      on the page,

      for out in the world

      there are the sounds

      of chaos,

      and your voice is the balance

      of clarity

      I long for

    3. With night we banish sorrow

      for within the stars

      there lies

      hope, falling

      into our atmosphere

    4. some annotation via #gratefulpoems inspired by Tellio

    1. need to note

      I am partial

      marks on

      this page

      Note the ways

      I've lingered under

      your eraser marks

      I am but shadows

      of my stories

      Poems where words

      may yet sleep.

    2. we open our baskets

      reach in


      find the things

      we no longer


    1. what is it you plan to do with your one wild and precious life

      no poem

      written in the morning


      is enough to answer

      the kind of question

      destined to haunt me

      for days

    2. Now she snaps her wings open, and floats away.

      She waits

      for the wind

      with patience

      and breath

      while I worry

      the wind

      will never arrive

    1. the trees have their heads on the blue sky

      What do they

      think about

      when their leaves kiss the sun

      and fall to this earth

      one final time?

      Do they imagine

      the rebirth

      of another year?

    2. invisible wind

      I am here

      eyes closed

      feeling the way time


      but unable

      to write it

    1. young

      and we remember

      the joy of

      her laughter

    2. paint a thank-you on my palm

      She runs her fingers

      down the spine

      of my hand

      drawing a map

      of where I might go

      as opposed to

      where I have been

    3. All this is God

      for what is belief

      but the possibility

      of change, of hope

      of peace

      and whether your god

      arrives in some other's form

      does it really matter?

    4. the outcry from the kettle


      calls me

      to the kitchen

      my wife gone


      only for a


    5. There is joyin all


      fills this space

      forgotten thoughts



      these paper walls

      are full of

      cracks, in which we weave

      our way



    6. Tellio has us thinking of poetic gratitude, by annotating poems, and inviting others in. You are invited. In.

    1. music flared

      Music flares

      She cares

      too much

      of that one single note,

      shouted off key by

      the kid on the saxophone,

      while I reveled in

      the ambush of the off-kiltering


    2. You've seen the refugees going nowhere

      Where will they go ...

      these wandering


      of our conscience ...

      and who will hold them

      when the edge of the world


    3. Remember June's long days

      the way

      the rains


      a bluster

      of drops

      and then ...


      washed into

      summer's coming


    1. I would add that the capacity for a single user to play multiple roles would open up the game

      And if you had multiple players overlapping with characters, what would that lead to, I wonder? An interesting conundrum of how to use fixed points for a game of moving parts.

    2. I wanted to capture some of the playful, collegial spirit of a tabletop game and require students to share the process of creating moves rather than just the products.

      Reflective stance and writing and sharing is no doubt the most important way to make the learning of this kind of project visible -- teaching them how to step back from the playful nature to recognize what is really happening.

    3. to capture the voice of the role in writing

      I can see this as important here - for a player to be immersed in the character and the writing in order to be an authentic part of the game experience. Sort of like method acting...

    4. you readers

      Saying hi to you.

    5. role-playing game (RPG)

      Neat. Following links here to there, and back again.

    6. often break a few jars along the way

      Is the 'breaking of jars' a disruption that you don't recognize as authentic disruption? In other words, sometimes our students are making gains by pushing against our expectations in ways we don't legitimize because we don't see it in the right light of their world, only our world.

    1. adissidentpedagogyexploitsthepossibilitiesofferedbythenetwork

      And perhaps this is where teaching and learning is so important -- helping students find those points of weakness in the system and use it it to their advantage. Which brings up the ethical elements of such work, too. Some exploit and use for harm and hurt. Others, for good. One never knows where a student will take such work beyond the classroom. We have faith in the good in the world ... and brace for the potential of bad.

    2. Indeed,thepagesofmystudents’Scalarbookarerepletewithavarietyofmediavideo,sound,animatedgifs,imagesthatsignifyavarietyofrelationsironic,iconic,hypertextualtotheiranalysesandinterpretations

      I'd be curious to know what the ratio is between student-created media content versus "found" media ... and whether that creative aspect was part of the expectation of the book production.

    3. isthenetworkanenemyorallyoftheclassroom

      Always a central question -- is the technology I am using to advance and expand the writing of my students also a door into privacy and data exploitation?

    1. YPAR happens in a variety of learning contexts, from classrooms and after-school programs to community organizations and universities, and amplifies the voices of young people from elementary school to college and beyond through a range of activities.

      Yes for amplification ...

    2. Though some pundits have dismissed the uses of online media for civic change as “clicktivism” or “slacktivism” (Gladwell, 2010; Morozov, 2011), its ability to sustain civic solidar-ity is perhaps most visible as a result of recent and ongoing movements such as #BlackLivesMatter

      I wish there were even more examples that demonstrated the power of hashtags as a gathering point for action beyond a tweet. But I suspect there are -- beyond my own small field of vision, right? I hope so.

    3. if youth today possess the tools for producing, distributing, and coordinating civic messages via digital technologies, the opportuni-ties for learning about civic engagement are no longer tethered to traditional spaces like classrooms.

      Here is a key element ... how school do or do not provide these kinds of learning opportunities for our students ... perhaps this is why so many after-school programs are funded by foundations. Untethering action from traditional settings is difficult work, but reaching all students with this potential is important (not just those in after-school programming) -- sorry, that was a little aside

    4. while much of the language around digital civic engagement focuses on increasing youth participation in public life, we argue that students’ use of social media tools can start to change the conversation from one about merely participating toward one about interrogating normative civic practices and structures and innovat-ing new forms of civic action.

      A shift ...

    5. civic education involves the process by which young people gain knowledge, skills, and identities that they use to understand and participate in these forms of community life.

      Nicely defined ...

    6. We argue that to better capture the range of civic experiences of young people in America, the future of civic education scholar-ship must engage more forcefully with youth agency, critical perspectives, and digital forms of expression.

      This seems a central point here. One question is how to move young people from screen to action (and I know both Nicole and Antero will have examples of this and both are deeply involved in this).

    7. While we recognize citizenship as a concept that can complicate, challenge, or even transcend national borders, our primary focus here remains on civic engage-ment and disparities in the U.S. context

      Yes, good to acknowledge the messiness of all of this.

    8. much of the civic education young people experience in school encourages them to engage in public life based on the core assumption that the infrastructure of our democracy is sound—that all citizens enjoy equitable access to opportunity and can use the tools of self-governance to remedy any threats to such opportunity. Our schools largely educate toward the Dream.

    9. We consider the ways in which digital media has fundamentally transformed the public sphere and expanded opportunities for youth civic expression and action

      This is what we hope. And have hoped. All the news about how tech/social media have systematically turned a blind eye on abuse in their own networks, in order to pave the way to the bank with barrels of cash in return for our data and privacy, makes me dubious and concerned, and I hate feeling that way. I'll read on ...

  7. Oct 2017
    1. Can Hypothes.is modify our sensibilities in school–maybe even in the profession? Or will our prior habits of snark and compliance win out?

      I'll hope for the first and worry about the second. And will resist the snark here ... :)

    2. On the one hand, marginal refers to texts and perspectives that are counternarratives to dominant educational discourses and contexts. And on the other, marginal also indicates the location of annotation in the margins of a text. 

      Are you seeing this happening? Are there places where you have surfaced marginal views and perspectives in texts from the margins? Not just us "usual folks" but a more expansive set of voices? Have you been choosing pieces that cross the wide political spectrum or have they been mostly from the margins on the Left? I'm not critiquing ... just wondering. I know this is difficult work, and appreciate the ways that Marginal Syllabus is always inviting folks in.

    3. Hypothesis is integrated into open education resources (OER) via student-created textbooks

      This is an interesting concept ... merging crowd annotations into an open textbook format ... I can see a lot of logistical issues, but the potential for shared knowledge, and insights, and points of view could be intriguing!

    4. Students

      I was one of the open students of NetNarr, and that potential of merging a class of students with open participants via something like Hypothesis has potential for enriching conversations and differing viewpoints (not sure NetNarr quite got there but it showed a way forward)

    5. You can access our session slides here.

      Thanks for sharing ...

    1. digital natives

    2. In our academic lives, we have books and articles that we regularly return to. The dog-eared pages of these treasured readings contain lines of text etched with questions or reflections. It's difficult to imagine a similar level of engagement with a digital text. There should probably always be a place for print in students' academic lives -- no matter how technologically savvy they become.

      I agree, but know more and more folks may start to argue against this.

    3. What distinguished this atypical group was that they actually read slower when the text was on the computer than when it was in a book.

      I'd be curious to know what the digital text looked like -- did it have media embedded in it? Links? Distractions?

    4. Teachers could make students aware that their ability to comprehend the assignment may be influenced by the medium they choose.

      So, a self-reflection activity might be helpful and then providing choice for students ...

    5. In other words, there's no "one medium fits all" approach.

      Good point. I suspect that even in schools where one-to-one and iPad distribution has happened, print is still often being used as an anchor text format (or so I hope)

    6. But when it came to specific questions, comprehension was significantly better when participants read printed texts.

      I wonder if the marking up of text, and how it was done, matters. Did they know about search functions on a page of digital text? Did they use highlighters and marks on paper? I think there is some visual memory cues that come into play on paper (remembering the general location of an idea or fact, as if the paper were a map and your memory a sort of compass) as opposed to a digital page that has no real anchors. Interesting.

    7. This appears to be related to the disruptive effect that scrolling has on comprehension.

      This is interesting ... I want to know more ... I would think it would be more the media and hyperlinks that would lead to less comprehension, not the act of scrolling through text on the digital page.

    8. Given this trend, teachers, students, parents and policymakers might assume that students' familiarity and preference for technology translates into better learning outcomes. But we've found that's not necessarily true.

      See note about how you started this piece ...

    9. Today's students see themselves as digital natives, the first generation to grow up surrounded by technology like smartphones, tablets and e-readers.

      Really? This is how you start the piece, using this outdated and wrong reference point about the Native/Immigrant divide. Really?

    10. I thought it would be worthwhile to parse this piece ... you are invited ....

    1. The first wave of excitement about digital politics has passed, maybe even the second wave has bit the dust, and there are many reasons for skepticism, if not cynicism, about whether social media platforms enable users to challenge entrenched authority and change the world.

      Perhaps we put too much into the possibilities of technology to help facilitate change. Or perhaps our view of what change is becomes part of the problem, and technology both amplifies and dampens those notions.

    2. We are finding young people constructing new forms of the civic imagination, using the resources of popular culture to help them articulate what a better future might look like.

      Imagining is the first step towards doing ...

    3. internet comedy and music

      That intersection between entertainment and politics is an intriguing one, particularly in countries that see dissent as dangerous. Humor and music may provide a screen, right?

    4. Like many Americans, I still have much to learn about the conditions she faces in doing activist work in her region and like many Americans, I have stereotypes to overcome if we are to really be able to share lessons learned by young activists working in these two very different contexts.

      Me, too. I appreciate the honesty of the statement ...

    5. n the course of our research, we’ve found many such stories as young people have turned to video sharing and social media sites to circulate their own stories and in the process, learned to deploy their voices toward political ends.

      Do you think there is more left-leaning activist youths doing this than right-leaning youths? It may be my own filter bubble, but I find it easier to discover progressive voices on the left than conservative voices on the right when it comes to youth movement with digital media. Can someone point me to places where I can hear those youth voices on the right?

    6. the video’s circulation brought it to the attention of a diverse set of audiences

      How do we know this? How do we know when a message isn't caught in an echo chamber? I suppose YouTube might know this through its data but on the outside, we can only make assumptions that her powerful voice is being heard.

    7. shared the ways her schoolmates responded differently to her after 9/11, and discussed the chilling climate her family members faced as they went about their normal lives.

      I wonder how many of her classmates watch her YouTube channel? What audience did she have in mind here? Was it to affirm her views on being an American and being a Muslim in Trumptimes, to help others like her? Or was it to provide a counter-narrative to the views of Muslims in America?

    8. Nabela Noor

      Here is her YouTube Channel ... https://www.youtube.com/user/NabelaNoor "Hey, e-cohort ..." she says on her opening video. I'm noticing that kind of invitation, and the acknowledgement of her audience.

    1. Online courses are prone to cultures of surveillance.

      Clarify: Online Courses sponsored by universities and organizations .... Do open courses have this issue and concern, I wonder?

    2. diversity

      Maybe. Maybe not. This act of diversifying is tricky across all sectors.

    3. interface design shapes learning

      So important ... design shapes so much of our interactions and we rarely think about how the design was determined (planned or unplanned)

    4. Place is differently, not less, important online.

      Different in that we are grounded not in physical space but in the shared, collective ideas of space, right? I wonder how much we misinterpret the places we think we are connecting in ...

  8. Sep 2017
    1. We who have signed this letter

      Anyone here sign the letter?

    2. digital citizens

      The "loaded" term .... both too nebulous to make much of a different and filled with fault lines ... even if the underlying intent is the right move (ie, we all have an obligation to each other)

    3. We are builders at heart

      Maker Movement reference here.

    4. We must protect and nurture the potential to do good with it.

      Always .. although this sometimes collides with "business models" of private industry, where much of the innovation takes place. This is the conundrum of the tech world: companies seeks to maximize profits while users seek to find new ways to make their lives better. Richer, but not in monetary terms. Is the answer that governments invest more in technology? (seems doubtful that would work in this day and age).

    5. The Copenhagen Letter

      Curious as to the origins of the letter itself ... where did it originate from? Who "wrote" it? What's the context here?

  9. Jun 2017
    1. Distill

      ??? What's that?

    2. Why

      Indeedly do.

    3. Webrecorder.io

      new tool for me

    4. Add some more in the comments or feel free to hypothesize in the margins.

      Seems like a lot of fishing off the bank of the stream ... so curious of where the bite takes you.

    1. I am trying to “ante-up” by sharing digital objects

      And it is appreciated. The storify is a good example of how curation can bind many people's ideas together.

  10. May 2017
  11. Apr 2017
    1. Reflecting on our research, the American Muslim youth we encountered were struggling to balance the benefits and risks of public expression. Determined to tell their stories and challenge existing stereotypes, they have turned to new media platforms and practices as a means to circumvent perceived roadblocks. As traditional advocacy organizations have sought to censor open discussions within the physical space of their local mosques, the youth have sometimes moved these discussions online, forging a potentially supportive peer-to-peer network. As stereotyped portrayals of Islam obstruct the development of a diverse and realistic understanding of their actual lives, American Muslim youth have used digital media tools to collect and share more authentic stories. As concerns over government surveillance have grown, the youth have harnessed humor to acknowledge and ultimately alleviate some of the resulting strain. As more conservative Muslims have slammed young American Muslims for transgressing Islamic norms, the youth have sometimes turned to each other for support. Sometimes. At other times, the youth have withdrawn and chosen silence as their supportive networks faltered under pressure.

      This paragraph contains some key findings here ...

    2. While the American Muslim youth we met certainly thought about top-down surveillance and anti-Muslim sentiment, many more were more worried about “friendly fire” from other, more conservative community members. Some of these critiques came from elders concerned about young people’s safety. Others came from youth with very stringent notions of what behavior is acceptable in Islam.

      This addresses my query above ...

    3. Such social surveillance can come from both inside and outside the Muslim community. Muslim peers and elders may dismiss and critique material young American Muslims share online.

      I guess there is always cultural conflicts -- from within as well as from without