The Margins of Marginalia by Tom Peters, ALA TechSource on 2011-05-02
Peters talks about his own reading practices and his annotation habits throughout his life. There's some discussion of the oncoming annotation functionality in the digital space in 2011.
The Readum app (readum.com) does something similar (Google Book to Facebook).
readum.com no longer resolves in 2023. It was apparently a annotation tool in 2011...
Coleridge was such a renowned marginaliac that his friends would actually lend their books to him so that he could scribble in the margins. Studs Turkel expected the books he loaned to friends to come back with additional marks made by friendly fingers.
How I annotate books as a PhD student (simple and efficient)
She's definitely not morally against writing in her books, but there are so many highlights and underlining that it's almost useless.
She read the book four times because she didn't take good enough notes on it the first three times.
Bruno Latour's Down to Earth
Tools: - sticky tags (reusable) - purple for things that draw attention - yellow/green referencing sources, often in bibliography - pink/orange - extremely important - highlighter - Post It notes with longer thoughts she's likely to forget, but also for writing summaries in her own words
Interesting to see another Bruno Latour reference hiding in a note taking context. See https://hypothes.is/a/EbNKbLIaEe27q0dhRVXUGQ
Recommended Resource:
I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.
Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51
A relevant excerpt from the article reveals the study results that show OEP enhances student learning:
"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"
Fast, Sascha. “Field Report #5: How I Prepare Reading and Processing Effective Notetaking by Fiona McPherson.” Zettelkasten Method (blog), March 29, 2022. https://zettelkasten.de/posts/field-report-5-reading-processing-effective-notetaking-mcpherson/.
There is no real difference if you think about the boundaries between reading and notetaking. Moving the eyes over text: Sounds like reading. Highlighting key words while reading: Still sounds like reading. Jotting down keywords in the margins: Some writing, but still could count as reading. Writing tasks in the marings (e.g. "Should compare that to Buddhism"): Don't know. Reformulating key sections in your own words: Sounds like writing. But could be just the externalisation of what could be internal. Does make a difference if you stop and think about what you read or do it in written form?
Perhaps there is a model for reading and note taking/writing with respect to both learning and creating new knowledge that follows an inverse mapping in a way similar to that seen in Galois theory?
Explore this a bit to see what falls out.
Die Erfahrungen Ermans und seiner Mitarbeiter lehren nur zu deutlich, dass die Buchform der Präsentation eines solchen Materialbestands durchaus nicht entgegenkommt.
For some research the book form is just not conducive to the most productive work. Both the experiences of Beatrice Webb (My Apprenticeship, Appendix C) and Adolph Erman (on Wb) show that database forms for sorting, filtering, and comparing have been highly productive and provide a wealth of information which simply couldn't be done otherwise.
Talking about climate change makes us aware of the fact that we are going to die, and social psychological research in the area known as “terror management theory” finds that this mortality salience prompts psychologically defensive strategies that are significantly counterproductive to environmentalism. However, rituals of giving thanks and the felt experience of gratitude they engender through tacit learning may be effective in generating pro-environmental behaviour.
// in other words - mortality salience alone is counter-productive - it triggers psychological defense strategies. - it must be accompanied by expressions of gratitude to be effective and transformative
Abstract
// abstract - summary - Rationalist approaches to environmental problems such as climate change - apply an information deficit model, - assuming that if people understand what needs to be done they will act rationally. - However, applying a knowledge deficit hypothesis often fails to recognize unconscious motivations revealed by: - social psychology, - cognitive science, - behavioral economics.
Amazon removing titles from Kindle Unlimited due to ebook piracy issues<br /> by Sovan Mandal
Read at Tue 2023-02-28 6:50 AM
Am I taking too long to finish notes? .t3_11bxjms._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; }
reply to u/m_t_rv_s__n at https://www.reddit.com/r/Zettelkasten/comments/11bxjms/am_i_taking_too_long_to_finish_notes/
Some of it depends on what you're reading for and what you're trying to get out of the reading. On a recent 26 page journal article, I spent several hours over a couple of days (months apart) reading and taking notes in a relatively thorough fashion. I spent another hour or so refining them further and filing them and another 15 minutes noting out references for follow up. It was in an area I'm generally very familiar with, so it wasn't difficult or dense, but has lots of material I specifically know I'll be using in the near future for some very specific writing. Because I know it's something of specific interest to me and several overlapping projects, I had a much deeper "conversation with the text" than I otherwise might have.
Because it was done digitally, you can see the actual highlights and annotations and even check the timestamps if you like (you'll have to click through individual notes to get these timestamps): https://hypothes.is/users/chrisaldrich?q=url%3Aurn%3Ax-pdf%3A6053dd751da0fa870cad9a71a28882ba Some of it is basic data I'll use for a variety of purposes on several already well-defined projects. A few are for more slowly developing projects further out on the horizon. It's relatively easy to see the 10 or 15 permanent notes that I'll pull out of this group of about 74 notes. Since writing them, I've already referenced two of the more fleeting notes/highlights by searching for related tags on other reading which look like they may actually develop further.
Had this been something less targeted to my specific area, say for a master's level course of general interest, I'd probably have spent far less time on it and likely not gone over about 15 or so notes. Sometimes for these, I'll just read the abstract and conclusions and scan the references. Reading lots of these in your area of interest gives you some idea of the space and types of questions you might be asking. As you hone in on a thesis, you'll begin asking more and more questions and delve more deeply into material, and if something you read in the past becomes more specific to your project then you'll likely go back to re-read it at a deeper level, but you'll still have your prior work at your fingertips as a potential guide.
Once you know what your particular thesis is going to be your reading becomes more dense and targeted. Some things you'll read several times and go through with fine-toothed combs while others you'll skim to get the gist/context and only excerpt small specific pieces which you need and then move on.
(If you need it, remember that you only need one or two good permanent notes per day to make some serious progress.)
level 2A_Dull_SignificanceOp · 2 hr. agoYes! When I run across a comment on a book I haven’t read yet but seems interesting I make a little card with the comment and book title2ReplyGive AwardShareReportSaveFollowlevel 2taurusnoises · 2 hr. agoObsidianSo, you keep the titles of books you want to read organized in folgezettel (you give them an alphanumeric ID?) among your ZK notes? That's really interesting!
I've done something like this when I think a particular reference(s) can answer a question related to a train of thought. But I keep cards of unread sources at the front of my sources section so that it's easier to pull it out frequently to prioritize and decide what I should be reading or working on next. These will then have links to the open questions I've noted, so that I can go back to those sections either as I'm reading/writing or to add those ideas into the appropriate folgezettel. These sorts of small amounts of work documented briefly can add up quickly over time. Source cards with indications of multiple open questions that might be answered is sometimes a good measure of desire to read, though other factors can also be at play.
That to-read pile of bibliographic source notes (a mini antilibrary) is akin to walking into a party and surveying a room. I may be aware of some of the people I haven't met yet and the conversations we might have, but if there are interesting questions I know I want to ask of specific ones or conversations I already know I want to have, it can be more productive to visit those first.
This sort of practice has been particularly helpful for times when I want to double check someone's sources or an original context, but don't have the time to do it immediately, don't want to break another extended train of thought, have to wait on materials, or may have to make a trip to consult physical materials that are singular or rare. For quick consultative reading, this can be a boon when I know I don't want or need to read an entire work, but skimming a chapter or a few pages for a close reading of a particular passage. I'll often keep a pile of these sorts of sources at hand so that I can make a short trip to a library, pick them up, find what I need and move on without having to recreate large portions of context to get the thing done because I've already laid most of the groundwork.
reply https://forum.zettelkasten.de/discussion/comment/16622/#Comment_16622
Adler has an excellent primer on this subject that covers a lot of the basics in reasonable depth: - Adler, Mortimer J. “How to Mark a Book.” Saturday Review of Literature, July 6, 1940. (https://stevenson.ucsc.edu/academics/stevenson-college-core-courses/how-to-mark-a-book-1.pdf)
Marking books can be useful not only to the original reader, but future academics and historians studying material culture (eg: https://apps.lib.umich.edu/online-exhibits/exhibits/show/marks-in-books), and as @GeoEng51 indicates they might be shared by friends, family, romantic interests, or even perhaps all of the above (see: https://newcriterion.com/issues/2017/4/mrs-custers-tennyson).
For those interested in annotation marks and symbols (like @ctietze's "bolt" ↯) I outlined a few ideas this last month at: https://www.reddit.com/r/Zettelkasten/comments/10qw4l5/comment/j6vxn6a/?utm_source=reddit&utm_medium=web2x&context=3
Mrs. Custer’s Tennyson April 2017<br /> by William Logan
Unlike books, tablets do not offer a medium for demonstrating taste and refinement. That is why interior decorators use shelves of books to create an impression of elegance and refinement in the room.
If Seneca or Martial were around today, they would probably write sarcastic epigrams about the very public exhibition of reading text messages and in-your-face displays of texting. Digital reading, like the perusing of ancient scrolls, constitutes an important statement about who we are. Like the public readers of Martial’s Rome, the avid readers of text messages and other forms of social media appear to be everywhere. Though in both cases the performers of reading are tirelessly constructing their self-image, the identity they aspire to establish is very different. Young people sitting in a bar checking their phones for texts are not making a statement about their refined literary status. They are signalling that they are connected and – most importantly – that their attention is in constant demand.
How long do you spend in a single note-taking session? .t3_112k929._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } questionBasically, just curious how much time people spend writing down notes in a typical session, as well as how many notecards you usually finish. If you can give me an idea of how long a single lit/permanent note takes you to write, even better
reply to u/m_t_rv_s__n at https://www.reddit.com/r/Zettelkasten/comments/112k929/how_long_do_you_spend_in_a_single_notetaking/
Quite often my sessions can be in small 5-10 minute blocks doing one or more individual tasks that compose reading, writing, or filing/linking things together. Usually I don't go over a couple of hours without at least a small break or two.
Like Luhmann “I only do what is easy. I only write when I immediately know how to do it. If I falter for a moment, I put the matter aside and do something else.” Incidentally by "easy" here, I think Luhmann also includes the ideas of fun, interesting, pleasurable, and (Csikszentmihalyi's) flow.
For my lowest level reading I'll only quickly log what I've read along with a few index terms and a short note or two, if at all. For deeper analytical reading (as defined by Adler & van Doren) those sessions are more intense and I aim to have a direct "conversation with the text". Notes made there can sometimes be 2 - 10 minutes in length. I can often average about 50 annotations in a given day of which maybe 2 or 3 will be longer, fileable zettels. Most of my notes start as digital public annotations which one can view at https://hypothes.is/users/chrisaldrich if they like. On the topic of notes per day, I have a collection for that, some of which is given as a synopsis with some caveats here: https://boffosocko.com/2023/01/14/s-d-goiteins-card-index-or-zettelkasten/#Notes%20per%20day%20comparison.
St. Patrick’s Day is a holiday of rather nonlinear origins, as it developed gradually over time
Pre-internet, pre-television, pre-telephone, and pre-radio, proliferation of cultural practices more closely resembled generational genetic adaptations than the viral spread we are used to witnessing with proliferation today. And because our practices are responses to the world around us, the changes in the world leads to changes in the practices. In the case of St. Patrick's Day, casual observation reveals that the meaning of the celebration has been a moving target for centuries, and that What we recognize, Why we recognize, and How we recognize have all been evolving and somewhat decentralized elements of cultural practice. (For example, recognition of discrimination endured by Irish-American immigrants figures prominently in today's practices even though the holiday was already hundreds of years old when the first of these people crossed the Atlantic.]
at a time when anything that takes more than a few minutes to skim is called a “longread”—it’s understandable that devoting a small chunk of one’s frisky twenties to writing a thesis can seem a waste of time, outlandishly quaint, maybe even selfish. And, as higher education continues to bend to the logic of consumption and marketable skills, platitudes about pursuing knowledge for its own sake can seem certifiably bananas.
As in any science class, you learn how tointerpret and apply what you observe. Elders refer to this process as “reading the stars.”
This idea is closely related to "talking rocks" and seems a very apt parallel.
https://en.m.wikipedia.org/wiki/Incremental_reading
Incremental reading is spaced parallel reading of multiple sources with note taking and spaced repetition.
It's not far from how I read and take notes myself, though I place less emphasis on the spaced repetition piece as I tend to run across things naturally within my note collection anyway.
One of the major potential benefits of incremental reading (not mentioned in the Wikipedia article; is it in Wozniak's work?) is the increase of combinatorial creativity created by mixing a variety of topics simultaneously.
There is also likely a useful diffuse thinking effect happening between reading sessions.
Realistically, I view this as the same problem students who “highlight everything” have. It’s not a problem with the nature of highlighters — it’s a problem of metacognition.
If something is not worth a note card, then I don't read it
—u/IamOkei https://www.reddit.com/r/antinet/comments/10qpphw/given_that_you_do_analog_notemaking_do_you/
link to John Water's quote: https://hypothes.is/a/E6wDpPfVEey88SclTBoJPQ
https://polygloss.app/posts/how-to-learn-languages-through-reading/
This larger perspective is offered by an analysis of citizenship and the common good. I begin with the idea of citizenship as being a practice entrusted with the preservation and conservation of the nexus of recognitional practices in a society. Then I move to the notion of the common good, interpreted not as a collective thing, a transcendent principle, or an abstract concept, but as the flourishing of the recognitional nexus itself.
!- interpretation of citizenship : from perspective of common good - common good as the flourishing of the nexus of recognitional practices in a society.
!- comment : salience of citizenship and common good - it's important to educate the public on what it means to be a citizen from the perspective of our empowering role in creating the society we want to live in
After Ahrens' book I see an awful lot of people talking about "processing" books. There are too many assumptions about what this can mean and this hides many levels of inherent work involved in analyzing and synthesizing knowledge. I would suggest that we're better off talking about reading them, annotating, excerpting, and thinking about them, or maybe writing about and combining them with other knowledge than "processing" them.
The first book I’m processing is Descartes’ Meditations on First Philosophy, which seemed appropriate.
https://dice.camp/@brennenreece/109622279965144935
example of someone "processing" a book and doing so in the context of having read Ahrens
Because I am as interested in the attitudes and assumptions which are implicit in the evidence as in those which were explicitly articulated at the time, I have got into the habit of reading against the grain. Whether it is a play or a sermon or a legal treatise, I read it not so much for what the author meant to say as for what the text incidentally or unintentionally reveals.
Historians, sociologists, anthropologists, and surely other researchers must often "read against the grain" which historian Keith Thomas defines as reading a text, not so much for what the author was explicitly trying to directly communicate to the reader, but for the small tidbits that the author through the text "incidentally or unintentionally reveals."
Defloration was a critical moment. Women were subject to virginity tests, and women devised ingenious methods to bypass them, such as putting leeches in their vagina the day before the wedding to deceive their husbands with the flow of blood that night.
It seems that interfemoral intercourse – sex with the penis between the woman’s legs but without penetration – was very popular. That method, however, was frowned upon in homosexual male sex: in 1357, Nicletus Marmanga and Johannes Braganza were sentenced to death at the stake for engaging in the practice.
Whenever I read about the various ideas, I feel like I do not necessarily belong. Thinking about my practice, I never quite feel that it is deliberate enough.
https://readwriterespond.com/2022/11/commonplace-book-a-verb-or-a-noun/
Sometimes the root question is "what to I want to do this for?" Having an underlying reason can be hugely motivating.
Are you collecting examples of things for students? (seeing examples can be incredibly powerful, especially for defining spaces) for yourself? Are you using them for exploring a particular space? To clarify your thinking/thought process? To think more critically? To write an article, blog, or book? To make videos or other content?
Your own website is a version of many of these things in itself. You read, you collect, you write, you interlink ideas and expand on them. You're doing it much more naturally than you think.
I find that having an idea of the broader space, what various practices look like, and use cases for them provides me a lot more flexibility for what may work or not work for my particular use case. I can then pick and choose for what suits me best, knowing that I don't have to spend as much time and effort experimenting to invent a system from scratch but can evolve something pre-existing to suit my current needs best.
It's like learning to cook. There are thousands of methods (not even counting cuisine specific portions) for cooking a variety of meals. Knowing what these are and their outcomes can be incredibly helpful for creatively coming up with new meals. By analogy students are often only learning to heat water to boil an egg, but with some additional techniques they can bake complicated French pâtissier. Often if you know a handful of cooking methods you can go much further and farther using combinations of techniques and ingredients.
What I'm looking for in the reading, note taking, and creation space is a baseline version of Peter Hertzmann's 50 Ways to Cook a Carrot combined with Michael Ruhlman's Ratio: The Simple Codes Behind the Craft of Everyday Cooking. Generally cooking is seen as an overly complex and difficult topic, something that is emphasized on most aspirational cooking shows. But cooking schools break the material down into small pieces which makes the processes much easier and more broadly applicable. Once you've got these building blocks mastered, you can be much more creative with what you can create.
How can we combine these small building blocks of reading and note taking practices for students in the 4th - 8th grades so that they can begin to leverage them in high school and certainly by college? Is there a way to frame them within teaching rhetoric and critical thinking to improve not only learning outcomes, but to improve lifelong learning and thinking?
social historian G. M. Trevelyan (1978) put theissue some time ago, ‘Education...has produced a vast population able to readbut unable to distinguish what is worth reading.’
4. WHAT OF IT?
This reminds me of the purpose of reading at CAA. If you tell no one about it, then it wasn't worth the effort. What new did you learn and how did you pass that on to improve your friends, colleagues, and society?
To use a good book as a sedative is conspicuous waste.
Systematic skimming, in other words,anticipates the comprehension of a book's structure.
also includes opening oneself up to open questions one might either ask themselves or those which the author proposes.
A better formula is this : Every book should be readno more slowly than it deserves, and no more quickly than youcan read it with satisfaction and comprehension.
The answer lies in an important and helpful rule of reading that is generally overlooked.That rule is simply this: In tackling a difficult book for the firsttime, read it through without ever stopping to look up orponder the things you do not understand right away.
https://library.harvard.edu/collections/reading-harvard-views-readers-readership-and-reading-history
Reading: Harvard Views of Readers, Readership, and Reading History<br /> Exploring the intellectual, cultural, and political history of reading as reflected in the historical holdings of the Harvard's libraries.
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>3/ Champion your competition’s work<br><br>With his reading list email, on podcasts, in his bookstore, Ryan promotes other books more than his own.<br><br>When asked, he’ll say:<br><br>“Authors think they’re competing with other authors. They’re not. They’re competing with people not reading.”
— Billy Oppenheimer (@bpoppenheimer) August 24, 2022
David Brooks talks about what he calls the “theory of maximum taste.” It’s similar to what Murphy is saying. “Exposure to genius has the power to expand your consciousness,” Brooks writes. “If you spend a lot of time with genius, your mind will end up bigger and broader than if you [don’t].”
Because the official images are intended to be learning tools for those new to Docker as well as the base images for advanced users to build their production releases, we review each proposed Dockerfile to ensure that it meets a minimum standard for quality and maintainability. While some of that standard is hard to define (due to subjectivity), as much as possible is defined here, while also adhering to the "Best Practices" where appropriate.
It wasn’t zealous in that we were told exactly what to read and what to think about the books, but it was conveyed to us that certain books really did matter and that you were involved in some rearguard action for the profound human values in these books. This was conveyed very powerfully—that the way to learn how to live and to live properly was to read English literature—and it worked for me. I was taught close, attentive reading, and to ironize the ambitions of grand theory. I was educated to believe that A.E. Housman was more interesting than Hegel, and I do.
For her online book clubs, Maggie Delano defines four broad types of notes as a template for users to have a common language: - terms - propositions (arguments, claims) - questions - sources (references which support the above three types)
I'm fairly sure in a separate context, I've heard that these were broadly lifted from her reading of Mortimer J. Adler's How to Read a book. (reference? an early session of Dan Allosso's Obsidian Book club?)
These become the backbone of breaking down a book and using them to have a conversation with the author.
https://www.supermemo.com/en/archives1990-2015/help/read
via
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Inspired by @cicatriz's Fractal Inquiry and SuperMemo's Incremental Reading, I imported into @RoamResearch a paper I was very impressed (but also overwhelmed) by a few years ago: The Knowledge‐Learning‐Instruction Framework by @koedinger et al. pic.twitter.com/oeJzyjPGbk
— Stian Håklev (@houshuang) December 16, 2020
analytical rather than synthetic, originated in Germany and was advocated by HoraceMann and other educators after about 1840. This involvedteaching the visual recognition of whole words before givingany attention to letter-names or letter-sounds.
Did this approach have a categorical name?
This method wasespecially popular during the 1920's and 30's, which period wasalso characterized by the shift in emphasis from oral readingto silent reading. It was found that ability to read orally didnot necessarily mean ability to read silently and that instruction in oral reading was not always adequate if silent readingwas the goal.
. The goal a reader seeks-be itentertainment, information or understanding-determines theway he reads.
There are three goals of most reading: education, information, and understanding.
Are there others we're missing here?
Lamenting that ‘I have only two eyes, and, unfortunately cannot use themso as to read two books at the same time’,
level 1tristanjuricek · 4 hr. agoI’m not sure I see these products as anything more than a way for middle management to put some structure behind meetings, presentations, etc in a novel format. I’m not really sure this is what I’d consider a zettlecasten because there’s really no “net” here; no linking of information between cards. Just some different exercises.If you actually look at some of the cards, they read more like little cues to drive various processes forward: https://pipdecks.com/products/workshop-tactics?variant=39770920321113I’m pretty sure if you had 10 other people read those books and analyze them, they’d come up with 10 different observations on these topics of team management, presentation building, etc.
Historically the vast majority of zettelkasten didn't have the sort of structure and design of Luhmann's, though with indexing they certainly create a network of notes and excerpts. These examples are just subsets or excerpts of someone's reading of these books and surely anyone else reading any book is going to have a unique set of notes on them. These sets were specifically honed and curated for a particular purpose.
The interesting pattern here is that someone is selling a subset of their work/notes as a set of cards rather than as a book. Doing this allows different sorts of reading and uses than a "traditional" book would.
I'm curious what other sort of experimental things people might come up with? The "novel" Cain's Jawbone, for example, could be considered a "Zettelkasten mystery" or "Zettelkasten puzzle". There's also the subset of cards from Roland Barthes' fichier boîte (French for zettelkasten), which was published posthumously as Mourning Diary.
My notes seem to be of two sorts. In reading certainvery important books 1 try to grasp the structure of thewriter's thought, and take notes accordingly. But morefrequently, in the last ten years, I do not read whole books,but rather parts of many books, from the point of view ofsome particular theme in which I am interested, and con-cerning which I usually have plans in my file. Therefore, Itake notes which do not fairly represent the books 1 read. Iam using this particular passage, this particular experi-ence, for the realization o f my own projects. Notes takenin this way form the contents o f memory upon which Imay have to call.
E veryone seriously concerned with teaching complainsthat most students do not know how to do indepen-dent work. They do not know how to read, they do notknow how to take notes, they do not know how to set up aproblem nor how to research it. In short, they do not knowhow to work intellectually.
One of the first consequences of the so-called attention economy is the loss of high-quality information.
In the attention economy, social media is the equivalent of fast food. Just like going out for fine dining or even healthier gourmet cooking at home, we need to make the time and effort to consume higher quality information sources. Books, journal articles, and longer forms of content with more editorial and review which take time and effort to produce are better choices.
Courtney, Jennifer Pooler. “A Review of Rewriting: How to Do Things with Texts.” The Journal of Effective Teaching 7, no. 1 (2007): 74–77.
Review of: Harris, Joseph. Rewriting: How To Do Things With Texts. Logan: Utah State University Press, 2006. https://muse.jhu.edu/book/9248.
Bjorn, Genevive A., Laura Quaynor, and Adam J. Burgasser. “Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature.” Impacting Education: Journal on Transforming Professional Practice 7, no. 1 (January 14, 2022): 47–58. https://doi.org/10.5195/ie.2022.237
Found via:
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>#AcademicTwitter I survived crushing reading loads in grad school by creating a straightforward method for analyzing primary literature, called #CERIC. Saved my sanity and improved my focus. @PhDVoice. Here’s the free paper - https://t.co/YehbLQNEqJ
— Genevive Bjorn (@GeneviveBjorn) September 11, 2022
I'm curious how this is similar to the traditions of commonplace books and zettelkasten from a historical perspective.
https://danmackinlay.name/about.html
Dan MacKinlay provides indicators of his uncertainty, usefulness, "roughness", and "novelty" about things he writes about on his website to give readers some additional context about what he's writing about.
Minzetanu, Andrei. “Reading to Quote or Ars Legendi as Ars Excerpendi.” Litterature, December 1, 2012, 31. https://www.researchgate.net/publication/290606505_Reading_to_Quote_or_Ars_Legendi_as_Ars_Excerpendi
Must You Read Books?
What a fantastic question.
try to provide duplicate overlapping examples.
But the real goal of a Great Books reading program is to experience the minds of these authors (something the Schoolmen called connatural knowledge) and imprint whatever value we find there on our souls (i.e. will and intellect). This can only be done through a process of intentional re-reading.
Every book I read is also broken up and digested on these cards, which are all loosely by themed.
Holiday analogizes his reading and note taking practice as a means of digesting books into his note card collection.
Link to: - https://hypothes.is/a/OZ2r9rOfEeu9oFPzd3bMlw - Reader's Digest as a popular example
How do the ideas of "digesting books" and "ruminant machines" relate to the psychology phenomenon of diffuse thinking over time?
Apparently many Japanese bookstores sort and arrange their books by Publisher rather than by author name!
While this may make some esthetic sense on behalf of publishers in a commercial space, it isn't necessarily easy for customers to find books this way.
As marginal note-taking it often is the basis for questions asked in class discussion or points made in a final paper.
Jeremy Dean indicates that marginal notes are often "the basis for [...] points made in a final paper", but I wonder how frequently this is the case in the computer era? I rarely see or hear of educators encouraging the reuse of marginalia or even notes in academic settings, even within the framing of Hypothes.is which is an ideal tool for such a practice.
It's been my experience that while notes are in margins, they tend to sit there lonely and unused. Few are actually creating content based on them. When this is the case, memory of the idea or issue at hand is necessary so that it may be looked up and transcribed back into a bigger piece. When it does happen it's also far more likely to be academic writers or researchers who are concertedly building up particular areas. It's much less likely to be high school or undergraduate college students who should have picked up the practice earlier in junior high school or even elementary school so that their school research years are easier.
A potential resurgence of this broader practice may be coming back into vogue with the slew of new note taking apps that have been popping up and the idea of the zettelkasten coming back into a broader consciousness.
General processes and common best practices learned from other Web Content Management projects do not apply and are in many ways obstructions to move quickly and get the best out of Helix.
Those who read with pen in hand form a species nearly extinct. Those who read the marginal notes of readers past form a group even smaller. Yet when we write in antiphonal chorus to what we’re reading, we engage in that conversation time and distance otherwise make impossible.
The Reading Brain in the Digital Age: The Science of Paper versus Screens https://www.scientificamerican.com/article/reading-paper-screens/ by Ferris Jabr Scientific American 2013-04-11 A good overview of reading practices, reading user interfaces, and research literature relevant to it. Lots of abstracts from research which I ought to look at more closely, and thus didn't make note of as much as I'd rather delve into the primary sources.
Most of the research cited here is preliminary to early e-reading devices and has small sample sizes. Better would be to see how subsequent studies have fared with larger and more diverse groups.
Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
"The implicit feel of where you are in a physical book turns out to be more important than we realized," says Abigail Sellen of Microsoft Research Cambridge in England and co-author of The Myth of the Paperless Office. "Only when you get an e-book do you start to miss it. I don't think e-book manufacturers have thought enough about how you might visualize where you are in a book."
How might we design better digital reading interfaces that take advantage of a wider range of modes of thinking and reading?
Certainly adding audio to the text helps to bring in benefits of orality, but what other axes are there besides the obvious spatial benefits?
In turn, such navigational difficulties may subtly inhibit reading comprehension.
If digital user interfaces and navigational difficulties inhibited reading comprehension in the modern age, what did similar interfaces do to early reading practices?
What methods do we have to tease out data of these sorts of early practices?
What about changes in modes of reading (reading out loud vs. reading quietly)?
I'm reminded of this as a hyperbolic answer, but still the root question may be an apt one:
very meta activity of having people annotate about right reading online
They're annotating this article in Scientific American: The Reading Brain in the Digital Age: The Science of Paper versus Screens
YouArentGonnaNeedIt (often abbreviated YAGNI, or YagNi on this wiki) is an ExtremeProgramming practice which states: "Always implement things when you actually need them, never when you just foresee that you need them."
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).
Archaeology of Reading project
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)
Alessio Antonini (Open University)
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:
Around 1941, Barzun took on a larger classroom, becoming the moderator of the CBS radio program “Invitation to Learning,” which aired on Sunday mornings and featured four or five intellectual lights discussing books. From commenting on books, it was, apparently, a short step to selling them. In 1951, Barzun, Trilling, and W. H. Auden started up the Readers’ Subscription Book Club, writing monthly appreciations of books that they thought the public would benefit from reading. The club lasted for eleven years, partly on the strength of the recommended books, which ranged from Kenneth Grahame’s “The Wind in the Willows” to Hannah Arendt’s “The Human Condition,” and partly on the strength of the editors’ reputations.
This is reminiscent of Rapid Serial Visual Presentation (RSVP) reading method which became popular for a while a few years back, got squashed by patent claims, and then has slowly been coming back as the method was reported in the early 1970s.
What does an IT Consultant do?
An IT consultant is a person who offers advice, guidelines and a roadmap for the sourcing, use and management of IT resources and resources. The IT consultant provides organizations with best practices for using IT solutions and services for their business objectives and in solving their problems. He also often gives organizational advice.
memory usage and (lack of) parallelism are concerns
Memory usage is a concern? wat
It's a problem, sure, if you're programming the way NPMers do. So don't do that.
This is a huge problem I've noticed when it comes to people programming in JS—even, bizarrely, people coming from other languages like Java or C# and where you'd expect them to at least try to continue to do things in JS just like they're comfortable doing in their own language. Just because it's there (i.e. possible in the language, e.g. dynamic language features) doesn't mean you have to use it...
(Relevant: How (and why) developers use the dynamic features of programming languages https://users.dcc.uchile.cl/~rrobbes/p/EMSE-features.pdf)
The really annoying thing is that the NPM style isn't even idiomatic for the language! So much of what the NodeJS camp does is so clearly done in frustration and the byproduct of a desire to work against the language. Case in point: the absolutely nonsensical attitude about always using triple equals (as if to ward off some evil spirits) and the undeniable contempt that so many have for this.
and link me to a paid course, no doubt
I will agree that there are far too many "influencers" and "gurus" out there selling something in the note taking space. Almost none of them know what the hell they're talking about.
The concept of the Knowledge Graph deserves the classification of bullshit because its allure derives primarily from the false impression that it can mechanistically deliver—or substitute for—the brute, linear willfulness that defines all non-trivial writing.
In watching the space and seeing the sorts of conversations and questions I see online in Twitter, Reddit, and other fora, I too often see people talking about the system(s) and not actually using the systems. Very few get to a critical mass of well written notes, which I estimate to be about 500 to 1000 before they give up. Most aren't taking good notes and are imposing far more structure on them as if they're writing wiki articles instead of taking notes. Too many things go wrong in their processes before they're giving up and moving on. This has the effect of making the enterprise appear to be a failure.
I suspect that the author of this piece is in this last group and instead of thinking about why they're failing, they're lashing out about the hype in the space. Certainly there is way too much hype, and that isn't necessarily a good thing. But there's also not nearly enough practice and that is far worse.
typeof v === "number"
Using triple equals to check the results of typeof is totally unnecessary, and a sure sign that someone, somewhere has unthinkingly adopted some dubious advice; it's a code smell/red flag.
A standard equality comparison (using ==) does exactly the right thing while also avoiding association with questions/doubts about the quality of the surrounding code.
Requirements: Ruby and Bundler should be installed.
wat
This site has a total of two pages! Just reify them as proper documents instead of compilation artifacts emitted from an SSG.
One of his last works, the Aurifodina, “The Mine of All Arts and Sci-ences, or the Habit of Excerpting,” was printed in 1638 (in 2,000 copies) andin another fourteen editions down to 1695 and spawned abridgments in Latin(1658), German (1684), and English.
Simply the word abridgement here leads me to wonder:
Was the continual abridgement of texts and excerpting small pieces for later use the partial cause of the loss of the arts of memory? Ars excerpendi ad infinitum? It's possible that this, with the growth of note taking practices, continual information overload, and other pressures for educational reform swamped the prior practices.
For evidence, take a look at William Engel's work following the arts of memory in England and Europe to see if we can track the slow demise by attrition of the descriptions and practices. What would such a study show? How might we assign values to the various pressures at play? Which was the most responsible?
Could it have also been the slow, inexorable death of many of these classical means of taking notes as well? How did we loose the practices of excerpting for creating new ideas? Where did the commonplace books go? Where did the zettelkasten disappear to?
One author, with a carefully honed practice and the extant context of their life writes some brief notes which get passed along to their students or which are put into a new book that misses a lot of their existing context with respect to the new readers. These readers then don't know about the attrition happening and slowly, but surely the knowledge goes missing amidst a wash of information overload. Over time the ideas and practices slowly erode and are replaced with newer techniques which may not have been well tested or stood the test of time. One day the world wakes up and the common practices are no longer of use.
This is potentially all the more likely because of the extremely basic ideas underpinning some of memory and note taking. They seem like such basic knowledge we're also prone to take them for granted and not teach them as thoroughly as we ought.
How does one juxtapose this with the idea of humanist scholars excerpting, copying, and using classical texts with a specific eye toward preventing the loss of these very classical texts?
Is this potentially the idea of having one's eye on a particular target and losing sight of other creeping effects?
It's also difficult to remember what it was like when we ourselves didn't know something and once that is lost, it can be harder and harder to teach newcomers.
Discovered via Nate
I was a bit surprised to see how many entries there were for #DoOO in the collaborative Opening Knowledge Practices bibliography. You could probably do worse than to start with the first two entries, A brief history parts 1&2 by Jess Reingold et al: https://t.co/CkhgaHgb0E
— Nate Angell (@xolotl) March 8, 2022
To create trails When we are studying a text we need to take the time to understand more than just the storyline. During your second reading, any comments made during the first reading (marginal comments or summaries) will quickly give you the gist of your first reading, so that you can take advantage of your second.
While multiple readings of a text in antiquity may have been rarer, due to the cheap proliferation of books, one can more easily "blaze a trail" through their reading to make it easier or quicker to rebuild context on subsequent readings.
Look at history of reading to see which books would have been more likely re-read, particularly outside of one's primary "area" of expertise.
Link to the trails mentioned by Vannevar Bush in As We May Think.
Appendix F: Questions Universities Can Ask Certification Bodies to Assess Quality of Certifications
These questions (I believe) are coming from a place of validating certifications. Experts publish these as helpful guides to understand if and to what degree certifications are trustworthy. In other words, are they worth the paper they're printed on? In the case of micro-credentials, most questions are likely overkill for the proposal process, etc. Given the central role and importance of TRUST however, perhaps providing a version of these questions to stakeholders seeking to propose micro-credentials could be beneficial in pushing their thinking, or at least centering these themes in their thinking.
“Public research universities are committed to improving the workforce outcomes of their students and to addressing the workforce needs of local economies. This approach can ensure students that their credentials will have value to the labor market, and it can ensure employers that graduates have the skills required to perform in the workplace.”
For some, this is reasonable and rationale. It's the point of the whole enterprise. Yet for others, this take is controversial, as it may threaten the ideals and/or visions of the purpose of Public Education. These stakeholders may ask, "Is it the job of public education to serve industry's needs by preparing proper cogs for the workforce wheels?" At the same time, others may wonder, "Is public education willfully performing a disservice to our students if our credentials are not valued by employers?"
These are important questions to ask, and to answer.
https://anagora.org/digital-gardener-taxonomy
A long and creative list with lots of attributes people have with respect to personal knowledge management, but without any real canonical definitions.
If you now think: “That’s ridiculous. Who would want to read andpretend to learn just for the illusion of learning and understanding?”please look up the statistics: The majority of students chooses everyday not to test themselves in any way. Instead, they apply the verymethod research has shown again (Karpicke, Butler, and Roediger2009) and again (Brown 2014, ch. 1) to be almost completelyuseless: rereading and underlining sentences for later rereading.And most of them choose that method, even if they are taught thatthey don’t work.
Even when taught that some methods of learning don't work, students will still actively use and focus on them.
Are those using social annotation purposely helping students to steer clear of these methods? is there evidence that the social part of some of these related annotation or conversational practices with both the text and one's colleagues helpful? Do they need to be taken out of the text and done in a more explicit manner in a lecture/discussion section or in a book club like setting similar to that of Dan Allossso's or even within a shared space like the Obsidian book club to have more value?
Reading, especially rereading, caneasily fool us into believing we understand a text. Rereading isespecially dangerous because of the mere-exposure effect: Themoment we become familiar with something, we start believing wealso understand it. On top of that, we also tend to like it more(Bornstein 1989).
The mere-exposure effect can be dangerous when rereading a text because we are more likely to falsely believe we understand it. Robert Bornstein's research from 1989 indicates that we will tend to like the text more, which can pull us into confirmation bias.
Bornstein, Robert F. 1989. “Exposure and Affect: Overview and Meta-Analysis of Research, 1968-1987.” Psychological Bulletin 106 (2): 265–89.
eBook 978-1-952271-05-2 $24.99
because, of course, you've got to read the digital version of this book!
https://dancohen.org/2019/07/23/engagement-is-the-enemy-of-serendipity/
Dan Cohen talks about a design change in the New York Times app that actively discourages exploration and discovery by serendipity.
This is similar to pulling out digital copies of books you're looking for instead of going to the library, tracking down the book on the shelf and in the process seeing and experiencing the books on the shelf which are nearby, or even the book that catches your eye across the aisle, wasn't in your sphere of search or interest, but you pick it up anyway.
How can we bring this sort of design back to digital experiences?
It's not just the algorithmic feeds which are narrowing our interests and exposure, but the design of our digital spaces as well.
t be issued for unevaluated learning accomplishments, such as the mere completion of a series of tasks, attendance at events, or for learning that has not been assessed, as competency and learning accomplishment evaluation is very important.
Criteria must be measurable and assessable.
https://www.youtube.com/watch?v=7jFDzgHZOEk
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Remi Kalir</span> in Video: how i ANNOTATE my books // tips on annotating for beginners (DocDrop) (<time class='dt-published'>01/19/2022 20:47:29</time>)</cite></small>
After all, the academic disciplines, as they have come down to us, represent an implicit taxonomy that favors analytical reasoning and discursive practices.
An incredibly short, but dense essay on annotating books, but one which doesn't go into the same sort of detail as he gets in his book length treatment in How to Read a Book.
Missing here is the social aspect of annotating a book. In fact, he actively recommends against loaning one's annotated books for fear of losing the details and value in them.
You know you have to read "between the lines" to get the most out of anything. I want to persuade you to do something equally important in the course of your reading. I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading.
-Mortimer J. Adler
Francis Bacon, for instance, thought that "some books are to be tasted, others to be swallowed and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention."
An interesting classification of books which fits a fair amount of my own views, particularly looking at the difference between fiction, poetry, and non-fiction.
Source?
A recent addition to the writer-editor-reader relationship is something called a “sensitivity reader,” that is someone of diverse background who can advise on dicey cultural matters whom writers are now encouraged to consult.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Manfred Kuehn</span> in Taking note: Grafton on the Future of Reading (<time class='dt-published'>01/01/2022 12:57:23</time>)</cite></small>
Future Reading: Digitization and its discontents. By Anthony Grafton October 29, 2007 https://www.newyorker.com/magazine/2007/11/05/future-reading
https://takingnotenow.blogspot.com/2007/12/grafton-on-future-of-reading.html
Serious reading will require just as much effort as it has always required.
Reading is hard to disrupt.
Speeding up and dramatically improving the reading process is incredibly difficult. No one has yet made really huge strides in this space. Google has made it imminently more accessible to the masses, but it still requires a lot of physical work and processing on our part.
https://luhmann.surge.sh/learning-how-to-read
Learning How to Read by Niklas Luhmann
Not as dense as Mortimer J. Adler's advice, but differentiates reading technical material versus poetry and novels. Moves to the topic of some of the value of note taking as a means of progressive summarization which may have implications for better remembering material.
Mr. Byers coined a term — “book-wrapt” — to describe the exhilarating comfort of a well-stocked library.
Law One: The more reading you assign, the less the students will read. Law Two: The more you talk in class, the less the students will read.
Two Iron Laws of College Reading https://crookedtimber.org/2021/12/22/two-iron-laws-of-college-reading/
https://www.newyorker.com/magazine/2021/12/20/can-distraction-free-devices-change-the-way-we-write
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Aaron Davis </span> in 📑 Can “Distraction-Free” Devices Change the Way We Write? | Read Write Collect (<time class='dt-published'>12/27/2021 14:09:33</time>)</cite></small>
Our elders say that ceremonies are the way we “remember to remember,”
The Western word "ceremony" is certainly not the best word for describing these traditions. It has too much baggage and hidden meaning with religious overtones. It's a close-enough word to convey some meaning to those who don't have the cultural background to understand the underlying orality and memory culture. It is one of those words that gets "lost in translation" because of the dramatic differences in culture and contextual collapse.
Most Western-based anthropology presumes a Western idea of "religion" and impinges it upon oral cultures. I would maintain that what we would call their "religion" is really an oral-based mnemonic tradition that creates the power of their culture through knowledge. The West mistakes this for superstitious religious practices, but primarily because we can't see (or have never been shown) the larger structures behind what is going on. Our hubris and lack of respect (the evils of the scala naturae) has prevented us from listening and gaining entrance to this knowledge.
I think that the archaeological ideas of cultish practices or ritual and religion are all more likely better viewed as oral practices of mnemonic tradition. To see this more easily compare the Western idea of the memory palace with the Australian indigenous idea of songline.
"The Guide to Social Science Data Preparation and Archiving is aimed at those engaged in the cycle of research, from applying for a research grant, through the data collection phase, and ultimately to preparation of the data for deposit in a public archive: " from tweet
an international questionnaire designed to capture teachers’ general teaching characteristics and experience, self-efficacy teaching online, fostering online presence and institutional support transitioning to online teaching as a result of Covid-19
Worst practices
first sighting: worst practices
I think of the Kindle and what enormous potential that browser had to change our relationship with the internet, to push it towards a web that you read (instead of one that tries so very hard to read you).
I love the phrase "a web that your read instead of one that tries so very hard to read you."
The other commenters are right about the potential solutions. However, it is actually considered a best practice to move the object with the index signature to a nested property.Said differently: No property in the object with the index signature should depart from how the index signature is typed.
For example, it is worth discussing the process of Wikipedia
I know that Wikipedia should never be used in a school setting, but I am curious as to why everyone uses it on a daily basis, myself included. If the information has a higher chance of being wrong anyways, why do we all take it as fact? I had learned before that anyone can basically change wikipedia pages, which makes anything that you read potentially very wrong. However, it is still one of the first sites that show up whenever you are looking up something. I wonder how it gained so much popularity from being so wrong. Do you think it has to do with easy to read information and quick access? Because I feel like it reiterates the cycle of using it over and over again. It generally is the top link, and I tend to click on the top link, which helps the algorithm of it going back to the top for other users and for wikipedia to show up for me personally, but how did it gain popularity in the first place?
habits of mind surrounding technologies
When I first think about digital literacies, I definitely think of it as a proficiency. When you are talking about literacy in a language, you are talking about proficient they are. For example, I am half white and half chinese, I can speak cantonese, but I cannot read or write. I would say that I am illiterate. I don't consider my norms and habits around the culture of being Chinese, for example, I don't consider playing Mojang or celebrating the lunar new year as making me literate with the culture. It is definitely something to think about when you are considering other contexts.
“I love you. I’m sorry. Please forgive me. Thank you.”
while the super-rich may move through through world cities, their cosmopolitan practices and lifestyles rarely break out of the exclusive transnational spaces which stand at the intersecting points of particular corporate, capital, technological, information and cultural lines of flow.
The elites move in a world of their own. Embedded within the deteriorating spaces all around them, their privileged and exclusive spaces are like self-constructed lotus blossoms floating on a sea of muck, which their lifestyles have disproportionately helped create in the first place. The geographic juxtapostion of these two spaces is stark, as illustrated in images such as those of Cape Town’s elite neighborhoods nextdoor to crowded townships. Wealth and privilege live side by side poverty.
“We’ve been thoughtful,” Amazon continued, “about adding only features and experiences that preserve and enhance the reading experience.” The question of whose experience doesn’t seem to come up.
They're definitely not catering to my reading, annotating, and writing experience.
Skimming through pages, the foremost feature of the codex, remains impossible in digital books.
This is related to an idea that Tom Critchlow was trying to get at a bit the other day. It would definitely be interesting in this sort of setting.
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>Has anyone built a generalizable text zoom JavaScript library that let's you progressively summarize an article as you zoom in and out?<br><br>(Why yes I am procrastinating my to-do list. You?)
— Tom Critchlow (@tomcritchlow) September 17, 2021
In other words, as far as technologies go, the book endures for very good reason. Books work.
Aside from reading words to put ideas into my brain, one of the reasons I like to read digital words is that the bigger value proposition for me is an easier method to add annotations to what I'm reading and then to be able to manipulate those notes after-the-fact. I've transcended books and the manual methods of note taking. Until I come up with a better word for it, digital commonplacing seems to be a useful shorthand for this new pattern of reading.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Suzanne Conklin Akbari</span> in Growing a Research Network: Approaches to Global Book History | Penn Libraries (<time class='dt-published'>09/12/2021 21:11:23</time>)</cite></small>
Update API usage of the view helpers by changing javascript_packs_with_chunks_tag and stylesheet_packs_with_chunks_tag to javascript_pack_tag and stylesheet_pack_tag. Ensure that your layouts and views will only have at most one call to javascript_pack_tag or stylesheet_pack_tag. You can now pass multiple bundles to these view helper methods.
Good move. Rather than having 2 different methods, and requiring people to "go out of their way" to "opt in" to using chunks by using the longer-named javascript_packs_with_chunks_tag, they changed it to just use chunks by default, out of the box.
Now they don't need 2 similar but separate methods that do nearly the same, which makes things simpler and easier to understand (no longer have to stop and ask oneself, which one should I use? what's the difference?).
You can't get it "wrong" now because there's only one option.
And by switching that method to use the shorter name, it makes it clearer that that is the usual/common/recommended way to go.
an ongoing, complex process of aligning resources, practices, and initiatives of multiple communities [20].
The goal is not to read as many books as possible. The goal is to gain as much wisdom as you can.
Using models while reading can also help you get more out of the book. Here are some examples of paths they might lead you down: Confirmation bias: Which parts of this book am I ignoring? Does this book confirm my opinions? (Okay, but does it actually affirm your beliefs or are you just seeing what you want to see? If you cannot think of a single point in the book that you disagreed with, confirmation bias is likely distorting your reasoning.) Bayesian updating: What opinions should I change in light of this book? How can I update my worldview using the information in it? Keep in mind the words of John Maynard Keynes: “When the facts change, I change my mind. What do you do, sir?” Incentives: What motivates the characters or the author? What are they seeking? What is their purpose? Here’s how Kurt Vonnegut described the importance of incentives in books: “When I used to teach creative writing, I would tell the students to make their characters want something right away—even if it’s only a glass of water. Characters paralyzed by the meaninglessness of modern life still have to drink water from time to time.” Availability bias: Are the books I have recently read affecting how I perceive this one? How are my immediate past experiences shaping my reading? Am I assigning undue importance to parts of this book because they are salient and memorable? Social proof: How is social proof—the number of copies sold, bestseller status, the opinions of others—affecting my perception of this book? Is the author using social proof to manipulate readers? It is not unusual for authors to buy their way onto bestseller lists, providing social proof that then leads to substantial sales. As a result, mediocre books can end up becoming popular. It’s a classic case of the emperor having no clothes, which smart readers know to look out for. Survivorship bias: Is this (nonfiction) book a representation of reality or is the author failing to account for base rates? Survivorship bias is abundant in business, self-help, and biographical books. A particular case of a successful individual or business might be held as the rule, rather than the exception. Utility: If a book offers advice, does it have practical applications? At what point do diminishing returns set in?
This is a good list of questions to put into a template to ask both while and after reading a book.
What other regularly recurring questions might go into such a list?
Author and librarian Nancy Pearl advocates the “Rule of 50.” This entails reading the first 50 pages of a book and then deciding if it is worth finishing. The Rule of 50 has an interesting feature: once you are over the age of 50, subtract your age from 100 and read that many pages. Pearl writes: “And if, at the bottom of Page 50, all you are really interested in is who marries whom, or who the murderer is, then turn to the last page and find out. If it’s not on the last page, turn to the penultimate page, or the antepenultimate page, or however far back you have to go to discover what you want to know.…When you are 51 years of age or older, subtract your age from 100, and the resulting number (which, of course, gets smaller every year) is the number of pages you should read before you can guiltlessly give up on a book.…When you turn 100, you are authorized (by the Rule of 50) to judge a book by its cover.”
Most of us were taught as children to treat books as something sacred—no folding the page corners, and no writing in the margins, ever.
Most Medieval manuscripts specifically left wide columns of space to encourage readers to mark up their texts.
cross reference: Medieval notepads - Khan Academy
<small>Detail, London, British Library, Harley MS 3487 (13th century)—[source](http://www.bl.uk/catalogues/illuminatedmanuscripts/ILLUMIN.ASP?Size=mid&IllID=16790)</small>
Book summary services miss the point. A lot of companies charge ridiculous prices for access to vague summaries bearing only the faintest resemblance to anything in the book. Summaries can be a useful jumping-off point to explore your curiosity, but you cannot learn from them the way you can from the original text.*
Some books only have small bits of wisdom in them to begin with, so summaries can be good.
However, if one puts the "quality" content in a primary position, then the text itself will often have some incredibly valuable context that may be missing from summaries.
The most common and sensible location for putting down thoughts, critique or notes was the margin of the medieval book. Consider this: you wouldn’t think so looking at a medieval page, but on average only half of it was filled with the actual text. A shocking fifty to sixty percent was designed to be margin. As inefficient as this may seem, the space came in handy for the reader. As the Middle Ages progressed it became more and more common to resort to the margin for note-taking.
Dots and lines are particularly common ingredients of such footnote symbols. Interestingly, their first appearance is not as a connector of comment and text, but as an insertion mark that added an omitted line into the text.
In a version similar to a footnote, a line and a dot were first used much as we use the carot symbol (^) today for editing to indicate the insertion of a missing line.
Evidently, these two groups of bookmarks—static and dynamic—provided very different approaches to marking information—and thus to a book’s use. Readers who added clip-on or “spider” bookmarks anticipated they would need to retrieve information not from one single page but from a changing number of pages. In other words, movable bookmarks served an audience with a shifting knowledge “appetite,” while the static ones encouraged a more “ritual” use of a book. In other words, both types are telling, in their own way, about medieval reading culture.
Static bookmarks may have indicated "ritual" or habitual use of books and the information they contained, while dynamic bookmarks may indicate the need for retrieving (temporary) information from one or more pages.
I really hope they keep breaking it. Being the lead on a library for several years, most of the forced refactors were pretty straight forward and in almost every case made our code either more sound or easier to be consumed. Now I work on a runtime that embeds TypeScript and 3.5.1 has broken some code, thought it took me all of about 15 minutes to make the changes to adopt it, and in every case, it broke because we were being a bit loose with the types. While it didn't find any bugs, it made the code more "safe".
I really hope they keep breaking it.
Step 3: Set up reading storage and a reading environment.
Calibre isn't a bad tool/application for doing this for a variety of document types and managing meta data
Evans, T. R., Branney, P., Clements, A., & Hatton, E. (2021). Preregistration of Applied Research for Evidence-Based Practice [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/snj2d
You particular circumstances may or may not warrant a way different from what lhunath (and other users) deem "best practices".
hen selecting by text it is best to use the byRole query as it helps enforce accessibility best practices.
When defining accessors in Ruby, there can be a tension between brevity (which we all love) and best practice.
a principle I use is: If you have an accessor, use the accessor rather than the raw variable or mechanism it's hiding. The raw variable is the implementation, the accessor is the interface. Should I ignore the interface because I'm internal to the instance? I wouldn't if it was an attr_accessor.
I have been wrapping instance variables in accessor methods whenever I can though.
Setting an instance variable by going through a setter is good practice, and using two access modifiers is the way to accomplish that for a read-only instance variable
BCP stands for Best Current Practice
As a general rule: You should quote everything (that may be quoted).
Jesuit manuals such as Jeremias Drexel’s Aurifodina, subtitled The Mine of All Arts and Sciences, or the Habit of Excerpting, explained how to best take notes from reading to create commonplace books: personal notebooks of reading extracts that contained the religious, ethical, and political maxims deemed necessary to lead a good life. There were even admonitions about which texts not to read and how not to fold page corners or to mark texts with fingernail scratches.
Fascinating to see that practices like folding page corners and marking texts are far from new.
increasing the number and diversity of climate actors
increasing the number and diversity of climate actors and practices
Also cross-compatibility with mail clients can be hairy, so you should see what the industry experts are doing.
You should always specify the height and the width of an image if only to help the browser lay the page out even before the image has been downloaded.
The quirky looking printf is necessary to correctly expand the script's arguments in $@ while protecting possibly quoted parts of the command (see example below).
For path names with newlines it is better to quote each pathname.
each of which we could show to be more beautiful, and more usable than the original.
You might not always notice, but Material Design is constantly evolving and iterating based on research.
Your validation functions should also treat undefined and '' as the same. This is not too difficult since both undefined and '' are falsy in javascript. So a "required" validation rule would just be error = value ? undefined : 'Required'.
here is my set of best practices.I review libraries before adding them to my project. This involves skimming the code or reading it in its entirety if short, skimming the list of its dependencies, and making some quality judgements on liveliness, reliability, and maintainability in case I need to fix things myself. Note that length isn't a factor on its own, but may figure into some of these other estimates. I have on occasion pasted short modules directly into my code because I didn't think their recursive dependencies were justified.I then pin the library version and all of its dependencies with npm-shrinkwrap.Periodically, or when I need specific changes, I use npm-check to review updates. Here, I actually do look at all the changes since my pinned version, through a combination of change and commit logs. I make the call on whether the fixes and improvements outweigh the risk of updating; usually the changes are trivial and the answer is yes, so I update, shrinkwrap, skim the diff, done.I prefer not to pull in dependencies at deploy time, since I don't need the headache of github or npm being down when I need to deploy, and production machines may not have external internet access, let alone toolchains for compiling binary modules. Npm-pack followed by npm-install of the tarball is your friend here, and gets you pretty close to 100% reproducible deploys and rollbacks.This list intentionally has lots of judgement calls and few absolute rules. I don't follow all of them for all of my projects, but it is what I would consider a reasonable process for things that matter.
This creates what is essentially an evolution process for the program, causing it to depart from the original engineered design. As a consequence of this and a changing environment, assumptions made by the original designers may be invalidated, introducing bugs.
D3 4.0 is modular. Instead of one library, D3 is now many small libraries that are designed to work together. You can pick and choose which parts to use as you see fit.
I totally understand that there may be a majority still considering this a bad practice and thus keeping it disabled by default in production seem ok. But there could at least be an option to enable it for people who want to, no?
Personal and professional development will follow andultimately these very same characteristics and approaches will naturally transfer intopractice and in direct contact with young people
what we learn when becoming youth workers is transferable to our practice, reflective of the necessity of openness and transparency. when we learn the value of these skills, we can demonstrate their value to the young people, and continue the learning journey together
the better a student/youth worker knows himself/herself the more likely he/shewill be able to help others know themselves;
the quality of training and the development of skills will impact on the growth of the young person
always use real <label for="correct_input"> elements. Just that alone is a UX consideration all too many forms fail on
step :direct_debit
I don't think we would/should really want to make this the "success" (Right) path and :credit_card be the "failure" (Left) track.
Maybe it's okay to repurpose Left and Right for something other than failure/success ... but only if we can actually change the default semantic of those signals/outputs. Is that possible? Maybe there's a way to override or delete the default outputs?
This connects the failure output to the previous task, which might create an infinity loop and waste your computing time - it is solely here for demonstrational purposes.
Yes, we could and should use Reform or Dry-validation here.
there are two key elements to an anti-pattern that distinguish it from a bad habit, bad practice, or bad idea
Each of the programming language generations aims to provide a higher level of abstraction of the internal computer hardware details, making the language more programmer-friendly, powerful, and versatile.
providing best practices for both HTML-rendering controllers and APIs.
we’re going to look how improved pattern matching and rightward assignment make it possible to “destructure” hashes and arrays in Ruby 3—much like how you’d accomplish it in, say, JavaScript
Like all best practices, I think the way you will resolve a problem will depend of the application you are doing.
If you're creating an actual, informational web page, stick to frameless HTML, CSS and unobstrusive JavaScripts and keep in mind that the page should still be usable with scripting disabled.
if you want a copy of my consolidated project management Excel workbook, feel free to contact me. It's gratis. I'm all for extending best practices.
sharing
For the future, you should: Install LTS (Long-term support) versions as they have an 8-year life span (with Extended Security Maintenance) or 5 years without. The current LTS version is Ubuntu 18.04.1 LTS Bionic Beaver released on July 26, 2018 with an EOL in April 2023. OR Carefully watch the EOL of the interim / development releases and upgrade frequently.
Very good guidelines, with several of them useful for any programming languages. Links to interesting node.js packages.
Page. S. E. (2020) The Coronavirus and Innovations. Items. Retrieved from: https://items.ssrc.org/covid-19-and-the-social-sciences/policy-models-in-pandemic/the-coronavirus-and-innovation/
Progress is made of compromises, this implies that we have to consider not only disadvantages, but also the advantages. Advantages do very clearly outweigh disadvantages. This doesn’t mean it perfect, or that work shouldn’t continue to minimize and reduce the disadvantages, but just considering disadvantages is not the correct way.
I don’t find the software slow, I find the startup time for snap packages when the start for the first time on a session slow, but that has been improved, and it’s public that the snapcraft team has been working hard to improve that.
There is seldom any good reason to use this option. Mixing ERB into your controllers defeats the MVC orientation of Rails and will make it harder for other developers to follow the logic of your project. Use a separate erb view instead.
That practice went from being standard practice to being a faux pas (not abstracting JavaScript functionality away from HTML) to, eh, you need it when you need it.
When you use target="_blank" with Links, it is recommended to always set rel="noopener" or rel="noreferrer" when linking to third party content. rel="noopener" prevents the new page from being able to access the window.opener property and ensures it runs in a separate process. Without this, the target page can potentially redirect your page to a malicious URL. rel="noreferrer" has the same effect, but also prevents the Referer header from being sent to the new page. ⚠️ Removing the referrer header will affect analytics.
Moher D, Bouter L, Kleinert S, Glasziou P, Sham MH, Barbour V, et al. (2020) The Hong Kong Principles for assessing researchers: Fostering research integrity. PLoS Biol 18(7): e3000737. https://doi.org/10.1371/journal.pbio.3000737
Guidelines do very little. Developer discipline is not a reliable method of encouraging best practices, they have to be enforced to be reliable.
Additionally, if we ever want to standardize more of JSX we need to start moving away from some of the more esoteric legacy behaviors of React.
Props and state can change, and components should handle those changes whenever they happen.
Even if a component is rendered just once, your design will improve if rendering twice doesn’t break it.
Teaching Tolerance offers some clear practices that can help establish connectedness:
Are these not "techniques", "exercises", "manoeuvers", from the "front of the room"? I suppose the answer is that technique and leadership are necessary but not sufficient for building community, and that unlike a "best practice" in a controllable process, they may or may not resonate (and thus work) for any given person or group.
but everything they were doing started to make sense