Taking smart notes is the deliberate practice ofthese skills. Mere reading, underlining sentences and hoping toremember the content is not.
Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.
Notes build up while you think, read, understand and generateideas, because you have to have a pen in your hand if you want tothink, read, understand and generate ideas properly anyway
An active reader is always thinking, writing, and annotating. The notes from this process can and could easily be used to facilitate writing and generating new material showing new contexts and new modes of thought.
maudlin experiments
self-pityingly or tearfully sentimental, often through drunkenness.
impudent
Not showing due respect for another person or being impertinent
When a goblet has a base that looks too small for security, it does not matter how cleverly it is weighted; you feel nervous lest it should tip over. There are ways of setting lines of type that may work well enough, and yet keep the reader subconsciously worried by the fear of “doubling” lines, reading three words as one, and so forth.
The writer seems to to talking about the reader of a design becoming overwelmed by the text in a design when they look at it if there is to much causing the message of the design to be lost or not focused on in the design.
Digital technology puts creation, production, and distribution into the hands of the designer, enabling such bold assertions of artistic presence. These acts of graphic authorship fit within a broader evolving model of collective author-ship that is fundamentally changing the producer-consumer relationship.
What role does technology play in shaping design?
Because of the technological advances that we have made, technology has helped designers to re-imagine the impossible.
Technology has helped us to create the impossible.
Today some graphic designers continue to champion ideals of neutrality and objectivity that were essential to the early formation of their field. Such designers see the client’s message as the central component of their work. They strive to communicate this message clearly, although now their post-postmodern eyes are open to the impossibility of neutrality and objectivity.
What distinguishes the field, or fields, of design from other creative occupations?
I think that creativity is key for distinguishing the difference between design and other occupation.
As a designer you have to be neutral and creative in getting your clients message across.
Looking back across the history of design through the minds of these influential designers, one can identify pervasive themes like those discussed in this introduction. Issues like authorship, universality, and social responsi-bility, so key to avant-garde ideology, remain crucial to contemporary critical and theoretical discussions of the field.
According to this author, what role should design play in society?
I think that the author was talking about how the design community should be the new avant-garde.
I think that designers should be at the forefront of the design community.
It matters less what you read, he told me, emphasizing each word, than how you take notes.
I appreciate how he puts some priority in note taking, but it does matter what your read.
Better:
It matters both what you read and how you take notes.
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.
this is an interesting article... and it goes deeply into the wider details behind the product it's reviewing. We don't normally see that with standard reviews.
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>
r/antiwork reading list - go through this
r/anarchy101 reading list - go through this
r/socialism reading list - go through this
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.
Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. T
Where did the idea of speed reading being a measure of our intelligence stem?
Certainly in a world of information overload there is the perception that greater consumption is better, but lack of comprehension and memory are the enemies.
Comprehension and the ability to remember the books we read should be of the utmost importance.
reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written.
Nice to see him pay some homage to orality here.
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
Collision reduction in Hash Tables : Open Addressing
Moving my (web) reading list to sticky notes because I never remember to check it on my computer.
Wall with stickie note sized print outs taped to it. They contain a QR code, presumably linking to the thing they want to read with a Title and author below it.
உலக சிந்தனை வரலாற்றை எடுத்துப் பார்த்தால் இதுவரையில் எழுதப்பட்டு தலைமுறை தலைமுறையாக கைமாற்றப்பட்டு நீடிக்கும் பெரும்பாலான படைப்புகள் புனைவுகளே.
Reading "refreshes," but it must lead to writing. Neither activity should be pursued at the exclusion of the other. "Continuous writing will cast gloom over our strength, and exhaust it," while continuous reading "will make our strength watery and flabby. It is better to have recourse to them alternately, and to blend one with the other, so that the fruits of one's reading may be reduced to the concrete form by the pen" (277).
Almost like saying that "man cannot live by bread alone"...
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
he page note can function as a general guide. When I teach I use it as a place to share possible instructions. For example, I want to share a close reading of John's work so that we can be a bit better prepared for the meet on #nwpstudio for First Chapter Friday with John McCaffrey. Or as John writes in the short afterword in the story, "If you really want to know the real story: what I felt, why I did what I did, why I didn’t do what I could? Listen. Listen close. It’s the only way."
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.
when you reach the end of a chapter, you pause for few minutes to author one or two paragraphs of text summarizing your understanding and reflections on the key concepts discussed in the previous chapter. Beyond the two paragraphs, it is also a good practice to articulate questions that come to mind, for which you will seek answers in the upcoming chapters, or that you want to research beyond the book.
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>
If you want to be a writer, you have to be a reader first.
“Don’t feel guilty if you spend the first 90 minutes of your day drinking coffee and reading blogs,” Nate Silver once advised young journalists. “It’s your job. Your ratio of reading to writing should be high.”
Stephen King says he writes all morning and reads all afternoon.
entretiens de Royaumont
These designers value expression over style
It's about expressing oneself or creates distortion rather than valuing or achieving a certain look that they should convey.
syntactical
in a way that relates to the grammatical arrangement of words
in a sentence: a syntactically complicated language
Shattering the constraints of minimalism was exhilarating and far more fun than the antiseptic discipline of the classical Swiss school.
That's understandable because doing the same type of style over and over again can be boring sometimes.
Discussion is led by an instructor, but the instructor’s job is not to give the students a more informed understanding of the texts, or to train them in methods of interpretation, which is what would happen in a typical literature- or philosophy-department course. The instructor’s job is to help the students relate the texts to their own lives.
The format of many "great books" courses is to help students relate the texts to their own lives, not to have a better understanding of the books or to hone methods of interpreting them.
This isn't too dissimilar to the way that many Protestants are taught to apply the Bible to their daily lives.
Are students mis-applying the great books because they don't understand their original ideas and context the way many religious people do with the Bible?
This book, then, is an analysis of physiotherapy through the lens of the sociology of the professions. It explores what the professions are, what they do in society, what’s good about them, and what’s bad. It applies these ideas to physiotherapy so that we can better understand the issues the profession is now facing. And the book concludes with some challenging and, some might say, heretical recommendations for where physiotherapy goes next, as we all adapt to the post-professional era.
The aim of the book.
I'm intrigued. I don't see an easy route from where we are to a society giving up on its professionals.
The End of Physiotherapy
See here for more information.
with medicine being the paradigm case
And possibly law.
A good library is filled with mostly unread books. That’s the point. Our relationship with the unknown causes the very problem Taleb is famous for contextualizing: the black swan. Because we underestimate the value of what we don’t know and overvalue what we do know, we fundamentally misunderstand the likelihood of surprises. The antidote to this overconfidence boils down to our relationship with knowledge. The anti-scholar, as Taleb refers to it, is “someone who focuses on the unread books, and makes an attempt not to treat his knowledge as a treasure, or even a possession, or even a self-esteem enhancement device — a skeptical empiricist.” My library serves as a visual reminder of what I don’t know.
I prefer the positive interpretation, of how much more there is to know. Quantifying anything in terms of how much we do not have is limited because we have finite knowledge out of an infinite set.
Each book instead of referencing something we do not know is a portal into things we have yet to know.
I think Nassim Taleb also mentioned elsewhere that having a lot of books you haven't read shows interest in a topic.
article explores how annotation with digital, social tools can address digital reading challenges while also supporting writing skill development for novices in college literature classrooms. The author analyzes student work and survey responses and shows that social annotation can facilitate closer digital reading and scaffold text-anchored argumentation practices.
Writing to understand what I read is critical to my practice. Doing so socially is particularly helpful when I don't understand something or am lacking the motivation to keep reading.
405
Our close reading passage this week is from Book 10, lines 406-449:
from: 10.406 "so she spoke, and the proud heart in me was persuaded..." to 10. 449: "...but followed along in fear of my fierce reproaches."
Instructions: as with last week's passage, pay attention to every detail that catches your attention, or that doesn't seem to make sense. Context matters: the scene in last week's passage was Ithaca, a relatively normal if disorderly human community, but this week's passage deals with events on a magical island where humans are easily changed into animals. Is this island in any way a threat to the homecomings of Odysseus and his men? In your view, does it affect their behavior?
475
Hopkins at Home The Odyssey of Homer: a Close Reading
Sample close reading passage: 5.475 - 5.493 (end of chapter 5)
This moment occurs at the end of book five, just after Odysseus has escaped the rage of Poseidon by dragging himself ashore on the island of Scheria (likely Corfu), land of the Phaiakians/Phaeacians. Odysseus has just decided to look for shelter in the nearby forest, which despite the danger of wild animals offers somewhat more warmth than the wet shore of the river from which he has crawled. To help with our discussion I’ve divided the text into three parts.
I’d suggest printing this out and jotting your thoughts down—circle words that strike you as significant, as having multiple meanings, etc. Enjoy! You can send your thoughts to me or just keep your notes handy for our next class.
Karnofsky suggests that the cost/benefit ratio of how we typically think of reading may not be as simple as we intuitively expect i.e. we think that 'more time' = 'more understanding'.
If you're simply reading to inform yourself about a topic, it may be worth reading a couple of book reviews, and listening to an interview or two, rather than invest the significant amount of time necessary to really engage with the book.
A few hours of skimming and reviews/interviews may get you to 25% understanding and retention, which in many cases may be more than enough for your needs of being basically informed on the topic. Compared to the 50 - 100 hours necessary for a deep, analytical engagement with the text, that would only get you to 50% understanding and retention.
That being said, if your goal is to develop expertise, both Karnofsky and Adler ('How to read a book') suggest that you need a deep engagement with multiple texts.
https://site.pennpress.org/material-texts-2021/9780812236422/textual-situations/
This looks interesting for a later time...
Textual Situations: Three Medieval Manuscripts and Their Readers by Andrew Taylor
Generations of scholars have meditated upon the literary devices and cultural meanings of The Song of Roland. But according to Andrew Taylor not enough attention has been given to the physical context of the manuscript itself. The original copy of The Song of Roland is actually bound with a Latin translation of the Timaeus.
Textual Situations looks at this bound volume along with two other similarly bound medieval volumes to explore the manuscripts and marginalia that have been cast into shadow by the fame of adjacent texts, some of the most read medieval works. In addition to the bound volume that contains The Song of Roland, Taylor examines the volume that binds the well-known poem "Sumer is icumen in" with the Lais of Marie de France, and a volume containing the legal Decretals of Gregory IX with marginal illustrations of wayfaring life decorating its borders.
Approaching the manuscript as artifact, Textual Situations suggests that medieval texts must be examined in terms of their material support—that is, literal interpretation must take into consideration the physical manuscript itself in addition to the social conventions that surround its compilation. Taylor reconstructs the circumstances of the creation of these medieval bound volumes, the settings in which they were read, inscribed, and shared, and the social and intellectual conventions surrounding them.
https://torrentfreak.com/book-publishers-expand-uk-pirate-site-blocking-151128/
Blocking at the ISP level has been used as a strategy for preventing copyright for a while. What better methods might exist? Is this method just whack-a-mole?
https://infohist.fas.harvard.edu/news/information-cultures-series-john-hopkins-university-press
This looks like a fascinating series and who could go wrong with Ann Blair, Anthony Grafton, and Earle Havens?
Also interesting to see what sorts of things they will find interesting at the cutting edge of all these disciplines.
The Odyssey of Homer: a Close Reading
Wondering whether, for fun, we ought to be doing a close listening instead of a close reading of Home.
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."
́his historical interest is fueled not onlyby the rapid growth of the history of readingW of which the study of notetaking is an offshootW
Where exactly do we situate note taking? Certainly within the space of rhetoric, but also as Ann M. Blair suggests within the history of reading.
What else? manuscript studies, psychology, others?
PREPARATION FOR WORK
This whole section looks the most interesting and promising to me: reading, memory, and notes!
I'll likely read these first and at best skim the rest depending on content.
dichotomous
1: dividing into two parts
2: relating to, involving, or proceeding from dichotomy the plant's dichotomous branching a dichotomous approach can't be split into dichotomous categories
Yet most companies neglect design as a strategy tool. What they don’t realize is that design can enhance products, environments, communi-cations, and corporate identity.”
This is true because a Designer can communicate one's ideas in a clear and sensible way. Companies need design in order to get as many people to associate themselves with them.
maelstrom
1: a powerful often violent whirlpool sucking in objects within a given radius tried to shoot the canoe across a stretch of treacherous maelstrom — Harper's
2: something resembling a maelstrom in turbulence the maelstrom enveloping the country a maelstrom of emotions
raison d’être
Reason or justification for existence.
The typographer must take the greatest care to study how his work is read and ought to be read.
Absolutely, depending on the work and the intention behind it. You wouldn't want your audience to be confused about the readability of your work.
“Hurry up and do it before someone else does!” she told him. And so he did.
At least he did it quickly as possible because it's a known fact that people can have similar ideas as you.
ephemera
Definition of ephemera 1: something of no lasting significance —usually used in plural
2 ephemera plural : paper items (such as posters, broadsides, and tickets) that were originally meant to be discarded after use but have since become collectibles
A handful of African-American designers seemed exempt from Modernism’s influence, which may be because they didn’t work in advertising or commerce.
This is not surprising at all. Funny thing is just as he mentioned that...it made me realize there's barely any black designers being known, especially around that time.
Time Required
Pages 35 to 39
Payments in Lieu of TaxesBy Nonprofits: Case Studies
comment in hypothesis for class.
Introduction
Read from here to page 29 of the pdf (54) - 3 hours
“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>
La gare est à 5 minutes en voiture de la maison, 15 minutes en tramway . Elle permet de rejoindre Paris en 45 minutes de TGV, Disneyland Paris en 30 minutes.
Un parc avec des jeux pour enfants est situé à 3 minutes à pieds de la maison :)
https://www.youtube.com/watch?v=jfXE6VCBo3k
This boils down to distilling one's notes down to something smaller.
Book review (and cultural commentary) on Alex Beam's A Great Idea at the Time, (Public Affairs, 2008).
The big thing here for me, though, is the difference between tagged content showing up in a read-only space vs. showing up in a read-and-write space.
Or more powerful, in a read, write, remix, and edit space.
Somewhat related to:
The Read Write Web is no longer sufficient. I want the Read Fork Write Merge Web. #osb11 lunch table. #diso #indieweb 2011-06-23 at OSBridge2011 having lunch with Ward, Tantek exclaimed
https://indieweb.org/2011/Smallest_Federated_Wiki#Inspiration
https://fs.blog/2021/08/remember-books/
A solid overview of how to read. Not as long or as in-depth as Mortimer J. Adler, but hits all of the high points in an absorbable manner.
Definitely worth re-reading...
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>
“The things you’re looking for, Montag, are in the world, but the only way the average chap will ever see ninety-nine percent of them is in a book.” —Ray Bradbury, Fahrenheit 451
“Think before you speak. Read before you think.” —Fran Lebowitz
How does the book relate to topics you’re already familiar with?
Spark:
Some people think and endeavor to read a book once and take such great notes that they'll never have to read it again. They're fooling themselves if they think they can do this. The context of what's in the book compared to the context of what they already know is ever-changing. The new you that re-reads a book years or months later will notice new and different things. Make new and interesting connections. Much like Heraclitus's river, we ourselves are ever-changing, and our changing contexts will allow us to get different things from what we're reading on subsequent visits.
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.
The solution to the vanishing bookmark came in the form of what is called a “register bookmark." This type, which looks like a spider with its legs trapped, was securely fastened to the top of the binding (visible below), so it couldn’t get lost. Additionally, the bookmark allowed the reader to mark multiple locations in the book.
Register bookmark
These carousels allowed readers to consult multiple manuscripts in a very convenient fashion, by spinning (slowly!) the top part, which moved. The oldest one I could find dates from the fourteenth century (here(Opens in a new window)), but it is possible they were in use even earlier.
there are very few medieval scenes in which someone is reading but not writing—where books are present but pens are not. In part, this has to do with medieval study practices. Readers would usually have a pen nearby even when they were just reading. After all, remarks and critiques needed to be added to the margin at the spur of the moment. “Penless” images, while rare, often show a crowded desktop.
Images of Medieval reading practices generally pictured pens along with books. In the rare cases where pens were not included, the desks pictured were messy and thus covered up the pens involved.
Did you feel bad about setting down a book knowing that you’d never pick it up again? If you did feel bad, it’s not your fault. We moralize reading.
This just happened to me last Summer when I felt pretty guilty about putting down a book I was reading for fun. As an English major, I feel an extra incentive to keep reading because that's what people expect of me. That is, since I am devoting a great deal of my life and school career to reading, I am required to finish all books I pick up. If I don't, then I have somehow failed.
საკუთარი სიამოვნებისთვის სისტემატიური კითხვა ხელს უწყობს მოსწავლის განათლებას ბევრი მიმართულებით.
გარეგანი ჯილდოს მიცემა (მაგ., თამაში დრო) როგორც მინიმუმ არაა აუცილებელი (სიამოვნებისთვის კითხვა უკვე ჯილდოა) და შეიძლება საზიანოც იყოს (გარეგან ჯილდოს მიჩვეული მოსწავლე სკოლის გარეთ თავისით წაიკითხავს?)
სკოლაში მოცულობითი ბიბლიოთეკის ყოლა მაღალი გავლენა აქვს მოსწავლეების განათლებაზე. იმხელა, რომ შეუძლია გადაწონს სიღარიბით გამოწვეული ნეგატიური ეფექტი.
https://kimberlyhirsh.com/2019/04/01/dissertating-in-the.html
A description of some of Kimiberly Hirsh's workflow in keeping a public research notebook (or commonplace book).
I'd be curious to know what type of readership and response she's gotten from this work in the past. For some it'll bet it's possibly too niche for a lot of direct feedback, but some pieces may be more interesting than others.
Did it help her organize her thoughts and reuse the material later on?
What is Border Gateway Protocol? https://www.youtube.com/watch?v=A1KXPpqlNZ4
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
部分可以参考我一篇拖更了很久的回答：家庭药箱需常备哪些药品和工具？ - Leslie Pan的回答 - 知乎
Link https://www.zhihu.com/question/21407675/answer/154012115
The first step in translating experience, either of other men's writing, or of your own life, into the intellectual sphere, is to give it form. Merely to name an item of experience often invites you to explain it; the mere taking of a note from a book is often a prod to reflection. At the same time, of course, the taking of a note is a great aid in comprehending what you are reading.
on the purpose of taking notes, annotating one's reading, or commonplacing
highlight is a quote from
C. Wright Mills' profound "Appendix: On Intellectual Craftsmanship," as found in his book on The Sociological Imagination.[16]
Reading should never be merely passive and consist in the mere absorption or copying of information. It should be critical and engage the material reflectively, being guided by questions such as "Why is this important?" "How does this fit in?" "Is it true?" "Why is the author saying what she is saying?" etc.
Reading is a stillness that another stillness called forth. At its root it is a communal meditation.
What a magnificent quote.
The Latin noun ‘compendium’, and the phrase ‘via compendiaria’ were used assynonyms for the noun ‘methodus’ during the sixteenth and seventeenth centuries.23ByLinnaeus’s time, the word was used in Latin book titles to denote a compilation of collocatedtexts that had previously existed as separate works on their own, or which, if removed and distrib-uted separately, could be read without recourse to other parts of the book.
we first thought about starting a reading group, as many other institutions and departments have done. But we wanted to make the barrier to joining the conversation as low as possible
This is an interesting point. Faculty members take reading assignments seriously; some folks will skip events rather than show up unprepared. Starting with a facilitator's presentation is an interesting way over that barrier.
William Poole, “The Genres of Milton’sCommonplace Book,” inThe Oxford Handbook of Milton, ed. NicholasMcDowell and Nigel Smith (2009), pp.367–81, argues that since Milton’scommonplace book was an exercise in moral philosophy (the discipline towhich his headings of ethics, economics, and politics correspond), it wascompiled for action.
John Milton's commonplace book was an exercise in moral philosophy and it was compiled for action, not just a collection.
https://www.youtube.com/watch?v=G4Qsu03Oz30
This same sort of functionality is something I'd built into my TiddlyWiki ages ago. Interesting to see some of these same sorts of functionalities being built into other note taking tools.
Sort of makes me want to consider nested tags in Obsidian...
n fact, any book that can be read for understanding or information can probably be read for entertainment as well, just as a book that is capable of increasing our understanding can also be read purely for the information it contains. (This proposition cannot be reversed: it is not true that every book
any book that can be read for understanding or information can probably be read for entertainment as well, just as a book that is capable of increasing our understanding can also be read purely for the information it contains. (This proposition cannot be reversed: it is not true that every book that can be read for entertainment can also be read for understanding.)
reading for understanding >= reading for information >= reading for entertainment
What sort of mathematical relationship would we call this? Linear? Associative? Equivalence relation?, etc.? Let's define it more specifically.
We do not want to give the impression that facts, leading to increased information, and insights, leading to increased understanding, are always easy to distinguish. And we would admit that sometimes a mere recital of facts can itself lead to greater understanding. The point we want to emphasize here is that this book is about the art of reading for the sake of increased understanding. Fortunately, if you learn to do that, reading for information will usually take care of itself.
This book will focus on and emphasize reading for greater understanding with the benefit that, when accomplished, reading for information should take care of itself without significantly more work.
The first sense is the one in which we speak of ourselves as reading newspapers, magazines, or anything else that, according to our skill and talents, is at once thoroughly intelligible to us. Such things may increase our store of information, but they cannot improve our understanding, for our understanding was equal to them before we started. Otherwise, we would have felt the shock of puzzlement and perplexity that comes from getting in over our depth-that is, if we were both alert and honest.
Here they're comparing reading for information and reading for understanding.
How do these two modes relate to Claude Shannon's versions of information (surprise) and semantics (the communication) itself. Are there other pieces which exist which we're not tacitly including here? It feels like there's another piece we're overlooking.
Thus we can roughly define what we mean by the art of reading as follows: the process whereby a mind, with nothing to operate on but the symbols of the readable matter, and with no help from outside, 0 elevates itself by the power of its own operations. The mind passes from understanding less to understanding more. The skilled operations that cause this to happen are the various acts that constitute the art of reading.
I'm not sure I agree with this perspective of not necessarily asking for outside help.
What if the author is at fault for not communicating properly or leaving things too obscure? Is this the exception of which he speaks?
What if the author isn't properly contextualizing all the necessary information to the reader? This can be a particular problem when writing history across large spans of both time and culture or even language.
Reading and listening are thought of as receiving communication from someone who is actively engaged in giving or sending it. The mistake here is to suppose that receiving communication is like receiving a blow or a legacy or a judgment from the court. On the contrary, the reader or listener is much more like the catcher in a game of baseball. Catching the ball is just as much an activity as pitching or hitting it. The pitcher or batter is the sender in the sense that his activity initiates the motion of the ball. The catcher or fielder is the receiver in the sense that his activity terminates it. Both are active, though the activities are different.
Reading is a receptive active undertaking in the same way as a catcher receiving a pitch in baseball.
One reader is better than another in proportion as he is capable of a greater range of activity in reading and exerts more effort. He is better if he demands more of himself and of the text before him.
the more active the reading the better.
How much more active can it be than also actively annotating and note taking?
One of the reasons for this situation is that the very media we have mentioned are so designed as to make thinking seem unnecessary (though this is only an appearance). The packaging of intellectual positions and views is one of the most active enterprises of some of the best minds of our day. The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements-all the way from ingenious rhetoric to carefully selected data and statistics-to make it easy for him to "make up his own mind" with the minimum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and "plays back" the opinion whenever it seems appropriate to do so. He has performed acceptably without having had to think.
This is an incredibly important fact. It's gone even further with additional advances in advertising and social media not to mention the slow drip mental programming provided by algorithmic feeds which tend to polarize their readers.
People simply aren't actively reading their content, comparing, contrasting, or even fact checking it.
I suspect that this book could use an additional overhaul to cover many of these aspects.
the problem of how to read a number of related books in relation to one another and read them in such a way that the complementary and conflicting things they have to say about a common subject are clearly grasped.
This could be a fascinating discussion to take a close look at later in the book.
To all intents and purposes he remains a sixth-grade reader till well along in college.
This was apparently true in the 1940s and 1970s. Have things improved measurably since?
Mortimer]. Adler
Adler apparently kept a commonplace book in the form of a massive zettelkasten (and may have kept a more traditional commonplace book as well). I wonder if they detail any note taking details or advice here.
Seems as if Slavitt has translated a lot of modernity into an ancient text which likely didn't have many of our modern references. This seems to be the sort of reading into a text that many moderns do to the Bible. Better would be to read it as the author intended to the audience to which it was intended rather than reading additional meanings into the text.
Feel free to play hopscotch
This idea of playing hopscotch#%22Table_of_Instructions%22_and_structure) through a text reminds me of some mathematics texts I've come across where the author draws out a diagram of potential readings and which portions are prerequisites so that professors using the book might pick and choose chapters to skip in their presentations.
Also reminiscent of the Choose Your Own Adventure books from childhood too.
cross reference: [[John Barth]], [[Henry James Korn]] and [[experimental fiction]], and [[hypertext]]
meeting
typo
Digital Social Reading · Works in Progress by [[Federico Pianzola]] (2021)
Federico mentioned this in the group chat at I Annotate 2021.
An awesome looking annotation tool that dovetails with Zotero to invite students and readers into texts with annotations.
Demonstrated by Axel Dürkop at the Social Hour: Annotate This Party With Annotation Show-and-Tell
Introduced to briefly by Giampaolo Ferradini at I Annotate 2021. A tool for reading and learning.
Requested an invite.
re-reading is useless for understanding
this could use a link for underlying support/evidence, particularly for the newcomer.
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Jeremy Dean</span> in ‘What I Really Want Is Someone Rolling Around in the Text’ - The New York Times (<time class='dt-published'>06/09/2021 12:13:02</time>)</cite></small>
I like the idea of this checklist.
If one replaced Ebooks on this list with "personal website" it would sound very IndieWeb in spirit.
syndicated copies:
<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Sam Anderson</span> in ‘What I Really Want Is Someone Rolling Around in the Text’ - The New York Times (<time class='dt-published'>06/09/2021 12:13:02</time>)</cite></small>
Is Google Making Us Stupid?: What the Internet is doing to our Brains by Nicholas Carr July/August 2008 in The Atlantic
Maryanne Wolf
Dig into Maryanne Wolf's research a bit when I have time: https://www.maryannewolf.com/
Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
I like this concept of deep reading.
Compare/contrast with close reading and distant reading.
What other types of reading might we imagine?
In Plato’s Phaedrus, Socrates bemoaned the development of writing. He feared that, as people came to rely on the written word as a substitute for the knowledge they used to carry inside their heads, they would, in the words of one of the dialogue’s characters, “cease to exercise their memory and become forgetful.” And because they would be able to “receive a quantity of information without proper instruction,” they would “be thought very knowledgeable when they are for the most part quite ignorant.” They would be “filled with the conceit of wisdom instead of real wisdom.” Socrates wasn’t wrong—the new technology did often have the effects he feared—but he was shortsighted. He couldn’t foresee the many ways that writing and reading would serve to spread information, spur fresh ideas, and expand human knowledge (if not wisdom).
I feel like Western culture has lost so much of our memory traditions that this trite story, which I've seen often repeated, doesn't have the weight it should.
Why can't we simultaneously have the old system AND the new? Lynne Kelly and Margo Neale touch on this in their coinage of the third archive in Songlines.
I grew up with Harry Potter. Grew up with Tolkien, grew up with Eragon, grew up with the series for the Lady Knight, grew up with the Chronicler. Grew up with all these fantasy books. I grew up with them.
Time in the US - reading - pastimes
I think in fourth grade was the first largest book that I read. It was the Bram Stoker's Dracula, the big one. That was the first biggest book that I read, and then I had an obsession with Roald Dahl. Roald Dahl was my thing. I loved Roald Dahl. The BFG, the Twitches, the Witches, all of it, I loved it. I loved it. I loved it. Matilda, Matilda. Oh, my God. I loved Matilda. Roald Dahl was a huge thing -- as well childrens’ books -- but I was also reading adult books at the same time. Around this time is when I started getting my obsession with the Holocaust, with all this tragedy.
Time in US - passing the time - reading books - learning - education
Read, K., Gaffney, G., Chen, A., & Imran, A. (2021). The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children. PsyArXiv. https://doi.org/10.31234/osf.io/dvcqm
We also show how our construction im-proves the efficiency of all existing tightly-secure AKE protocols.
I've been using (and recently, contributing slightly to) Git for well over a decade. I don't have any single thing I'd specifically recommend at this point, but if you're looking for a decent book on Git, the Pro Git book has a bunch of plus-es: it's on line and kept up to date, it's free, and it's correct (unlike far too many online tutorials). There is also Think Like (a) Git, which covers most of what's missing from Pro Git.
it’s more accurate to say that readers notice the absence of structures, and/or when we shift the logics of one structure to another mid-stream, without saying anything.
I often see this in my undergraduate and postgraduate students; they make a conceptual move without signalling it to the reader, which leaves the reader feeling discombobulated.
“but I how will I be able to find stuff later on?”. Good question we’ll answer later. A part of the answer is simply by re-reading. If you don’t re-read what you’ve written, nothing will ever happen with it. So, if you intent to simply write down thoughts in order to feel a temporary moment of relief, fine. But if you intent to change your life, that won’t suffice.
One needs to re-read and reprocess things from time to time. This is a part of the combinatorial creativity that having notes is for.
This is reminiscent of the CAA addage: "If you read something and then don't tell anyone about it, you may as well not have read it in the first place."
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.
GRADE K-4 GRADE 5-6 GRADE 7-8 GRADE 9-12 SPANISH TECH TEACHER Teacher Sign Up Sign In Teacher Sign Up Sign In GRADE K-4 GRADE 5-6 GRADE 7-8 GRADE 9-12 SPANISH TECH TEACHER TT GRADE K-4 GRADE 5-6 GRADE 7-8 GRADE 9-12 SPANISH TECH TEACHER Teacher sign up Sign In Why did ancient Greeks and Romans eat lying down? (Thinkstock) Why did ancient Greeks and Romans eat lying down? By: Ask Smithsonian, Smithsonianmag.com November 25, 2015 Published: November 25, 2015 Lexile: 1230L var addthis_config = { services_exclude: 'print,printfriendly', data_ga_property: 'UA-6457029-1', data_track_clickback: true }; var addthis_share = { url_transforms : { shorten: { twitter: 'bitly' } }, shorteners : { bitly : {} }, templates : { twitter : '{' + '{title}' + '}: {' + '{url}' + '} via @TweenTribune' } }; 530L 780L 1040L 1230L Assign to Google Classroom You asked us, "Why did ancient Greeks and Romans eat lying down?" Reclining and dining in ancient Greece started at least as early as the 7th century BCE and was later picked up by the Romans. To eat lying down, while others served you, was a sign of power and luxury enjoyed by the elite. People further down the social ladder copied the laid-back dining style, if they could afford to. I mean, who wouldn't want to stretch out while chowing down, but not everyone was so lucky in ancient Greece. You see, women didn't generally get invited to banquets except for rare occasions like wedding feasts and even then they had to sit upright. It was only in ancient Rome that customs changed, allowing upper-class women to lounge alongside men, and while it sounds sweet, all that lying down and eating can't have been good for the heartburn. Source URL: https://www.tweentribune.com/article/teen/why-did-ancient-greeks-and-romans-eat-lying-down/ Filed Under: Video Culture Odd news Smithsonian Assigned 49 times CRITICAL THINKING QUESTION Why did people “further down the social ladder” copy people above them? Write your answers in the comments section below Please log in to post a comment COMMENTS (15) arellanoj-rob 11/30/2015 - 09:46 a.m. I think that people "further down the social ladder" copied people above them because they thought it'd earn them some sort of respect. It probably gave them sense of power back then. julianc-bag 11/30/2015 - 07:32 p.m. I don;t like eating at the dinner table I prefer the living room. ShawnaWeiser-Ste 12/02/2015 - 03:56 p.m. This seems quite unnecessary and dangerous. Its very common for people lying down to choke while they are eating, I mean come on. Good thing the women and the poor were not allowed to engage in such activities; they probably lived much longer than the rich men. laurenc-bag 12/03/2015 - 09:18 p.m. People "further down the social ladder" copied people above them, possibly to make themselves look a little wealthier than they were. It was a sign of luxury and was only enjoyed by the elite, so they wanted to experience that as well. laurenc-bag 12/03/2015 - 09:21 p.m. And, most likely, my weirdest custom at home is listening to music while watching a video on my phone while FaceTiming my friends, if that even counts as a strange custom... But, I also pray before I eat every meal with my family, which might seem strange to some people. laurenc-bag 12/03/2015 - 09:30 p.m. (It didn't allow me to take the test for some reason...) carsonb-2-bar 12/03/2015 - 10:28 p.m. In the early 7th century reclining and dining in Greece started and later on picked up by the Romans. According to the article it was a sign of power, especially when others served you. People in lower social classes copied it. The lower class people probably copied the upper-class people to be cool. Maybe it made them feel powerful. I thought the article was interesting. I never knew why many pictures back in the 7th century show people eating while lying down. I guess you could say they were the first couch potatoes! bellae1-lin 12/04/2015 - 02:57 p.m. People "further down the social ladder" copied people above them because they wanted to feel luxurious and wealthy. They would want to feel this way because they may not be treated like luxury, and they wanted to see with the eyes of a wealthy being. briannec-ste 12/07/2015 - 05:09 p.m. I personally don't like to eat laying down because I feel like I am being choked. I don't understand how laying down and being fed was a sign of wealth. The laying down not at all but the getting fed I understand. gisellem-pay 12/08/2015 - 11:11 a.m. I think that this concept is similar to our current society. Many people find or develop a custom, in which will catch on to others just to prove their power or how modern they believe they are. This also reminds me of China and foot binding. This tradition was passed down for women as a beauty concept. 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The central idea of the text is that people ate lying down during Ancient Greece because lying down when eating was considered to be a luxury, and symbolized a high class, although high class men and women had different standards. High class women didn't have the right to lie beside men until Ancient Rome, when the customs finally changed.
At Slow Art Day events, museums generally ask visitors to look at five objects for 10 minutes each — enough time, often, to keep them looking a little longer. But the practice varies. Jennifer Roberts, an art history professor at Harvard University and a proponent of slow art, has her students look at an individual artwork for three hours. “Approach it as if you were a visitor from another planet with no prior knowledge of the configuration or content of earthly art,” she tells them.
Why isn't there a slow reading movement that does this with books? What would that look like? What might it accomplish?
No matter how engaging, funny, well-produced the video is, I will not be able to retain it unless I cannot read along.
I'm wondering how people of various stripes like this and other versions may or may not relate to the variety of mnemotechniques out there.
Ergonomie & accessibilité (making education accessible) :
Be sure to make notes while reading and write a little summary at the end. This will help greatly when you need to look back at the text.
Media, P. A. (2020, July 25). Deafblind woman and sister verbally abused for lifting mask on train. The Guardian. https://www.theguardian.com/society/2020/jul/24/deafblind-woman-and-sister-verbally-abused-for-lifting-mask-on-train
Kartushina, N., Mani, N., AKTAN-ERCIYES, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., … Mayor, J. (2021, March 5). COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters. https://doi.org/10.31234/osf.io/5ejwu
ReconfigBehSci. (2020, November 9). Session 2: The policy interface followed with a really helpful presentation by Lindsey Pike, from Bristol, and then panel discussion with Mirjam Jenny (Robert Koch Insitute), Paulina Lang (UK Cabinet Office), Rachel McCloy (Reading Uni.), and Rene van Bavel (European Commission) [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1325795286065815552
I try to keep a note of what I read, which I probably would not do if I was not writing a blog
I've recently shifted into a frame of mind where I think that, if I'm reading something (something that isn't obviously news or entertainment), I should be making notes. If I'm not making notes, then I'm probably wasting my time reading that particular piece of content.
That point warrants pondering, because the history of reading has become one of the most vital fields of research in the humanities; yet it consists for the most part of case studies, which do not fit into a general pattern. Instead of sharing a common view of long-term trends, historians of reading tend to treat their subject as a moving target driven by the interplay of binary opposites: reading by turning the leaves of a codex as opposed to reading by unrolling a volumen, reading printed texts in contrast to reading manuscripts, silent reading as distinct from reading aloud, reading alone rather than reading in groups, reading extensively by racing through different kinds of material vs. reading intensively by perusing a few books many times. Now that the research has shifted to commonplace books, we may add segmental vs. sequential reading to the list.
This paragraph is a good overview of areas of research into reading.
It was also adapted to “reading for action,” an appropriate mode for men like Drake, Harvey, John Dee, John Rous, Sir Robert Cotton, Edward Hyde, and other contemporaries, who consulted books in order to get their bearings in perilous times, not to pursue knowledge for its own sake or to amuse themselves.
Segmental reading compelled its practitioners to read actively, to exercise critical judgment, and to impose their own pattern on their reading matter.
How many types of reading are there?
Unlike modern readers, who follow the flow of a narrative from beginning to end, early modern Englishmen read in fits and starts and jumped from book to book. They broke texts into fragments and assembled them into new patterns by transcribing them in different sections of their notebooks. Then they reread the copies and rearranged the patterns while adding more excerpts. Reading and writing were therefore inseparable activities.
Overview of reading patterns by early modern Englishmen.
References Garrison, D. Randy, Terry Anderson, and Walter Archer. “Critical inquiry in a text-based environment: Computer conferencing in higher education.” The internet and higher education 2, no. 2-3 (1999): 87-105. Orlov, George, Douglas McKee, James Berry, Austin Boyle, Thomas DiCiccio, Tyler Ransom, Alex Rees-Jones, and Jörg Stoye. “Learning During the COVID-19 Pandemic: It Is Not Who You Teach, but How You Teach.” NBER Working Paper 28022 (2020). Rienties, Bart, and Bethany Alden Rivers. “Measuring and understanding learner emotions: Evidence and prospects.” Learning Analytics Review 1, no. 1 (2014): 1-27.
yay more reading references
in spite of logging thousands of hours, having a strong reading habit and being almost driven to books, I realised that I’m still really bad at the process of learning from books. What I excel at is the very efficient consumption of text content. And tragically, that is what we are all trained to optimise for.
I feel you, and I think recognizing this is definitely a step in the right direction. I think social media like formats and dynamics for non-fiction might be a great space to explore.
Introduce students to the “explode to explain” strategy. When students “explode to explain,” they closely read a key sentence or two in a source, annotate, and practice explaining what they are thinking and learning.
This is a specific strategy to include in an active reading session.
"Cognitive science has repeatedly demonstrated that we forget more than 70% of what read in less than a week," he says. "This is fine in the context of fiction -- indeed, it might even be desirable!
We forget what we read very quickly
[21, 39] directlyuse conventional CNN or deep belief networks (DBN)
interesting, read!
Summary 3
This is an excellent summary.
Treating the web as a compile target has a lot of implications, many negative. For example “view source” is a beloved feature of the web that’s an important part of its history and especially useful for learning, but Svelte’s compiled output is much harder to follow than its source. Source maps, which Svelte uses to map its web language outputs back to its source language, have limitations.
Put yourself in the reader’s position and see if you can get a grip on how they might respond to your writing.
It seems like good advice but it's actually quite hard to divorce yourself from what you know. See the curse of knowledge.
This is why I think that having this list of questions is a good idea; you don't have to rely solely on putting yourself in the reader's shoes.
It also means that my annotations are in the paths of others and I need to consider that, forcing me to add context and consideration to my own notes.
Epiphany! Social annotating while reading brings to READING a stance I try to have when WRITING: considering an audience. Do I read differently when my annotations mean my reading has an audience?
reading fram
The reading frame is the way of dividing each sequence of nucleotides in the DNA or RNA molecule into a set of consecutive, non-overlapping triplets.
Start by reading this post (Final Form + Fonk)
The idea of the hermeneutic circle is to envision a whole in terms how the parts interact with each other, and how they interact with the whole. That may sound a little bit out there, so let’s have a look at a concrete example.
This is a general concept, the rest of the article extrapolates the idea to the act of reading. This may be a stretch, since it implies that whatever can be broken into parts will belong to the hermeneutic circle, while this only applies to interpreting (text)
As objective you may try to be, interpreting a text doesn’t happen in a vacuum. The hermeneutic circle captures the complex interaction between an interpreter and a text.
This is the only useful idea in the text. Whatever we read has the context in which it was written and the context in whcih it is being read. Is this a hermeneutic circle as described earlier? Don't think so.
If you’d like to differentiate between the various functions a paragraph in a text can have, look out for signal words. For example, the following literal devices may indicate that the function is to build a mental model: schema, allegory, analogy, hypothesis, metaphor, representation, simile, theory. Put a corresponding “model” mark next to these.
Luhmann didn’t only write a lot and developed the most complex of all theoretical bodies in the social sciences. He was known for his vast knowledge and deep thinking. He didn’t run to his Zettelkasten when you asked him something. This is because he practiced thinking through writing and processing in the context of the Zettelkasten.
I read Zettelkasten (German for “slip box”, or “card index”) and immediately think commonplace book!
The Barbell Method takes this into account by integrating your reading habit into your knowledge work with two steps: Read the book. Read swiftly but don’t skip any parts unless they make you vomit or put you to sleep. Mark all the passages that stand out and contain useful, interesting or inspiring information. Read the book a second time. But now you read the marked parts only. This time you make notes, connect them to past notes (Zettelkasten Method!) and think about what you’ve read. Make mindmaps, drawings, bullet points – everything that helps you to think more clearly.
being able to follow links to “follow a conversation” that is threaded on Twitter.
This is one of my favorite parts about my website and others supporting Webmention: the conversation is aggregated onto or more closely adjacent to the source. This helps prevent context collapse.
Has anyone made a browser tool for encouraging lateral reading? I'd love a bookmarklet that I could click to provide some highly relevant lateral reading resources for any particular page I'm on.
What’s lateral reading?
lateral reading, noun
When you open up the Hypothes.is sidebar on a website and read the highlights and annotations that provide additional context to the main context.
It is worth asking why ebooks and e-readers like the Kindle treaded water after swimming a couple of laps. I’m not sure I can fully diagnose what happened (I would love to hear your thoughts), but I think there are many elements, all of which interact as part of the book production and consumption ecosystem.
For me, and potentially for a majority of others, our memories have evolved to be highly location specific. It's far easier for me to remember what I've read when I read a physical book. I can often picture what I was reading at the top, middle, or bottom of the left or right page. This fact in addition to how far I am in the book gives me a better idea of where I am with respect to a text.
These ideas are very subtle and so heavily ingrained in us that they're not very apparent to many, if at all.
See also Knowledge and Power in Prehistoric Societies: Orality, Memory and the Transmission of Culture by Lynne Kelly (Cambridge University Press, 2015)
why encourage posting before you’ve even read the thing? Because, at least my hope is, it’ll prevent posting a link from becoming an endorsement for the content at the other end of that link. There’s a natural tendency to curate what we associate with our online profiles and I think that’s, in large part, because we’ve spent a lot of time equating a user’s profile page with a user’s identity and, consequently, their beliefs. But I consume a wealth of content that I don’t necessarily agree with, and that helps to inform me, to shape my opinions, as much as the content that I agree with wholeheartedly.
First of all, I wanted to learn more about how to inspire learners to read. And this means for me as an educator to create a technical and social environment that is welcoming and easy to participate in.
There are four rules to Analytical Reading Classify the book according to kind and subject matter. State what the whole book is about with the utmost brevity. Enumerate its major parts in their order and relation, and outline these parts as you have outlined the whole. Define the problem or problems the author is trying to solve.
the [[four rules to [[analytical reading]]]]
At this point, you start to engage your mind and dig into the work required to understand what’s being said. I highly recommend you use marginalia to converse with the author.
From the linked article
Full ownership of a book only comes when you have made it a part of yourself, and the best way to make yourself a part of it— which comes to the same thing— is by writing in it.
Really love that quote - the idea of [[marginalia]] is to write in the margins, take notes as you read - to ask questions and answer them, and context around the highlights.
In turn, [[make the book your own]]
Analytical reading is a thorough reading. If inspectional reading is the best you can do quickly, this is the best reading you can do given time.
[[analytical reading]] is one of the [[four levels of reading]] - the goal is to get to know a particular text very well.
Systematic skimming
sub-type of [[inspectional reading]] - reading the table of contents, skimming pages, looking for the hooks - how does this relate to [[proximity principle]] and [[scanning patterns]] - but getting a sense enough to know "is this book worth adding to the collection" for deeper reading
Inspectional Reading We’ve been taught that skimming and superficial reading are bad for understanding. That is not necessarily the case. Using these tools effectively can increase understanding. Inspectional reading allows us to look at the author’s blueprint and evaluate the merits of a deeper reading experience.
I think this is where I've been able to use #ADHD to it's advantages at times is with [[inspectional reading]] - being able to skim a large amount of content and get a sense of what I want to dig into later on or not.
Getting the Questions Clear — Rather than focus on the problems the author is trying to solve, you need to focus on the questions that you want answered.
Knowing what you are looking for is important, usually when I dig into reading something - I do have questions in mind.
I've also been littering my notes recently with #question tags - how can I make better use of these?
I think this can help avoid the 'reading just for the sake of keeping busy' - if I know what I am looking for, but also at the same time - know if a book is worth reading, or one I should quit reading.
Younes, G. A., Ayoubi, C., Ballester, O., Cristelli, G., de Rassenfosse, G., Foray, D., Gaule, P., Pellegrino, G., van den Heuvel, M., Webster, B., & Zhou, L. (2020). COVID-19_Insights from Innovation Economists [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/b5zae
Younes, G. A., Ayoubi, C., Ballester, O., Cristelli, G., de Rassenfosse, G., Foray, D., Gaule, P., van den Heuvel, M., Webster, B., & Zhou, L. (2020). COVID-19: Insights from Innovation Economists (with French executive summary) [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/65pgr
