Scholars have experienced information overload for more than a century [Vickery, 1999] and the problem is just getting worse. Online access provides much better knowledge discovery and aggregation tools, but these tools struggle with the fragmentation of research communication caused by the rapid proliferation of increasingly specialized and overlapping journals, some with decreasing quality of reviewing [Schultz, 2011].

More recent ad-ditions to the website include a “jigsaw puzzle” screen that lets users viewseveral items while playing with them to check whether they are “joins.” An-other useful feature permits the user to split the screen into several panelsand, thus, examine several items simultaneously (useful, e.g., when compar-ing handwriting in several documents). Finally, the “join suggestions” screenprovides the results of a technologically groundbreaking computerized anal-ysis of paleographic and codiocological features that suggests possible joinsor items written by the same scribe or belonging to the same codex. 35

Discussions contained in the Bitnet list PACS-L @UHUPVM 1 suggest that there is some interest in recognizing the Internet as a publica- tion, albeit an amorphous one, that might never- theless be subject to cataloging.

At the core of the personal API is the radical mission to put control over data (and its access) in the hands of students. This is both a pedagogical act and a creative opportunity, informing students that they can access their own information as well as create interfaces to do with that data what they please. It gives them a seat at the tables where the edtech powers sit, moving them one step closer to a status of equality rather than that of a passive consumer.

looped (oder: loopable) research