for - questions - collaboration literacy - Donna Nelham - to - book - The Birth and Death of Meaning - Ernest Becker -

questions - collaboration - Donna Nelham - These three questions are all related - To get to the root of collaboration, it is helpful to examine the roots of human psychology to understand the fundamental relationship between - the individual and - the group - In his work "The Birth ad Death of Meaning, Ernest Becker argues, citing other peers, that - the self concept needs to emerge for effective group collaboration to develop and - the self concept requires others in order to construct it - Hence, other is already implicated in the construction of our own self - In Deep Humanity terminology, we call this intertwingledness of the self and other the "individual / collective gestalt"

to - book - The Birth and Death of Meaning - Ernest Becker - https://hyp.is/40fZHv9CEe6bTovrYzF92A/www.themortalatheist.com/blog/the-birth-and-death-of-meaning-ernest-becker

https://newsela.com/ - a source for current events that offer the same stories at different levels. One argument is that a teacher with a wide variety of students could assign the same story so all could read via Mark Grabe @ DABC

for - definition - food literacy

definition - food literacy - being informed about our food choices and encourage us to ask questions that help us make healthier decisions for ourselves, family and planet

When you catch and idea, you see it in your mind's eye, and you feel it, and you can hear it. And then you write that idea down on a piece of paper, and you write it down in such a way that when you read it, the idea comes back in full.<br /> —David Lynch 3:05

07:30 At the root of cybernetics and Chris his research lies the question of communication. This combines his interests of mnemonics, orality, cybernetics, et al. (literacy, indigenous people)

08:12 Even music and dance can be used to transmit information from one generation to the other.

Silver lining. It's not teachers - we need more toolkits for teachers and learners. My app is PART OF this tool kit, it's one small piece needed, not all applications cover all bases and mine won't either. But this is the gap I need to show in my paper - we need more apps and tools to assist.

Safaitic is an example of the beginning of writing in Arabia at the rise of Islam and may have interesting things to reveal about orality on the border of literacy.

Compare this with ancient Welsh (and related Celtic languages and stone inscriptions) at about the same time period.

again he's providing ample room for orality.

While Kaiser's definition of literature presumes letters and writing, his use of it doesn't narrow it down to require literacy, it speaks only of observations and language.

Similarly his use of "records" doesn't need to only to require writing.

As such, the description here of recording information, while applicable to literate cultures, leaves plenty of room for oral cultures who use similar systems to do the same thing.

Songlines and related mnemonics are certainly means of indexing information.

quoted section from:<br /> [au moyen âge, on lit généralement en pronançant avec les lèvres, au moins à voix basse, par conséquent en entendant les phrases que les yeux voient.] Jean Leclercq, Initiation aux auteurs monastiques du Moyen Âge, 2nd edn (Paris: Cerf, 1963), p. 72.

What connection, if any, is there to the muscle memory of movement while speaking/reading along with sound/hearing to remembering what we read? Is there research on this? Implications for orality and memory?

Vibe-based literacy

Ouch! That is a pretty damming label.

Jillian Hess' guess for the origin of King's plagiarism.

It's also possible that he came from a much more oral facing cultural upbringing rather than a dyed-in-the-wool academic one which focused on attribution.

The narrator's introduction to reading is tied to a Superman comic book

Is this all that counts as literacy?

Combating disinformation with literacy

For better or for worse—whether the driver was an idealistic view of the world or the effect of an experimental network that got bigger than anyone could imagine—the internet is a permissive technology. The intelligence of the network is built into the edges...the center core routes packets of data without understanding the contents. I think Cerf is arguing here that the evaluation of content is something best done at the edge, too...in the minds of the internet participants.

Ted Nelson felt visible connections between text were the most important part of his Xanadu project.

There are close parallels between these in digital spaces and songlines and related orality based mnemonic techniques.

O’Byrne, W. Ian, Doug Belshaw, and Laura Hilliger. “Promoting Informed Citizenship in a Connected World: Advancing Media and Information Literacy.” Google Docs, November 10, 2023. https://docs.google.com/document/d/1ztAJGD-6KooF3ligI0H9DChpBdc-ROBdCLXJDbaTJm4/edit.

Advancing media and information literacy Bryan Alexander interviews Laura Hilliger, Ian O'Byrne, and Doug Belshaw

With discussion of Promoting Informed Citizenship in a Connected World: Advancing Media and Information Literacy preprint version available at: https://docs.google.com/document/d/1ztAJGD-6KooF3ligI0H9DChpBdc-ROBdCLXJDbaTJm4/edit

Laura Hilliger<br /> https://www.laurahilliger.com/

👋 Hi! I’m an expert in open principles, community building, technology for a better world and some other things.

https://soundcloud.com/tao-of-wao/sets/season-8

Podcast of the We are Open co-op<br /> https://blog.weareopen.coop/

https://ailiteracy.fyi/

Doug Belshaw joint

How to Apply the SAMR Model with Ruben Puentedura, 2016. https://www.youtube.com/watch?v=ZQTx2UQQvbU.

https://www.youtube.com/watch?v=ZQTx2UQQvbU

Enhancement:<br /> - Substitution: Tech acts as a direct tool substitute with no functional improvement - Augmentation: Tech acts as a direct tool substitute with functional improvement

Transformation - Modification: Tech allows for significant task redesign - Redefinition: Tech allows for the creation of new tasks, previously inconceivable

Something fascinating here with respect to orality and associative memory in ancient texts at the border of literacy.

What do others have to say about the use of "key words" with respect to storytelling and orality with respect to associative memory.

The highlighted portion is an interesting example.

What do other examples look like? How common might they be? What ought we call them?

Emphasis on the importance of student learning via technology becoming self-directed in this age - connection to digital/media literacy.

Is this true?

Hopefully by the end their definition has changed a bit to include other values within literacy.

Is this all that is included in literacy?

Mortimer Adler gave oral examinations at St. Johns in which he would often ask a student to restate the ideas of writers in their own words and then ask for a concrete example of that idea. Being able to do these two things is a solid way of indicating that one fully understands an idea.

Adler and Van Doren querying each other demonstrate this once or twice in the video.

related: - https://hypothes.is/a/rh1M5vdEEeut4pOOF7OYNA - https://hypothes.is/a/iV5MwjivEe23zyebtBagfw

Where does this method sit with respect to the Feynman Technique? Does this appear in the 1940 edition of Adler's book and thus predate it all?

Where are the synoptic studies of mythology? (In the way the Bible has been pulled apart.) Naturally we're missing lots of versions to be able to compare, but synoptic studies of Greek and Roman mythology would potentially have some interesting things to say about the oral traditions of Jesus which passed down his story before they were written down decades (or more) following his death.

Gould, Jessica. “Teachers College, Columbia U. Dissolves Program behind Literacy Curriculum Used in NYC Public Schools.” Gothamist, September 8, 2023. https://gothamist.com/news/columbia-university-dissolves-program-behind-literacy-curriculum-used-in-nyc-public-schools.

The Teachers College of Columbia University has shut down the Lucy Calkins Units of Study literacy program.

Missing from the story is more emphasis on not only the social costs, which they touch on, but the tremendous financial (sunk) cost to the system by not only adopting it but enriching Calkins and the institution (in a position of trust) which benefitted from having sold it.

link to: https://hypothes.is/a/eicbpgSKEe6vc0fPdIm05w

The difficult thing to pick apart here is the writer's intention and the reader's reception and base of knowledge.

In particular a lot of imaginative literature is based on having a common level of shared context to get a potentially wider set of references and implied meanings which are almost never apparent in a surface reading. As a result literature may use phrases from other unmentioned sources which the author has read/knows, but which the reader is unaware. Those who read Western literature without any grounding in the stories within the Bible will often obviously be left out of the conversation which is happening, but which they won't know exists.

Indigenous knowledge bases have this same feature despite the fact that they're based on orality instead of literacy.

It can be easy to deprive a generation of important pieces of their cultural heritage by omitting any focus on it.

• shiboleth
• philology
• disinterest
• overwhelm

Compare the loss of classical education and cultural heritage by "internal decay" as described by Hutchins in the early 1900s and the forced loss of cultural heritage of Indigenous Americans by the U.S. Government in roughly the same period by re-education and stamping out Indigenous language.

Certainly one was loss through lack of exposure, but the other was outright erasure due to the natures of orality and literacy.

information literacy

source for claim in final sentence?

Many developed countries have national curricula and specific teacher-training standards, but the United States does not. Instead decisions on curricular and standards are created and enforced at the state and local levels, often by politically elected figures including governors, mayors, superintendents, and school boards.

This leaves early education in the United States open to a much greater sway of political influence. This can be seen in examples of Texas attempting to legislate the display the ten commandments in school classrooms in 2023, reading science being neglected in the adoption of Culkins' Units of Study curriculum, and other footballs like the supposed suppression of critical race theory in right leaning states.

Calkins' Units of Study curriculum has been estimated to be used by nearly 25% of the 67,000 elementary schools in the United States in 2023.

Columbia University Teachers College education professor Lucy Calkins, a leader of the "balanced literacy" teaching philosophy in reading, has been influential in how millions of children have been learning to read for decades.

However the my main 3 points are:

1. It would be highly valuable if you could undertake a comprehensive comparison of the global scenarios regarding the implementation of initiatives and the corresponding public response across different regions. However, it is not necessary to incorporate this analysis within the confines of the current manuscript. Instead, creating a succinct table comprising multiple references from diverse countries would suffice at this juncture. Subsequently, you would have the opportunity to develop a separate, comprehensive manuscript that delves into a detailed comparison of the aforementioned aspects.

2. It is important to distinguish between the interests related to engaging with valuable materials through reading and the tools utilized for the act of reading itself. Furthermore, it is worth noting that there are individuals who continue to possess a deep passion for reading and derive great joy from extracting meaning from their literary experiences, while not placing significant emphasis on the tools employed for this purpose.

3. In my perspective, individuals who engage in reading today enjoy the privilege of selecting their preferred content, determining the timing, location, and sequence of their reading experience. With the abundance of semantic information available on the web, they are not bound by specific reading directions. Moreover, they have the freedom to discern between valuable and less useful readings. Considering the advancements in technology, it would be highly beneficial if people of all ages could prioritize consuming more useful and meaningful material over less beneficial ones.

The level of orality in societies can radically change our perceptions of their histories, though quite often this material is missing in our evaluations.

• Character growth is important for the younger generation. Reading can help children develop their imagination and creativity.
• Reading is a habit that can be learned and should be encouraged from an early age.
• Indonesia has a low reading culture compared to other countries. Reading can help children learn about different cultures and perspectives.
• There are many definitions of reading, but it is essentially a process of understanding the meaning of written language. Reading can help children improve their vocabulary and grammar skills. Reading can help children develop their critical thinking skills.
• The impact of sophisticated technology 5.0 on reading habits is still being studied, but it is clear that technology can have a negative impact on reading if it is not used in moderation. Reading can help children relax and de-stress.

• The method used in compiling this journal is descriptive quantitative.
• The journal was created by collecting, categorizing and presenting the latest data based on literature searches.
• The author analyzes the data and draws conclusions.
• The author wants to make sure how important it is to accustom the nation's next generation to love reading in the midst of Sophisticated Technology 5.0.
• The author believes that reading is an important activity that can benefit children in many ways.

• Character growth is the process of a character changing and developing over the course of a story.
• The sophistication of technology 5.0 has had a negative impact on reading habits, as people are more likely to use their devices to watch videos or play games instead of reading.
• There are a number of solutions to this problem, such as introducing old traditional games to the next generation, holding competitions to read the most books, and creating reading rooms filled with good quality books.
• Character education is important in today's young generation, as they are more likely to be exposed to negative content on the internet and social media.
• The younger generation must respond to technological advancement in a positive way, by filtering the things that they obtain from technology.

• Indonesia ranks second from the bottom in terms of world literacy.
• Only 0.001% of Indonesians are avid readers.
• Indonesia was ranked 60th out of 61 countries in terms of reading interest.
• 60 million Indonesians own gadgets, or the world's fifth largest number of gadget owners.
• Indonesians can stare at gadget screens for approximately 9 hours a day.

The Web does not yet meet its design goal as being a pool of knowledge that is as easy to update as to read. That level of immediacy of knowledge sharing waits for easy-to-use hypertext editors to be generally available on most platforms. Most information has in fact passed through publishers or system managers of one sort or another.

I wish information literacy had been named here! In libraries, many of us are wondering if this may prompt a shift at institutions where library-led instruction is primarily focused on searching for various documents to a greater emphasis on critical evaluation skills.

Educator considerations for ChatGPT<br /> https://platform.openai.com/docs/chatgpt-education

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Hypothesis</span> in Liquid Margins 38: The rise of ChatGPT and how to work with and around it : Hypothesis (<time class='dt-published'>02/09/2023 16:11:54</time>)</cite></small>

Interesting statement about how much memory matters, though it's missing some gravitas somehow.

Is there more in the original source?

source? Swann's Way?

Definitely from a literacy forward perspective!

—Eagles, Hotel California, track 1 on the album Hotel California<br /> https://genius.com/Eagles-hotel-california-lyrics

In many oral societies, dance is a common tool for memory in much the same way that we might pick up a pen and write. Though written in and performed in one of the most literate societies in human history, one might replace "dance" in Hotel California with other forms like writing: "Some write to remember; Some write to forget".

The first half might be interpreted by the majority as a tautology, but others write in their diaries as a means to purge their memories and let go of them. Similarly the idea of "morning pages" are designed to allow one to purge their surface thoughts so that they can clear their mind for other work: writing to forget.

(Without hearing this song this morning, I kept (diffuse) thinking about the two line endings "...to remember / ...to forget" until I made the connection to the lyrics and then immediately bridged this to orality.)

https://www.complexityexplorer.org/courses/162-foundations-applications-of-humanities-analytics/segments/15630

https://www.youtube.com/watch?v=HwkRfN-7UWI

Seven Principles of Data Feminism

• Examine power
• Challenge power
• Rethink binaries and hierarchies
• Elevate emotion an embodiment
• Embrace pluralism
• Consider context
• Make labor visible

Abolitionist movement

There are some interesting analogies to be drawn between the abolitionist movement in the 1800s and modern day movements like abolition of police and racial justice, etc.

Topic modeling - What would topic modeling look like for corpuses of commonplace books? Over time?

wrt article: Soni, Sandeep, Lauren F. Klein, and Jacob Eisenstein. “Abolitionist Networks: Modeling Language Change in Nineteenth-Century Activist Newspapers.” Journal of Cultural Analytics 6, no. 1 (January 18, 2021). https://doi.org/10.22148/001c.18841. - Brings to mind the difference in power and invisible labor between literate societies and oral societies. It's easier to erase oral cultures with the overwhelm available to literate cultures because the former are harder to see.

How to find unbiased datasets to study these?

aspirational abolitionism driven by African Americans in the 1800s over and above (basic) abolitionism

Research of language development can also be seen in the development of linguistic attachments for those who are learning new languages as well.

this looks complex

But why are we as teachers not doing this? We should be able to get together and better their futures.

In what ways were you socialized into literate practices?

traditionally accepted definiton

https://threadreaderapp.com/thread/1611801002415632385.html

A terrifically bold assertion, obviously made by a group overwhelmed by literacy.

Those with better grounding in oral methods would know better.

ChatGPT's synthesis of information versus Google Search's list of links

The key difference here, though, is that with a list of links, one can follow the links and evaluate the sources. With a ChatGPT response, there are no citations to the sources—just an amalgamation of statements that may or may not be true.

Transmission of medical knowledge has a more immediate and direct application for people; as a result it may tend to be transmitted more faithfully either in written or oral forms. The written record of medical scrolls from antiquity were in constant demand.

What homework could look like in a ChatGPT world

Critical editing becomes a more important skill than summation. When the summation synthesis comes for free, students distinguish themselves by understanding what is correct and correcting what is not. Sounds a little bit like "information literacy".

https://lucybellwood.com/never-again/

Reading is suggested to be potentially waning, maybe becoming more elite or even obsolete. It seems to disregard its counterpart: writing. For every thing that can be read, writing has preceded it. Writing, other than direct transcription, is not just creating text it is a practice, that also creates effects/affordances for the writer. Also thinking of Rheingold's definition of literacy as a skill plus community in which that skill is widely present. Writing/reading started out as bookkeeping, and I assume professional classes will remain text focused (although AR is an 'oral' path here too)

This is a significant aspect of social annotation/Hypothesis. The low barrier for entry and the low-stakes nature of the work make it a great way to develop digilit, potentially, as people can engage with connecting and linking in their writing.

Active reading is thinking, and thinking requires expression which can come in many forms including both spoken and written ones.

I like that he acknowledges that expression (and thus thinking) can be done in both oral or written forms.

This broadly applies to both oral and literate societies.

Desire, ability, and need are all tough measures however... each one losing a portion of the population along the way.

How can we maintain high proportions across all these variables?

Sönke Ahrens roughly quoted this passage or one like it (check the reference), but I criticized it for not being inclusive of indigenous people or oral methods. Luhmann, however, went further and was at least passively more inclusive by saying that one needs to be able to "notch differences" to be able to think, and this is a much better framing.

do your own research. Relate to Tripodi https://www.google.com/books/edition/The_Propagandists_Playbook/rWZ4EAAAQBAJ?hl=en&gbpv=1&printsec=frontcover

disinfo strategy

from Paradoxes of Media and Information Literacy https://www.taylorfrancis.com/books/oa-mono/10.4324/9781003163237/paradoxes-media-information-literacy-jutta-haider-olof-sundin?refId=069de9de-6269-4591-9670-0d570e989bdf&context=ubx

Knowing how to read without the associated apparatus of the trivium, leaves people open to believing just about anything. You can read words, but knowing what to do with those words, endow them with meaning, and reason with them. (summarization)

Oral cultures with knowledge systems engrained into them would likely have included trivium-esque structures to allow their users to not only better remember to to better think and argue.

I can't believe I read a tweet saying retrieval practice must be written. What about ...<br><br>- MFL?<br>- EYFS/KS1?<br>- Practical subjects?<br>- Cold calling?<br>- Students with SEND?<br>- EAL learners?<br>- Oracy?<br>- Think, pair & share?<br>- Flashcards?<br><br>Writing is so important, as is verbal recall.

— Kate Jones (@KateJones_teach) September 26, 2022

Read in juxtaposition with the knowledge of orality and along with Graeber & Wengrow's The Dawn of Everything, one could certainly argue that there are other ways of knowing which provide potentially better pathways to democracy.

Further, the simple fact of basic literacy doesn't necessarily encourage democracy. Take a look at the January 6th (2021) insurrectionists who were likely broadly literate, but who acted more like a damaged oral society and actively subverted democracy.

Literacy plus "other things" are certainly necessary for democracy. How do we define these other things, and then once we have, is literacy still part of the equation for democracy?

Depending on how it is done and the culture in which it is done, forcing literacy on a people, even when well-intentioned can be a devastating and colonialist act.

This is particularly interesting in light of the research of Charles Darwin and Charles Lyell who within about 50 years dramatically changed the viewpoint of history.

Orality has something to say about this now too...

Spreading misinformation and disinformation is really easy in this day and age because of how accessible information is and how much of it there is on the web. This is explained precisely by Edgerly. Noted in this part of the article, there is a business for the spread of disinformation, particularly in our country. There are people who pay what we call online trolls, to spread disinformation and capitalize on how “chronically online” Filipinos are, among many other factors (i.e., most Filipinos’ information illiteracy due to poverty and lack of educational attainment, how easy it is to interact with content we see online, regardless of its authenticity, etc.). Disinformation also leads to misinformation through word-of-mouth. As stated by Edgerly in this article, “people tend to believe in information… shared by their immediate families and friends”; because of people’s human nature to trust the information shared by their loved ones, if one is not information literate, they will not question their newly received information. Lastly, it most certainly does not help that social media algorithms nowadays rely on what users interact with; the more that a user interacts with a certain information, the more that social media platforms will feed them that information. It does not help because not all social media websites have fact checkers and users can freely spread disinformation if they chose to.

Is he falling trap to the lure of literacy as the only means of crystallizing knowledge here? He starts with a literate Aristotle and specifically mentions 30,000 years ago instead of oral cultures which we know could do this sort of work orally almost 65,000 years ago.

Surely by "files" he means his written notes and ideas which he has filed away?

Thus articles and books are agglomerations of ideas within notes (or perhaps one's retained memory, as best as that might be done) which are then broken off from them and released to a wider readership.

Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)

While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).

Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)

Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?

Useful and likely human written texts show the richness of the context it results from, by showing and linking. Not just to/with 1) other texts, but also 2) other actions (things created, data gathering, experiments, tools adapted) and 3) people (that provided input, you look at, interact with outside the text). Even if such things were generated following up those leads should show its inauthenticity.

A text is a result of work, next to itself being work to write it. A text that does not show any of the work that led to writing a text is suspect. Does a text reflect an exploration that it annotates? Does it show social connections, include data points, external examples, artefacts created alongside the text (e.g. lists), references to the wider context/system of what the text discusses, experimental actions.

Relevant links in a text are a sign of the context the text emerged from, and the conversation it is situated in. Lack of such links or references is a potential sign of inauthentic texts (generated or not)

https://www.kpcc.org/show/airtalk/2022-08-31/californias-legislative-session-ends-tonight-what-bills-are-on-the-chopping-block-as-time-winds-down

Audio: https://traffic.omny.fm/d/clips/acc8cc57-ff7c-44c5-9bd6-ab0900fbdc43/39d4b39e-aa2d-40b1-bc07-ab2201235e43/fc58c5dd-b403-4747-a66c-af02013eab18/audio.mp3?utm_source=Podcast&in_playlist=f9e7dcf5-d162-4723-b710-ab2201235e4c

Want to relisten to this. Caught the very end on interventions and it sounded very much like teaching "orality" rather than teaching literacy.

Perhaps teaching orality first helps to frame literacy? even acknowledging it could help certainly...

Cross reference LAist series: https://laist.com/news/education/dyslexia-california-teacher-preparation-training-structured-literacy

Timestamps 19:11 - 35:20

CA Senate Bill 488 2021; signed, in process,

Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.

Wilson program uses pieces of OG. What's this? Not enough detail here.

Dyslexia training will be built into some parts of credentialling programs.

Each child is different.

This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.

In the box programs don't work because children are not one size fits all.

Magic wand ? What would you want?

Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction

Prevention trumps intervention.

Otherwise you're feeding into the school to prison pipeline.

Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.

I wonder if there are also soft skills in literacy

I wonder if there are also soft skills in literacy/

attention as mindfulness, and as a muscle to train.

Reminds me of my 2008/2010 projects in primary schools on this. I find myself explaining marketing ploys to our 6yo in response to material she sees in print, on billboards, and online. Perhaps I should be doing that more consistently

There's little training on reflecting and shaping how you wield your attention. Are there resources to be found, wrt workflows / choices / being mindfull of one's attention? Beyond the 'indistractable' material of Nir?

The exclusionary aspect of attention makes it a scarce resource [[Aandacht is het schaarst 20201013163120]] implying the need to wield it with intent [[Stuur aandacht met intentie 20220213080032]] or it becomes distraction again. It's a moral choice [[Aandacht is een morele keuze 20201217074345]] even. Making such training/understanding important.

This is, like some of his Stanford in-class attention experiments, a bit geared towards switching on/offline it seems. There's much to be said also about wielding attention within the digital space (see Pegrum/Palalas digital disarray above), and attention as it plays out in the interweaving of the digital and physical (like having information resources available within a conversation).

Aandacht als fundament onder zowel denken als communiceren.

Pegrum/Palalas 2021 talk about attention literacy as needed to counteract 'digital disarray'. They also call it a macro-literacy, encompassing a long list of 'digital literacies' which are more skills than literacy in the Rheingoldia sense. Bit of term inflation? Does put attention at the top of the heap of digital 'literacies' though. They also do incorporate relationships to others and the informational environment within scope of it a la Rheingold.

Rheingold perceives literacy as skill within community. A skill that comes into its own if there's a community of skilled people, a social practice. He may have adopted it from Paulo Freire who put reading/writing skills interwoven with reading/writing the world (mentioned in Kalir/Garcia's Annotation too). Do I see that community aspect, the social practice aspects in the 5 literacies he lists from Net Smart?

1. Attention [[Aandacht als geletterdheid 20201117203910]]
2. Participation
3. Collaboration
4. Network awareness
5. Crap detection, or 'Critical consumption' in polite company (I have it as : [[Crap detection is civic duty 2018010073052]]

Direct source?

This could be interesting with respect to what it says to me about seeing things within one's mind's eye with respect to orality.

A nod to Vannevar Bush's phrase "associative trails" or a throwback to the much older cultural ideas of memory and orality in the vein of songlines?

link to: - https://hypothes.is/a/bMy1FBM8Ee2K_nOEDpfB_A

Introduction for Health Literacy

The work of writing things down or transforming them into pictures, diagrams, song, art, other creates a context shift in the material which requires greater engagement within the brain and may help to improve understanding.

Compare/contrast the ideas of context shifting with desirable difficulty.

Note that this use of "context shifting" (within the pedagogy space) is dramatically different to that used by people like Cal Newport and others (within the productivity space).

This might also include other forms of art including song and dance.

Link this to: - choreography notation (@remikalir's sister in ballet) - Caleb Deschanel's cinematography notation which he likened to musical notation

Auden himself kept a commomplace book of his own notes which was published as A Certain World: A Commonplace Book #, so we can read some of his notes! :)

Has talking without thinking become worse with the advent of literacy and writing?

Talking, like writing, is also a form of thinking, but without a lot of work it doesn't have the instantaneous "memory" built into the process.

"Let's talk this out..."

Link to: - https://hypothes.is/a/5Ct1LJqTEeyewcuZMx620Q<br /> - https://hypothes.is/a/xvqbambjEey2CKNBjNDhFg

Another of the abounding examples of people thinking that writing and literacy are the first technology of thinking.

https://threadreaderapp.com/thread/1547390915689566211.html via https://twitter.com/nicolas_gatien/status/1547390946156969984

Nicolas, I broadly agree with you that many of these factors of reading and writing for understanding and retention are at play and the research in memory and spaced repetition underlines a lot of this. However in practice, one needs to be revisiting and actively using their notes for some particular project to remember them better. The card search may help to create both visual and physical paths that assist in memory too.

Reliance solely on a physical zettelkasten however may not be enough without active use over time, particularly for the majority of users. It's unlikely that all or even many may undertake this long term practice. Saying that this is either the "best", "optimum", or "only" way would be disingenuous to the diversity of learners and thinkers.

Those who want to add additional strength to these effects might also use mnemonic methods from indigenous cultures that rely on primary orality. These could include color, images, doodles (drolleries anyone?), or other associative methods, many of which could be easily built into an (antinet) zettelkasten. Lynne Kelly's work in this area can be highly illuminating. For pure practical application and diversity of potential methods, I recommend her book Memory Craft https://amzn.to/3zdqqGp, but she's got much more academic and in depth work that is highly illustrative.

With this background on orality and memory in mind we might all broadly view wood and stone circles (Stonehenge), menhir, standing stones, songlines, and other mnemonic devices in the archaeological and sociological records as zettelkasten which one keeps entirely in their memory rather than writing them down. We might also consider, based on this and the historical record concerning Druids and their association with trees that the trees served a zettelkasten-like function for those ancient societies. This continues to extend to lots of other cultural and societal practices throughout history. Knowledge from Duane Hamacher et al's book The First Astronomers and Karlie Noone and Krystal De Napoli's Astronomy: Sky Country will underline these theories and practices in modern indigenous settings.

Tools which allow for flexibility and creativity are better for knowledge workers than those which attempt to crystalize their tasks into ruts. This may tend to force the outputs in a programmatic way and thereby dramatically decrease the potential for innovative outputs. If the tools force the automation of thought without a concurrent increase in creativity then one may as well rely on manual labor for their thinking.

This may be one of the major flaws of tools for thought in the educational technology space. They often attempt to facilitate the delivery of education in an automated way which dramatically decreases the creativity of the students and the value of the overall outputs. While attempting to automate education may suit the needs of institutions which are delivering the education, particularly with respect to the overall cost of delivery, the automation itself is dramatically at odds with the desire to expand upon ideas and continue innovation for all participants involved. Students also require diverse modes of input (seen/heard) as well as internal processing followed by subsequent outputs (written/drawn/sculpted/painted, spoken/sung, movement/dance). Many teachers don't excel at providing all of these neurodiverse modes and most educational technology tools are even less flexible, thus requiring an even larger panoply of them (often not interoperable because of corporate siloing for competitive reasons) to provide reasonable replacements. Given their ultimate costs, providing a variety of these tools may only serve to increase the overall costs of delivering education or risk diminishing the overall quality. Educators and institutions not watching out for these traps will tend to serve only a small portion of their intended audiences, and even those may be served poorly as they only receive a limited variety of modalities of inputs and outputs. As an example Western cultures' overreliance on primary literacy modes is their Achilles' heel.

Tools for thought should actively attempt to increase the potential solution spaces available to their users, while later still allowing for focusing of attention. How can we better allow for the divergence of ideas and later convergence? Better, how might we allow for regular and repeated cycles of divergence and convergence? Advanced zettelkasten note taking techniques (which also allow for drawing, visual, auditory and other modalities beyond just basic literacy) seem to allow for this sort of practice over long periods of time, particularly when coupled with outputs which are then published for public consumption and divergence/convergence cycles by others.

This may also point out some of the stagnation allowed by social media whose primary modes is neither convergence nor divergence. While they allow for the transmission/communication portion, they primarily don't actively encourage their users to closely evaluate the transmitted ideas, internalize them, or ultimately expand upon them. Their primary mode is for maximizing on time of attention (including base emotions including excitement and fear) and the lowest levels of interaction and engagement (likes, retweets, short gut reaction commentary).

Walter and Julia are examining a glass paperweight in George Orwell's 1984 without having context of what it is or for what it was used.

This is the same sort of context collapse caused by distance in time and memory that archaeologists face when examining found objects.

How does one pull out the meaning from such distant objects in an exegetical way? How can we more reliably rebuild or recreate lost contexts?

Link to: - Stonehenge is a mnemonic device - mnemonic devices in archaeological contexts (Neolithic carved stone balls

Some forms of orality-based methods and practices can be viewed as a method of "reading" physical objects.

Ideograms are an evolution on the spectrum from orality to literacy.

It seems odd to be pulling these sorts of insight out my prior experiences and reading while reading something so wholly "other". But isn't this just what "myths" in oral cultures actually accomplish? We link particular ideas to pieces of story, song, art, and dance so that they may be remembered. In this case Orwell's glass paperweight has now become a sort of "talking rock" for me. Certainly it isn't done in any sort of sense that Orwell would have expected, presumed, or even intended.