Tuesday 27 Sept – Feminist Successes and Success Stories?
•
find out everything you can about the different editions of Our Bodies, Our Selves. Look BOTH on the web and GO TO THE LIBRARY TOO!
• LOGBOOK #1 DUE
Okay!
You now have many tools for projects for our class! Make sure your
plans to accomplish it all are in order! Show them off in logbook #1. Be
sure you and your partner have ways of helping each other stay on track
and work with care. What have Davis and Zandt already taught you about
feminist reading and research? What does each one teach you about the
other? What does the web add to it all? What does working and being
physically present in the library add? Let’s get onto moving feminisms!
Thursday 1 Sept – NO CLASS: ROSH HASHANAH
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===
Sunday, September 25, 2011
Friday, September 16, 2011
When it gets intense.... SHARE!
Tuesday 20 Sept – Social media web research: beyond google and the Wikipedia, where do you go? How to do this seriously?
• HOW TO MAKE POSTERS, DIGITAL PICTURES, AND USE AND MAKE DATA VISUALIZATIONS
• read ahead in Berger, and pick 5 things to do serious web research about. (Notice what you need to do for Thursday too – plan out how to get it all done for the week).
What did you choose in Berger to research on the web and why? what were your results? how did you get them? what records did you need to keep to demonstrate both the results and the methods for us? Did you come across pictures that mattered in this research? What are data visualizations and did you come across any in this research? Be sure you spend at least as much time doing all this as you ordinarily do reading for class.
• Wikipedia on visualizations
• Wordle
• Google data visualizations examples
Check out this link from WMST 400 about posters and handouts too!
Always bring in notes answering the questions for each class!
Berger1, Berger2, Berger3, Berger4
=== Web Action 3
===
Thursday 22 Sept – How the transnational and the transdisciplinary live on the Web
• HOW TO WRITE PAPERS, CREATE HANDOUTS, USE CITATIONS, AND FIND CITATION STYLES ON THE WEB
• bring in the results of your serious web research on transnational feminisms, and be prepared to tell us why this information is on the web, who made it, what it is for, who is using it and why, and what that all means.
What
do Zandt and Davis have to tell us that helps us understand what sorts
of knowledge live on the web? What does looking for and analyzing such
knowledges about transnational feminisms tell us about the work of
both Zandt and Davis? How can we flip back and forth between one way of
seeing things and another? What does that have to do with what happens
when knowledge travels?
===
Meet with partners briefly and pool the information you gathered for today:
We will use this as a basis for general discussion for 30 mins.
===
===
Why do we use footnotes? How do they place us in networks of trust and of sharing knowledges? What might feminists in particular think about when they look deeply into citation and its record-keeping? Some thoughts we want to consider as we consider how feminists share trust and knowledge:
From a scholarly collective blog on doing history, a contributor post: "On Footnotes and Doing History" by Lisa Clark Diller: [bold emphasis is mine, for your particular attention]
"Who
we think it important to cite, what range of sources were important (or
available) at the time, and the family of historiographical ancestors
we choose for ourselves all reveal our location in time and situate us on an ideological map.
"Footnotes reveal our technical proficiency, but they do so within a particular context. While in grad school, I can remember discounting entire volumes of historical research because the footnotes were so 'thin.' And one of my advisors at the University of Chicago would warn us to look with grave suspicion on any early modernist who cited too many printed sources. I’m less puritanical in my standards now. And [Anthony] Grafton [1999. The Footnote: A curious history. Harvard] has reminded me that: 'No accumulation of footnotes can prove that every statement in the text rests on an unassailable mountain of attested facts. Footnotes exist, rather, to perform two other functions. First, they persuade: they convince the reader that the historian has done an acceptable amount of work . . . . Second, they indicate the chief sources that the historian has actually used” (22). [in other words, create trust and authority.]
"We sometimes still operate under the assumption that if we have all the 'original sources' our argument will be solid. But what makes history interesting is all the various interpretations that we can develop from the same sources. It is part of why we revisit the same problems over and over again. Interpretation as well as sources give each of us our originality. This is decidedly not the same thing as saying that any interpretation of the documents is as good as another, but it is what keeps me from reading a scholarly tome and thinking that because the footnotes took up 37% of each page I read, no one need any longer do research on that subject. Grafton also reminded me to be careful in judging the scholarship of an earlier generation by the type or quantity of footnotes.
"As I sweat through proper citation of digital works and decide how much to include or exclude from my own footnotes, I am glad to remember that this process isn’t simply about showing off my guild credentials. It’s also a way to 'out' myself regarding my priorities and methods. The evidence I use won’t be considered equally sufficient for all time; but then again, I don’t expect to answer historical questions and decide their significance once and for all.
"The footnote reminds me of the time-laden nature of my queries and verifications." [1]
[1] Diller, "On Footnotes," The Historical Society. &
Dilller, Lisa Clark. 2010. "On Footnotes and Doing History." The Historical Society [Website] 22 December. Retrieved 11 Feb 2011 at http://histsociety.blogspot.com/2010/12/on-footnotes-and-doing-history.html
===
searching for citation formats on the web? • Google it! • How they do it at The Feminist Press. • How they do it at Feminist Studies.
what about making research posters? • Google it!
how
can citations demonstrate the traveling knowledges of feminists? what
sorts of citations would make visible or clarify transnational feminisms
on the web? how do citations participate in the sharing of
transdisciplinary knowledges?
===
• HOW TO MAKE POSTERS, DIGITAL PICTURES, AND USE AND MAKE DATA VISUALIZATIONS
• read ahead in Berger, and pick 5 things to do serious web research about. (Notice what you need to do for Thursday too – plan out how to get it all done for the week).
What did you choose in Berger to research on the web and why? what were your results? how did you get them? what records did you need to keep to demonstrate both the results and the methods for us? Did you come across pictures that mattered in this research? What are data visualizations and did you come across any in this research? Be sure you spend at least as much time doing all this as you ordinarily do reading for class.
• Wikipedia on visualizations
• Wordle
• Google data visualizations examples
Check out this link from WMST 400 about posters and handouts too!
Always bring in notes answering the questions for each class!
Berger1, Berger2, Berger3, Berger4
=== Web Action 3
===
Thursday 22 Sept – How the transnational and the transdisciplinary live on the Web
• HOW TO WRITE PAPERS, CREATE HANDOUTS, USE CITATIONS, AND FIND CITATION STYLES ON THE WEB
• bring in the results of your serious web research on transnational feminisms, and be prepared to tell us why this information is on the web, who made it, what it is for, who is using it and why, and what that all means.
What
do Zandt and Davis have to tell us that helps us understand what sorts
of knowledge live on the web? What does looking for and analyzing such
knowledges about transnational feminisms tell us about the work of
both Zandt and Davis? How can we flip back and forth between one way of
seeing things and another? What does that have to do with what happens
when knowledge travels? ===
Meet with partners briefly and pool the information you gathered for today:
- Results of web research on transnational feminisms
- What is this information on the web?
- Who made it?
- What is it for?
- Who is using it and why?
- What this all means! What do Zandt and Davis have to tell us that helps us understand what we have found?
- What do the results of your web research tell you about the work of both Zandt and Davis?
- How does doing web work help you think about what it might mean to look at Zandt’s work through Davis’ eyes, or Davis’ work through Zandt’s eyes?
We will use this as a basis for general discussion for 30 mins.
===
Why do we use footnotes? How do they place us in networks of trust and of sharing knowledges? What might feminists in particular think about when they look deeply into citation and its record-keeping? Some thoughts we want to consider as we consider how feminists share trust and knowledge:
From a scholarly collective blog on doing history, a contributor post: "On Footnotes and Doing History" by Lisa Clark Diller: [bold emphasis is mine, for your particular attention]
"Footnotes reveal our technical proficiency, but they do so within a particular context. While in grad school, I can remember discounting entire volumes of historical research because the footnotes were so 'thin.' And one of my advisors at the University of Chicago would warn us to look with grave suspicion on any early modernist who cited too many printed sources. I’m less puritanical in my standards now. And [Anthony] Grafton [1999. The Footnote: A curious history. Harvard] has reminded me that: 'No accumulation of footnotes can prove that every statement in the text rests on an unassailable mountain of attested facts. Footnotes exist, rather, to perform two other functions. First, they persuade: they convince the reader that the historian has done an acceptable amount of work . . . . Second, they indicate the chief sources that the historian has actually used” (22). [in other words, create trust and authority.]
"We sometimes still operate under the assumption that if we have all the 'original sources' our argument will be solid. But what makes history interesting is all the various interpretations that we can develop from the same sources. It is part of why we revisit the same problems over and over again. Interpretation as well as sources give each of us our originality. This is decidedly not the same thing as saying that any interpretation of the documents is as good as another, but it is what keeps me from reading a scholarly tome and thinking that because the footnotes took up 37% of each page I read, no one need any longer do research on that subject. Grafton also reminded me to be careful in judging the scholarship of an earlier generation by the type or quantity of footnotes.
"As I sweat through proper citation of digital works and decide how much to include or exclude from my own footnotes, I am glad to remember that this process isn’t simply about showing off my guild credentials. It’s also a way to 'out' myself regarding my priorities and methods. The evidence I use won’t be considered equally sufficient for all time; but then again, I don’t expect to answer historical questions and decide their significance once and for all.
"The footnote reminds me of the time-laden nature of my queries and verifications." [1]
[1] Diller, "On Footnotes," The Historical Society. &
Dilller, Lisa Clark. 2010. "On Footnotes and Doing History." The Historical Society [Website] 22 December. Retrieved 11 Feb 2011 at http://histsociety.blogspot.com/2010/12/on-footnotes-and-doing-history.html
===
searching for citation formats on the web? • Google it! • How they do it at The Feminist Press. • How they do it at Feminist Studies.
what about making research posters? • Google it!
===
Thursday, September 8, 2011
Care Abouts
Tuesday 13 Sept – This is the book I always wanted to write: how to care about it all
• Zandt, ch 4; • Davis ackn., intro, ch 1 (note that it is a lot better to read everything for the whole week together if possible, and then focus on each day for discussion preparation)
• WHO WILL YOU PARTNER WITH FOR THE SEMESTER?
Some feminist philosophers talk about what they call “personal care-abouts” in knowledge making. What are Zandt’s and Davis’ personal care-abouts as they reveal them to us? How can you use this class for your personal care-abouts? How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts? Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.
===
As you come into the class today, immediately start working with others to figure out:
• WHO WILL YOU PARTNER WITH FOR THE SEMESTER? How can you use this class for your personal care-abouts?
How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts?
BEFORE CLASS STARTS EVEN: Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.
NOTICE: the advice about reading
ahead! Read each weekend for the whole week if at all possible. And if
you can, just go ahead and read all of Zandt while you are on a roll
there.
If you work this way this semester you will have this class, and possibly your other classes aced.
===
PULL OUT THE NOTES YOU MADE TO PREPARE FOR CLASS
How does the How to Read handout work? In what ways does it help with all our reading?
=What three things you don't usually do did you pick to do?
In what ways do we have to modify the handout to deal with new formats of reading? How do we alter it to apply to:
=Kindle books or ebooks or audiobooks?
=to websites and hyperlinks?
=to videos and other multimedia?
=which ebook samples did you get? what aps did you find?
Why do we read in the order we do? What happens when we alter the order of reading? Why might this matter?
=why do we read conclusions first? why do we read acknowledgements too?
=how do Zandt's comments about sharing on social media apply to the social format of the seminar? what comparisons can you make?
What about the Wikipedia?
=Look up "gift economy" on the Wikipedia....
=What does Zandt have to say about the Wikipedia?
=What is crowdsourcing? How is it part of a whole ecology of social media, and why does it help to think in this way?
=What forms of mature trust do we need to be authentic in media ecologies?
=How does Zandt recommend we "manage authority"?
This graphic comes from a fascinating website: emergent by design
===
Thursday 15 Sept – Sharing is Daring: when knowledge travels what happens?
• Zandt, ch 5 and the rest of it; • Davis, ch 2
• HOW TO MAKE LOGBOOK AND KEEP YOUR SCHOLARLY RECORDS
Global feminism? one or many? what are the goals of feminist practice? Who is going to share what, where and how? And how does web research itself figure into all of this? What does web research add to what we can know ABOUT Zandt and Davis themselves? To what we can know about their projects as we see them in these book objects? To what we can know about HOW they think as well as WHAT they think?
how has this picture traveled? How can you find out?
===
• How do you locate Zandt's website? Davis'? How current are they? What does this tell you?
• What is an "epistemological project"? how will this structure our course?
• What does Davis have to say about intersectionality? How did you find this out? How will you connect that to your web research on Berger's collection for this Thursday? PDF.
===
WHAT SORTS OF RECORDS DO YOU NEED TO KEEP?
=what goes in the logbook? what will help you most? what will allow you and Katie to be on the same page? what will help you plan and read ahead?
=taking notes from the web: websites, wikipedia, hyperlinks, vids and other media: How is this the same as reading? how is it different?
Bring in notes in which you address these questions and the ones in the description for today's class. Also bring in notes on the following:
• What kinds of records will help you keep track of what you need to do for class: each class, each week, for each project, for graded assignments, over the course of the term?
• What kinds of records will help you keep track of web research?
• What kinds of records will help you keep track of library research? How are these two the same? different?
• What kinds of records will make it impossible for you to inadvertently (or deliberately) commit plagiarism? What ensures that?
===
• Zandt, ch 4; • Davis ackn., intro, ch 1 (note that it is a lot better to read everything for the whole week together if possible, and then focus on each day for discussion preparation)
• WHO WILL YOU PARTNER WITH FOR THE SEMESTER?
Some feminist philosophers talk about what they call “personal care-abouts” in knowledge making. What are Zandt’s and Davis’ personal care-abouts as they reveal them to us? How can you use this class for your personal care-abouts? How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts? Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.
===
• WHO WILL YOU PARTNER WITH FOR THE SEMESTER? How can you use this class for your personal care-abouts?
How can you make the class projects fit into those care-abouts? How will you partner with others to support each other’s care-abouts?
BEFORE CLASS STARTS EVEN: Begin project #1 today with your partner: freewriting, brainstorming, googling, scheduling time together.
If you work this way this semester you will have this class, and possibly your other classes aced.
===
PULL OUT THE NOTES YOU MADE TO PREPARE FOR CLASS
How does the How to Read handout work? In what ways does it help with all our reading?
=What three things you don't usually do did you pick to do?
In what ways do we have to modify the handout to deal with new formats of reading? How do we alter it to apply to:
=Kindle books or ebooks or audiobooks?
=to websites and hyperlinks?
=to videos and other multimedia?
=which ebook samples did you get? what aps did you find?
Why do we read in the order we do? What happens when we alter the order of reading? Why might this matter?
=why do we read conclusions first? why do we read acknowledgements too?
=how do Zandt's comments about sharing on social media apply to the social format of the seminar? what comparisons can you make?
=Look up "gift economy" on the Wikipedia....
=What does Zandt have to say about the Wikipedia?
=What is crowdsourcing? How is it part of a whole ecology of social media, and why does it help to think in this way?
=What forms of mature trust do we need to be authentic in media ecologies?
=How does Zandt recommend we "manage authority"?
This graphic comes from a fascinating website: emergent by design
===
Thursday 15 Sept – Sharing is Daring: when knowledge travels what happens?
• Zandt, ch 5 and the rest of it; • Davis, ch 2
• HOW TO MAKE LOGBOOK AND KEEP YOUR SCHOLARLY RECORDS
Global feminism? one or many? what are the goals of feminist practice? Who is going to share what, where and how? And how does web research itself figure into all of this? What does web research add to what we can know ABOUT Zandt and Davis themselves? To what we can know about their projects as we see them in these book objects? To what we can know about HOW they think as well as WHAT they think?
how has this picture traveled? How can you find out?
===
• How do you locate Zandt's website? Davis'? How current are they? What does this tell you?
• What is an "epistemological project"? how will this structure our course?
• What does Davis have to say about intersectionality? How did you find this out? How will you connect that to your web research on Berger's collection for this Thursday? PDF.
===
=what goes in the logbook? what will help you most? what will allow you and Katie to be on the same page? what will help you plan and read ahead?
=taking notes from the web: websites, wikipedia, hyperlinks, vids and other media: How is this the same as reading? how is it different?
Bring in notes in which you address these questions and the ones in the description for today's class. Also bring in notes on the following:
• What kinds of records will help you keep track of what you need to do for class: each class, each week, for each project, for graded assignments, over the course of the term?
• What kinds of records will help you keep track of web research?
• What kinds of records will help you keep track of library research? How are these two the same? different?
• What kinds of records will make it impossible for you to inadvertently (or deliberately) commit plagiarism? What ensures that?
===
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