Category Archives: ^

Time rendered moot

Are you partial to absurd lists? So is Time Magazine! This bastion of old media has been developing a “World’s Most Influential” franchise over the past few years, addressing or cultivating some mysterious need to rank Vladimir Putin against Miley Cyrus on a fuzzy scale of “influence.” You can watch a Time editor fumble for

Xciting connections

In the perfect world we never seem to live in, migration of scholarship to the web would mean endlessly networked citations. It would mean new metrics for gauging the impact of any given publication, substantiating tenure/promotion and grant proposals with hard evidence. It would give us new tools to map the interplay of research in

‘O little cloud the Virgin said, I charge thee to tell me…’

Every once in a while Clayfox drifts into the tag clouds. And yet its heart has never quite followed. Maybe that’s because most often those clouds don’t prove to be so very informative after all. Let’s review: tag clouds are a way to visualize the frequency of application of (usually uncontrolled) keywords to a corpus

Changing the subject

Who is this woman, and why is she crying? This photo, from a collection of early news photos housed at the Library of Congress, is part of an experiment that has that venerable institution dipping a toe into the Web 2.0 waters. Compare the photo on LC’s own website, versus on Flickr. By publishing some

Life in the taggregate

From its earliest days, the promise of the Semantic Web has been to bring networked computers closer to the forms and priorities of human inquiry. This promise depends on mark-up language that gives data some structure, and frameworks that bring such structure into recognizable relationships. As a May 2001 Scientific American piece by Tim Berners-Lee

The communal LOR

In our last episode, we beat up a bit on the notion of “learning object repositories” (LORs), wondering whether the well-meaning assemblage of modular bits and pieces of educational materials was actually a frustration of coherent teaching. Educational practices, after all, are still grounded in settings and customs that predate the digital on-demand world. We