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[Xmca-l] Re: The Annotated Bibliography Project (ABP)
I support this effort but I agree on the concernse raised by others:
-Choosing the texts for the onboarding process
-Determining whose values get upvoted by picking the texts.
-Creating enough groundswell for the project to be meaningful.
Then there is the issue of copyright and what tool to use.
-A wiki is great but folks will need to learn shortcode or markdown to
-I love annotating on genius.com (and in XMCA group could be set) but you
are siloing your work.
-There is Diigo...
and the lsit goes on
Basically what it sounds like yoy are trying to do is two things (public
annotation of texts) and create learning pathways into the XMCA community.
Maybe it is best to separate the two.
1. Get as many texts that can be legally published and shared on the open
web. Invite folks to start annotating.
2. For the n00b project create a set of learning modules (maybe on your 1-5
scales) that folks can step in and out of at will...who knows maybe one day
even facilitate a little community discussions around this class.
Right when I first discovered XMCA I tried to work with folks to set up a
Vygotsky study group on Evernote for us that were new. We had all the
commitment but lacked anyone with expertise.
On the flip side If we dropped n00bs into an annotated documents where
folks spend days arguing over the translation of one Russian word (important
work but not for an onboarding effort) people may leave as well.
On Mon Dec 15 2014 at 12:43:58 AM Annalisa Aguilar <email@example.com> wrote:
> Thanks for your comment regarding the APB! I didn't think there should be
> a comment attached to the entire project, but I suppose yours could be it!
> It is precious. :)
> I'm not sure what you mean about interesting problems. Who decides what is
> an interesting problem? I've never approached reading to solve problems,
> but to learn something that interests me. This orientation you suggest is
> unfamiliar to me.
> The problem we are attempting to solve here is to make texts available to
> those who are not familiar with the texts, and to provide a context by
> designating a reading level and attaching comments to each entry.
> When I took Vera's Vygotsky Seminar, for example, I wasn't looking for a
> problem to solve, but I was willing to read the texts in her reader. That
> was my point of entry. She decided those texts were relevant for novices to
> the topic in the context of a semester seminar.
> However, not everyone who joins the list may come to Sociocultural Theory
> (and other aspects of Cultural Psychology) through a class and with a
> teacher. So this is an attempt to fill that gap. The comments should aid by
> providing an entrance to a given text.
> Because of the vast array of voices here, there will be just as many
> interpretations and problems and biases and concerns. All of this ideally
> will be captured in the comments and allow the reader a means to chose.
> This kind of transparency I think will be fantastic because one of the
> valuable things to know about this community is that there are so many
> voices, so many minds, so many different approaches. That should be
> represented, and this could be one way to do that, but geared for the
> novice in this instance.
> Kind regards,
> From: firstname.lastname@example.org
> <email@example.com> on behalf of Huw Lloyd
> Sent: Sunday, December 14, 2014 9:01 PM
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: The Annotated Bibliography Project (ABP)
> Uhm, what I suspect to be a problem here is that familiarity with these
> texts (i.e. with the problems that the texts are about) would lead to a
> different way to organise this effort than the way you're proposing...
> Familiarity with a problem, or set of problems, determines the relevance of
> the text. My belated answer to the request about intro texts is that it
> depends upon the problems that your colleague is interested in. If they
> don't have any interesting problems, they're not going to get much out of