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    • U.S. Presidents’ Inaugural Speeches
    • Abraham Lincoln Speeches and Letters

¶ Week 6: Questions

Please answers both questions below:

1.) The work you are doing on the Digital Watts Project is first and foremost for the Southern California Library. With that in mind, please explain your metadata creation process. In other words, give the library insight into what it takes to do what you did so they may learn from your efforts. Answer questions like: What order did you do things in? How did you decide on titles if the artifact did not already have one? What are your thoughts on the creation and application of subject terms? How much time did it take? How do you know you are done describing an object? What was the most difficult part of the process? Also, please make sure to share which of the class readings where most helpful—be they readings about classification, readings about Watts, etc.—and explain why they were helpful.

¶ Week 5: Question

In the intro to Sorting Things Out, Bowker and Star write about the all-encompassing nature of classification systems, how they shape (and control) our everyday lives and their implications:

Remarkably for such a central part of our lives, we stand for the most part in formal ignorance of the social and moral order created by these invisible, potent entities. Their impact is indisputable, and as Foucault reminds us, inescapable…Each standard and each category valorizes some point of view and silences another. This is not a bad thing—indeed it is inescapable. But it is an ethical choice, and as such it is dangerous—not bad but dangerous. (3 & 5)

¶ Week 4: Question

I’d be curious to hear your thoughts on the role of gender in the documentary: in both the representation of the riots themselves and the accounts of what caused the riots. Specifically, I’m fascinated by the (non) presence of black women in the representation of the riot and black masculinity as a focal point of discussions of the riot’s causes. In what ways are women an absent presence in the film? What did you see as the overall effect of the manner in which black masculinity, black male role models, and the black family were discussed in the documentary?

¶ Week 4: Question

Address all of the following prompts and please let us know if you have questions:

1.) Yesterday we explored the possibility of repurposing online social networking services (but also online platforms more generally) for academic/scholarly work. We also talked about some of the hazards and limits of these kinds of endeavors.

Consider one of the services we discussed (Twitter) or another service/platform that you are familiar with (Facebook; Genius; Pintrest). (Set aside for the moment blogging services like WordPress and Tumblr). Do these sites/services have any capacities or affordances that could be harnessed for collaborative scholarly work? This could be work that results in permanent content or a permanent archive. Or it could be more ephemeral group work: brainstorming, sharing feedback, workshopping.

¶ Week 2: Questions

Required – Do the following after you have written your response:  

a.) Look at the Library of Congress Classifications and determine the category in which your post should go.

b.) Propose 4 keywords that most closely describe your post and search those terms in the Library of Congress Subject Headings database to see if they exist. For terms that are not already there, search for ones that most closely match them. Include both your original keywords and the LC terms in your post.

I realize using the LC is new to you.  Just do your best.

¶ Week 1: Questions

1.) There has been a lot of talk recently about “slow” movements: the slow food movement; slow scholarship; the slow professor; the slow university. At a distance from these discourses lies Rob Nixon’s concept of “slow violence” (see Slow Violence and the Environmentalism of the Poor). While Nixon is focused on environmental projects and disasters (Bhopal etc.), I kept thinking of the concept as I read Wanda Coleman (and listened to Anthony and Kevin). One of the challenges of responding politically to or organizing to address the negative developments that occur in neighborhoods and communities is that they often occur slowly and incrementally (and thus, in some ways, invisibly). And one of the most effective aspects of Coleman’s narrative is the way she reminds us of the obvious (but often forgotten) fact that large-scale historical events and developments are often experienced, as if, in slow motion as lives slowly unravel. What struck you about the way she weaves together the story of a neighborhood, a community, and her own life story? Are there some early lessons from her story and from the stories of Anthony and Kevin (though very different) that we might adopt provisionally as protocols/adages to inform our work on this project?