Joel Liu's personal annotations on this page
Joel bookmarked
on 2008-03-29
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During the assignment, students are at first skeptical that they will find anyone with similar interest. Usually it is not till they find a “Gem,” or exciting link, through someone else’s tags that they see the value in the exercise. More importantly, the assignment hammers home the ways in which social bookmarking can help them become part of a network of scholars, collaborating albeit indirectly at times.
After a few weeks of my stressing the importance of effective tagging and annotation, however, students are often a bit disappointed with the disorder they see in the tags of others. I remind them, “That’s right. Stay off the streets. It’s two clicks from chaos out there.”
This link has been bookmarked by 16 people . It was first bookmarked on 29 Mar 2008, by Maggie Tsai.
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John CurryOver the past few years, WRT has occasionally addressed the use of new writing technologies in the composition classroom (several posts: 1, 2, 3 and Christy’s list of Games and Pedagogy). Needless to say, these lessons might also fit a multimedia literacy course or even a social media course. This post offers an exercise in investigating the role of social bookmarking tools, such as Diigo (previously discussed wrt “Marginalia”) and del.icio.us in contemporary online research.
Social Bookmarking Soulmates
an exercise in academic social networking: -
Darren KuropatwaI use this assignment as a means to have students network with another researcher, but it is also a useful moment to reflect on bookmarking and tagging practices.
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Christy TuckerClassroom activity using Diigo's user profiles to find a "social bookmarking soulmate" who has similar interests
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Rudy GarnsThis post offers an exercise in investigating the role of social bookmarking tools, such as Diigo (previously discussed wrt “Marginalia”) and del.icio.us in contemporary online research. WRT: Writer Response Theory
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During the assignment, students are at first skeptical that they will find anyone with similar interest. Usually it is not till they find a “Gem,” or exciting link, through someone else’s tags that they see the value in the exercise. More importantly, the assignment hammers home the ways in which social bookmarking can help them become part of a network of scholars, collaborating albeit indirectly at times.
After a few weeks of my stressing the importance of effective tagging and annotation, however, students are often a bit disappointed with the disorder they see in the tags of others. I remind them, “That’s right. Stay off the streets. It’s two clicks from chaos out there.”
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