I'm involved in < $15 gift exchange, and I'm gifting 25 nice postcards, postage & a nice pen for writing #PostcardsToVoters. :-)
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Google CEO Sundar Pichai addressed @timnitGebru's departure in an email to staff, but failed to actually apologize for her firing:
Google CEO Sundar Pichai apologizes for Timnit Gebru controversy but not her firing theverge.com/2020/12/9/2216…
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tfw I find out about @gravislizard’s youtube channel because youtube starts recommending it to me
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We can get stuck going down rabbit holes during eternal Caturday.
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🧱🚀 I am VERY excited and honored to have helped build The Brick House (@brickhousecoop), a new cooperative founded, owned, and operated by its collective publishers. Some amazing journalism/writing/art on here already. Look at it! Subscribe to it! thebrick.house
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"text": "\ud83e\uddf1\ud83d\ude80 I am VERY excited and honored to have helped build The Brick House (@brickhousecoop), a new cooperative founded, owned, and operated by its collective publishers. Some amazing journalism/writing/art on here already. Look at it! Subscribe to it! thebrick.house",
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The real super-power feature missing from Roam Research?
My public Roam Research notebook being able to converse with someone elses’ (or any other page on the internet for that matter). Webmention support might solve this.
#RoamCult
Reading about decentralized social media has imagining something like a giant web of independently networked Roam research-like pages where there’s a chat stream where we talk just like Twitter
But also you can post, which links back to a page with longer content
— Frozen Warmth 💙 (@liminal_warmth) December 8, 2020
(See also related conversation at https://boffosocko.com/2020/12/09/55782252/)
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"text": "The real super-power feature missing from Roam Research?\nMy public Roam Research notebook being able to converse with someone elses\u2019 (or any other page on the internet for that matter). Webmention support might solve this.\n#RoamCult\n\nReading about decentralized social media has imagining something like a giant web of independently networked Roam research-like pages where there\u2019s a chat stream where we talk just like Twitter \nBut also you can post, which links back to a page with longer content\n\u2014 Frozen Warmth \ud83d\udc99 (@liminal_warmth) December 8, 2020\n\n\n(See also related conversation at https://boffosocko.com/2020/12/09/55782252/)",
"html": "The real super-power feature missing from <a href=\"https://twitter.com/RoamResearch\">Roam Research</a>?\n<p>My public Roam Research notebook being able to converse with someone elses\u2019 (or any other page on the internet for that matter). <a href=\"https://indieweb.org/Webmention\">Webmention support</a> might solve this.</p>\n<p>#RoamCult</p>\n<blockquote>\n<p dir=\"ltr\" lang=\"en\" xml:lang=\"en\">Reading about decentralized social media has imagining something like a giant web of independently networked Roam research-like pages where there\u2019s a chat stream where we talk just like Twitter </p>\n<p>But also you can post, which links back to a page with longer content</p>\n<p>\u2014 Frozen Warmth \ud83d\udc99 (@liminal_warmth) <a href=\"https://twitter.com/liminal_warmth/status/1336208272664088578?ref_src=twsrc%5Etfw\">December 8, 2020</a></p>\n</blockquote>\n<p></p>\n<p>(See also related conversation at <a href=\"https://boffosocko.com/2020/12/09/55782252/\">https://boffosocko.com/2020/12/09/55782252/</a>)</p>"
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Thanks @the_ruby_dev!
Speaking of frontend code, support for autoimports and method_missing just landed in Ruby2JS (gem release pending). I can’t wait to write more about this! Game changer. github.com/rubys/ruby2js
We all know that Ruby is a great language to use for the backend of your web application, but did you know you can write Ruby code for the frontend as well?
{ author: @j...
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"text": "Thanks @the_ruby_dev!\n\nSpeaking of frontend code, support for autoimports and method_missing just landed in Ruby2JS (gem release pending). I can\u2019t wait to write more about this! Game changer. github.com/rubys/ruby2js",
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The real super-power feature missing from @RoamResearch? My public Roam notebook being able to converse with someone elses' (or any other page on the internet for that matter). Webmention support might solve this.
#RoamCult
(boffosocko.com/2020/12/09/557…)
https://t.co/aOiyaOgwBD
Reading about decentralized social media has imagining something like a giant web of independently networked Roam research-like pages where there’s a chat stream where ...
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"text": "The real super-power feature missing from @RoamResearch? My public Roam notebook being able to converse with someone elses' (or any other page on the internet for that matter). Webmention support might solve this.\n#RoamCult \n(boffosocko.com/2020/12/09/557\u2026)\nhttps://t.co/aOiyaOgwBD",
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"author": {
"type": "card",
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"text": "Reading about decentralized social media has imagining something like a giant web of independently networked Roam research-like pages where there\u2019s a chat stream where we talk just like Twitter \n\nBut also you can post, which links back to a page with longer content"
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Everyone told me it is time to outsource, so if you are an audio editor looking for a side gig, here is our posting and how to apply. Please apply if you are interested even if you think you aren’t “qualified enough”.
Oh My Dollar is hiring an audio editor again! If you're interested, here's the description and pay: ohmydollar.com/2020/12/09/im-…
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"type": "card",
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"text": "Oh My Dollar is hiring an audio editor again! If you're interested, here's the description and pay: ohmydollar.com/2020/12/09/im-\u2026",
"html": "Oh My Dollar is hiring an audio editor again! If you're interested, here's the description and pay: <a href=\"https://www.ohmydollar.com/2020/12/09/im-hiring-an-editor/\">ohmydollar.com/2020/12/09/im-\u2026</a>"
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Here's some good news to start the day with. bit.ly/3m2oJBV
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"content": {
"text": "Here's some good news to start the day with. bit.ly/3m2oJBV",
"html": "Here's some good news to start the day with. <a href=\"https://bit.ly/3m2oJBV\">bit.ly/3m2oJBV</a>"
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"type": "card",
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Silence
is an ocean. Speech is a river
-Rumi
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"text": "Silence\n is an ocean. Speech is a river\n\n-Rumi"
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More than 1,200 Google workers condemn firing of AI scientist Timnit Gebru theguardian.com/technology/202…
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"text": "More than 1,200 Google workers condemn firing of AI scientist Timnit Gebru theguardian.com/technology/202\u2026",
"html": "More than 1,200 Google workers condemn firing of AI scientist Timnit Gebru <a href=\"https://www.theguardian.com/technology/2020/dec/04/timnit-gebru-google-ai-fired-diversity-ethics?CMP=Share_iOSApp_Other\">theguardian.com/technology/202\u2026</a>"
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Join me for the next 3 hours for a guided tour of @UNESCO's first-ever Futures Literacy Summit. Immersive virtual booths from 100+ orgs around the world. Hundreds of events through Dec 12. Register (free!): unes.co/flsregister @RielM
#futuresstudies #futuresliteracy #unesco
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"text": "Join me for the next 3 hours for a guided tour of @UNESCO's first-ever Futures Literacy Summit. Immersive virtual booths from 100+ orgs around the world. Hundreds of events through Dec 12. Register (free!): unes.co/flsregister @RielM \n#futuresstudies #futuresliteracy #unesco",
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"url": "https://twitter.com/jgmac1106/status/1336626207635468292",
"content": {
"text": "I just donated to @Wikipedia. Support free knowledge! #iloveWikipedia donate.wikimedia.org/?utm_medium=So\u2026",
"html": "I just donated to <a href=\"https://twitter.com/Wikipedia\">@Wikipedia</a>. Support free knowledge! <a href=\"https://twitter.com/search?q=%23iloveWikipedia\">#iloveWikipedia</a> <a href=\"https://donate.wikimedia.org/?utm_medium=SocialMedia&utm_campaign=ThankYouPage&utm_source=Twitter&uselang=en\">donate.wikimedia.org/?utm_medium=So\u2026</a>"
},
"author": {
"type": "card",
"name": "https://jgregorymcverry.com",
"url": "https://twitter.com/jgmac1106",
"photo": "https://pbs.twimg.com/profile_images/565227710104883200/g4MDcTnx.jpeg"
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"post-type": "note",
"_id": "16957272",
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What’s the best winter holiday candle that doesn’t smell like Bath & Body Works?
{
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"url": "https://twitter.com/cleverdevil/status/1336566554322866176",
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"text": "stinkycandlecompany.com/product/the-20\u2026",
"html": "<a href=\"https://stinkycandlecompany.com/product/the-2020-candle/\">stinkycandlecompany.com/product/the-20\u2026</a>"
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"author": {
"type": "card",
"name": "Jonathan LaCour",
"url": "https://twitter.com/cleverdevil",
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"content": {
"text": "What\u2019s the best winter holiday candle that doesn\u2019t smell like Bath & Body Works?",
"html": "What\u2019s the best winter holiday candle that doesn\u2019t smell like Bath & Body Works?"
},
"author": {
"type": "card",
"name": "matt felten",
"url": "https://twitter.com/mattfelten",
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"type": "entry",
"author": {
"name": "Cathie",
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"url": "https://cathieleblanc.com/2020/12/08/design-for-collaboration/",
"published": "2020-12-08T21:28:28-05:00",
"content": {
"html": "<p>Every Fall I teach a class called <em><a href=\"https://cathieleblanc.com/2019/05/10/what-is-tackling-a-wicked-problem/\">Tackling a Wicked Problem</a></em> (TWP) for first year students at Plymouth State University. A major goal of this class is for students to design and implement a project with their classmates that addresses some aspect of a wicked problem and makes a difference in the world. This is a tall order in the best of times and I knew that this Fall semester was not going to be the best of times. We were (and, of course, continue to be) in the middle of a pandemic. To add to the challenges, the students who were registering for my particular section for this class were choosing to learn online asynchronously for a lot of different reasons. Online asynchronous learning requires a significant amount of independence and self-motivation on the part of learners and my experience with first year students made me worry that many might not yet have developed the the skills needed to succeed in that environment. But because there was demand for online asynchronous sections of first year courses, I volunteered to <a href=\"https://cathieleblanc.com/2020/05/24/tackling-a-wicked-problem-online/\">pilot a section of TWP</a>. I think the design of the course that I came up with is mostly good and facilitated some excellent collaboration but the class was not without its challenges for both me and the students.</p>\n<p>Plymouth State University (PSU) uses Moodle as its learning management system. Like all tools, it has some good features and some (very) bad features but its main advantage is students see links to the automatically created Moodle sites for all of their classes when they log into the PSU portal which is called myPlymouth. Because of this I determined early in my planning that I would use the Moodle site to provide a weekly schedule of assigned work. In addition, I would use the Moodle site to store documents, videos, etc. that they need in order to complete the course.</p>\n<p>I read an excellent article early in my planning of the course that pushed me to think about the LMS differently than I had in the past. I wrote about the key points of <a href=\"https://journals.sfu.ca/jalt/index.php/jalt/article/view/215/191\">\u201cIntroducing the Tri-Layered Student Online Experience Framework\u201d</a> back in <a href=\"https://cathieleblanc.com/2020/05/25/moving-from-file-repository-to-narrative-journey/\">May</a> as I was planning my class. The major epiphany for me from the article is highlighted in the subtitle: \u201cMoving from File Repository to Narrative Journey.\u201d The key affordance of most learning management systems is their function as a place to store files, documents, videos, and other educational resources. In fact, I said in the previous paragraph that this is exactly why I chose to use Moodle. The article points out, however, that explaining to students why they will want to view, read, engage with the educational materials, how those educational materials will help them meet the goals of the class turns the course\u2019s LMS into a guide for the students regarding the educational journey they will take through the semester. Providing this narrative journey for students helps them to understand why they should engage with the educational materials and not just jump right to assignments and other pieces of the course that somehow \u201ccount\u201d in their minds (and often in ours). The key idea of the article is that we need to explain to students why the educational materials count, why they matter.</p>\n<p>Here is a screenshot of part of Week 1 of the course where you can see how I explain what the students will get out of engaging with each of the educational resources in the class.</p>\n<p><img src=\"https://i1.wp.com/cathieleblanc.com/wp-content/uploads/Week-1.png?resize=300%2C291&ssl=1\" alt=\"Week 1 Moodle\" /></p>\n<p>You\u2019ll notice a couple of other things in the screenshot. I provided estimates of the amount of time I thought each activity should take students. I did this for two reasons. First, I think it\u2019s helpful for students to have some idea of the expectations. Second, I think it\u2019s helpful for us as instructors to force us to think about the amount of work we are assigning our students. I asked students to tell me if my estimates were off and none of them ever suggested that they were. The other thing you will notice is an empty box next to each activity that I wanted the students to engage in. I set Moodle up so that students could check off the activities they had completed to help them keep track of where they were in the class. The students seemed to use this feature extensively but there was some confusion about it for some students. When you use this feature, Moodle shows students a graphic that indicates how much of the course they have completed. A couple of students thought this graphic was showing them their current grade. So a little more than halfway through the class, one student asked me how she could improve her grade because she only had a 60-something percent. It took me a while to figure out that she was misunderstanding this graphic.</p>\n<p>One of the main things that I was worried about was the collaborative, project-based nature of the class. In particular, I wanted to be sure to include online activities using a collaborative tool that would help students build community even though they were first year students and mostly not on campus. I chose to use Microsoft Teams for this because we are a Microsoft campus and the tool is readily available to students. I had been using Teams all summer for all of my committee work and found it mostly helpful and easy to use. I created a Team and added all of the students to it. I then created a link in Moodle directly to that Team so that students would always be able to find it. The image below shows the main page of my Moodle course with weekly tabs and the Teams link always visible.</p>\n<p><img src=\"https://i2.wp.com/cathieleblanc.com/wp-content/uploads/Screenshot-2020-11-29-17.44.54.png?resize=300%2C142&ssl=1\" alt=\"Moodle site screenshot\" /></p>\n<p>Any work that was for my eyes only was submitted on Moodle while anything that students should see of each others\u2019 work or collaborate on was done on Teams. For example, I asked the students to write reflective essays about their development of the Habits of Mind. Those reflections were for my eyes only so students submitted them on Moodle. I also asked the students to create some sort of introduction to themselves\u2013an introductory video, Powerpoint, essay, one-pager, drawing. They posted these introductions on Teams (in a channel called Introductions) so that they could get to know each other. I have used this sort of assignment in online asynchronous courses in the past with students posting their introductory materials in a discussion forum. I have never been satisfied with this assignment on Moodle because the students haven\u2019t seemed to really engage with each other. As I said in <a href=\"https://cathieleblanc.com/2020/09/23/online-asynch-collaboration-mid-semester-reflection/\">my mid-semester reflection</a>, something magical started to happen on Teams. Students began to engage in spontaneous conversations with each other about love of sports, sharing xBox handles, and so on. I think Teams just feels more alive for this kind of conversation. It looks much more like a modern social media tool than Moodle does. I also think the fact that there is a Teams app that you can install on your mobile device makes a difference. I often checked Teams and chatted with my students via my phone. In addition, I could \u201clisten in\u201d on the students\u2019 conversation via the Posts section of the channel.</p>\n<p>Teams was also the place where students collaborated on projects. Their first project, for example, required them to investigate a claim about climate change and write an article together that came to a conclusion about the veracity of the claim. I created a private channel for each group and then posted the templates for the various stages of the project (annotated bibliography, first draft of article, etc.) in the Files section of the channel. Teams allows students to collaborate on documents in the File section in a way similar to Google Docs. Students were able to figure it out pretty quickly. I could see the version history of each document in the Files section to see who had changed what in the file.</p>\n<p>The image below shows the set up of the various channels for the class on the left side along with some of the posts from one of the groups working on their final project. Of course, I have removed the names of all of the students.</p>\n<p><img src=\"https://i0.wp.com/cathieleblanc.com/wp-content/uploads/Team.png?resize=1024%2C412&ssl=1\" alt=\"\" /></p>\n<p>In their final reflections for the semester, some students indicated that they had actually made friends in the class even though they were at home and feeling pretty disconnected from PSU as an actual, physical place. I think the use of Teams facilitated this connection. Teams has a mechanism for students to set up video conferences right in the tool and many of the groups took advantage of this feature. There is also a chat feature which they used extensively with me and so I assume they used it with each other as well. Some groups used the Posts to determine a completely different communication tool (like Snapchat) for their work. Teams seemed to foster authentic connection.</p>\n<p>I was in a meeting recently where I described these final reflections, that they had made some friends, and then said I thought the use of Teams was moderately successful. Several people pushed back to say that this seems like a huge success. The issue for me is that other students, even some students who had been really engaged all semester, said that they felt disconnected from the class, that it was difficult to stay motivated to do the work when everything is online. So the use of Teams worked for some students but it didn\u2019t work for others. That seems like a moderate success. When I get a bit more distance from this crazy semester, I\u2019ll reflect more on this issue.</p>",
"text": "Every Fall I teach a class called Tackling a Wicked Problem (TWP) for first year students at Plymouth State University. A major goal of this class is for students to design and implement a project with their classmates that addresses some aspect of a wicked problem and makes a difference in the world. This is a tall order in the best of times and I knew that this Fall semester was not going to be the best of times. We were (and, of course, continue to be) in the middle of a pandemic. To add to the challenges, the students who were registering for my particular section for this class were choosing to learn online asynchronously for a lot of different reasons. Online asynchronous learning requires a significant amount of independence and self-motivation on the part of learners and my experience with first year students made me worry that many might not yet have developed the the skills needed to succeed in that environment. But because there was demand for online asynchronous sections of first year courses, I volunteered to pilot a section of TWP. I think the design of the course that I came up with is mostly good and facilitated some excellent collaboration but the class was not without its challenges for both me and the students.\nPlymouth State University (PSU) uses Moodle as its learning management system. Like all tools, it has some good features and some (very) bad features but its main advantage is students see links to the automatically created Moodle sites for all of their classes when they log into the PSU portal which is called myPlymouth. Because of this I determined early in my planning that I would use the Moodle site to provide a weekly schedule of assigned work. In addition, I would use the Moodle site to store documents, videos, etc. that they need in order to complete the course.\nI read an excellent article early in my planning of the course that pushed me to think about the LMS differently than I had in the past. I wrote about the key points of \u201cIntroducing the Tri-Layered Student Online Experience Framework\u201d back in May as I was planning my class. The major epiphany for me from the article is highlighted in the subtitle: \u201cMoving from File Repository to Narrative Journey.\u201d The key affordance of most learning management systems is their function as a place to store files, documents, videos, and other educational resources. In fact, I said in the previous paragraph that this is exactly why I chose to use Moodle. The article points out, however, that explaining to students why they will want to view, read, engage with the educational materials, how those educational materials will help them meet the goals of the class turns the course\u2019s LMS into a guide for the students regarding the educational journey they will take through the semester. Providing this narrative journey for students helps them to understand why they should engage with the educational materials and not just jump right to assignments and other pieces of the course that somehow \u201ccount\u201d in their minds (and often in ours). The key idea of the article is that we need to explain to students why the educational materials count, why they matter.\nHere is a screenshot of part of Week 1 of the course where you can see how I explain what the students will get out of engaging with each of the educational resources in the class.\n\nYou\u2019ll notice a couple of other things in the screenshot. I provided estimates of the amount of time I thought each activity should take students. I did this for two reasons. First, I think it\u2019s helpful for students to have some idea of the expectations. Second, I think it\u2019s helpful for us as instructors to force us to think about the amount of work we are assigning our students. I asked students to tell me if my estimates were off and none of them ever suggested that they were. The other thing you will notice is an empty box next to each activity that I wanted the students to engage in. I set Moodle up so that students could check off the activities they had completed to help them keep track of where they were in the class. The students seemed to use this feature extensively but there was some confusion about it for some students. When you use this feature, Moodle shows students a graphic that indicates how much of the course they have completed. A couple of students thought this graphic was showing them their current grade. So a little more than halfway through the class, one student asked me how she could improve her grade because she only had a 60-something percent. It took me a while to figure out that she was misunderstanding this graphic.\nOne of the main things that I was worried about was the collaborative, project-based nature of the class. In particular, I wanted to be sure to include online activities using a collaborative tool that would help students build community even though they were first year students and mostly not on campus. I chose to use Microsoft Teams for this because we are a Microsoft campus and the tool is readily available to students. I had been using Teams all summer for all of my committee work and found it mostly helpful and easy to use. I created a Team and added all of the students to it. I then created a link in Moodle directly to that Team so that students would always be able to find it. The image below shows the main page of my Moodle course with weekly tabs and the Teams link always visible.\n\nAny work that was for my eyes only was submitted on Moodle while anything that students should see of each others\u2019 work or collaborate on was done on Teams. For example, I asked the students to write reflective essays about their development of the Habits of Mind. Those reflections were for my eyes only so students submitted them on Moodle. I also asked the students to create some sort of introduction to themselves\u2013an introductory video, Powerpoint, essay, one-pager, drawing. They posted these introductions on Teams (in a channel called Introductions) so that they could get to know each other. I have used this sort of assignment in online asynchronous courses in the past with students posting their introductory materials in a discussion forum. I have never been satisfied with this assignment on Moodle because the students haven\u2019t seemed to really engage with each other. As I said in my mid-semester reflection, something magical started to happen on Teams. Students began to engage in spontaneous conversations with each other about love of sports, sharing xBox handles, and so on. I think Teams just feels more alive for this kind of conversation. It looks much more like a modern social media tool than Moodle does. I also think the fact that there is a Teams app that you can install on your mobile device makes a difference. I often checked Teams and chatted with my students via my phone. In addition, I could \u201clisten in\u201d on the students\u2019 conversation via the Posts section of the channel.\nTeams was also the place where students collaborated on projects. Their first project, for example, required them to investigate a claim about climate change and write an article together that came to a conclusion about the veracity of the claim. I created a private channel for each group and then posted the templates for the various stages of the project (annotated bibliography, first draft of article, etc.) in the Files section of the channel. Teams allows students to collaborate on documents in the File section in a way similar to Google Docs. Students were able to figure it out pretty quickly. I could see the version history of each document in the Files section to see who had changed what in the file.\nThe image below shows the set up of the various channels for the class on the left side along with some of the posts from one of the groups working on their final project. Of course, I have removed the names of all of the students.\n\nIn their final reflections for the semester, some students indicated that they had actually made friends in the class even though they were at home and feeling pretty disconnected from PSU as an actual, physical place. I think the use of Teams facilitated this connection. Teams has a mechanism for students to set up video conferences right in the tool and many of the groups took advantage of this feature. There is also a chat feature which they used extensively with me and so I assume they used it with each other as well. Some groups used the Posts to determine a completely different communication tool (like Snapchat) for their work. Teams seemed to foster authentic connection.\nI was in a meeting recently where I described these final reflections, that they had made some friends, and then said I thought the use of Teams was moderately successful. Several people pushed back to say that this seems like a huge success. The issue for me is that other students, even some students who had been really engaged all semester, said that they felt disconnected from the class, that it was difficult to stay motivated to do the work when everything is online. So the use of Teams worked for some students but it didn\u2019t work for others. That seems like a moderate success. When I get a bit more distance from this crazy semester, I\u2019ll reflect more on this issue."
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"published": "2020-12-08T22:38:45-08:00",
"url": "https://boffosocko.com/2020/12/08/browser-bookmarklets-for-giving-credit/",
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"indieweb",
"curators-code",
"giving-credit",
"hat-tip",
"via"
],
"name": "Browser Bookmarklets for Giving Credit",
"content": {
"text": "I\u2019ve been thinking more lately about giving credit on my own website, particularly in cases where the context of things I\u2019m reading has some additional context based on where I originally saw them. I\u2019d also like to give people I follow credit as the source by which my own content is aggregated.\nEarlier today I tinkered around with some ideas relating to the old Curator\u2019s Code which I revisit from time to time. I outlined some details, data fields, UI, and some pseudo-code to actually build it into a WordPress plugin. Then I thought I ought to check the repository where I discovered that someone had previously made one. Unfortunately it was withdrawn from the repository. I suspect its that they didn\u2019t want to continue to support it moving into the Gutenberg era. (It still works with the classic editor.)\nI don\u2019t give credit on my site often enough in large part because it isn\u2019t an easier thing to do when quickly posting some of the smaller bits of content. They say \u201cmanual until it hurts\u201c, and doing this has just hurt too much for too long. Toward that end I thought I\u2019d make a couple of quick bookmarklets for cutting and pasting text into my site. It\u2019s not as good as a better custom UI, but it\u2019ll work and could potentially work well for others.\nThese bookmarklets aren\u2019t any great shakes and perhaps (hopefully?) someone with more JavaScript chops than I have can greatly improve upon them to add or modify some of the bits and automate things a bit better. In particular, I\u2019m sure there\u2019s a way to find the original publication date on a page and pull that data out, but currently I could only figure out how to find the last modified date using document.lastModified because I couldn\u2019t find the other. I\u2019d also prefer to have a way to automatically find the author(s) as well, but JS isn\u2019t my best friend.\nInstructions for use\nCreate two bookmarks in your browser\u2019s bookmark bar. Give them convenient names like \u201cvia\u201d and \u201chat tip\u201d and add the snippets of code respectively into the URL fields. On a site you want to give credit to, highlight the name of the author of the post and click the bookmarklet. You\u2019ll see a pop up for some text which you can then cut and paste into your post to give the credit. You can obviously edit the text if necessary.\nIf your site supports sending Webmention notifications, then when the post is published, the cited page will get a notification of your post.\nBookmarklet code\nBelow are snippets of code that the bookmarklets are running (for transparency\u2019s sake).\njavascript:(function(){let text=\"\"; if(window.getSelection()!=''){text=window.getSelection().toString()+\"\\n\";}prompt(\"Press Ctrl+C, Escape\",\"<p><small><cite class=\"h-cite via\"><abbr title=\"via\">\u1525</abbr> <span class=\"p-author h-card\">\"+text+\"</span> in <a class=\"u-url p-name\" href=\"\"+location.href+\"\" target=\"_blank\" rel=\"noopener noreferrer\" >\"+document.title+\"</a> (<time class=\"dt-published\">\"+document.lastModified+\"</time>)</cite></small></p>\");})()\njavascript:(function(){let text=\"\"; if(window.getSelection()!=''){text=window.getSelection().toString()+\"\\n\";}prompt(\"Press Ctrl+C, Escape\",\"<p><small><cite class=\"h-cite ht\"><abbr title=\"hat tip\">\u21ac</abbr> <span class=\"p-author h-card\">\"+text+\"</span> in <a class=\"u-url p-name\" href=\"\"+location.href+\"\" target=\"_blank\" rel=\"noopener noreferrer\" >\"+document.title+\"</a> (<time class=\"dt-published\">\"+document.lastModified+\"</time>)</cite></small></p>\");})()\nExample\nHere\u2019s an example of what it looks like on my site:\n\u21ac \u00a0Maria Popova with input from Tina Roth Eisenberg in curator\u2019s \u01ddpo\u0254 (2018-12-07 21:32:53)\nWho will you credit?",
"html": "I\u2019ve been thinking more lately about <a href=\"https://indieweb.org/giving-credit\">giving credit</a> on my own website, particularly in cases where the context of things I\u2019m reading has some additional context based on where I originally saw them. I\u2019d also like to give people I follow credit as the source by which my own content is aggregated.\n<p>Earlier today I <a href=\"https://boffosocko.com/2020/12/08/55782209/\">tinkered around</a> with some ideas relating to the old <a href=\"https://web.archive.org/web/20181207213253/http://curatorscode.org/\">Curator\u2019s Code</a> which I revisit from time to time. I outlined some details, data fields, UI, and some pseudo-code to actually build it into a WordPress plugin. Then I thought I ought to check the repository where I discovered that <a href=\"https://www.contentharmony.com/tools/curators-code-plugin/\">someone had previously made one</a>. Unfortunately it was withdrawn from the repository. I suspect its that they didn\u2019t want to continue to support it moving into the Gutenberg era. (It still works with the classic editor.)</p>\n<p>I don\u2019t give credit on my site often enough in large part because it isn\u2019t an easier thing to do when quickly posting some of the smaller bits of content. They say \u201c<a href=\"https://indieweb.org/manual_until_it_hurts\">manual until it hurts</a>\u201c, and doing this has just hurt too much for too long. Toward that end I thought I\u2019d make a couple of quick bookmarklets for cutting and pasting text into my site. It\u2019s not as good as a better custom UI, but it\u2019ll work and could potentially work well for others.</p>\n<p>These bookmarklets aren\u2019t any great shakes and perhaps (hopefully?) someone with more JavaScript chops than I have can greatly improve upon them to add or modify some of the bits and automate things a bit better. In particular, I\u2019m sure there\u2019s a way to find the original publication date on a page and pull that data out, but currently I could only figure out how to find the last modified date using <code>document.lastModified</code> because I couldn\u2019t find the other. I\u2019d also prefer to have a way to automatically find the author(s) as well, but JS isn\u2019t my best friend.</p>\n<h2>Instructions for use</h2>\n<p>Create two bookmarks in your browser\u2019s bookmark bar. Give them convenient names like \u201cvia\u201d and \u201chat tip\u201d and add the snippets of code respectively into the URL fields. On a site you want to give credit to, highlight the name of the author of the post and click the bookmarklet. You\u2019ll see a pop up for some text which you can then cut and paste into your post to give the credit. You can obviously edit the text if necessary.</p>\n<p>If your site supports sending Webmention notifications, then when the post is published, the cited page will get a notification of your post.</p>\n<h3>Bookmarklet code</h3>\n<p>Below are snippets of code that the bookmarklets are running (for transparency\u2019s sake).</p>\n<pre>javascript:(function(){let text=\"\"; if(window.getSelection()!=''){text=window.getSelection().toString()+\"\\n\";}prompt(\"Press Ctrl+C, Escape\",\"<p><small><cite class=\"h-cite via\"><abbr title=\"via\">\u1525</abbr> <span class=\"p-author h-card\">\"+text+\"</span> in <a class=\"u-url p-name\" href=\"\"+location.href+\"\" target=\"_blank\" rel=\"noopener noreferrer\" >\"+document.title+\"</a> (<time class=\"dt-published\">\"+document.lastModified+\"</time>)</cite></small></p>\");})()</pre>\n<pre>javascript:(function(){let text=\"\"; if(window.getSelection()!=''){text=window.getSelection().toString()+\"\\n\";}prompt(\"Press Ctrl+C, Escape\",\"<p><small><cite class=\"h-cite ht\"><abbr title=\"hat tip\">\u21ac</abbr> <span class=\"p-author h-card\">\"+text+\"</span> in <a class=\"u-url p-name\" href=\"\"+location.href+\"\" target=\"_blank\" rel=\"noopener noreferrer\" >\"+document.title+\"</a> (<time class=\"dt-published\">\"+document.lastModified+\"</time>)</cite></small></p>\");})()</pre>\n<h2>Example</h2>\n<p>Here\u2019s an example of what it looks like on my site:</p>\n<p><abbr title=\"hat tip\">\u21ac</abbr> <span>\u00a0Maria Popova</span> with input from Tina Roth Eisenberg in <a href=\"https://curatorscode.org/%22\">curator\u2019s \u01ddpo\u0254</a> (<time>2018-12-07 21:32:53</time>)</p>\n<p>Who will you credit?</p>"
},
"author": {
"type": "card",
"name": "Chris Aldrich",
"url": "https://boffosocko.com/author/chrisaldrich/",
"photo": "https://secure.gravatar.com/avatar/d5fb4e498fe609cc29b04e5b7ad688c4?s=96&d=identicon&r=pg"
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"_id": "16954651",
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This is exactly how I’ve been converting undecideds during GA phonebanking
twitter.com/davidnir/statu…
It may be hard to believe now, but Dems won a tough special election for Kirsten Gillibrand's House seat in 2009 by hammering the Republican for not supporting the Obama ...
{
"type": "entry",
"published": "2020-12-09T04:25:16+00:00",
"url": "https://twitter.com/karabaic/status/1336527310623653891",
"quotation-of": "https://twitter.com/DavidNir/status/1336525995143278593",
"content": {
"text": "This is exactly how I\u2019ve been converting undecideds during GA phonebanking\ntwitter.com/davidnir/statu\u2026",
"html": "This is exactly how I\u2019ve been converting undecideds during GA phonebanking\n<a href=\"https://twitter.com/davidnir/status/1336525995143278593\">twitter.com/davidnir/statu\u2026</a>"
},
"author": {
"type": "card",
"name": "jk",
"url": "https://twitter.com/karabaic",
"photo": "https://pbs.twimg.com/profile_images/1256785873384861696/QfRzUvne.jpg"
},
"post-type": "note",
"refs": {
"https://twitter.com/DavidNir/status/1336525995143278593": {
"type": "entry",
"published": "2020-12-09T04:20:03+00:00",
"url": "https://twitter.com/DavidNir/status/1336525995143278593",
"content": {
"text": "It may be hard to believe now, but Dems won a tough special election for Kirsten Gillibrand's House seat in 2009 by hammering the Republican for not supporting the Obama stimulus. Ossoff & Warnock have been making a similar argument re COVID relief nytimes.com/2009/02/24/nyr\u2026",
"html": "It may be hard to believe now, but Dems won a tough special election for Kirsten Gillibrand's House seat in 2009 by hammering the Republican for not supporting the Obama stimulus. Ossoff & Warnock have been making a similar argument re COVID relief <a href=\"https://www.nytimes.com/2009/02/24/nyregion/24house.html\">nytimes.com/2009/02/24/nyr\u2026</a>"
},
"author": {
"type": "card",
"name": "David Nir",
"url": "https://twitter.com/DavidNir",
"photo": "https://pbs.twimg.com/profile_images/1239342968827494407/M1L0qJnS.png"
},
"post-type": "note"
}
},
"_id": "16953156",
"_source": "2773"
}
