Flickr Bookmarklets

If you need a bookmarklet to search for Flickr photos that have been licensed for commercial re-use and modification, drag the following link to the bookmarks bar on your browser: Search Flickr. (This is a variation on a bookmarklet created by Konrad Lawson.)

If you need a bookmarklet that will automatically generate a hyperlinked attribution for an individual Flickr photos, drag the following link to the bookmarks bar on your browser: Flickr attribution. (This is a variation on a bookmarklet created by Cory Dodt.)

I also created a (silent) screencast demonstrating how to use the bookmarklets. In order to make sense of what’s going on you’ll probably want to expand the video to fill your screen.

[Creative Commons licensed Flickr photo by rosemilkinabottle]

Print Friendly

ASECS 2011: My Schedule

The 2011 meeting of the American Society for Eighteenth-Century Studies will take place this weekend in Vancouver, British Columbia.

These are the sessions with which I am involved one way or another:

Friday, March 18

  • 9:45am-11:15am: “The Eighteenth Century in the Twenty-First: The Impact of the Digital Humanities” (Grand Ballroom BC)
  • 4:15pm-5:45pm: “New Media In the Eighteenth Century” (Port Alberni)

Saturday, March 19

  • 2:00pm-3:30pm: “Evaluating Digital Work: Projects, Programs and Peer Review” (Grand Ballroom BC)

How about you? Are you going? What’s your schedule look like? (The rest of the conference program is online as a PDF.)

Print Friendly

Revised Questions: Oral Histories Regarding Braille

I am sincerely grateful for all of the feedback I received (in various channels) about my last post. Below I list the questions I ended up asking during the first three interviews I conducted. Keep in mind that the interviews were much more like conversations than this somewhat sterile list of questions might imply.

A hand reading braille.

  1. Please tell us a little about yourself.
  2. What is your experience today with using braille in everyday life?
  3. What do you remember about when you first started learning braille?
  4. What was the hardest thing about learning braille?
  5. Looking back now, what’s your opinion of the way you were taught braille?
  6. Today, when you read for pleasure, what kind of material do you read and how do you read it? (audio? braille?)
  7. Some say that listening to a book is not an example of literacy and that only by reading through braille is a person literate. What’s your opinion?
  8. With new technologies making it so easy to listen to books and other kinds of writing, is there a good reason to preserve braille and keep teaching people how to use it?
  9. Do braille readers have any advantages over sighted readers?
  10. Let’s turn now from reading to writing. How do you compose your writing? What tools do you use? How do you edit? Do you use a brailler?
  11. When you were a child, did you have any adult role models who were visually impaired or blind?
  12. Do you think it’s important for young people who are visually impaired or blind to have adult role models who are, too?
  13. As far as you know, are you a role model to any young people?

[Photo by Flickr user antonioxalonso. Licensed under Creative Commons.]

Print Friendly

Academic/Geek Gear: a list of mobile essentials

In response to a friend’s request for suggestions regarding what to buy with startup money associated with a new academic job, I came up with the following list, which I present for your consideration. Let’s assume you’ve already worked out your desktop computer, your laptop computer, and your printer/scanner.

Feedback or additional suggestions are welcome!

Continue reading

Print Friendly

there are archives, and then there are archives

I’ve been thinking about writing a post on digital archives, commercialization, scholarship, teaching, and access, but Ray Rosenzweig, in “Digital Archives Are a Gift of Wisdom to Be Used Wisely” (Chronicle, sub req’d) has pretty much beaten me to it. Although Rosenzweig’s focus is on teaching, he brings up a central concern of mine, namely the cost of commercial offerings of digitized cultural heritage resources: if my university cannot afford to subscribe, then my scholarship and my teaching (i.e. my students’ education) are going to suffer.

Continue reading

Print Friendly