There’s a terrific article by Helen Vendler in the March 24, 2014 New Republic about what can learn about Emily Dickinson by exploring her handwritten drafts. Helen is a Dickinson scholar of serious repute, and she finds revelatory significance in the words that were crossed out, replaced, or listed as alternatives, in the physical arrangement of the words on the page, etc. For example, Prof. Vendler points to the change of the line in “The Spirit” : “What customs hath the Air?” became “What function hath the Air?” She says that this change points to a more “abstract, unrevealing, even algebraic” understanding of “the future habitation of the spirit.”

Prof. Vendler’s source for many of the poems she points to is Emily Dickinson: The Gorgeous Nothings, by Marta Werner and Jen Bervin, the book she is reviewing. But she also points to the new online Dickinson collection from Amherst and Harvard. (The site was developed by the Berkman Center’s Geek Cave.)

Unfortunately, the New Republic article is not available online. I very much hope that it will be since it provides such a useful way of reading the materials in the online Dickinson collection which are themselves available under a CreativeCommons license that enables
non-commercial use without asking permission.

The post Reading Emily Dickinson’s metadata appeared first on Joho the Blog.

I’ve just finished leading two days of workshops at University of Stuttgart as part of my fellowship at the Internazionales Zentrum für Kultur- und Technikforschung. (No, I taught in English.) This was for me a wonderful experience. First of all, the students were engaged, smart, talked from diverse standpoints, and fun. Second, it reminded me how to teach. I had so much trouble trying to structure sessions, feeling totally unsure how one does so. But the eight 1.5 hour sessions reminded me why I loved teaching.

For my own memory, here are the sessions (and if any of you were there and took notes, I’d love to see them):

Friday

#1 Cyberutopianism, technodeterminism, and Internet exceptionalism defined, with JP Barlow’s Declaration of the Independent of Cyberspace as an example. Class introductions.

#2 Information Age to Age of Connected. Why Ted Nelson’s Xanadu did not succeed the way the Web did. Rough technical architecture of the Net and (perhaps) its embedded political values. Hyperlinks.

#3 Digital order. Everything is miscellaneous? From information Retrieval to search engines. Schema-based databases to tagging.

#4 Networked knowledge. What knowledge looks like once it’s been freed of paper. Four challenges to networked knowledge (with many more added by the students.)

On Saturday we talked about topics that the students decided were interesting:

#1 Mobile net. Is Facebook making us more or less social? Why do we fill up every interstice by using Facebook on mobiles? What does this say about us and the notion of the self?

#2 Downloading. Do you download music illegally? What is your justification? How might artists respond? Why is the term “intellectual property” so loaded?

#3 Education. What makes a great in-person course? What makes for a miserable one? Oddly, many of the characteristics of miserable classes are also characteristics of MOOCs. What might we do about that? How much of this is caused by the fact that MOOCs are construed as courses in the traditional sense?

#4 Internet culture. Is there such a thing? If there are many, is any particular one to be privileged? How does the Net look to a culture that is dedicated to warding off what it says as corrupting influences? End with LolCatBible and the astounding TheJohnnyCashProject

Thank you, students. This experience meant a great deal to me.

(Here’s a version of the text of a submission I just made to BoingBong through their “Submitterator”)

Harvard University has today put into the public domain (CC0) full bibliographic information about virtually all the 12M works in its 73 libraries. This is (I believe) the largest and most comprehensive such contribution. The metadata, in the standard MARC21 format, is available for bulk download from Harvard. The University also provided the data to the Digital Public Library of America’s prototype platform for programmatic access via an API. The aim is to make rich data about this cultural heritage openly available to the Web ecosystem so that developers can innovate, and so that other sites can draw upon it.

This is part of Harvard’s new Open Metadata policy which is VERY COOL.

Speaking for myself (see disclosure), I think this is a big deal. Library metadata has been jammed up by licenses and fear. Not only does this make accessible a very high percentage of the most consulted library items, I hope it will help break the floodgates.

(Disclosures: 1. I work in the Harvard Library and have been a very minor player in this process. The credit goes to the Harvard Library’s leaders and the Office of Scholarly Communication, who made this happen. Also: Robin Wendler. (next day:) Also, John Palfrey who initiated this entire thing. 2. I am the interim head of the DPLA prototype platform development team. So, yeah, I’m conflicted out the wazoo on this. But my wazoo and all the rest of me is very very happy today.)

Finally, note that Harvard asks that you respect community norms, including attributing the source of the metadata as appropriate. This holds as well for the data that comes from the OCLC, which is a valuable part of this collection.

• Press release

• Harvard’s Open Metadata policy

• NY Times coverage

• API info

• OCLC’s blog post – Thank you, OCLC