I spend a lot of time reading and posting (on Twitter and elsewhere) about the politics of the Internet, particularly issues regarding online speech and the open architecture of the web. I am vocal about my positions on many “offline” political matters as well, and try to back them up with action, but there’s something about advocating for the web that feels more communal, more urgent, and maybe ultimately, more effective. I don’t mean this in the illusory quasi-utopian sense put forward by techno-activists in the early days of the web (not that the days aren’t still early), but rather in the very concrete sense that the web’s history, technology and body of stakeholders are unusually harmonious.
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Seems like the Omeka forums get a lot of traffic from people looking to migrate from ContentDM to Omeka. I, personally, get inquiries about this all the time (for some unknown reason). So I figured I may as well share what I know about the process here so I can just send a link or you can find it on Google or whatever.
Given that one of my primary occupational roles is providing tech support, I offer the following question in part as preemption in my own self-interest but also in the interest of exploring the scope of instruction in the digital humanities (or the “digital” anything for that matter): Should Your Syllabus Include a Note on Web Browsers? If you teach an online class or a class with a significant online component, the answer might be yes.
As the dialogue on the emergent (yet increasingly passe?) edupunk movement has begun to penetrate the mainstream press, I’ve been thinking a lot about what the term might mean to my present occupation, and also about what punk rock has meant to me historically (both in terms of my personal history and also my views on History with a capital H). I’ll spare you the many cliched “life experiences” I’ve enjoyed as a result of…
