Showing posts with label RSS. Show all posts
Showing posts with label RSS. Show all posts

7.14.2013

Found Photo Fodder

Found Photo Fodder

I haven’t commented much on the death of Google Reader, and while this post is marginally about RSS (and, really, about tagging within RSS), I don’t really have much to say about Reader that adds anything meaningful to all of the excellent things that have already been written.

Instead, this post is about found photos, sources for those photos, and the use of such photos in professional presentations.

Over the last few years, I’ve received some minor kudos for developing conference presentations that are visually arresting and compelling. I’ve heard lots of good feedback from folks whose opinions I value about the effectiveness of my presentation style, which is heartening.

During the first couple of years that I worked on developing this ethos, I predominantly used striking images that I found on the web (hence my use of the term “found photos,” which, technically, is different from the actual definition of found photos or vernacular photography, but not unlike that definition either, but that’s for another post…). Indeed, when preparing a presentation, I would often begin with the images, mining Google Reader posts for visuals that evoked or supported ideas I was trying to convey verbally.

After giving a talk, folks would often ask: “Where do you find all those cool images?” In reply, I would usually joke that it was a “trade secret.” But really, it was just simple sifting and winnowing using RSS.

In Reader, I subscribed to several image-intensive feeds, many of which were from Tumblr. These feeds have always made my RSS experience a pleasure, for mixed in with discourse-heavy posts from fellow academics, tech blogs, and news sites were often incongruent and arresting photos. Over the years of using Reader, I probably looked at 100,000 or more photos.[1]

When I stumbled across an image that was striking for whatever reason—and I learned to develop a sense of what would make an interesting and effective slide-ready image—I would simply use Reader’s tagging function to label the post “photos.” That’s it. When it came time to prepare a talk, I’d open my list of posts tagged “photos” in Reader and simply j/k my way through, looking for visuals congruent with the scope of my presentation.

I had thousands of posts tagged “photos” in Reader,[2] which means that I had my own archive of visuals that might evoke the presentation ethos I’d developed over time.

However, over the last two years I’ve moved away from using such found photos in my presentations, preferring instead to use my own images to support my work for two main reasons. First, I’ve been developing approaches to using visual research methods in qualitative studies of writing, and consequently, many of my talks have covered this work. Second, and perhaps more importantly, I’ve been working hard on developing rhetorically engaging visuals of my own, honing a visual phronesis related my academic work alongside the verbal and written craft.

Regardless, when Reader died, so too did thousands of tags. This is but one example; I also used tags to code data in Reader, I used tags to mark items related to research reading, and I used tags for a variety of other things (one of my favorite tags was “holy shit,” reserved for a bevy of truly amazing and awe-inspiring posts).

I moved to Newsblur in mid-June, and I’ve been very happy with the service. No tags, though, and no import for the archive of tagged items from Reader users (there are some other options, I realize, but that’s not the point of this post).

And yet, I still have the desire to single out arresting images. In the old days of Reader, I would sometimes publicly share such images. Since Newsblur doesn’t support tagging but does offer some of the social sharing features that were once part of Reader, I’ve been using the “share” feature to collect interesting found images.

It’s not a workaround, but a totally different way of thinking about the images I find arresting. Since I’m sharing these publicly, I’m thinking more about why I find the images striking, whether others will find them similarly striking, and what my sharing them says about me and my visual ethos.

If you ever wanted to tap into the archive of images I used in presentations a few years ago, or if you simply would like another image-intensive feed in your own RSS reader, feel free to add my Blurblog, a feed of nothing but images that I once would have tagged “photos” in Reader.


  1. Who knows for sure? I’m basing this on the fact that a couple years ago Google released statistics for individual Reader users. When they did, I learned that I had already surpassed 300,000 total read items, the maximum count they’d render for a given user. Again, that was a couple years ago, at least. My feed list has always included a healthy amount of photoblogs, and “reading” posts from such feeds takes just a second, particularly if the image doesn’t immediately hold my attention. Could be I looked at 50,000 images, could be I looked at 300,000. Regardless, I explored (and continue to explore) a crap-ton of images as part of my everyday routine. I’ve thus honed certain visual sensibilities alongside my daily academic reading and writing.  ↩

  2. In actuality, I had more posts tagged “photos” than Reader could actually render, should I want to mine them to the earliest such tagged occurrence. Google’s API limits, even in the good old days, stopped me from seeing more than a few thousand.  ↩

9.04.2011

Twitter and RSS

Over the last year or so, there's been a lot of talk about how Twitter killed its RSS feeds. What Twitter killed, in actuality, was the button that made subscribing to Twitter feeds (from users or search terms) simple.

As Dave Winer notes: "If you have a Twitter account you have a feed." Where people sometimes run into problems is simply finding those feeds—in particular, it can be difficult to find a user's ID number.

Luckily, Matt Matteson built a handy little tool that queries the Twitter API for the ID of any public user: idfromuser.com. Once you have the ID number for the feed you'd like, simply plug the ID into this URL:

http://twitter.com/statuses/user_timeline/[useridnumber].rss

Then, just grab the URL and drop it in Reader (or your preferred RSS reader). That's it.

Update: well, since I started writing this post a couple days ago, I noticed a problem with the "idfromuser" site—it doesn't seem to be returning IDs for some reason. So, I made a quick screencast showing a workaround in case the "idfromuser" site isn't working for you:



Update #2: Tommy, a former colleague at the Center for Media Design here at Ball State, created an elegant little bookmarklet that does all of the above in a fraction of the time! It quickly retrieves the user ID for any individual Twitter user, then returns the RSS feed for that user. Grab the bookmarklet here! Below is a quick screencast of the bookmarklet in action:



Follow Tommy on Twitter. He's awesome!

Now, If you'd like the feed for a specific hashtag, simply use the following URL:

http://search.twitter.com/search.atom?q=%23[hashtag (without pound sign)]

Take the new URL and drop into Reader. Piece o' cake.

How is any of this useful?

Well, since I'm a qualitative researcher who studies writing, I often try to document—as much as possible—the places where my research participants write. That sometimes means tracking their tweets.

In previous and current studies, a particular hashtag has been important for exploring collective writing work. Since I'm not dealing with huge numbers of tweets—I'll typically collect anywhere from a few hundred to a few thousand for a given study—RSS makes sense for a few different reasons...

First, I drop feeds into my database application, DEVONthink, for archiving. I then mirror those same feeds in Reader as a backup. If I happen to have a list of start codes or a pretty well-defined coding schema, I can use the tagging feature in either DEVONthink or Reader to code data as it comes in. This is tremendously useful during data analysis, but it also allows me to detect trends as I conduct a study, giving me opportunities to shape interview questions or fieldwork while it's happening.

2.08.2010

Teaching in Public, Google Reader, and Self-Directed Learning

[ NB: this post was originally written for :: repurposed :: and is duplicated here because of clear overlapping concerns and dissemination for a different audience... ]

This is Bolutife (Bolu) Olorunda.

Bolu was a major contributor to my senior seminar for majors in English—Rhetorics, Places, and Publics, ENG 444—at Ball State University last semester. He's also an integral contributor to :: repurposed ::.

But Bolu is a Construction Management major. He doesn't really take any courses in English anymore. And he wasn't registered for my course at all.

Bolu's involvement in ENG 444 is absolutely fascinating to me.

I'm going to spend some time explaining why that is, and how opening our classrooms to broader publics through emerging media platforms can provide tremendous opportunities for self-directed, lifelong learning...

-----

The start of fall term brought the usual documentation from the registrar's office—class lists, classroom locations, final exam schedules and the rest. As a faculty fellow with BSU's Emerging Media Initiative, I naively assumed that I'd be working in computer classrooms.

Naturally, I didn't actually check to see where my classrooms were located and what kinds of technologies were available in those rooms until a week before the semester started.

Of course, ENG 444 was not in a computer classroom. I needed it to be. So I requested a change.

Wish granted.

The new classroom location was in the Applied Technology building, in an open computer lab, in a room at least 15 degrees warmer than a room should be, regardless of changing weather conditions outside.

The new room was an unusually apt assignment for a course exploring rhetorics of space, place, and the built environment. We confronted issues of placement, location, and the malleability of the learning environment from day one. Early in the semester, when the weather was stunningly gorgeous, we often met outside, just to escape the heat of Applied Technology 208.

But perhaps the most curious affordance of the new classroom was the fact that it wasn't really a classroom at all. It's a computer lab, staffed full-time by a student employee. Every Thursday evening, when we met from 5 to 6:15, the student employee was Bolu...

-----

A junior looking to graduate in 2011, Bolu is in many respects similar to thousands of other BSU students—he's bright, conscientious, responsible, and intellectually curious. Bolu's family is originally from Ibadan, Nigeria. His mother chose to pursue graduate studies at BSU (where she earned both an MA and PhD), and he moved to Muncie with his family when he was 14.

Bolu graduated from Muncie Central High School and enrolled at BSU. His father is an architect, and Bolu originally pursued architecture as his major. Though he is now studying Construction Management, he retains an interest in both architecture and engineering. He's started to think about his graduate school options in areas that may allow him to combine these interests.

Not surprisingly, the serendipity of Bolu's placement in an on-campus job in Applied Technology 208 each week, his interests in architecture and engineering, and the nature and tenor of our ongoing course on Rhetorics, Places, and Publics proved an important combination for his eventual involvement in 444.

-----

For several class periods, our group of English majors (and contributors to :: repurposed ::) thought and talked through the politics and rhetorics of Muncie's “Village,” a shopping area just a couple of blocks away from campus. We used The Village to discuss Kevin Lynch's paths, edges, nodes, districts, and landmarks. We discussed how different groups cognitively mapped the area. We thought through what it might mean to redesign The Village, thinking about Setha Low's work on the social construction and the social production of public space.

Most of these discussions were student-led. I often provided the framework and the theoretical prompting from our readings, but the contributors to :: repurposed :: were always the contributors to our reimaginings of The Village. They did the work. And they mostly had fun with it, I think.

During a particularly lively full-group discussion one Thursday evening, while the others deliberated amongst themselves, I sat near the front of AT 208, across the desk from where Bolu patiently waited for the classroom to become a computer lab again. But this evening, about 5 or 6 weeks into the semester, Bolu asked, “is this an English class?”

“Yes,” I said. “The students are working on cognitive maps of The Village, thinking through one of our readings.”

“This isn't like any English class I've ever seen,” Bolu said.

“Oh? Why do you say that?”

“Well, the things you're talking about, the way you teach the course, the way they're discussing things. It's different,” Bolu said.

After class, I spent some more time talking to Bolu about the course. He was genuinely interested in the subject matter—in rhetoric—and in learning more about the work we were doing.

The next day, I added him to the Blackboard site for our course, so that he could access supplemental readings from Emig, Spinuzzi, Brummett, Porter et al, Diehl et al, Low, Soja, Sack, and Massey, among others. He started reading, on his own. He listened during class and took notes.

I asked Bolu to sign up for Google Reader, and had him subscribe to the Bundle that we used in conjunction with the course.

One Thursday evening after class, he told me that ENG 444 was the highlight of his day.

The week that we had this blog up and running, the week of October 19th, I formally introduced Bolu to the class, and I informed everyone that he'd be an important contributor to the blog.

And he was. And he still is.

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At the end of finals week, Bolu came by my office so that I could ask him a little more about his involvement in the course. It was frankly thrilling for me to meet someone so interested in what we were doing, so invested in a course he wasn't even registered for, so intellectually curious.

I simply asked Bolu what interested him in 444, what made him participate in the ways that he did.

He told me that the course seemed informal and discussion-based—that there was room for participation from all who felt inclined to do so. As I mentioned above, the mere discussion of space, place, the built environment, and the use and theory of rhetoric was likewise interesting to him.

He told me again that he didn't think it was an English class.

For Bolu, the stereotypical English class involved students writing papers and reading things. But he felt like the 444 students were more than students. That they were doing things beyond simply writing papers. And they were interacting in class, in Reader, and on :: repurposed ::.

Bolu told me that he felt like a part of the class on those Thursday nights. He knew the others by name. He paid attention and took notes. He read many of the same things as those enrolled, and he followed along especially in our sharing of links and ideas on Google Reader.

Once :: repurposed :: was up and running, Bolu read every post. He told me that he was constantly refreshing the site, looking for new contributions.

Bolu is truly a self-directed learner. He's planning on graduate school after graduation, and eventually hopes to own his own business.

He doesn't want to work 9 to 5.

Knowing what I know about Bolu, I don't think that's going to be a problem.

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I have more to say about how our group blog and emerging media tools like Google Reader can open up our classrooms to self-directed learners and to broader publics. The notion of making our classrooms more open, and of involving the public in our formative course work through tools like Reader has tremendous potential for immersive learning, in my opinion. But that's for another post...

12.30.2009

On the "Death" of RSS...

A screencast showing a specific use case in favor of RSS within the context of the RSS vs. Twitter debate.

Here, we see how ineffectual Twitter search can be for finding older tweets, and how important a feed-reader can be for archiving and retrieving those same tweets...