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	<title>Katherine&#039;s EDC blog &#187; social media</title>
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	<description>Another Education and digital culture 2015 site</description>
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		<title>Live Blogging Gillespie (nd)</title>
		<link>https://edc15.education.ed.ac.uk/kfirth/2015/03/12/live-blogging-gillespie-nd/</link>
		<comments>https://edc15.education.ed.ac.uk/kfirth/2015/03/12/live-blogging-gillespie-nd/#comments</comments>
		<pubDate>Thu, 12 Mar 2015 04:02:41 +0000</pubDate>
		<dc:creator><![CDATA[Katherine]]></dc:creator>
				<category><![CDATA[Lifestream]]></category>
		<category><![CDATA[Liveblogging the Readings]]></category>
		<category><![CDATA[Amazon]]></category>
		<category><![CDATA[Facebook]]></category>
		<category><![CDATA[Gillespie]]></category>
		<category><![CDATA[instagram]]></category>
		<category><![CDATA[social media]]></category>
		<category><![CDATA[YouTube]]></category>

		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/kfirth/?p=341</guid>
		<description><![CDATA[Gillespie (nd) Gillespie explores in more detail the reason that Knox (2014) is a useful insertion into the field. Algorithms are broadly understood as, and presented as, objective and data driven. However, algorithms are actually crafted by software engineers, and are likely to emphasise their world views as to what is important, and what counts. [&#8230;]]]></description>
				<content:encoded><![CDATA[<p>Gillespie (nd)</p>
<p>Gillespie explores in more detail the reason that Knox (2014) is a useful insertion into the field. Algorithms are broadly understood as, and presented as, objective and data driven. However, algorithms are actually crafted by software engineers, and are likely to emphasise their world views as to what is important, and what counts.</p>
<div id="attachment_369" style="width: 650px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Gillespie-nd-p2.jpg"><img class="size-full wp-image-369" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Gillespie-nd-p2.jpg" alt="Gillespie (nd) p. 2" width="640" height="540" /></a><p class="wp-caption-text">Gillespie (nd) p. 2</p></div>
<div id="attachment_367" style="width: 640px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Gillespie-nd-p10.jpg"><img class="size-full wp-image-367" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Gillespie-nd-p10.jpg" alt="Gillespie (nd) p10" width="630" height="300" /></a><p class="wp-caption-text">Gillespie (nd) p10</p></div>
<div id="attachment_368" style="width: 648px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Gillespie-nd-p12.jpg"><img class="size-full wp-image-368" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Gillespie-nd-p12.jpg" alt="Gillespie (nd) p. 12" width="638" height="174" /></a><p class="wp-caption-text">Gillespie (nd) p. 12</p></div>
<p>For example, monetisation, popularity, or scientific evidence (see <a href="http://www.slate.com/blogs/bad_astronomy/2015/03/04/google_health_search_results_indirectly_promote_vaccination.html" target="_blank">recent changes to Google for health searches</a>), which are Western, capitalist and post-Enlightenment values. Other voices may be hidden because the algorithm or software doesn&#8217;t even count it&#8211;the new <a href="http://jezebel.com/apples-new-health-tracking-app-forgets-that-periods-exi-1639493214" target="_blank">Health app on all iPhones was launched with no way to track menstruation</a>, even though this is a very common aspect of women&#8217;s health. This suggests male is another human bias baked into many algorithms. Gillespie mentions other such biases, such as Amazon and YouTube ignoring &#8216;adult&#8217; or &#8216;suggestive&#8217; (i.e. with sexual content) works in their rank (p.5-6).</p>
<p>Algorithms are not exhaustive knowledge systems, but fast heuristic devices, where quick, good enough, judgements are preferred. This has the effect of privileging norms and majorities, and therefore increasing their significance.</p>
<p>What is being posted on the web is strongly influenced by the algorithms. I continue to be part of various Social Media / Community Manager online communities. Recently, <a href="http://www.adweek.com/socialtimes/what-the-rise-of-native-video-on-facebook-twitter-means-for-brands/614827" target="_blank">Facebook started to prioritise &#8216;native video&#8217;</a> (ie video posted directly to the site, rather than embedded from another site). They are apparently strongly promoting posts with native video, meaning that where 4 years ago your most effective posts had a picture (as they were promoting Facebook as a visual platform) now they will have a video.</p>
<p>Content managers and marketers are therefore out shooting video where we used to go out to shoot pictures. Their daily actions and tasks are changing. This also changes the way we look at the world. I often framed things I saw as I walked around campus as candid phone shots, or later framed and filtered Instagram pictures. Looking for video is a different way of judging what we look at, literally a different way of looking at the world. (See p.20).</p>
<p>***</p>
<p>I made a video with Instagram to reflect the ways in which the above might play out in digital media.</p>
<p><iframe src="https://player.vimeo.com/video/122217576" width="400" height="300" frameborder="0" title="Response to Gillespie (nd)" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe></p>
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		<title>Live blogging Knox (2014)</title>
		<link>https://edc15.education.ed.ac.uk/kfirth/2015/03/11/live-blogging-knox-2014/</link>
		<comments>https://edc15.education.ed.ac.uk/kfirth/2015/03/11/live-blogging-knox-2014/#comments</comments>
		<pubDate>Wed, 11 Mar 2015 04:01:36 +0000</pubDate>
		<dc:creator><![CDATA[Katherine]]></dc:creator>
				<category><![CDATA[Lifestream]]></category>
		<category><![CDATA[Liveblogging the Readings]]></category>
		<category><![CDATA[algorithm]]></category>
		<category><![CDATA[Knox]]></category>
		<category><![CDATA[social media]]></category>

		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/kfirth/?p=339</guid>
		<description><![CDATA[I used to work in Social Media, so his main points were all very familiar to me. I found these two conceptual points helped me to go beyond my practical knowledge to think more deeply about the phenomenon. &#160;]]></description>
				<content:encoded><![CDATA[<p>I used to work in Social Media, so his main points were all very familiar to me. I found these two conceptual points helped me to go beyond my practical knowledge to think more deeply about the phenomenon.</p>
<p>&nbsp;</p>
<div id="attachment_363" style="width: 556px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Sociomaterial-theory.jpg"><img class="wp-image-363 " src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Sociomaterial-theory.jpg" alt="Knox (2014)" width="546" height="215" /></a><p class="wp-caption-text">Knox (2014)</p></div>
<div id="attachment_364" style="width: 547px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Technology-has-agency.jpg"><img class=" wp-image-364" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/03/Technology-has-agency.jpg" alt="Knox (2014)" width="537" height="250" /></a><p class="wp-caption-text">Knox (2014)</p></div>
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		<title>Live blogging the readings: Lister (2009)</title>
		<link>https://edc15.education.ed.ac.uk/kfirth/2015/02/04/live-blogging-the-readings-lister-2009/</link>
		<comments>https://edc15.education.ed.ac.uk/kfirth/2015/02/04/live-blogging-the-readings-lister-2009/#comments</comments>
		<pubDate>Wed, 04 Feb 2015 00:52:35 +0000</pubDate>
		<dc:creator><![CDATA[Katherine]]></dc:creator>
				<category><![CDATA[Featured]]></category>
		<category><![CDATA[Liveblogging the Readings]]></category>
		<category><![CDATA[anonymity]]></category>
		<category><![CDATA[fan]]></category>
		<category><![CDATA[gender]]></category>
		<category><![CDATA[identity]]></category>
		<category><![CDATA[innovation]]></category>
		<category><![CDATA[Jenkins]]></category>
		<category><![CDATA[Lister]]></category>
		<category><![CDATA[participation]]></category>
		<category><![CDATA[social media]]></category>
		<category><![CDATA[Victorians]]></category>

		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/kfirth/?p=209</guid>
		<description><![CDATA[Lister, Martin [et al.], (2009) &#8220;Chapter 3. Networks, users and economics&#8221; from Martin Lister  [et al.], New media: a critical introduction pp.163-236, London: Routledge © I&#8217;m sitting in front of an open window, as summer rain falls heavily onto our tin roof and the excess of the wisteria vine that makes the pergola look like [&#8230;]]]></description>
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<p>Lister, Martin [et al.], (2009) &#8220;Chapter 3. Networks, users and economics&#8221; from Martin Lister  [et al.], <em>New media: a critical introduction</em> pp.163-236, London: Routledge ©</p>
<p>I&#8217;m sitting in front of an open window, as summer rain falls heavily onto our tin roof and the excess of the wisteria vine that makes the pergola look like a jungle. I seem to be developing RSI in my right wrist, so I&#8217;m very aware of my body as I sit here, trying to read.</p>
<p>***</p>
<p>I like the tensions Lister sets up, between &#8216;culture and commerce&#8217;, between freedom and constraint, between the ways that the internet is organic and the ways it is constructed by major industries.</p>
<div id="attachment_210" style="width: 748px" class="wp-caption alignright"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-11.58.19-am.png"><img class="wp-image-210 size-full" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-11.58.19-am.png" alt="Lister (2009), p.163" width="738" height="146" /></a><p class="wp-caption-text">Lister (2009), p.163</p></div>
<p>&nbsp;</p>
<p>The &#8216;technological imaginary&#8217; is extraordinarily powerful, not just reflecting but creating economic and other real-world changes (p. 165).</p>
<p>***</p>
<p>Lister&#8217;s praise of Wikipedia is fascinating. Although Wikipedia continues to be widely used (I find it is one the most effective places to get an overview of a topic, or to gain an introduction to new critical theories), it is also widely criticised. Many <a href="http://en.writecheck.com/blog/2013/03/15/why-isnt-wikipedia-a-reputable-source">teachers continue to discourage students from using it</a>, and it&#8217;s <a href="http://www.theguardian.com/technology/2015/jan/23/wikipedia-bans-editors-from-gender-related-articles-amid-gamergate-controversy">gender imbalance</a> and gaping blindspots have lead to a number of &#8216;<a href="http://www.smh.com.au/technology/sci-tech/dr-who-campaign-to-boost-digital-profile-of-australias-female-scientists-20140726-zwvw5.html">edit-athons</a>&#8216; (and other similar terms), suggesting that democracy has not created a totally egalitarian online space in the 6 years since Lister wrote this.</p>
<div id="attachment_212" style="width: 436px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.09.30-pm.png"><img class="size-full wp-image-212" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.09.30-pm.png" alt="Lister (2009), p. 167" width="426" height="190" /></a><p class="wp-caption-text">Lister (2009), p. 167</p></div>
<p>Web advertising is also less effective than it was in 2009. Now, the sheer abundance of web advertising has made display adversiting very cheap and not wildly effective (<a href="http://www.ddcpublicaffairs.com/capitalizing-on-the-growth-of-digital-video-advertising/">video advertising is more effective </a>currently).</p>
<p>It&#8217;s fascinating the extent to which gender is an issue that can be glossed over in a sentence, and then only in terms of the pay gap between men and women. The internet has become a much more gendered place since then. (The Wikipedia fight over Gamergate above is only one such example).</p>
<div id="attachment_213" style="width: 658px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.28.26-pm.png"><img class="size-full wp-image-213" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.28.26-pm.png" alt="Lister (2009), p. 186" width="648" height="47" /></a><p class="wp-caption-text">Lister (2009), p. 186</p></div>
<p>***</p>
<p>Web 2.0, the &#8216;folksonomy&#8217; (as opposed to taxonomy) of tagging, hypertext, and social sharing.</p>
<div id="attachment_215" style="width: 653px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.36.36-pm.png"><img class="size-full wp-image-215" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.36.36-pm.png" alt="Lister (2009), p. 206" width="643" height="60" /></a><p class="wp-caption-text">Lister (2009), p. 206</p></div>
<p>I need to think about this in the light of the rise of &#8216;curators&#8217;&#8211;companies like <a href="http://www.buzzfeed.com">BuzzFeed </a>and <a href="http://www.upworthy.com">Upworthy</a>, but also individuals like <a href="http://www.brainpickings.org">Brain Pickings</a>, and major taste-makers on Twitter, people who start Hashtags regularly, as well as companies (including Facebook, and possibly soon Twitter) who are now tagging and ranking information through metadata and algortithms.</p>
<p>I wonder how &#8216;democratic&#8217; Wikipedia is compared to, say, the development of the <em>Oxford English Dictionary</em> which was, itself, a <a href="http://en.wikipedia.org/wiki/Oxford_English_Dictionary#Oxford_editors">hugely collaborative project</a> through the old fashioned interactive medium of the post.</p>
<blockquote><p>Through newspapers distributed to bookshops and libraries, [John Murray] appealed for readers who would report &#8220;as many quotations as you can for ordinary words&#8221; and for words that were &#8220;rare, obsolete, old-fashioned, new, peculiar or used in a peculiar way&#8221;.<sup id="cite_ref-caught178_18-1" class="reference"><a href="http://en.wikipedia.org/wiki/Oxford_English_Dictionary#cite_note-caught178-18">[18]</a></sup>Murray had American philologist and <a title="Liberal arts college" href="http://en.wikipedia.org/wiki/Liberal_arts_college">liberal-arts-college</a> professor <a title="Francis March" href="http://en.wikipedia.org/wiki/Francis_March">Francis March</a> manage the collection in North America; 1,000 quotation slips arrived daily to the Scriptorium, and by 1880, there were 2,500,000.<sup id="cite_ref-:9_16-3" class="reference"><a href="http://en.wikipedia.org/wiki/Oxford_English_Dictionary#cite_note-:9-16">[16]</a></sup><sup class="reference">:15</sup></p></blockquote>
<p>In the same way, I wonder about the sharing economy of people &#8216;without technical ability':</p>
<div id="attachment_216" style="width: 643px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.47.16-pm.png"><img class="size-full wp-image-216" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-12.47.16-pm.png" alt="Lister (2009), p.208" width="633" height="119" /></a><p class="wp-caption-text">Lister (2009), p.208</p></div>
<p>In the Victorian era it was quite normal for people to entertain their friends <a href="http://www.victorianweb.org/mt/dbscott/1.html">by playing musical instruments</a>, or putting on plays; quite normal to decorate your home with watercolours and tapestries your daughters had made; quite normal to leave the house in clothes you had made and sewn yourself. <a href="http://en.wikipedia.org/wiki/The_Germ_(periodical)">Small press magazines</a> were quite normal, <a href="https://www.google.com.au/search?client=safari&amp;rls=en&amp;q=first+world+war+poetry+self+published&amp;ie=UTF-8&amp;oe=UTF-8&amp;gfe_rd=cr&amp;ei=54bNVMOsIaeN8Qf11IDQCw">self published books of poetry</a>, or <a href="http://etheses.whiterose.ac.uk/3078/">amatuer performances</a> at concerts, right up to 1914.</p>
<p>Yes, there are differences, the potential for audiences of thousands or millions rather than hundreds. But I think we simply had a glitch there, where it was too hard and to expensive to make digital music or take digital photographs or shoot digital movies for a few years&#8230; and now it&#8217;s entirely possible again for your housemaid to play the piano.</p>
<p>***</p>
<p>There has been a fascinating shift from being anyomous on the web to being your legal self since 2009. My early life on bulletin boards and Twitter is shown by the fact that my handle @katrinafee is strangely oldfashioned. Most people now are versions of their real name, their legal name, and a number of platforms (most recently <a href="http://mashable.com/2014/10/01/facebook-real-name-apology/">Facebook</a>) strongly police the use of pseudonyms (see the 2011 Google+ &#8216;<a href="http://boingboing.net/2011/08/20/understanding-the-nym-wars.html">nym wars</a>&#8216;).</p>
<p>***</p>
<p>The public sphere and the use of the online space as a participatory democracy continues to be debated, through the criticism of &#8216;<a href="http://www.theatlantic.com/politics/archive/2015/01/not-just-hashtag-activism-why-social-media-matters-to-protestors/384215/">hashtag activism</a>&#8216; vs protest marches, for example.</p>
<p>Yet online spaces are still frequently exclusionary, in ways Lister had explained earlier on, and in ways that have developed since. Garnham (1992)&#8217;s critiques of Habermas can still be used to critique the internet in 2015.</p>
<p>***</p>
<p>Since 2009, crowdsources and comment sections have gone from being the future of news to the home of trolls. The advice &#8216;<a href="https://twitter.com/avoidcomments">Don&#8217;t read the comments</a>&#8216; has become commonplace.</p>
<p>On the other hand, fan culture has become mainstream in best selling fan-fic words which have gained publishing deals, become best sellers and are now being made into Hollywood films. Examples include <em>Twilight</em> fan fic (both the best-selling <em>Fifty Shades of Grey </em>trilogy, and a whole sub-genre of fan fic of <em>Fifty Shades of Grey), </em>or <i>Harry Potter </i>(most notably Cassandra Clare&#8217;s <em>Mortal Instruments</em>). Jenkins (2006) is still relevant here.</p>
<p>***</p>
<div id="attachment_217" style="width: 639px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-1.14.57-pm.png"><img class="size-full wp-image-217" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/02/Screen-Shot-2015-02-01-at-1.14.57-pm.png" alt="Lister (2009), p. 232" width="629" height="115" /></a><p class="wp-caption-text">Lister (2009), p. 232</p></div>
<p>In this live blog, I ended up talking about some of the ways in which new media has changed over the last six years, about how it has become novel, and also ways in which it may be thought to have returned to earlier forms of participatory culture.</p>
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		<title>Visual Artifact</title>
		<link>https://edc15.education.ed.ac.uk/kfirth/2015/01/29/visual-artifact/</link>
		<comments>https://edc15.education.ed.ac.uk/kfirth/2015/01/29/visual-artifact/#comments</comments>
		<pubDate>Thu, 29 Jan 2015 02:24:45 +0000</pubDate>
		<dc:creator><![CDATA[Katherine]]></dc:creator>
				<category><![CDATA[Featured]]></category>
		<category><![CDATA[Lifestream]]></category>
		<category><![CDATA[books]]></category>
		<category><![CDATA[history]]></category>
		<category><![CDATA[social media]]></category>
		<category><![CDATA[Visual artifact]]></category>
		<category><![CDATA[writing]]></category>

		<guid isPermaLink="false">http://edc15.education.ed.ac.uk/kfirth/?p=174</guid>
		<description><![CDATA[I&#8217;ve found drawing out my ideas can help me make connections. I used Paper by 53 throughout IDEL to make visual artifacts (as well as video, still life photography etc), and wanted to keep up the practice. Here&#8217;s a visual artifact about the history of writing I drew. I then shared it on 53&#8217;s social sharing [&#8230;]]]></description>
				<content:encoded><![CDATA[<p>I&#8217;ve found drawing out my ideas can help me make connections. I used Paper by 53 throughout IDEL to make visual artifacts (as well as video, still life photography etc), and wanted to keep up the practice. Here&#8217;s a visual artifact about the history of writing I drew.</p>
<p>I then <a href="https://mix.fiftythree.com/1867810-Katrina-Fee">shared it on 53&#8217;s social sharing site, Mix.</a></p>
<div id="attachment_175" style="width: 1034px" class="wp-caption alignnone"><a href="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/01/Visual-artifact.jpg"><img class="wp-image-175 size-full" src="http://edc15.education.ed.ac.uk/kfirth/wp-content/uploads/sites/6/2015/01/Visual-artifact.jpg" alt="A history of writing, by Katherine Firth" width="1024" height="768" /></a><p class="wp-caption-text">A history of writing, by Katherine Firth</p></div>
<p>The history is not chronological, but concurrent. History is always now for those who read it.</p>
<p>The quartered page suggests a map or survey (as we have <a title="Comment on Live-blogging the Readings: Miller (2011) by Sian Bayne" href="http://edc15.education.ed.ac.uk/kfirth/2015/01/18/comment-on-live-blogging-the-readings-miller-2011-by-sian-bayne/">previously discussed</a>). It might be a cartoon, with a narrative. Of the pages of a chapbook, before they are folded. Or it might be a collection, a cabinet of curiosities (like <a href="http://jenrossity.net/artefact/cabinet.htm">Jen&#8217;s visual artifact from 2009</a>). Or it might be a storyboard, the preparation for a video (to become somehthing like <a href="http://edc.education.ed.ac.uk/jamesl/2010/10/11/taking-poetic-license-with-the-creation-of-my-digital-artefact/">James&#8217; artifact from 2010</a>). Or it might be a digital-vintage-nostlagic pinboard (like <a href="http://www.glogster.com/taddlepoosh/human-inhuman-posthuman-/g-6m1ghglq5a53bs8rkpuq6a0?old_view=True">Carol&#8217;s artifact from 2011</a>).</p>
<p>I enjoyed remixing photographs, clay carvings, and etchings into drawings and &#8216;watercolours&#8217; using a digital medium. I couldn&#8217;t find my stylus, so I drew and wrote with my finger: very low/high tech!</p>
<p>***</p>
<p><em>Sources for the images:</em></p>
<p><a href="http://library.sc.edu/spcoll/britlit/cbooks/cbook1.html">What is a Chapbook?</a> University of South Carolina Library</p>
<p><a href="http://www.archimagazine.com/rzibagnorini.htm">Lo Zibaldone di Telemaco Signorini</a>. Archimagazine.</p>
<p><a href="http://www.aldokkan.com/society/scribe.htm">Mesopotamian Scribe.</a> Aidokkan.</p>
<p><a href="http://campsite-studio.com/2013/11/pencil-stylus-by-53/">Pencil Stylus by 53</a>. Campsite.</p>
<p>&nbsp;</p>
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