Blog on a Blog on Blogging

The blog I am commenting (blogging) on is called BlogOnBlogs a weblog review by the RSC (Richard Stockton College, New Jersey) Intro to New Media Studies Class, Fall 2003. This blog was a project that was conducted in conjunction with a visit from Jill Walker, who is a digital culture scholar and Associate Professor of Humanistic Informatics at the University of Bergen. I have followed some of Dr. Walker's work during my thesis research into blogging.

One of the focuses of this class was on reviewing blogs and determining possible genres In writing reviews, the following criteria were used:

• Identity -- Who is behind the blog? Is the author an individual or a group of people? Is the weblog a personal or professional project? Is its presentation formal or informal?
• Design -- What does the visual design of the blog establish about its purpose and intent? Is the site more about information of aesthetic appeal? Is the site easy to navigate?
• Content -- Is this a topic-focused blog? What genre of blog is it? Is the content informative, educational, entertaining?
• Time -- How long has the site been in operation? How often is it updated? What does searching through the archives, from the first post forward, reveal? Has the blog changed over time?
• Linking -- Are there many links with comments in the posts? Does the blogger appear to mainly link to a particular type of resource, "authorative" sites, etc.? Does the main purpose of the weblog seem to be link to other sites on the Web, or is the blog more of a journal/forum for local content?
• Blog Roll -- What other types of sites does the blogroll link to? Does the blogroll indicate what type of community the blogger is trying to identify him or herself with?
• Inbound links -- Using Google, determine what sites link to this blog. What community of readers links to the site?
• Discussion/comments -- Is this a discussion-oriented blog? If so, how active are the comments on the blog? Do many of the same people comment often? How would you describe the types of comments made? Likewise, are there any trackbacks from other sites?
• Audience analysis -- Taking into account all of the above, how would you describe the blog's target audience?

As a result of the reviews, it was determined that classifying blogs according to content is difficult at best because blog content is so varied. Instead, it might be more feasible to classify blogs "as 'formal' genre -- the majority of blogs share certain technical characteristics (regularly updated, posted in reverse chronological order, various types of engagement with the larger network as detailed in Dr. Walker's weblog definition) -- and perhaps these technical commonalities define blogs as a genre in the same way that 5/7/5 syllables define haiku."

This is of extreme importance to my research as my initial intention was to attempt to classify according to content. I am now in the process of reevaluating my research goal in light of this information. Stay tuned!

Corporate Brainstorming

I'm blue! I'm blue! I'm blue!

I recently found out that I am part of the blue team. I have no idea who else is on the blue team, but I don't mind being blue. At any rate, I am flying by the seat of my pants, because I missed class due to illness. If anyone tells me that attending class is not important, I will laugh in their face. HaHaHaHaHaHa. So anyway...I really am not sure what to write about. I guess I will do my best, but it is difficult when you weren't part of the "conversation."

As for what I can discern from the information on the course Blackboard site, the team has decided that this course (Resources and Research in Technical Writing) exists for gaining knowledge and experience about/with research, laying the foundation for thesis work, meeting graduation requirements, learning information about the professional world in regard to resources and research, and gaining information about practical application.

In addition, in relation to the English Department, the course exists for academic research reasons, meeting governmental and accreditation guidelines/requirements, and providing well-trained, knowledgeable and skilled information distributors.

Finally, in relation to the instructor, the course exists for distributing information, fulfilling academic responsibilities, promoting an ideology, pursuing a vested interest, and enjoying the pleasure of teaching such a talented group of students!

The mechanism is made of up the following:

Students

• Degree (I am assuming this refers to the required classes a student must take)
• Professional status (???)
• Professional experience (???)
• Money
• Instructor's shared experience
• Course material
• Work ethic-effort
• Interest
• Professional demand

In looking these over, I am not sure how all of these fit into the "mechanism" as it relates to students. Certainly, the money that students provide and the work ethic they put in as well as their interest and the experience each brings to the classroom seem to apply. But the degree, status, instructor's shared experience, course material, and professional demand all seem external.

English Department Administration

• Paying students
• Material means
• Professional need-something outside of the University
• Professional demand

Teacher

• Positive learning environment
• Interested/participating students
• Money
• Classroom
• Materials
• Requirements for course
• Professional demand

Similarly, a few of the items listed under the department and teacher seem to be external to their mechanism as well. I am hoping that this all comes together after class tomorrow.

In reflecting on the relationship between the Telos and mechanism, it seems to me that there is an ongoing process at work. Students seek information, enroll, pay their money, are advised, schedule class, put in the effort (to varying degrees), receive a return on their investment, rinse, and repeat. The machine turns. From a corporate standpoint, it is much like the relationship developed between a business and (hopefully) repeat customers. A series of exchanges takes place, the buyer reflects upon the decision (is there buyer's remorse?) and either comes back for more or breaks off relations.

Articula-ula-ulation

the process of articulation - how does articulation operate

Okay. Here we go. In Datacloud articulation is defined as "...the form of the connection that can be made between two different elements, under certain conditions. It is a linkage that is not necessary, determined, absolute and essential for all time" (9).

That made absolutely no sense to me the first time I read it. Please write in English! Actually that definition isn't too bad, but there has to be more, and better. With that thought in mind, I went on a search for knowledge.

At first I had a difficult time with this concept. For that matter, I have a difficult time wrapping my head around a lot of theory. As a result of my shortcomings, I decided to investigate my esteemed classmate's blogs. I checked out Chelsea's first and got nowhere. Sorry Chelsea, but it sounded too much like more theory :). So I looked at Meghan's and Lisa's and those helped a bit more. At least I know I am not the only one having trouble with this.

After my blog tour I decide to check out Wikipedia wik (author's spelling) said, "Articulating principles 'operate by combining existing elements into new patterns or by attaching new connotations to them'" (http://en.wikipedia.org/wiki/Articulation_(sociology)). This definition, combined with the information from the rest of my search, helped me to start formulating the beginnings of a new understanding. Alas, a new dawn!

I would suggest that the way multimedia software mimics the buttons used on VCRs and DVD players is an example of articulation and the process. The Play (triangle), Pause (double vertical lines), and Stop (square) buttons look the same and make it easier for computer users to assimilate the new technology. Now if they could just program in a flashing clock for my parents! What is it and how does it operate? In a way, I think that the quote from Wikipedia answers both questions about articulation. Enough said.

Or maybe not...

In thinking about this a bit more, I am not sure if the example I gave is a good one. I was reading from Practices of Looking (by Marita Sturken and Lisa Cartwright) for my Visual Rhetoric class and the authors provided an example of how Madonna used images associated with the Catholic Church such as the crucifix, etc. and combined that with trappings associated with Marilyn Monroe to create a new persona. Perhaps this is a better example of articulation. Madonna took existing patterns and combined them into something new.

Blogging and Podcasting

I read an interesting article today in the Toledo Blade by Matthew Fordahl entitled "'Podcasting' Lets Masses Do Radio Shows" (a different name was used in the Blade). It explains the recent growth of "Podcasting" where individuals can create audio broadcasts on their computers and then make them available for download onto iPods (hence Podcasting). In essence these are audio blogs and in fact, before Podcast became the term to use, they were often called audio blog posts. Part of the attraction is the possibility of participative media, like blogs, where any Joe Schmoe with a computer can voice his or her opinion. In addition, while Podcasting may sound like radio, there is no government oversight. At least not yet. It will be interesting to see where this goes in the coming years.

You can read the article at:

http://www.washingtonpost.com/ac2/wp-dyn/A2798-2005Feb6?language=printer.

The site requires registration but is free.

A "Rude" Awakening

And it is an awakening of sorts.

Carolyn Rude's article looking at the issue of reports in public policy debates had some interesting points. I had never really thought about a piece of rhetoric and its completion, or more specifically, whether that piece "ended" once it was submitted, published, spoken, etc. or if it continued to have influence as part of a larger, ongoing conversation. Perhaps it is because of the influence of teaching a composition class where a piece is "completed" once it is submitted. I think I had an inkling in the back of my mind that the influence continued and I certainly have had experience with rhetoric in that respect. Previous research that I have participated in has involved a review of the literature, a conversation that I, in turn, contributed to. It has also been part of the discussion in this course. I had just never really considered it before.

I think that Rude makes interconnections between the original work, in this case Powering the Midwest, and subsequent publications as well as the debate about renewable energy and it cost-effectiveness. In addition, the report is tied into other publications and advocacy events that the Union of Concerned Scientists (UCS) are affiliated or connected with in some way. One example of the influence of this report and the power of an ongoing conversation is that of how a group of citizens in conjunction with UCS help prevent a repeal of an Iowa law that required utilities to generate some of their power through renewable sources. The end result was the formation of the Sustainable Energy and Economic Development (SEED) Coalition which worked to strengthen the law and prevent efforts to weaken or repeal renewable energy law.

These efforts came in many forms: reports, verbal exchanges, legal documents, etc. The point being that all of these rhetorical exchanges worked together, over time, to change public policy on renewable energy. The various forms are simply several facets of the conversation.

Article available http://www.leaonline.com/doi/abs/10.1207/s15427625tcq1303_3?cookieSet=1 .

Usability

Ah! Back to blogging. The questions for today's blog include:

• What makes for a really usable website?
• What are the most useful websites and why?

Usability? I think there are several factors that go into making a website usable. To me, one of the most important factors is simplicity. Too often, websites are so cluttered, they are difficult to use. It is hard to find the information you need because it is lost in the clutter. Needle in the haystack theory of website design. Simple, to me, means that only necessary links are provided and the design is one that has navigation bars at top, left, and possibly bottom for basic information. When additional navigation bars are added, on the right for instance, it just seems to clog things up.

Another factor is workable links. There is nothing more frustrating when navigating a website then to find that part of the links are inoperable. Even if the links are working, if the webpage has the wonderful message "Site Under Construction," I will probably go someplace else for the information I need. To me, it makes much more sense to complete the site before loading it for public access.

What are the most useful websites, and why? The most useful websites (and I am not saying this to be a smarta**) are sites that are usable. They also have to be locatable. If you do a search for information and the site does not show up, then it is useless. The site must also contain information that someone is interested in.

Research Proposal (really, really rough)

Purpose
The purpose of this study is to propose a classification system for blogs and, in addition, research the feasibility of using such a classification system. In order to do so, bloggers will be surveyed to gain an understanding of how they view their own blogs. This information can then be used to set up various classifications. To begin, however, a matrix that combines two current classifications systems will be used to determine each blog’s form and style.

The blog form is based on Jill Walker’s classification into type of content: textual, photographic, video, and audio. The blog style is taken from Rebecca Blood’s classification according to style, which is based largely on content. According to Gurak, et. al., Blood’s classification can be broken down into two styles: “…an original filter-style, where the blogger is primarily an editor and annotator of links, and a later, more personal ‘blog-style’ weblog, where bloggers engage in ‘an outbreak of self-expression.’” Whereas the first letter in the matrix identifies he form, the second letter identifies the style.

After information is gathered from various bloggers, sub-classification systems will be developed to specifically identify the blogs. It is anticipated that these classifications will include a variety of subclasses such as academic, humor, gaming, adult, business, etc. The end result will be a notation system to aid in classification. Therefore, a blog may be identified as TF-political, meaning the blog is text-based and filter style, where the blogger acts as an editor and annotator of links regarding political issues. Or, a blog might be classified as VP-academic, where the blogger uses personal video to expound on academic issues.

It is my belief that this type of classification system can help by aiding others in making sense of blog contents, searching for information, improving the accuracy of a search, understanding a complex topic, differentiating between different blog topics, and locating similar blogs.

The other part of the research is to determine whether a classification system such as this is feasible. It is acknowledged that some blogs might defy classification, but it is only through examination that this can be determined. Even if some blogs do not fit neatly into any specific classification, the system may still be useful for the reasons mentioned above.

The following is a rough look at several research-related factors.

Cost
None?

Time
This project will be spread out over an eight to ten week period ending mid-April 2005 with data collection proceeding almost immediately.

Audience The audience for this project would include academia, researchers, bloggers, portion of general public that views blogs, government, ISPs, web portals.

Review of the Literature
To be completed

Research Plan
To be completed

Evaluation To be completed

Accomplishing Goals

The following two questions were asked in relation to our online documentation class:

• What did I do to accomplish my goals in OD today?
• How might I approach the next class to more fully accomplish this?

In reference to the first question, the primary things I did were to complete the reading assignments and review. Because of my background in computers, I was already pretty familiar with the readings. However, I am not very familiar with HTML. Because of this, I spent time just playing around with the code and seeing what I could come up with. It was pretty easy to add bold and italics and a little bit harder to add links to other pages and e-mail, but not that hard. I was able to set up links to my blogs as well as my BG e-mail address. Essentially, I just went out and found examples, looked at the source code, and revised it to fit my needs. This is something that Dr. Mara mentioned in class on Wednesday. Copy and paste are indeed your best friends. I find that experimenting with the code is always the best way for me to learn. I have always done this, whether it be while in the process of learning software such as Word, Excel, etc. or learning code like we did Visual Basic. During the class, I created a program for my daughter that allowed her to learn her times tables. It essentially took two numbers, asked her to multiply them, and she then typed in the answer. The results were written to a txt file for me to review (she didn't know that part). It was simple, but fun for me and her.

In reference to the second question, at this point I do not think I would do anything different. I know how I learn best and have been practicing this for years. While we are learning the basics of HTML and Dreamweaver, I will continue to play as a method of learning.

Research Question

I have been struggling with this one a bit over the past few days. Part of the confusion stems from the fact that I have so many varied interests. If I stick with the blogging idea, I am looking at a couple of avenues. One involves the need for a code of ethics for blogging. I guess that the question might be:

Is a code of ethics necessary, ethical, beneficial, harmful...for bloggers?

I have also thought about looking at blogs from the viewpoint of categorizing them. Dr. Mara has suggested that I look at Carolyn Miller's work in regard to this topic. Specifically, her publication Into the Blogosphere. Possible questions related to the question of genre include:

What blog genres exist? Is it even necessary to categorize blogs? Why or why not?

Finally, I have started looking at an area completely separate from blogging. I have always been an avid computer gaming enthusiast, and recently have become more interested in online gaming. In addition, I just found out that I have been officially accepted into the doctoral program in Communication Studies here at BG! In talking to the graduate coordinator, the subject of communcation in online environments, and more specifically, online games, came up. I was also intrigued by some of the readings in the English 112 reader regarding this subject. I particularly enjoyed Alex Pham's "Boy, You Fight Like a Girl," which dicussses gender switching in online games. So...as a third possibility, I might like to look at how reactions differ between male and female or female to female characters in online gaming.

Ta Ta for now!

My Interests

Today's blog is about my interests. What do I like? In a sense, this is a lot about what I want to be when I grow up! Heck, I am already 41 (soon to be 42), so I guess I should start figuring that out. On the other hand, there is a lot to be said for never growing up completely! I am planning on proceeding on with my Ph.D. here at BG in the Communication Studies department where I intend on focusing on mass media. I have been accepted into the program by the graduate committee at the Communication Studies department, but am waiting for full faculty approval and for news of a funded position. Lately, I have become interested in ethical standards in relation to blogging and I am considering this topic as a possible thesis. However, I have many varied interests. ANYTHING technology related kind of fits into that mix. When it comes to computers and the internet, I find myself drawn to all aspects including hardware, software, networking/internet, coding, and so on and so forth, etc. etc. etc.!

Back to the blogging discussion and ethical standards. There is a conversation started on Blogging, Journalism and Credibility by Rebecca MacKinnon, who is with Harvard Law school's Berkman Center for Internet and Society. In addition, check out this site by Martin Kuhn, a Ph.D. student at UNC who is currently studying the issue of blog ethics. The Harvard site is actually a discussion based on a code of ethics Kuhn has proposed.

What is interesting to me about the whole notion of an ethical code of conduct for blogging is that at first glance it seems useless. How do you enforce such a code? Can you? Is enforcement necessary or is the code simply a set of guidelines? Blogging seems to be an ever-changing, growing, organic activity and it would be difficult at best to try and enforce a code. How do you police something that is in a continual state of change?

If you take the notion that this type of code is not supposed to be enforced, then why bother having a code at all? The same question has to apply to other codes though. What about codes of ethics for legal, medical, human resource, marketing, and accounting professionals? Boy Scouts? What purpose do the codes serve if they cannot be enforced. There certainly could be legal and professional ramifications in some industries. Quite honestly, I do not know enough about this topic yet to answer these questions (which makes it a good project for research I guess!). I could go on and on, but I think I will stop for now until I have learned more about the topic. Until then, happy blogging.

The Rise of the Creative Class (tROTCC)

Interesting. Very interesting. I did enjoy reading this article and have visited the website for tROTCC. I consider Columbus to be my hometown even though my family moved a few times when I was younger and we now live in Findlay. Columbus was ranked 33 out of the 332! If you are interested, check out where your favorite city ranks at http://www.creativeclass.org/rankings.shtml. Enough of my ramblings. I do believe that Florida had some interesting insights. To me, it was almost like common sense. Why wouldn't creativity lead to economic growth? Florida states on page 17:

This begs the question of what accounts for the ability of some places to
attract and capture a greater quantity or quality of these flows. The answer, I
believe, lies in openness, diversity, and tolerance. Our work finds a strong
correlation between, on the one hand, places open to immigrants, artists, gays,
and socioeconomic integration, and, on the other, places that experience high
quality economic growth.

It seems to be that if a culture is open to diversity in its many forms, this would include diversity of ideas. New ideas breed new opportunities which lead to growth.

I would appreciate clarification on one of his statements. On page 8 he states that "three-quarters of the graduates identified location as more important than the availability of a job when selecting a place to live." What he doesn't state is why location was so important. Perhaps location was important because of family. Did the graduate choose to live close to his or her hometown? He does not show that location was important because of some artistic or cultural reason yet that seems to be the implication. Maybe his focus groups generated the reasons as to why location was important, but he doesn't make that clear here.

I hope that doesn't seem nitpicky, but it bothered me as I was reading the article. The book would be fascinating to read and could probably clear up the questions I have. I do not see why many of the features would not useful to many different groups. For instance, the bike paths. They are not just for old people or young people or families. Likewise, cities with cultural attractions such as museums are not just for patrons of the arts. That is one of the reasons I like Columbus. There is so much to do there for any age range.

What I want to learn

Gee! What do I want to learn? I don't think I have ever been asked that question by a professor before. Thanks Doc! At any rate, this is a topic I have been struggling with. I am attempting to combine projects from this class, research, visual rhetoric, and my thesis. The problem is that since I have so many interests, I have a hard time narrowing my focus. Recently however, I have stumbled across articles relating to blogging and ethical standards. Anything that can help me learn more about this area would be helpful.

In addition, while I feel comfortable with technology and have no problems learning about different types of technology, I am woefully aware of my lack of competence in most things web-related. More specifically, I have interests in HTML, Dreamweaver, Flash, etc. I looked at the classes offered through the university, but they are all scheduled at the same time I am teaching a class. Any input on alternatives would be appreciated. I have used Microsoft FrontPage before and am fairly comfortable with that. After looking at the schedule for the course website, I am encouraged to see boot camps scheduled for HTML, Dreamweaver, and Photoshop.

Finally, I would like to get a better handle on how all of this ties in to online documentation. I am one of those people who do better when I can see the whole picture and right now, I have no idea where we are going. When the big picture is present, the individual assignments, readings, and projects make more sense to me.

Ethical Standards in Blogging

I read an article entitled "Pundits Pondering Need for Ethics Code" which appeared in the January 22nd edition of The Toledo Blade. It has given me some ideas on what my thesis may focus on. This is an AP article and I have not been able to locate a link for it through the Toledo Blade's website or on the net. As soon as I have it I will post the link here.

My favorite waiter selling Coco Locos. Oh how I miss the Bahamas!

Knowledge of On-line Documentation

My primary experience comes from teaching Microsoft Office including Word, Excel, PowerPoint, Access, and Outlook. I have some, but limited, experience with FrontPage and PageMaker. In addition, I have dabbled in a variety of other software, but have no long-term practical experience using any of them. I have also worked with Microsoft NT networks running Windows 2000. Often, I have had to use the on-line help systems or had to search the Internet for assistance with technical issues since I have no formal training in end-user or networking applications. My academic career has been spotted with courses in multimedia including Visual Communications in Business and Industry and Multimedia Production. I have also some experience with Visual Basic. Programming languages come fairly easy to me and I actually started in programming at Ohio State in 1981 learning Fortran and Cobol among others. Over the years, I have been a witness to the much of the computer revolution. I am a blogging newbie and am looking forward to the experience! In addition, while I have a broad background with much of computer technology, I am not really a specialist in anything but Microsoft Office programs. I also have very limited Mac experience, but would like to gain some. I am looking forward to an interesting semester.