From 862197e9116820631be7e8d741724ab3adcd8199 Mon Sep 17 00:00:00 2001
From: Stephen Kerr
Date: Fri, 14 Jun 2024 19:19:30 +0200
Subject: [PATCH] stephen index
---
colophon/index.md | 3 +-
irmak/thesis.html | 135 ++++++++++++++----------------
stephen/index.html | 179 ++++++++++++++++++----------------------
stephen/index.md | 56 ++++++++-----
stephen/keyboard24.jpeg | Bin 0 -> 151122 bytes
stephen/keyboard25.jpeg | Bin 0 -> 150944 bytes
stephen/keyboard26.jpeg | Bin 0 -> 226008 bytes
style.css | 51 +++++++++---
8 files changed, 221 insertions(+), 203 deletions(-)
create mode 100644 stephen/keyboard24.jpeg
create mode 100644 stephen/keyboard25.jpeg
create mode 100644 stephen/keyboard26.jpeg
diff --git a/colophon/index.md b/colophon/index.md
index f34b856..85f0bce 100644
--- a/colophon/index.md
+++ b/colophon/index.md
@@ -33,8 +33,7 @@ Unless otherwise stated, all photography, illustrations and other types of visua
Writing in Etherpad. Version control in git. Design in Inkscape. Layout in paged.js. Printing in Adobe Acrobat.
### Licensing information
-This publication is free to distrubite or modify under the terms of the SIXX license as published by XPUB, either version one of the SIXX License or any later version. See the SIXX License for more details.
-A copy of the license can be found on vulnerable-interfaces.xpub.nl/license
+This publication is free to distribute or modify under the terms of the SIXX license as published by XPUB, either version one of the SIXX License or any later version. See the SIXX License for more details. A copy of the license can be found on [vulnerable-interfaces.xpub.nl/license](vulnerable-interfaces.xpub.nl/license).
### Postal address
Master of Arts in Fine Art and Design: Experimental Publishing,
diff --git a/irmak/thesis.html b/irmak/thesis.html
index e6d3e95..cb0df3d 100644
--- a/irmak/thesis.html
+++ b/irmak/thesis.html
@@ -38,13 +38,20 @@ id="fair-leads-or-fair-winds-is-a-saying-sailors-and-knotters-use-to-greet-each-
leads or Fair winds is a saying sailors and knotters use to greet each
other. It comes from the working end of a string that will soon be
forming a knot.
-
I would like to clarify and introduce some terms for you in order to
+I would like to clarify and introduce some terms for you in order to
read this text in the desired way. For a while, we will stay in the
bight of this journey as we move into forming loops, theories and ideas
on how interactive picture books can be used to foster curiosity for
reading and creativity for children. I am building a web platform called
Wink that aims to contain a children’s story I wrote and am making into
-an interactive experience, in relation to my research.
+an interactive experience, in relation to my research.
+
+
+
+knot words from Leeszaal
+
+
Through this bight of the thesis, I feel the necessity to clarify my
intention of using knots as a “thinking and writing object” throughout
my research journey. Although knots are physical objects and technically
@@ -58,7 +65,7 @@ strings to make things, why wouldn’t a research paper make use of this
wonderful art as an inspiration for writing and interactive reading?
KNOTS AS OBJECTS TO THINK
WITH
-
There is a delicate complexity of thinking of and with knots, which
+There is a delicate complexity of thinking of and with knots, which
ignites layers of simultaneous connections to one’s specific experience;
where one person may associate the knots with struggles they face,
another may think of connecting or thriving times. In a workshop in
@@ -67,23 +74,27 @@ when they think of knots. There were some words in common like strong,
chaotic, confusing and anxious. On the other hand, there were variations
of connection, binding, bridge and support. Keeping these answers in
mind or by coming up with your words on knots and embodying them in the
-practice of reading would make a diff erence in how you understand the
-same text.
+practice of reading would make a difference in how you understand the
+same text.
-
- knot words from Leeszaal
+
+knot words from Leeszaal
+
-
- knot words from Leeszaal
+
+knot words from Leeszaal
+
Seeing how these words, interpretations of a physical object were so
-diff erent to each other was transcendental. In this thesis, I am
-excited to share my understanding of knots with you. My three words for
-knots are resistance, imagination and infinity. Keeping these in mind, I
+different to each other was transcendental. In this thesis, I am excited
+to share my understanding of knots with you. My three words for knots
+are resistance, imagination and infinity. Keeping these in mind, I
experimented with certain reading modes as you will see later on.
Knots are known to be used 15 to 17 thousand years ago for multiple
purposes. These purposes were often opposing each other. For example, it
@@ -161,7 +172,7 @@ start reading from a certain section according to the type of reader you
are and read the loops one by one until the end, weaving through the
text. To determine the string or mode of reading, there are some simple
questions to answer.
-
The three modes of reading are combine, slide, build . After you
+
The three modes of reading are combine, slide, build. After you
discover the starting point with the yes or no map in the upcoming
pages, you will continue the reading journey through the strings of diff
erent colors that will get you through the text. This way, the linear
@@ -187,20 +198,21 @@ ownexperiences/motivations. Hitches which are knots that are formed
around a solid object, such as a spar, post, or ring will be
representing the evidence or data I have collected on the subject. We
move on now with the working end and make some loops!
-
This map will reveal your mode of reading. The order of reading will
-be indicated with a loop sign Please hold a string in your hand as you
-read the text and make knots or loops as you weave through the reading
-as an exercise for concrete thinking. See you at the standing end! and a
+
HOW TO CHOOSE YOUR STRING
+This map will reveal your mode of reading. The order of reading will be
+indicated with a loop sign Please hold a string in your hand as you read
+the text and make knots or loops as you weave through the reading as an
+exercise for concrete thinking. See you at the standing end! and a
number on top of the sign with a color. This is the numeric order you
should follow to read the thesis, if you choose to read with a mode.
-Every reader starts from 1 and continues until 12, with a consecutive numeric
-order, according to their color/mode.
+Every reader starts from 1 and continues until 12, with a consecutive
+numeric order, according to their color/mode.
-
-
-
Working End
+
Working End
+
Loop 1
Why am I doing this?
My desire to write a children’s book about grief and memory ignited
when I was studying in college and doing an internship in a publishing
@@ -790,56 +802,35 @@ important in my personal history as a prototype was a breakthrough. I
feel like my interest and desire to discover new ways of writing,
reading and experiencing literature is ongoing and it was a beautiful
journey so far. I am looking forward to making more knots on this long
-and mysterious string at hand.
-
-
-
-
Bibliography:
- Cope, B. and Kalantzis, M. (2009) ‘“multiliteracies”:
- New Literacies, new learning’, Pedagogies: An International Journal,
- 4(3), pp. 164–195. doi:10.1080/15544800903076044.
-
- Dettore, E. (2002) “Children’s emotional GrowthAdults’ role as emotional archaeologists,”
- Childhood education, 78(5), pp. 278–281. doi:
- 10.1080/00094056.2002.10522741.
-
- Ingold, T. (2015) The life of lines.London, England: Routledge.
-
- Lawrence, R. L. and Paige, D. S. (2016) “What our ancestors knew: Teaching and learning through storytelling:
- What our ancestors knew: Teaching and learning through storytelling,”
- New directions for adult and continuing education, 2016(149), pp. 63–72.
- doi: 10.1002/ace.20177.
-
- Papert, S. and Papert, S. A. (2020) Mindstorms
- (revised): Children, computers, and powerful ideas. London, England:
- Basic Books.
-
- Ryan, M.-L. (2009) “From narrative games to playable
- stories: Toward a poetics of interactive narrative,” StoryWorlds A
- Journal of Narrative Studies, 1(1), pp. 43–59. doi: 10.1353/stw.0.0003.
-
- Smeets, D. and Bus, A. (2013) “Picture Storybooks Go Digital: Pros and
- Cons,” in Quality Reading Instruction in the Age of Common Core
- Standards. International Reading Association, pp. 176–189.
-
- Strohecker, C. (ed.) (1978) Why knot? MIT.
-
- The Effect of Multimodality in Increasing Motivation and Collaboration among
- 4th CSE EFL Students (no date).
-
- Turkle, S. (ed.) (2014) Evocative objects: Things we think with. MIT
- Press.
-
- Urton, M. M. &. (2018) The khipu code: the knotty mystery of
- the Inkas’ 3D records, aeon. Available at: https://
- aeon.co/ideas/the-khipu-code-the-knotty-mystery-of-the-inkas-3d-records.
-
- Vega, N. (2022) Codes in Knots.
- Sensing Digital Memories, The Whole
- Life. Available at: https://wholelife.hkw.de/
- codes-in-knots-sensing-digital-memories/.
-
-
+and mysterious string at hand. ## Bibliography Cope, B.
+and Kalantzis, M. (2009) ‘“multiliteracies”: New Literacies, new
+learning’, Pedagogies: An International Journal, 4(3), pp. 164–195.
+doi:10.1080/15544800903076044. Dettore, E. (2002) “Children’s
+emotional GrowthAdults’ role as emotional archaeologists,” Childhood
+education, 78(5), pp. 278–281. doi: 10.1080/00094056.2002.10522741.
+Ingold, T. (2015) The life of lines.London, England: Routledge.
+Lawrence, R. L. and Paige, D. S. (2016) “What our ancestors knew:
+Teaching and learning through storytelling: What our ancestors knew:
+Teaching and learning through storytelling,” New directions for adult
+and continuing education, 2016(149), pp. 63–72. doi:
+10.1002/ace.20177.
+ Papert, S. and Papert, S. A. (2020) Mindstorms (revised): Children,
+computers, and powerful ideas. London, England: Basic Books. Ryan,
+M.-L. (2009) “From narrative games to playable stories: Toward a poetics
+of interactive narrative,” StoryWorlds A Journal of Narrative Studies,
+1(1), pp. 43–59. doi: 10.1353/stw.0.0003. Smeets, D. and Bus, A.
+(2013) “Picture Storybooks Go Digital: Pros and Cons,” in Quality
+Reading Instruction in the Age of Common Core Standards. International
+Reading Association, pp. 176–189. Strohecker, C. (ed.) (1978) Why
+knot? MIT. The Effect of Multimodality in Increasing Motivation and
+Collaboration among 4th CSE EFL Students (no date). Turkle, S.
+(ed.) (2014) Evocative objects: Things we think with. MIT Press.
+Urton, M. M. &. (2018) The khipu code: the knotty mystery of the
+Inkas’ 3D records, aeon. Available at: https://
+aeon.co/ideas/the-khipu-code-the-knotty-mystery-of-the-inkas-3d-records.
+ Vega, N. (2022) Codes in Knots. Sensing Digital Memories, The Whole
+Life. Available at: https://wholelife.hkw.de/
+codes-in-knots-sensing-digital-memories/.