|
|
|
@ -117,6 +117,7 @@ _Who is writing?_
|
|
|
|
- Who gets to write, and who is forced to?
|
|
|
|
- Who gets to write, and who is forced to?
|
|
|
|
- No one wants to write documentation, or pay someone to do it
|
|
|
|
- No one wants to write documentation, or pay someone to do it
|
|
|
|
- Documentation as a form of care
|
|
|
|
- Documentation as a form of care
|
|
|
|
|
|
|
|
- _(750)_
|
|
|
|
|
|
|
|
|
|
|
|
### 2.2 Lowering barriers and create entry points
|
|
|
|
### 2.2 Lowering barriers and create entry points
|
|
|
|
|
|
|
|
|
|
|
|
@ -128,8 +129,6 @@ _Who will read?_
|
|
|
|
- _Read the feminist manual_ (Karayanni, 2021)
|
|
|
|
- _Read the feminist manual_ (Karayanni, 2021)
|
|
|
|
- _Programming for the millions_ (Ullman, 2016)
|
|
|
|
- _Programming for the millions_ (Ullman, 2016)
|
|
|
|
|
|
|
|
|
|
|
|
- _(750)_
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
- [welcome.js](https://jamesbridle.com/works/welcome-js) (Bridle, 2016)
|
|
|
|
- [welcome.js](https://jamesbridle.com/works/welcome-js) (Bridle, 2016)
|
|
|
|
- _Debugging_ (P5js Education Working Group, 2015)
|
|
|
|
- _Debugging_ (P5js Education Working Group, 2015)
|
|
|
|
|
|
|
|
|
|
|
|
|
