Another paper, another fight with copyeditors about not capitalizing danah boyd’s name.

Journal copyeditors are great when they fix things, but when they break my sentences and don’t ask questions about “[information removed for blinding]”, I wonder what the point is.

Journal copyeditor changed a bunch of first-person language in our abstract to third-person “the authors,” and I am peeved.

Every copyright transfer I sign destroys another part of my soul.

College conversation about investment in GPT-type tech to support research is continuing. I think it’s… fitting that the survey being circulated is clearly using Qualtrics’s auto-suggested Likert responses—and that the responses aren’t quite right for the questions being asked.

I’d like to read the whole report before coming to definitive conclusions but wow, are there some important lessons in here for edtech—not least, that efficacy cannot be our only concern!

This is an interesting academic year for me in a number of ways. It was five years ago that I joined UK as an assistant professor and ten years ago that I started at MSU as a new PhD student. It’s my first year as tenured faculty, and there are leadership changes in my unit and college that are—by the inherent virtue of any change in leadership—inviting opportunities to think about what the future of both look like.

I firmly believe that research is a process of argument—and that statistics are, therefore, a rhetorical device.

I’ve been struggling with putting together a particular document for over a week. It’s like I’ve entirely forgotten how to do academic writing—something I usually feel pretty confident about.

My college is floating the idea of investing in GPT-type technology to help researchers code text data. This reminds me of my longtime belief that the distinction between “qual” and “quant” is often less important than the distinction between different research paradigms.

It’s four hours into my workday, so I guess it’s time to start doing that writing I blocked the whole day off for. 🙃

“Welcome to tenure, here are all your new service obligations.”

Prensky coined the term “digital native” to talk about people my age, but I have a colleague younger than me who is using the term to refer to our undergraduate students. This sums up so much of why I think this term is useless.

I’m happy to share that the Fall 2023 edition of my remixed Introduction to Data Science textbook is now available on my website. This book adapts material from the “ModernDive” Statistical Inference via Data Science course, Catherine D’Ignazio and Lauren Klein’s excellent Data Feminism, a number of other Creative Commons-licensed works, and some of my own contributions to put together a no-cost, openly-licensed textbook for my data science students. I put together the first edition of this book for last Fall’s version of this course, but the first run through taught me a lot, and I’m very happy about this edition (though I do have a small laundry list of errors to fix, and I’d like to eventually get into some fiddlier bits like removing social media icons from the header).

Good article on a worrying trend. It’s things like this that make me skeptical of arguments that generative AI could have real benefit when used properly. It’s not that I disagree—it’s that in the aggregate, I’m not sure the proper uses will outweigh the problems.

Even if ChatGPT could be trusted to do this task, “let’s remove books from libraries with less work” is a good example of how efficiency isn’t always a good thing.

Last day of kiddo’s summer, so no matter how behind I am on course prep, we are unapologetically going to the zoo.

Every semester, I give a guest lecture on internet research methods for an undergrad class in my unit. A few days after scheduling this semester’s lecture, I’ve realized it’s the first time I’m giving it after Musk borked Twitter as a data source.

I get why folks in ed compare ChatGPT to Wikipedia, but there are important differences. Wikipedia is entirely non-profit, lays bare its knowledge generation process, can be fixed on the fly, and can’t actively generate problematic content. It’s not just about reliability.

I love hearing from former students about the great and interesting things that they’re up to—and especially when something they learned in one of my classes helped them along the way. In my experience, former students who are up to great and interesting things would often be doing those things whether or not they had taken one of my classes, but I still appreciate feeling like my teaching contributed in some small way.

Late last year, I announced the publication of a study I participated in with Dr. Evan Brody and UK PhD student Mehroz Sajjad where we examined LGBTQ+-friendly spaces on the Gab social media platform. Although that was the main focus of our research project, we also found as we were completing it that there were a number of LGBTQ+-friendly spaces that had been overrun by queerphobic activity and discourses. I’m happy to announce that our second paper, focusing on those specific spaces, has just been published in the Journal of Homosexuality.

This past weekend, Peggy Fletcher Stack at the Salt Lake Tribune published an article about the #DezNat movement on Mormon Twitter, which takes cues from far-right and anti-feminist online communities. In her article, Peggy was kind enough to reference (and quote from) my new publication with Amy Chapman in the Journal of the Mormon Social Science Association, which presents the (partial) results of a qualitative analysis of over 1,400 DezNat tweets from 2019.

I was exhausted last night when I went to bed, and then I started imagining an argument with someone over research methods where I was pointing out the eugenicist views of early statistical pioneers, and that got me so riled up that I couldn’t fall asleep.

This is ridiculous.

Haven’t read this yet, but I’m bookmarking for my classes.

I don’t want to contribute to the misconception that professors don’t work during the summer (which is hilariously false), but I’m really glad I took advantage of my nine month contract by prioritizing time with kiddo these last few months.

Guns in schools are bad, but adding surveillance to schools is not the solution.

Interesting stuff from Doctorow. If I can, I want to work it into my data science textbook for next semester.

It’s good to ask whether generative AI is good or bad for students, instructors, or education, but it’s arguably more important for ed. stakeholders to ask who else generative AI is good or bad for. Edtech needs to pay more attention to broader contexts.

I’m not the only instructor out there with an idiosyncratic but very specific mental style guide for LMS content, right? Right?

I’m spending a chunk of today starting on revisions to my Intro to Data Science course for my unit’s LIS and ICT graduate prograrms. I’d expected to spend most of the time shuffling around the content and assessment for particular weeks, but I quickly realized that I was going to need to update what I had to say in the syllabus about plagiarism and academic offenses. Last year’s offering of the course involved a case of potential plagiarism, so I wanted to include more explicit instruction that encourages students to borrow code while making it clear that there are right and wrong ways of doing so.

We read Cory Doctorow’s “Unauthorized Bread” in my class on computer fundamentals, and I try to share actual examples of how tech companies going bankrupt can create actual problems like in the story. Bookmarking this for next time I teach.

I don’t like generative AI, and I get grumpy about advice to accept it and work it into classes (even though I probably agree with that approach at the end of the day). For all that dislike and grumpiness, though, I feel even more strongly that AI detectors are not the way to go. This is a really interesting article.

Fall 2023 will mark my fifth time teaching my department’s class on Content Management Systems. I have really loved taking on this class and making it my own over the past several years. It’s also been fun to see how teaching the class has seeped into the rest of my life: It’s a “cannot unsee” situation (in a good way!) where the concepts I teach work themselves into everyday encounters with the news, my own websites, and other things around the internet.

In a current side project, I’m using Markdown footnotes for the first time, and I’m really impressed. Writing fully in Markdown is seeming more and more feasible the more I tinker with it.

Slowly realizing that I have no choice but to make generative AI one of the themes of my content management class in the fall.