Week 7: Thinglink | HTML & CSS

Homework (due by Noon on February 29):

• Upload the sources from Week 5’s homework into Zotero (see Week 6 for tutorials) and share your library with me (gbeasle1@gmu.edu)

  • For instructions on creating a group library: Zotero Groups

• Work on your Project Proposal (Due March 12)
• Blog Post #2 Comments

  • Read a handful of posts by other folks in the class and add comments

In class (February 27):

• Skills Assessment: Explore ThingLink

  • Creating and adding new users – ThingLink

    • Invite Code: KWBTMHH2

  • Learning center — ThingLink (Video)
  • Taking the image you located in Week 5’s and 6’s homework, experiment using Thinglink’s tools. Add one citation tag and 3 other tags (url, video, etc.) and post your results on your WordPress site as a Skills Assessment by Noon on March 12

    • Sample Thinglink
    • How to Easily Embed iFrame Code in WordPress

• Skills Assessment: HTML

  • Download a text editor such as Sublime Text – Text Editing, Done Right
  • PLEASE COMPLETE AS MUCH OF THIS TUTORIAL BEFORE CLASS ON THURSDAY:

    • Create an HTML page from scratch

• See Resources for additional information regarding HTML

In class (February 29):

• Skills Assessment: Continuing HTML and adding CSS to your webpage

  • Creating a Webpage from Scratch Part 2.1 CSS

• Checks and Balances
• See Resources for additional information regarding CSS

After Class (due by Noon on March 12):

• Skills Assessment: Taking the image you located in Week 5’s homework, experiment using Thinglink’s tools add one citation tag and 3 other tags (url, video, etc.) and post your results on your blog as a Skills Assessment by Noon on March 12

  • ThingLink Tutorial
  • How to Easily Embed iFrame Code in WordPress

• Project Proposal (Due March 12)
• You will need to complete the remaining pieces of the HTML/Style (CSS) that we did not get to in class (reflected in the tutorial PowerPoints – Create an HTML page from scratch and Creating a Webpage from Scratch Part 2.1 CSS).
• Skills Assessment: Add the back-end and front-end screenshots OR upload the custom html to your Skills Assessment page.

  • Make sure that you adjust elements of your page so that it does not resemble the “Checks and Balances” documents exactly. Add some personal aspects – fonts, colors, borders, etc.

• Blog Post #3: write a post that reflects on your experience with coding so far, and engage in the debate within the DH community over whether or not humanities students should learn to code.  Your post should include the following:

  • A clear statement in the first paragraph of your position either for, against, or rejecting the premise.
  • At least one quotation from the assigned readings: Kirschenbaum for, or Donahue against.
  • A discussion of your prior coding experience and how your HTML/CSS went

• Start thinking about your Museum Assignment

Class Prep for March 12:

• Watch: The Amen Break

  • *If you are interested in the legal issues involved in hip hop & sampling, you can instead watch the entire Copyright Criminals program ( ~56 min), but it’s not necessary!

• Read: Cory Doctorow, “We’ll Probably Never Free Mickey, But That’s Beside the Point.” Electronic Frontier Foundation (2016)
• Corynne McSherry, “Court Upholds Legality of Google Books: Tremendous Victory for Fair Use and the Public Interest,”Electronic Frontier Foundation, November 14, 2013.
• Read (Skim): Dan Cohen and Roy Rosenzweig, “Owning the Past,”in Digital History.
• REVIEW Lecture BEFORE CLASS: What is Copyright, Fair Use, and Creative Commons?

  • Be prepared to answer questions from PowerPoint!