Thursday, February 13, 2025

RSS and Social Bookmarking

1. show diagram

2. describe components

3. start with ovrs 

4. video description of how it works - locate, add widgets, select video...

5. then take content from ovr and save.

6. discuss and show ease of tagging

7. show retrieve (show multiple tags)

8. the show complete organic video


Curating Online Video Repositories for Teaching Sociology:  A Resource Discovery, Mapping, Retrieval Framework

Michael V. Miller & Anna CohenMiller

Abstract

The abundance of online multimedia content presents both opportunities and challenges for instructors seeking teaching materials. While these digital resources offer rich pedagogical potential, discipline information networks have largely failed to identify them, thereby creating a significant discovery gap for those seeking suitable content for course inclusion. We propose empowering instructors to become active curators of discipline-specific online materials by way of a user-friendly framework that combines RSS and social bookmarking technologies. We demonstrate how systematic curation using these tools enables instructors to efficiently discover, map, and archive online video resources that align with their curriculum needs, and in the process, we ultimately document an extensive collection of sociology-related video websites, blogs, and channels largely uncited in the literature. Our findings indicate that content curation can help bridge the distance between the growing wealth of online resources and their practical employment in the digital classroom.


Introduction

College instructors now face a stark contrast to the multimedia scarcity of the early 2000s, having access to an overwhelming amount of relevant content. Commercial websites ceaselessly upload new material, while user-sharing platforms host an ever-expanding array of professional and amateur productions—news reports, interviews, speeches, lectures, demonstrations, documentaries, movie and television clips, and specialized instructional content of all sorts. Indeed, the current volume of video creation has outpaced the capacity of  academic disciplines that continue to employ traditional strategies for purposes of content identification and curation.

Although instructors in some fields like economics have attempted to address this challenge by creating specialized journals focused on teaching with online multimedia (e.g., Journal of Economics Teaching), publications in our discipline have effectively ignored online sites which create sociologically relevant content. Consequently, even materials that could easily enhance instruction likely remain unknown to most teaching faculty. This limitation has significantly constrained our ability to integrate digital resources into sociology education, a challenge that became particularly acute during the 2020 mass transition to remote teaching when instructors across academia scrambled to identify and deploy quality digital content (Fyfield, Henderson, and Phillips 2021, Nguyen 2022).

However, some pioneering efforts have emerged, most notably The Sociological Cinema's work in online video curation (Andrist, Chepp, and Dean 2010-2024), which broke important ground by identifying and describing individual videos in terms of their teaching significance. The individual-video curation approach taken by its website creators, while valuable, nevertheless falls short of the systematic content identification and communication framework the discipline now requires. Any emergent system should encompass not only individual pieces of content but also content-creating websites, blogs, and video channels, especially given the rapidly expanding volume of relevant media.

Our paper therefore addresses the current curation challenge by shifting the primary unit of analysis from individual videos to collections of videos. We do this by examining the distributional context through which site developers make digital film accessible on the Internet: Online Video Repositories (OVRs)—our term for sites hosting aggregated video available for on-demand streaming. 

An OVR approach advances our capacity to identify and productively use video in two immediate ways. First, as quality OVRs are identified, instructors will encounter videos aligned with their teaching interests. Expanding scope from individual videos to OVRs will encourage instructors to examine collections of available content. Moreover, as they engage with video-makers' work, these interactions should foster online creator-instructor networks (Palmer and Schueths 2013)—key to sustaining video-production activity. 

Second, focusing on OVRs rather than individual videos mechanically streamlines curation processes, facilitating the ability of curators to bring quality content to attention. To this end, we employ RSS (Really Simple Syndication), an application that systematically links and organizes Internet sites in a clean window interface. RSS enables immediate video identification and access from a common web location. Our chosen application, Protopage, offers extensive user-browsing capability and graphically maps the OVR landscape, capturing continual changes as creators upload new videos and as new repositories are discovered. This creates, in effect, living archives that serve ongoing curation activity. In tandem with RSS, we also employ a content cataloging and retrieval system based on social bookmarking (SB) technology. Our application of choice is Pinboard, which allows users to easily save and tag OVRs, videos from them, and other online resources for future reference.

In all, this paper makes two unique contributions to the literature. It is the first to employ a digital curation strategy to locate and process learning content in sociology, and as far as we know, in any of the social sciences. Second, our examination of OVRs represents the first systematic attempt to identify online video resources with relevance for teaching sociology. Beginning several years ago with a survey of open-access video repositories across the social sciences, our research has revealed an extensive video inventory. While our initial study (Miller and CohenMiller 2019) provided only limited coverage of sociology-focused sites, subsequent search activity has identified approximately one hundred and fifty additional repositories, most created by sociology instructors for their students. In addition, we curate many more from related social sciences, and many non-academic OVRs as well that have relevance for teaching sociology.


discuss video curation in sociology

introduce workflow framework.


The curation framework employed in this paper is derived from a holistic workflow model for working with online multimedia earlier developed by the first author (see Miller 2011). It specifies how instructors and students can effectively engage with digital learning content (videos, podcasts, photo slideshows, interactive graphics) as both⁸ consumers and producers. It presents an iterative, cyclical information-processing system with five interconnected components: (1) location, (2) collection, (3) conceptualization, (4) production, and (5) distribution. 

                             [Diagram Here]

1. Location relates to techniques and applications that help to find relevant multimedia content on the Web. In addition to becoming familiar with those websites with the best work, other vehicles are search and discovery engines, newsletters, alerts, and directories. RSS is a particularly useful tool for staying abreast of emerging online content from a central web location.

2. Collection relates to the function of recording and cataloging multimedia in order to retrieve for later use. Social bookmarking provides the most efficient mode for both collecting and organizing a large body of online multimedia. Some services, such as Pinboard, can also assist in locating multimedia by drawing on media shared among the bookmarking community. Devising useful tags for content description and evaluation are important within a social bookmarking system.

3. Conceptualization involves ideas and operations that detail how multimedia will be created and employed for learning. It includes design, substantive content, and pedagogical objectives, and can be facilitated by various applications that stimulate thinking about building and using multimedia. 

4. Production entails the techniques and applications for making and/or repurposing multimedia. Production is no longer limited to those with specialized skills and access to costly equipment and software. Production now can be accomplished with such online tools as presentation makers, media editing programs, cartoon and data visualization applications, and most recently, AI videomaking applications. 

5. Distribution makes digital content available for instructional purposes by placing materials online. It encompasses websites from which we can access digital content, as well as the various user-sharing sites and applications that now allow us to easily put content online, including course management systems, which can limit content access to only students. 












































add 

1. add social psychology as another course - include some psych ovrs.

2. add a few pol sci ovrs to social strat tab ....

3. add geog and anthropology ovrs to diverse tabs...

4. add data visualization to res methods tab.

5. add 1013 and 2013 course tabs

6. add social change tab (see historical ovrs)

7. add collective behavior and social movements tab...

8. add a tab for individual users


I couldn't find one single, definitive article that perfectly covers *all* the possible integrations between RSS and social bookmarking for curation.  The best approach depends on *which* RSS reader and *which* social bookmarking service you prefer.  However, I can offer some search strategies and concepts to help you build your own workflow:


**Search Strategies:**


* **Specific combinations:** Search for things like "Feedly Pinboard integration," "Inoreader Delicious workflow," or "[Your RSS Reader] [Your Social Bookmarking Service] IFTTT."

* **General concepts:** Search for "RSS curation workflow," "social bookmarking for research," or "combining RSS and social media."

* **Tool-specific tutorials:** Look for tutorials on your chosen RSS reader (e.g., "Feedly tutorial") or social bookmarking service (e.g., "Pinboard guide"). These might mention integrations or related features.


**Workflow Concepts:**


1. **Choose your tools:** Decide on your preferred RSS reader (Feedly, Inoreader, etc.) and social bookmarking service (Pinboard, Delicious, etc.).


2. **Sharing/Saving features:** Explore the built-in sharing or "save for later" features of your RSS reader.  Can you share directly to your social bookmarking service or a related service like Pocket?


3. **Browser extensions:** Install the browser extension for your social bookmarking service.  This will let you quickly save pages from your RSS reader.


4. **IFTTT/Zapier:** If you're comfortable with automation, explore IFTTT or Zapier.  These can connect your RSS reader to your social bookmarking service.  For example, you could create a rule that automatically saves any starred item in your RSS feed to your bookmarks.


5. **Tagging and organization:** Develop a consistent tagging system in your social bookmarking service to organize the content you save from your RSS feeds.


6. **Regular review:**  Set aside time to review your saved bookmarks, add more tags, and perhaps share them further.


By combining these strategies and adapting them to your specific needs and chosen tools, you can create a powerful system for curating online media using RSS and social bookmarking.  Don't be afraid to experiment!


Another AI Source

An RSS content curation workflow involves identifying relevant RSS feeds from trusted sources within your niche, subscribing to them using an aggregator tool like Feedly, filtering content based on your needs, adding annotations or summaries, and then scheduling the curated content to be automatically shared across various social media platforms or your website, often with the help of a social media management tool to optimize posting times and formatting. 
Key steps in an RSS content curation workflow:
  • Identify relevant sources:
    • Use search engines to find0 authori 9mte6tative blogs, news sites, and publications related to your topic. 
    • Look for the RSS icon on websites to locate their feed URL. 
    • Explore blog directories and online communities to discover relevant RSS feeds. 
  • Choose an RSS aggregator:
    • Popular options include Feedly, Inoreader, The Old Reader, or Google Reader. 
    • Consider features like categorization, filtering, and integration with social media platforms. 
  • Subscribe to feeds:
    • Add the RSS feed URLs from your chosen sources to your aggregator. 
    • Organize feeds into categories or folders based on topic relevance. 
  • Content filtering and selection:
    • Utilize the aggregator's filtering capabilities to remove irrelevant articles based on keywords, publication date, or source. 
    • Read through summaries or headlines to select high-quality content that aligns with your audience's interests. 
  • Adding value (optional):
    • Write brief summaries or annotations to provide additional context or analysis. 
    • Tag articles with relevant keywords for easier retrieval. 
  • Scheduling and distribution:
    • Connect your RSS aggregator to a social media management tool like Buffer, Hootsuite, or SocialBee. 
    • Set up automated posting schedules for your curated content across different platforms. 
    • Customize post descriptions and visuals as needed. 
Benefits of using RSS for content curation:
  • Efficiency: Automatically updates you with new content from your chosen sources, saving time on manual research. 
  • Consistency: Helps maintain a regular stream of relevant content for your audience. 
  • Reach: Enables sharing curated content across multiple social media platforms with ease. 
Important considerations:
  • Quality control: Always verify the credibility and accuracy of the content you curate from RSS feeds. 
  • Attribution: Clearly credit the original source of the content you share. 
  • Audience engagement: Add your own insights, commentary, or questions to foster interaction with your audience. 
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I should add that recently developed AI applications can be integrated with 4 component to enhance the workflow system.4i
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 Although many more repositories doubtless remain undiscovered, our current sample enables the first meaningful generalizations about the state of online sociology video.

CHANGE-elaborate: 

Focus on contributions to (a) content identification and then (b) description of curation process. 

In demonstrating our RSS/SB strategy, we provide three basic contributions to the substantive curation of discipline-related OVRs. First, we engage in descriptive mapping—locating, organizing, and displaying sociological OVRs and their most recently uploaded videos on RSS pages. Second, we provide evaluative guidance, recommending sites particularly suited for instructor use. Third, we focus on OVRs more precisely for purposes of teaching application within discipline subfields. To illustrate, we aggregate academic and nonacademic OVRs together in a single RSS page that might assist those who teach courses related to social stratification.


Sunday, January 26, 2025

pristine intro revision 1-23-25 and 2-7-25

 

Curating Online Video Repositories through RSS: A Resource Mapping and Discovery Framework for Teaching with Multimedia


Curating Online Video through RSS and Social Bookmarking: A Resource Mapping and Discovery Framework for Teaching Sociology


A Resource Discovery and Mapping Framework for Curating Multimedia:


Michael V. Miller & Anna CohenMiller

 Abstract

The explosive growth of online video over recent years presents both opportunities and challenges for those teaching sociology. While multimedia abounds on the Internet, discovering and accessing those that are teaching-relevant remains problematical as they have gone largely unidentified by discipline information networks. This paper attempts to bring such resources to attention by introducing a strategy for video curation by way of a digital framework based on Really Simple Syndication (RSS) technology. We propose the application of an efficient system for curating Internet sites that aggregate and stream digital content. To demonstrate the practical utility of this system for creating and sustaining academic video archives, we highlight the process for teaching sociology and offer samples of sociologically relevant sites, many of which are instructor-created.

Keywords: online video, Online Video Repository, OVR, RSS, video curation, video creation  


Introduction

College instructors now face a stark contrast to the multimedia scarcity of the early 2000s, having access to an overwhelming abundance of relevant content. Commercial websites ceaselessly upload new material, while user-sharing platforms host an ever-expanding array of professional and amateur productions—news reports, interviews, speeches, lectures, demonstrations, documentaries, movie and television clips, and specialized instructional content of all sorts. Indeed, the current volume of video creation has outpaced the capacity of  academic disciplines for content identification and curation. 

Although instructors in some fields like economics have attempted to address this challenge by creating specialized journals focused on teaching with online multimedia (e.g., Journal of Economics Teaching), information networks in our discipline have effectively ignored sites which create sociologically relevant content. Consequently, even materials that could easily enhance instruction likely remain unknown to most teaching faculty. This limitation has significantly constrained our ability to integrate digital resources into sociology education, a challenge that became particularly acute during the 2020 mass transition to remote teaching when instructors across academia scrambled to identify and deploy quality digital content (Fyfield, Henderson, and Phillips 2021, Nguyen 2022).

Some pioneering efforts have emerged, most notably The Sociological Cinema's work in online video curation (Andrist, Chepp, and Dean 2010-2024), which broke important ground by identifying individual videos with teaching significance. However, the individual-video curation approach taken by its website creators, while valuable, falls short of the systematic content identification and communication framework the discipline now requires. This emergent framework should encompass not only individual videos but also video-creating websites, blogs, and channels, especially given the rapidly expanding volume of relevant content.

Our paper therefore addresses sociology's current curation challenge by shifting the primary unit of analysis from individual videos to collections of videos. We do this by examining the distributional context through which site developers make digital film accessible on the Internet: Online Video Repositories (OVRs)—our term for sites hosting aggregated video available for on-demand streaming. OVRs are comprised of two basic types of sourced content and a third derivative type. Original video is that produced specifically for the site (such as screencast lecture and concept explainers), and found video is content appropriated from elsewhere online (including others' educational content, news stories, movie clips, etc.). The presentation of found video takes on a curatorial dimension when developers contextualize it meaningfully, while a third category—hybrid or remix video—combines found-video clips with new (original) content for purposes of videographic criticism or social protest. 

An OVR approach advances disciplinary capacity to identify and productively use video in two immediate ways. First, as curators identify quality collections, instructors will encounter sites aligned with their teaching interests. Expanding scope from individual videos to OVRs will encourage instructors to examine full bodies of available content. Moreover, as they engage with video-makers' work, these interactions should stimulate future creative efforts and foster online creator-instructor networks (Palmer and Schueths 2013)—key to sustaining video-production activity. Second, focusing on OVRs rather than individual videos mechanically streamlines both identification and curation processes, facilitating the ability of curators to bring quality content to attention. We employ RSS (Really Simple Syndication), an application that systematically links and organizes Internet sites in a clean window interface. RSS enables immediate video identification and access from a common web location. Our chosen application, Protopage, offers extensive user-browsing capability and graphically maps the OVR landscape, capturing continual changes as creators upload new videos and as new repositories are discovered. This creates, in effect, living archives that serve ongoing curation activity.

Our examination of OVRs represents the first systematic attempt to identify online video resources with relevance for teaching sociology. Beginning several years ago with a survey of open-access video repositories across the social sciences, our research has revealed an extensive video inventory. While our initial study (Miller and CohenMiller 2019) provided limited coverage of sociology-focused sites, subsequent search activity has identified approximately one hundred and thirty additional repositories, most created by sociology instructors for their students. Although many more repositories doubtless remain undiscovered, our current sample enables the first meaningful generalizations about the state of online sociology video.

In demonstrating our RSS-based strategy, we provide three basic contributions to the substantive curation of discipline-related OVRs. First, we engage in descriptive mapping—locating, organizing, and displaying sociological OVRs and their most recently uploaded videos on RSS pages. Second, we provide evaluative guidance, recommending sites particularly suited for instructor use. Third, we focus on OVRs more precisely for purposes of teaching application within discipline subfields. To illustrate, we aggregate academic and nonacademic OVRs together in a single RSS page that might assist those who teach courses related to social stratification.

Video Curation in Sociology

Video curation extends beyond content creation, encompassing organizational, descriptive, and evaluative tasks. While video creators and instructors may perform basic curatorial functions by matching content to audiences, comprehensive curation involves deeper analysis through content synopsis, synthesis, and recommendation. Curators typically serve as third-party mediators, evaluating content strengths and weaknesses relative to specific viewer needs.

In sociology, the topic of teaching with video has been primarily addressed through Teaching Sociology (TS) and a small number of instructor-created websites and blogs. TS has consistently published scholarship on the pedagogical value. of video, particularly its role in developing sociological thinking (Belet 2017, Besek and Pandey 2022, Dowd 1999, Hoffman 2006, Prendergast 1986). The journal also has examined the ways video has been applied across various courses, from introductory sociology (Belet 2017, Smith 1973) to advanced topics, such as theory (Fails 1988, Pelton 2013), research methods (Leblanc 1998, Tan and Ko 2004), and race relations (Khanna and Harris 2014, Stout, Earnhart, and Nagi 2020). In 2011, TS formalized its commitment to video resources by establishing a regular film review section, recently expanding to cover documentaries from commercial streaming sites (Brutlag 2021, Smith, Smith, and Kozimor 2024).

While TS has made valuable contributions to understanding video in sociology education, the journal has not expanded coverage to video-creating OVRs. Many sites produce and distribute sociologically-relevant content that could merit scholarly attention. However, the journal has engaged with online video sites through only two articles, both on curation--one reviewing the aforementioned The Sociological Cinema (Caldeira and Ferrante 2012), and another analyzing how videos curated in The Sociological Cinema could effectively support specific teaching objectives (Andrist, Chepp, Dean, and Miller 2014).

The broader sociology literature presents similar opportunities for curating video-creation sites, particularly those that have built substantial online audiences. Beyond passing mention of established websites like Crash Course Sociology and Khan Academy (see Medley-Rath 2021), many innovative video-creation OVRs with clear sociological relevance await scholarly examination. These include channels like Pop Culture Detective, which has attracted over 1 million subscribers through its critical-gender analyses of popular media, and the YouTube channel for SOC 119, Sam Richard's hybrid Penn State race relations course, which engages +370,000 subscribers.

To date, curation of online video has been embodied in two websites focused on the curation of short clips and videos for teaching purposes. The Sociological Cinema (TSC) initiated the curation of found video when University of Maryland graduate-student instructors Lester Andrist, Valerie Chepp, and Paul Dean launched it in 2010. TSC developed a collaborative model where contributors shared not only links but also specific teaching applications for specific pieces of video content. The site's impact was recognized through the 2012 MERLOT Sociology Award and favorable reviews in academic publications. While its growth has slowed since 2016, TSC remains valuable with over 600 curated pieces, including multimedia modules organized around core sociological concepts. Currently, Popular Sociology, established in 2017 by Widener University sociologist Matt Reid, represents the primary active instructor-focused curation site, hosting over 250 user-submitted videos with teaching applications.

Need to elaborate here about using both to access course-relevant video...

Finding Online Video Repositories  

Notwithstanding the sociology video curation resources just discussed, instructors often discover film materials for their classes through informal means such as casual Internet browsing or recommendations from colleagues and students. When systematically searching for videos to meet specific pedagogical needs, most turn to search engines, particularly YouTube.

YouTube, despite common criticisms, is a valuable resource. As the largest video-sharing platform on the Internet, it offers not only an extensive array of educational channels but also several useful curation features. The platform's notification system alerts subscribers to new content, while its recommendation algorithm generates suggested content lists—often surfacing better videos than initially selected. Content creators can organize their materials into playlists, improving repository coherence and navigation. Through "featured channels" lists, creators can build networked learning communities by showcasing complementary content. Premium subscribers gain access to AI-powered video interrogation through the "ask" function. Moreover, many mainstream media outlets maintain YouTube channels parallel to their paywalled sites, recognizing the platform's educational and promotional value. The New York Times exemplifies this approach, offering free access to news footage, opinion pieces, and documentaries through its YouTube presence.  

Beyond YouTube, several alternative platforms merit exploration. Vimeo attracts professional creators and often hosts higher production value content, while DailyMotion specializes in short-form videos and user-generated content. Generic internet curation sites can further enhance OVR discovery. Video aggregators like Digg and Pocket collect and categorize content from across the web, often highlighting educational materials that might otherwise go unnoticed.  

Media-focused websites and blogs serve as valuable curators of educational content. Diggit Magazine regularly features scholarly video analyses, while Open Culture stands out for its comprehensive collection of free educational media. Newsletter subscriptions can streamline discovery—Deep Dive's weekly announcements highlight emerging content of quality, while Retro Report's newsletter provides history lesson materials alongside its video recommendations. Award-recognition platforms like Peabody Matters and The Webby Awards offer access to critically-acclaimed educational content, often accompanied by expert commentary and teaching resources.  

However, in our opinion, RSS (Really Simple Syndication) technology offers the most efficient approach to content discovery. By automatically aggregating new uploads from selected providers, RSS eliminates the need for manual checking of multiple sources. Curators can integrate the most pedagogically relevant OVRs into their RSS feeds, creating a streamlined pipeline of quality educational content. Such automation helps instructors become aware of new materials while reducing the time investment required for content discovery. Additionally, RSS feeds can be customized to focus on specific subjects or themes, enabling targeted content monitoring that aligns with particular course objectives or research interests. 

Navigating RSS

Go to RSSMiller&CohenMiller2025 to facilitate access to OVRs and other media-relevant resources. These pages, developed with Protopage, offer selections of websites, blogs, and video channels, organized by topic for easy browsing and viewing. Start by clicking on Sociology OVRs to access all sociology-specific video repositories, and then note the following points:

1. Page: This page displays about 150 sociology-related sites arranged in three alphabetically ordered columns.

(a) Scroll through columns to explore different OVR sources.

(b) Note alphabetical order to quickly find specific content providers.

2. Widgets: Each widget (content provider) shows the latest videos uploaded to its respective source. We have set the revealed load maximum at 20 videos.  

(a) Scroll within widget to view video titles (grab vertical scroller on right-side of widget).

(b) Hover cursor over video title to see a video's length of time since upload.

(c) Click on video title to start immediate streaming.

(d) Click on widget title to visit the OVR. 

(e) The final widget in the last column contains playlists on various sociology topics, offering thematically organized content derived from other OVRs not listed on the page as widgets.

3. Tabs: Note the tabs organized near the top of any page. These, in effect, are folders by topic. Click on any folder title to go to relevant widgets. Note: to facilitate ease in finding OVR types, the Sociology OVR page has been subcategorized into separate folders relevant to teaching, research, organization, and those OVRs having multiple types of videos.

The Protopage application exels in its clean web page interface that graphically displays OVR widgets and associated videos. However, one significant Protopage limitation is the lack of individual notifications for newly uploaded content. To address this weakness, we have added two complementary solutions to our curation strategy. First, we use YouTube's notification system by subscribing to channels and selecting "All" notifications, ensuring we are alerted to every new video. Second, we use Feedly as our secondary RSS feed, which provides individual notifications on our reader for all OVR uploads.

Sociology OVRs

A significant direction for video creation emerges from critical analysis of popular media, exemplified by platforms like The Pop Culture Detective and Sociocinema. Jonathan McIntosh's Pop Culture Detective channel applies sociological perspectives to media analysis, particularly focusing on gender issues. His video work demonstrates sophisticated sociological storytelling, as seen in his analysis of Wall-E's portrayal of social reality (McIntosh 2017) and examination of patriarchal representations in Barbie (McIntosh 2024). His well-produced content includes comprehensive references and reflects strong fair-use advocacy. Despite the quality of his work and the fact that his YouTube channel includes over one million subscribers, his website has gone unmentioned in sociology publications. Jake Bishop's Sociocinema offers a broader sociological lens, making it particularly valuable for sociology newcomers. His videoessays, such as Joker Explained (Bishop 2022) and The Rise of Super Rich Satire Explained (Bishop 2023), demonstrate how sociological concepts permeate popular media. With nearly 30 videos and over 35,000 subscribers, Bishop's channel effectively bridges sociological theory and media criticism but likewise has not been cited in discipline publications. Complementing these video-based platforms, Brian Brutlag's Sociologist's Dojo blog (established 2013) provides detailed sociological analyses of media, particularly art films, integrating cultural criticism and feminist theory through regular, in-depth posts.




RSS and Social Bookmarking

1. show diagram 2. describe components 3. start with ovrs  4. video description of how it works - locate, add widgets, select video... 5. th...