{ "export": "composite.xml", "export_sha256": "5d5608fe030aee200efe6e9b1849bfe5691cb0c734fcfbf20c6507146ff87ad7", "basis": "Primary article bodies from the supplied export, with corrected author credits. Connections are the analyst’s interpretation; source statements and participant testimony are not independent evaluations of program effects.", "sources": [ { "post_id": "25049", "interpretive_connection": "Tool access and browser-based workflows shape entry into GIS", "title": "GeoLibre: Open-Source GIS in Your Browser", "date": "2026-11-09", "academic_year": "2026–2027", "credited_authors": "Shokran Rahiminezhad", "credit_basis": "author taxonomy", "authorship_tier": "declared-credit", "credit_evidence": "", "posting_account": "Sophie Bala", "url": "https://gcdi.commons.gc.cuny.edu/2026/11/09/geolibre-open-source-gis-in-your-browser/", "body_excerpt": "Working with geographic data can involve a surprisingly high barrier to entry. Before making a map, you may need to install specialized software, learn unfamiliar file formats, or move data between several tools. These requirements make free and open-source geographic information systems (GIS) especially valuable. GIS software helps users organize, analyze, and map data connected to places. GeoLibre is one such system, and it runs directly in a web browser. GeoLibre was created by geospatial software developer Qiusheng Wu and is available in a stand-alone desktop application and mobile app. It can also be used inside Jupyter notebooks, but it", "normalized_body_sha256": "d8e060e17d29dbbd3928f835fb00ba15697fbf284a0160f5ed979517a3a8f92f" }, { "post_id": "24957", "interpretive_connection": "A reported gathering makes cross-campus convening visible", "title": "2026 CUNY DHI Lightning Talks In Review", "date": "2026-11-02", "academic_year": "2026–2027", "credited_authors": "Meha Gupta", "credit_basis": "author taxonomy", "authorship_tier": "declared-credit", "credit_evidence": "", "posting_account": "Meha Gupta", "url": "https://gcdi.commons.gc.cuny.edu/2026/11/02/2026-cuny-dhi-lightning-talks-in-review/", "body_excerpt": "On Tuesday, October 20, 2026, with the support of the DH community across CUNY, we held the Twelfth Annual CUNY DHI Lightning Talks. The event was a hybrid gathering held in the CUNY Graduate Center Skylight Room and on Zoom, bringing together faculty, students, and staff from across campuses for an evening of shared digital scholarship. Our program began with welcoming remarks from Matthew K. Gold, Advisor to the Provost for Digital Initiatives, followed by an incisive keynote address from Dr. Yomaira C. Figueroa-Vásquez, Professor at Hunter College and Director of CENTRO. Drawing on her extensive community-engaged scholarship, Dr. Figueroa-", "normalized_body_sha256": "b076f0b705871bf9e1edb653659adcaf2bae98e05e2bd8964bfaf18ec5935ace" }, { "post_id": "19729", "interpretive_connection": "Scholarly purpose guides technical choices", "title": "What does it mean to be a \"Digital Scholar\"?", "date": "2012-12-16", "academic_year": "2012–2013", "credited_authors": "Laura Kane", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Laura Kane", "url": "https://gcdi.commons.gc.cuny.edu/2012/12/16/what-does-it-mean-to-be-a-digital-scholar/", "body_excerpt": "Instead, I’d like to suggest that readers of this post reflect on problems they’ve encountered in academia (trouble finding others who share your research interests, institutional limitations on your research, difficulty gathering and assessing data, limited publication options for your topic, etc), and think of ways that these obstacles could be overcome using less traditional means. What do I have in mind by ‘less traditional means’? Using social media to create non-institutional-based communities around similar research interests Using digital tools such as Zotero , Evernote , and Sophie to arrange and organize your research Using such too", "normalized_body_sha256": "df2b1b0d442e0c38701ef68546c408511c40c2101a3d5c954997f2e9b965a5f0" }, { "post_id": "19834", "interpretive_connection": "Scholarly purpose guides technical choices", "title": "Which digital tool should I use?", "date": "2017-10-25", "academic_year": "2017–2018", "credited_authors": "Hannah Aizenman", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Hannah Aizenman", "url": "https://gcdi.commons.gc.cuny.edu/2017/10/25/which-digital-tool-should-i-use/", "body_excerpt": "A good first pass is to identify objectives and constraints : Objectives What does done look like? Do you want to develop skills in a new tool for the sake of learning in and of itself? Is the goal to become better at some task like visual storytelling or data exploration? Is there a concrete deliverable such as a website or conference poster? You can have more than a few objectives, but the clearer they're defined, the easier it is to hone in on which tools will help you meet your goals. Constraints What are your resources? What factors could lead you to choose or exclude any suggested tool? These can be very project specific details such as", "normalized_body_sha256": "ef817b23f30d41bb1f37a1c9ab529147c7f730b1038254add6032c2f25c412aa" }, { "post_id": "19820", "interpretive_connection": "Learning depends on people and practical/emotional support", "title": "Finding Your Way Through the Obstacle Course of Code", "date": "2016-02-08", "academic_year": "2015–2016", "credited_authors": "Julia Lipkins", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "Below are the reflections of Julia Lipkins", "posting_account": "Jennifer Tang", "url": "https://gcdi.commons.gc.cuny.edu/2016/02/08/drb-lipkins/", "body_excerpt": "Some of us were proficient in Javascript and R. Others, like myself, cowered in terror when the word “Unix” was mentioned. Luckily, we were in the very capable hands of the Digital Fellows and instructors from Software Carpentry . Each day, we were led through an obstacle course of coding exercises using Python, GIT and a variety of other applications. We learned how to clean messy data, write scripts, and most importantly, the cold hard truth about digital research, i.e. anyone can code. At the end of the DRB, a few professors and Digital Fellows offered parting words of advice. Professor Matt Gold said , “The most important thing about digi", "normalized_body_sha256": "056529f6915b312544796a7d39a952c470109eab82e4860c1007f3ec0fecca0b" }, { "post_id": "6755", "interpretive_connection": "Learning aims at future independence", "title": "Attending the DRI is like Savoring a Multi-Course Coding Meal", "date": "2023-05-01", "academic_year": "2022–2023", "credited_authors": "Maren Rothfritz", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "By Maren Rothfritz", "posting_account": "Rebecca Krisel", "url": "https://gcdi.commons.gc.cuny.edu/2023/05/01/attending-the-dri-is-like-savoring-a-multi-course-coding-meal/", "body_excerpt": "The Digital Fellows not only showed us how to use the tools, but they also explained how they acquired their own knowledge and how to figure out problems on our own in the future. Overall, I walked away from the DRI feeling empowered and confident about my ability to continue my journey using Python in my own research. If you're interested in exploring the world of coding and digital research tools, I highly recommend the Digital Research Institute. Maren Rothfritz is a Ph.D. candidate in music at the CUNY Graduate Center.", "normalized_body_sha256": "b88b34bd8c586637ad5b1d22c307f98226fa7bc878381cd76493970da932711e" }, { "post_id": "19757", "interpretive_connection": "Fellows describe themselves as learning practitioners and collaborators", "title": "Reflections on a New Academic Year", "date": "2013-09-30", "academic_year": "2013–2014", "credited_authors": "Andrew G McKinney; Erin Glass; Laura Kane; Micki Kaufman; Keith Miyake; A.L. McMichael", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "Here's what the group members shared. | Andrew McKinney : After one year as a Digital Fellow | Micki Kaufman : After a semester among the Digital Fellows | Keith Miyake : As a new addition | A.L. McMichael : At first it felt | Erin Glass : Fellowship activities | Laura Kane : This past year", "posting_account": "Sam O'Hana", "url": "https://gcdi.commons.gc.cuny.edu/2013/09/30/reflections-on-a-new-academic-year/", "body_excerpt": "Here's what the group members shared. Andrew McKinney : After one year as a Digital Fellow my skills with certain tools (specifically Wordpress and the CUNY Academic Commons) have greatly increased, but this year I'm looking to expand those skills and start exploring new things like Omeka, Commons in a Box, and various visualization tools. My specific role consulting with faculty in the New Media Lab persists and has really taken off in the first month of semester. My major goal for this year is to leverage this activity towards building a vibrant community of practice amongst Grad Center faculty that pushes the Grad Center towards the forefr", "normalized_body_sha256": "a07b8a8b1a2df0d90eb63cd457797ff4b2127449006556a86a9c7c6ee82e2b18" }, { "post_id": "6526", "interpretive_connection": "Repair and institutional connections make scholarship possible", "title": "Digital Forensics: A GC Student’s Success Story with the Help of the GC Library", "date": "2017-11-09", "academic_year": "2017–2018", "credited_authors": "Kelsey Chatlosh; Angela Crumdy", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "Kelsey Chatlosh : | The following is Angela’s account of this success story. | Angela Crumdy : I visited", "posting_account": "Kelsey Chatlosh", "url": "https://gcdi.commons.gc.cuny.edu/2017/11/09/digital-forensics/", "body_excerpt": "My breakthrough finally came this spring when the Digital Scholarship Librarian, Steve Zweibel, gave a talk to my proposal writing class about data management. Digital Fellow and classmate, Kelsey Chatlosh, encouraged me to see if Steve could help me with my CD problems. Within a week, I met Steve on the second floor of the library, hoping that he could get the disc to work. Again, the computer fan began to whirl just as loudly and as long as before without presenting any actual content. After enlisting the help of Silvia Cho, the Interlibrary Loan Supervisor who was sitting nearby and who had actually just gotten back from Cuba, it turns out", "normalized_body_sha256": "67f05de885305e19166c36ec24db783a32e60c4107687996aba15a4455ec4286" }, { "post_id": "19889", "interpretive_connection": "Scope, limits and abandoned projects belong in the record", "title": "Death of a Project", "date": "2023-10-05", "academic_year": "2023–2024", "credited_authors": "Leanne Fan", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Leanne Fan", "url": "https://gcdi.commons.gc.cuny.edu/2023/10/05/death-of-a-project/", "body_excerpt": "Although these seeds of questions seemed promising, life got in the way of execution. It is easier to ask questions than to answer them. The prospect of a full literature review to deliver on three mini-research projects was intimidating and deadened my enthusiasm. Between major life changes and a burgeoning dissertation topic far afield of this topic, ultimately, I had to drop this project despite starting it with full and rapturous energy. Failure is okay. This blog post is my attempt to join the increasing chorus of practitioners, academics who have written about project failure. While I love the idea, recognizing the enormity of the execu", "normalized_body_sha256": "14aefcc71ef24af567dcc0c022669d07e2e8c84564aff9033e899fd75ae0c763" }, { "post_id": "21235", "interpretive_connection": "Description involves ethical and community decisions", "title": "Ethical Metadata for Digital Projects", "date": "2025-02-28", "academic_year": "2024–2025", "credited_authors": "Maggie Schreiner", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Maggie Schreiner", "url": "https://gcdi.commons.gc.cuny.edu/2025/02/28/ethical-metadata-for-digital-projects/", "body_excerpt": "Each of the resources listed below results from a multi-year collaborative and consultative process to create guidelines and best practices for creating metadata or descriptions of community materials. These resources have important insights and suggestions applicable to people creating metadata and descriptions outside of the archival field. Archives for Black Lives Anti-Racist Descriptive Resources Originally released in 2017, and updated in 2020, this guide was created by archivists as a set of recommended best practices for an anti-oppressive approach to creating and editing archival description. This includes both suggestions for address", "normalized_body_sha256": "8833d820eef4e5f2155bd8630a2908a8c1e6864642e8798d61b2defc1777efb9" }, { "post_id": "22867", "interpretive_connection": "Openness is situated through boundaries and care", "title": "The Walled Garden: Care and Containment in AI Research", "date": "2025-10-17", "academic_year": "2025–2026", "credited_authors": "Parisa Setayesh", "credit_basis": "author taxonomy", "authorship_tier": "declared-credit", "credit_evidence": "", "posting_account": "Parisa Setayesh", "url": "https://gcdi.commons.gc.cuny.edu/2025/10/17/the-walled-garden-care-and-containment-in-ai-research/", "body_excerpt": "Instead, it works as a framework of bounded commons, where walls enable cultivation, boundaries create conditions for community-engaged knowledge to grow, and protection serves collective flourishing rather than private ownership. Every dataset, model, and community operates within its own ecology of meaning. Without boundaries that reflect those contexts, AI research risks becoming extractive, mining data, scraping narratives, or reproducing inequities in the name of innovation. Across the climate and urban case studies I've encountered, the difference between projects that built trust and those that collapsed often came down to an ethical b", "normalized_body_sha256": "0266ee78eb40ce569733c25e5cc324c33cb0614b275c15a19fd28278934d0c66" }, { "post_id": "21025", "interpretive_connection": "Language and cultural location shape digital scholarship", "title": "Doing humanidades digitales at CUNY", "date": "2025-02-14", "academic_year": "2024–2025", "credited_authors": "Silvia Rivera Alfaro", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Silvia Rivera Alfaro", "url": "https://gcdi.commons.gc.cuny.edu/2025/02/14/doing-humanidades-digitales-at-cuny/", "body_excerpt": "While this might be seen as a mere translation, for many of us it materializes our scholarship and everyday experience that moves between languages, communities, and connections to diverse geographies. In the context of the US, it also implies acknowledging that Spanish has been spoken in these territories for centuries– as both, English and Spanish, have a colonial history. Additionally, naming DH in Spanish while writing in English also makes evident the existence of communities that think and feel in both languages. This year, as part of my work as a digital fellow, I started a blog to explore the work in humanidades digitales created by C", "normalized_body_sha256": "013ccdbea8ad5977f881e07ef85afe9df7a80810b90b4ba5886d06729fb8010b" }, { "post_id": "24263", "interpretive_connection": "AI calls for judgment about outcomes, not just output", "title": "When AI Makes Us More Active, We Risk Being Less Wise", "date": "2026-04-10", "academic_year": "2025–2026", "credited_authors": "Eunah Cho", "credit_basis": "author taxonomy", "authorship_tier": "declared-credit", "credit_evidence": "", "posting_account": "Eunah Cho", "url": "https://gcdi.commons.gc.cuny.edu/2026/04/10/when-ai-makes-us-more-active-we-risk-being-less-wise/", "body_excerpt": "True AI literacy is not just about using the tool well. It is about developing judgment. Students need to learn not only how to generate answers, but how to question them, verify them, and recognize when a polished response reflects fluency rather than understanding. In that sense, AI literacy should be taught less as a technical skill and more as a reflective discipline. The goal is not to ban AI from learning. It is to make sure that education still rewards the human capacities that matter most: interpretation, calibration, self-awareness, and the ability to recognize when confidence has moved ahead of understanding. Generative AI has alrea", "normalized_body_sha256": "f01ba034a02af379a283432d856c3db6808f0d8dd3069495e33d4ac96a50b387" }, { "post_id": "24321", "interpretive_connection": "AI use can be a situated pedagogical experiment", "title": "Vibe Coding My Way Out of a Teaching Problem", "date": "2026-04-17", "academic_year": "2025–2026", "credited_authors": "Nicole Walker", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "This post is written by guest contributor Nicole Walker", "posting_account": "Meha Gupta", "url": "https://gcdi.commons.gc.cuny.edu/2026/04/17/vibe-coding-my-way-out-of-a-teaching-problem/", "body_excerpt": "There is, of course, great irony in the fact that I used A.I. to build a tool illustrating the importance of using one’s own mind. I have no defense for this unless it is the difficulty I have in imagining myself accomplishing it any other way. I wanted to make the tool for this semester’s students, not the students I might have years from now when I have mastered the required coding. I wanted Betzy, Mylik, and Elian to understand that their ideas mattered and belonged in the classroom. And now they do. While A.I. is problematic for a whole host of reasons, I am convinced that the technology that will inevitably shape our future needs to be i", "normalized_body_sha256": "90e56a627ba2f54b4f67cbdfa52f2007747bccd4982fc506881b66ca857c7f2a" }, { "post_id": "23845", "interpretive_connection": "A writer explicitly names GCDI’s situated ethical and communal approach", "title": "Thoughts on Situating AI Literacy", "date": "2026-02-20", "academic_year": "2025–2026", "credited_authors": "Ian G. Williams", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "This post is written by guest contributor Ian G. Williams", "posting_account": "Meha Gupta", "url": "https://gcdi.commons.gc.cuny.edu/2026/02/20/thoughts-on-situating-ai-literacy/", "body_excerpt": "It is hard to articulate concisely what we do at GCDI, but if I had to, I would say our approach grounds humanistic inquiry, tempered optimism, a strong commitment to situated ethics, and a belief in the importance of fostering communities of practice and mutual support might start to sum it up. CUNY has a rich history of both organizing against harmful technological practices in education and building alternative practices and infrastructures (Fabricant & Brier, 2016). There is a real commitment here to seeking structural policy solutions along with adapting education and other institutions to the current times - such as we are seeing in ini", "normalized_body_sha256": "31282134b5ca02495f4755dc30d72b2d2a891aa28621cc240b35c20c9672fd69" }, { "post_id": "21969", "interpretive_connection": "Convening and interdisciplinary exchange are substantive Fellows work", "title": "Reflections on the inaugural “Conversations in Digital Scholarship”", "date": "2025-05-23", "academic_year": "2024–2025", "credited_authors": "Tuka Al-Sahlani; Silvia Rivera Alfaro; Parisa Setayesh; Maggie Schreiner; Anna Corbett; Zachary Lloyd; Cen Liu; Maura McCreight; Cortnie Belser; Peyton Cordero; Chen Zhou", "credit_basis": "explicit body credit", "authorship_tier": "source-supported", "credit_evidence": "This post is collectively written by the GCDI fellows: | Peyton Cordero, and Chen Zhou.", "posting_account": "Tuka Al-Sahlani", "url": "https://gcdi.commons.gc.cuny.edu/2025/05/23/reflections-on-the-inaugural-conversations-in-digital-scholarship/", "body_excerpt": "When we, the digital fellows, set out to create an event to build community, skill share, and learn from other digital humanists, we didn’t know what it would be or what it would look like, we just knew we wanted to have conversations with other GC DH members. After many internal conversations and planning sessions, we decided that we didn’t need to create an elaborate event, we just needed others at a table to talk and share. We knew from our virtual drop-in hours, consultations, and workshops that there were other GC DH folks, beside us, who wanted and sought out a space to brainstorm, work through challenges, and simply share among a large", "normalized_body_sha256": "0989d4869d3e81a4b4bcab4f6eeedfe03c62941b59040d28698f0da19453981b" }, { "post_id": "4809", "interpretive_connection": "AI skepticism predates the recent surge; historical technical claims need dating", "title": "I Forced a Bot to Read 1,000 of My Blog Posts, Then Asked It to Write Its Own.", "date": "2018-09-27", "academic_year": "2018–2019", "credited_authors": "Rachel Rakov", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Rachel Rakov", "url": "https://gcdi.commons.gc.cuny.edu/2018/09/27/i-forced-a-bot-to-read-1000-of-my-blog-posts-then-asked-it-to-write-its-own/", "body_excerpt": "Because the language describing the task that the bot is doing –\"forcing\" the bot to \"watch\" or \"read\" something –is describing a process that isn't possible for current artificial intelligence. In her 2018 book Artificial Unintelligence , Meredith Broussard describes a helpful distinction between what she calls general AI and narrow AI . General AI, she writes, is like the AI we see in the movies; it's sentient robots with consciousness, or machines that can \"think\". Narrow AI, on the other hand, is a mathematical model for prediction. It can give you a prediction about how likely an answer to a question is, so long as that question can be r", "normalized_body_sha256": "68d9e4041b091175c7e895ab60420c00dc7a5d2fe0651e074dbd765f6d5c6e02" }, { "post_id": "5111", "interpretive_connection": "Access includes governance and power, beyond research-tool adoption", "title": "Community Wireless Networks Address Missed Connections: Expanded Notions of \"Access\" (Pt. 1)", "date": "2019-02-18", "academic_year": "2018–2019", "credited_authors": "Kristen Hackett", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Kristen Hackett", "url": "https://gcdi.commons.gc.cuny.edu/2019/02/18/community-wireless-networks-address-missed-connections-expanded-notions-of-access-pt-1-2/", "body_excerpt": "“Access” is also tied to their participatory structures of governance and maintenance, and their efforts to build digital literacy in their communities. CWNs are understood to be community-owned entities, and in fulfilling that role they often hold community meetings and/or offer opportunities for users to get involved in the maintaining, growing, and governance of the project. To this end, NYC Mesh hosts monthly meet-ups, identifies roles motivated volunteers might fulfill, and makes its Slack channel (a chat-based communication platform) publicly available. Similarly, PeoplesOpen.net hosts workshops every few months and has a list of specif", "normalized_body_sha256": "11edbdd4fa41fc375a5ffe669633d18719a7c11a3179dc92771066e504e058f4" }, { "post_id": "19864", "interpretive_connection": "Shared learning responds to pandemic disruption rather than an unchanging program", "title": "Getting the Most Out of Working Groups", "date": "2020-12-08", "academic_year": "2020–2021", "credited_authors": "Stefano Morello", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Stefano Morello", "url": "https://gcdi.commons.gc.cuny.edu/2020/12/08/getting-the-most-out-of-working-groups/", "body_excerpt": "Building these kinds of communities of practice is especially important at a time when the COVID-19 pandemic has limited those prized serendipitous encounters that are a valued part of graduate school life. If you’re unfamiliar with our working groups, the following post includes a quick introduction to those supported by GC Digital Initiatives and a few pointers about how to get involved in order to take advantage of what these groups have to offer. What is a working group? A loosely organized and informal collective Focuses on an interdisciplinary technology topic Welcomes novice to expert users A place to share your work and get feedback, ", "normalized_body_sha256": "887d8913ec49a14a5b947791863419b4d8af945d9799d0ba8a70a83bb2e8f9a8" }, { "post_id": "19868", "interpretive_connection": "Learning code can reshape interpretation, not just solve a pre-existing research task", "title": "Lessons from the DRI – Coding & Communication: Knowing What We Say Rather than What We Mean", "date": "2021-03-15", "academic_year": "2020–2021", "credited_authors": "Jessie McCormack", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Jessie McCormack", "url": "https://gcdi.commons.gc.cuny.edu/2021/03/15/lessons-from-the-dri-coding-communication-knowing-what-we-say-rather-than-what-we-mean/", "body_excerpt": "It’s not just that the computer requires certain inputs from us, it’s that we have to shift—temporarily—how we think in order to get familiar with providing the proper inputs. It’s necessary to build up some speed and regularity. Even though I’d learned ‘shifting’ like this before with logic, I had to learn a new sort of shifting. It’s an experience that’s hard to describe. It’s like wearing special glasses so that you see the world in pixels. You can still see, but it’s a bizarre experience, one that makes you enjoy the fresh pixelated-vision but also renews your appreciation for regular vision. Coding works like these special glasses, but f", "normalized_body_sha256": "47c929eaca9160fbe5b447ef8055ff58cd1faea204852b318673df87b131550a" }, { "post_id": "6446", "interpretive_connection": "Repair connects technical understanding to ownership and political economy", "title": "The Right to Repair: Why We Should be Given the Information and Tools to Repair our Personal Electronics", "date": "2022-10-12", "academic_year": "2022–2023", "credited_authors": "Sam O'Hana", "credit_basis": "provisional posting-account attribution", "authorship_tier": "unresolved-account", "credit_evidence": "", "posting_account": "Sam O'Hana", "url": "https://gcdi.commons.gc.cuny.edu/2022/10/12/the-right-to-repair-why-we-should-be-given-the-information-and-tools-to-repair-our-personal-electronics/", "body_excerpt": "Summoning the courage to dismantle, tinker with, and carefully maintain a complex object transforms your role from passive consumer to active co-producer of the technology at hand. The difference is precisely like that of becoming a writer after many years of being only an enthusiastic reader. One might be surprised to learn that the battery of a Macbook Pro looks like four iPhone batteries wired together in a kind of lithium-ion daisy chain. The oddities of contemporary technology engineering are only available to someone who looks beneath its pre-assembled surface. A Macbook Pro undergoing a necessary procedure (Unsplash) The person who lea", "normalized_body_sha256": "158dcc2bae5a7f5bf23c54a35a332c62b6267706150ea19e0cd27b186d08e3c3" } ] }