Learning Microformats During the Teenage Years: Happy Thirteenth Birthday.

As a child of Friday the 13th, the actual date not the movie franchise, I felt compelled to write a post for microformats 13th birthday.

As a my first summer learning challenge I decided to tackle this tiniest bit of HTML that packs so much utility for marking up people, events, and posts.

While I have consumed and used microformats for over five years through the #IndieWeb community I had no idea how the levers got pulled behind the curtains. So as microforamts turned 13   I launched my journey to make remixable course templates for other academics and I decided to bring the ethos and markup along for the ride.

You can follow my growth and continued misunderstandings in learning about the h-card, h-entry, and even trying to tackle the h-cite. Yet I also want to share lessons of learning I have taken away from trying to learn microformats in it’s thirteen years of existence.

sleep nap GIF by Super Simple

Community is Documentation

As a non-technical comtributor to many open source communities I found it refreshing that those behind do not draw a distinction between community and documentation. The two are byproducts of each other. Good community leads to great documentation and good documentation leads to great community. Consider it the Matthew Effect of Open Source. If efforts for either grow tired both will fall dormant.

Learning microfmats involves checking out the wiki, or looking for examples of correct markup on the IndieWeb wiki, but mainly I am asking in the chat room and somebody will then post a link to the article I need whether it is on one of the two wikis or a blog post. Then somebody goes back and makes the navigation pathway easier for the next reader. Community is documentation.

The microformats wiki went under some great changes this year because people listened to and responded to the community. One of the great challengs when beginnng is to understand the difference between microforamts2 and microformats (version one) when they both live on the canonical link The getting started pages Getting Started with Microformats and Getting Started with Microformats2 follow different formats but the community has been hard at work improving the experience every day.

html coders GIF

Breaking the Mental Model of CSS

This was is hard. When I first started to code pages and incldue microformats2 I asked, “But what stylesheet do I linl to?” I expected mf2 to work like Font Awesome or BootStrap and I would need to inlude a link somewhere in my header. Who knew HTML properties can be used for more than CSS. Luckily I found my answer in the #IndieWeb chat (see my first point).

I still get scared when combining CSS and mf2 and will often stick in an extra div or section for mf2 and leave my styling elsewehre.

pointy haired boss work GIF

Open Source without Boards and Bosses

As an affinity space welcomes experieced users and newbies like me. I have volunteered on many open source projects. Some of these were by businesses who build on top of open source and others by a businesses who build an open source platform. Both approaches require a gatekeeper on top of contributions. You may work on a project for years just to have it cut for revenue saving.

Microformats, and its IndieWeb cousin have been different. No bosses. No Boards. People have an affinity for the endeavor rather than an employer.

math studying GIF

Microformats and Me

I settled on microformats because the philosophy aligned to my worldview for the web.

Most importantly the community believes in the sumpremacy of plain HTML. I agree. We can keep the web accessible by teaching the basic building blocks. Personally I think HTML should replace cursive in our elementary school classrooms.

I also like microformats as a tool to empower educators own their content while contributing their content to the Commons for others to remix and reuse. In fact I have dreamed up the markup for learning events and my mf2 goal is to design easy to use syllabi and course templates.

Academia helped to launch and build the web. We need to return to these roots by focusing on the work of teachers and professors across the globe. OER solutions do exist. Yet I fear the rise of Open Silos. Some repositories don’t realease source code or even documentation on how resources are marked up. Some “stewards” of open standards charge thousands of dollars to join. Other time the markup, like the learning markup being proposed by raises the technical barrier too high for nomral users.

I guess when it comes to Open Source, “Some pigs are more equal than others.”

So I choose microformats. I get easy to use human readable markup in my HTML that I think can help build a better web. It’s like vegan bacon, but good.

All gifs from Kapowski which uses a Giphy engine.
Featured image: 13! flickr photo by fifikins shared under a Creative Commons (BY) license

#IndieWeb, Rights, Responsibility (and Some Russian)

@ChrisaLdrich recently posted an article asking folks to define the #IndieWeb. As an educator it means more to me than just having a Domain or a blog. As a parent my exasperation with the current digital landscape has only grown. It isn’t that if we don’t act the web will be ruined for our children. It is more a crisis if we don’t act the web will may ruin our children.

#IndieWeb isn’t just right. It’s a responsibility. And If we ignore this responsibility we forgo our rights.

The Web is to essential in what Vygotsky called the perezhivanie involved in child development. Which Andy Blunden notes cannot be translated into English but describes it more than a “lived experience.” Blunden notes Vygotsky included the processing of “lived experience” in conjunction with the environment of the said experience. It is the whole process of life changing experiences some building over time and some in moments of crisis that have lasting effect.

We are now allowing the perezhivaniya of our children’s digital avatars to accumulate over time on spaces they do not own in places that do not make us happy. Below is a post I made to the XMCA listserv exploring this further.

I moved the discussion off of the other thread (though I am perpelexed by Perezhivaniyaha and influence of power in being told by educators to reflect on one’s funds of identity) to think about annotations.

I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group.

Yet you are right. it is still a place I must create an account. It would be really cool to annotate from, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it.

I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny.

In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls “ethical tech” that would pass Stommel’s test for Ethical online learning.

Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning?

When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use (bend rule if in edtech class and doing tool evaluation).

I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance.

The funds of knowledge and funds of identity outside of formal learning environments

This is what scares me more than anything in child development right now. “personality and knowledge are now actively constructed” (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions.

The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research.

Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy.

I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What’s App, Instagram, Occulus).

This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank?

We need to discuss with children that all the research shows notifications and social media often make more people sad than happy.

Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web.

To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning.

Thus I believe as educators we have a responsibility to our students and their avatars.

featured image credit: “We are beautiful (EXPLORE!)” flickr photo by bejealousofme shared under a Creative Commons (BY-NC-ND) license

Virtually Connecting at #IndieWeb Summit @vconnecting

Too often we speak of a decentralized web as if it requires the latest technology. Yet really people must make up an #Indieweb. We do not need new apps or the latest blockchain-schmockchain tool. People only need a blog and a bit of html…and other people.

A web where folks control their data, shape their identity and connect to communities require different nodes to come together around shared values. These values may be just attitude but I do belives attitudes can grow into shared principles. Different networks I move through may be organized in varying ways but they share something.

I have long wanted to bring together two of my communities: the #IndieWeb and Virtually Connecting and I am excited to announce that on June 26th-27th we will have a Virtually Connecting Presence at the #IndieWeb summit.

What is Virtually Connecting

For those who do not know Virtually Connecting is designed to bring conferences to places and people around the world who can not attend. It goes beyond the simple “Watch the Stream” of most remote conferences and encourages an interaction with an “onsite buddy” and a “virtual buddy” they are then joined by remote participants across the globe.

The IndieWeb Summit has some of the best streaming and remote options available but through Virtually Connecting I get to bring along the traveling bard of scholars who have nomadically moved from #ds106, #rhizo, #walkmyworld, #clmooc, @hypothesis and so many other spaces online that have long embodied the #IndieWeb Principles through the #DoOO philosophy.

How Will it Work

You can find a schedule and sign up for a virtual participant spot here: As I said almost all of #IndieWeb summit gets streamed but these will be special sessions done live on Hangouts on Air from the Virtually Connecting account.

Day One Tuesday

The Summit is an unconference following all keynotes. After the keynote we will hold one session to try and define, “What is IndieWeb to Me?”

We will meet at 11:40 PDT time. Hangout link to follow.

I will try and grab some keynote speakers for a few minutes. This will be happening while lightning round introductions are made so we may check out some of those as well.

Day Two Wednesday

On day two we will convene again at at 11:00 PDT to discuss the intesection of the IndieWeb, #DoOO and all of our networked learnign experiences such as #ds106, #rhizo15, #walkmyworld, #clmooc, etc.

Come Join Us

You will find Both Virtually Connecting and #IndieWeb as model communities. I encourage everyone to check out the Summit Stream and register as a participant for the Virtually Connecting Sessions.

The entire #IndieWeb conference is streamed and remote attendance is encouraged so please feel free to stop by anytime.

Can the #IndieWeb Improve Better Readers and Writers Online?

I have long believed the best way to improve student reading and writing performance in online environments is to provide students with their own domain on the web. In fact in the ten years I have studied children reading and writing online I believe our skills around reading and complex problems solving have declined as we retreated into walled gardens.

Why? The rise of the silos

The earliest research in critical evaluation came not from educators but from marketers looking to improve how a potential audience would view their sites as credible. This development cycle lead to better presentation and ease of use of web based tools. This phenomenon exists in our devices and our networks. Markets will always respond this way.

Soon the users are left with few decisions  to make. Three decades later students now get fed an algorithmic news feed in an environment that behaves in ways they do no not control. Their friendships and social hierarchies get influenced by the feed. Children, and more often their parents, readily share treasure troves of personal data.

Fake news. How did we get here?

When alumni of the New Literacies Research Lab get together to talk “fake news” we shake our heads. We know how we got here.

You ignored us. Our schools were either not nimble enough or failed to heed the warning. We rang the storm bells as loud as we could.

For almost two decades now we warned of the imminent need to teach critical evaluation skills. Study after study demonstrated a generation of students could not or would not examine multiple sources beyond very surface level cues.

Worse we found with online reading comprehension we might actually amplify historically rooted and persistent achievement gaps. Children living in poverty have fewer opportunities and less quality instruction. We have found a statistically significant difference exist Even after controlling for prior reading ability students of color and low SES students, using free and reduced lunch as control variable, score below the mean of their richer peers. While the differences existed in critical evaluation you can also conclude that no student in our studies (5-7 year old data now) really paid sourcing any mind.

Others have found similar results.

We knew that the literacy spaces our students live in became increasingly networked and reading must socially complex texts unfolding in real time present great challenges to students. In fact we built a simulated internet inside a social network because we knew networks would drive knowledge. In fact our chat bots, before chat bots were a thing, tried to coach and influence students from a messenger like interface. Primarily that is how we delivered assessment items.

We knew we knew almost nothing about synthesis across these spaces except a few efficacy tests of graphic organizers and think aloud protocols. Yet we knew multiple source reading and argumentative writing were key and tried to embed learning events into role play. Important work continues in this area. We will explore a variety of tools that both assess and train students to integrate information.

More importantly interest driven inquiry or reading across perspective fueled places changes the reader and the text. We have long called for the use of tools to aid readers (Coiro and Killi doing awesome work here). In fact we have developed theoretical learning environments that combine encountering bias read alouds with social networks environment. In fact Ian and I had put in an NSF grant to build this space. This grant will build on these efforts.

While we examined the sociocognitive acts of reading others investigated new literacies from a more sociocultural perspectives and documented how students lived their literary and adolescent lives online. Originally the web was built by people as they did their identity work. Children today are no different except they do this work in social spaces designed to manipulate their interest. The algorithmic feed controls their social interactions. In today social media landscape the identity work of our students is often for sale to the highest bidder. Agency is central to reading and encouraging people to own their data in spaces they control is essential to the future of the web.

Fake News? Where Do We Go

We also believe the path to becoming a better reader relies on becoming a writer. Children excel in production based literacy environments. The critical evaluation of online sources is no different. Any classroom exercise around sourcing must involve readers reflecting on their process and interacting in social spaces for reading. Webelieve the best way to do have students understand how the web shapes meaning is to use the web to make meaning. Part of any intervention should embrace students publishing on their own domain with parents and students in control of their privacy.

We also believe that technology tools can assist in both the measurement and development of writing skills.

We also believe teachers should be central in educational research. Part of any intervention must encourage educators to build, share and remix resources while reflecting on their learning in the open. We can not tackle critical evaluation alone. Furthermore we must recognize that our teaching corps requires a basic understanding of how you read and write on the web and the lack of skills in our teachers is a national crisis. Students will never be ready for computer science classes in middle school and high school if they are taught by educators who can’t add a link in an email let alone build a web page. By encouraging teachers to network through the use of OER sharing we can address the lack of skills.

Literacy and technology is just a much disciplinary literacies than it is a digital literacies or new literacies. There is no tech industry anymore. Each field as specific ways of being and language used in online spaces. In every industry this has meld with some level of computer science. At the heart of each of these grammar and syntaxes is HTML.


Does participation in a simulated reading environment while encountering bias think-alouds lead to increased critical evaluation skills and improved argumentative writing?

What affect does writing from their own domain have on self-efficacy measures of a writer?

What affect does writing have on student opinions about the influence of media and social media on their health and identity?

Can a learning platform that assesses writing growth, coaches students, and empowers teachers to create a reflective network of student websites that driven by feedback?

My Idea. Yours Welcome Here!

I want to apply to this grant with a concentration on reading and writing. We would create a series of biased read alouds either simply using embedded videos that trigger on point or click or possibly remixamble WebVR built on Aframe where students could have greater interaction with avatars.

At the same time every student in the study will be given a domain. They will use this as their writing space. There will be specific tags for different types of writing.

Using other technologies called microsub and micropub APIs, a teacher control dashboard will be created that allows the educators to write comments to students, see comments they leave each other, give private feedback, add sources for students to read, watch conversations across chat.

At the same time meta data parsers and machine learning will be collecting and tracking growth of specific writing traits. Chatbots will be available to the teacher and the student to improve their writing.

This would be a multi-year grant.

Basic timeline:
Year One- Curriculum and Tool Development
Year Two- Formative Design Research
Year Three- Efficacy Study using Switch Replication Design
Year Four-Analysis and Tool Refinement

Get Involved

Reach out if you would like to get involved with the grant. The Letter of Intent is due 6/22 and the Application would need to be wrapped up by end of July to get all the appropriate approvals.

We have locked away our content behind LMS silos for too long. This has lead to academics and taxpayers being exploited. Instead of us all recreating the wheel at each university academics should ban together and start remixing and publishing our courses in the open.

I believe the easiest way to accomplish this is with a basic static website that focus on plain old simple html (POSH..note real acronym contains semantic but I simplified for audience). I will be using these templates in my instructional design class: and

Yet I have begun working with on building a citation generator because doing citations in correct APA and microformats is a huge PITA.

That got me thinking could we build an entire static site generator that would spit out the HTML folks could then host on their own domain. So I took out the ruler and graph paper.

The goal would be a connected repo where I can make updates that would publish to both the syllabus and the course.

J Gregory McVerry, Sketc cc-by-sa

On the first screen a new user would add biographical data. This would turn into the h-card that could be embedded through the project.

On screen two all of the courses created by the user would be listed and their would be an add new course button.

After selecting new course the user would be taken to screen three. They can add the top level info for an h-entry on the homepage. They can also add objectives and readings that could be embedded throughout the static site. For citations I would plan to fork the citation builder from @ncsu. Given our struggles to build one.

From there you can go to the page selector screen and choose to add pages. Choices include syllabus, home page,  module page, and a markdown notesd page.

jgmac1106 sketch, two, CC-BY-SA

Then on each page type you will have a section selector. This will change based on page type. For the syllabus you have course description (prepopulated), biographical data (pre populated), objectives (pre populated), tasks, readings (pre populated), and a blank text areas. All modals for adding sections are included in last page.

jgmac1106. Sketch3, CC BY-SA

On the homepage you sections would be a pre-popluated heading. Then you can choose from featured image (build by forking @cogdog’s CC Flickr Atribution tools), featured video, Description, task, and assessment.

jgmac1106. Sketch4. CC BY-SA

On the module page you add featured image, featured video, description, task, and assessment.

jgmac1106, sketch4, CC-BY-SA

Some of the section elements will require an additional modal to collect the data. And thatis about it. I could imagine this being all the UI I would need to a static site IndieWeb course generator. Of course anyone can sketch this out with graph paper. The real skill will come from the plumbers who lay the pipes to make it all work.

Continuing to build #IndieWeb Citation machine: h-cite markup for APA

In this post I describe the efforts of Martin and I to develop a system to create APA citation with the proper microformat2 markup.

Martin built an amazing first prototype: I am now trying to write the formatting for the major APA types.

If you are in digital humanities I could use the same help with MLA

APA Formats


<p class="h-cite"><span class="p-author h-card">Gee, James, Paul </span> <time class="dt-published">(2018)</time>. <span class="p-publication" style="em">Anti-education era: Creating Smarter Students Through Digital Learning. </span>.<span class="p-locality">New York</span>: <span class="p-publisher>Macmillan</span></p>

Chapter in Book

<p class="h-cite"><span class="p-author h-card">Family Name, Given Name</span><time class="dt-published">(2018)</time>.<span class="p-name">Chapter title</a>. In <span class="h-card">Editor Given Name first initial, Family Name</span> (eds.)  <span class="p-name" style="em">Title of Book</span>(pages of chapter).<span class="p-locality">New York</span>: <span class="p-publisher>Macmillan</span></p>

I will keep adding to these I we move along. If you want to contribute please hop in and add citation styles as an issue in the GitHub repo.

Notes from Virtual Homebrew Website Club: Blogging 101 edition

Well Cathy and I did not have any students looking for Blogging 101 help so we spent the hour in an #IndieWeb support group.

Cathie Leblanc:

#indieweb @cathielebland: I am focusing on content right now. When I go on contract I will be general education coordinator. The exciting thing about #indieweb is my phD is in CS but I have moved away from the technical This is getting back to technology

I am running into lots of issues. Starting on a project like this I am not sure the wiki format is best way to present information. I am still struggiling to get my head around it.

Greg McVerry:

@gwg and @chrisaldrich doing a great #indieweb podcast to help

Cathie LeBlanc:

I can’t get #indieweb to look aestheically like I want so I have started a different WordPress installations for notes, and different articles, and photos.

Greg McVerry:

go to listen @gwg last podcast and he explains why he used taxonomies and not custom type.

I demonstrate how I use the exclude categories plug in to only publish articles and then have the different archive pages for each.

Cathie LeBlanc:

Showing why she uses a different WordPress theme for each of post kinds to get the aesthetic look she wants

Greg McVerry:

Working with @cathieleblanc to go through each of her individual WordPress instances to check all microformats. A lot of plug-ins don’t work on many of her themes

Cathie LeBlanc:

That visual aspect of making your website is going to be important. I love the sematincs but we need to worry about how things look

Greg McVerry:

I want my notes page to look like @cathieleblanc‘s

If I am going to do this with my students I can’t send them to the wiki for help. I need to make them a guide.

Cathie LeBlanc:

The pencast @chrisaldrich did was super helpful. It juts needs to be shorter students won’t sit through the whole thing.

Greg McVerry:

If I do it with my students and I say pick one of these three themes. That just feels “unindie”

Cathie LeBlanc:

Even what you just said to me, that I have enough of an h-entry on my post but some thigns are missing that was super helpful. Do the kids need indpenendence or do we force them to be semantically correct

Greg McVerry:

We may do a virtual IndiewWebCamp with #highered folks doing #DOO who want to focus on #indieweb but the big choice is do we force them into a theme.

Cathie LeBlanc:

Well force isn’t forced if it is knowledged based decision. Explain to kids why those three themes work

We need to make the tools easier to understand and easier move. This movement to decentralized software good..if you can do plug and play…we just aren’t there yet. It’s really hard for a human to understand how all the pieces fit together

Greg McVerry:

@cathieleblanc and I will make it our mission to try and and get the archive of photo post kinds to display in a grid format. Feel free to help..We will need it.

I explain to @cathieleblanc how indigineous app for Android and we talk about the future of microsub reader.

Here’s My Forking Flower #tdc2336 Flower Maker

Last night I was discussing this with Aaron Parecki:
generations diagram
I drew up this image.

indieweb network illustrations
I awoke to find this:
So I forked my photo to a flower:
indieweb flower

featured image a remix of "Flower" flickr photo by DJ-Dwayne [Returning in 2015/16] shared under a Creative Commons (BY) license and "Who Mentions Who in my Twitter network" flickr photo by Matt Biddulph shared under a Creative Commons (BY-SA) license


Finally Conceptualizing Microformats

When I first started to hack around with microformats and learning Tantek tried to slow me down. He tried to get me to focus on POSH first.

Yes eleven years later Tantek had the same message of Plain Old Semantic HTML. I didn’t listen. I mean I heard but I didn’t understand. Now I get the point.

Community over Documentation

I had brought something I was working on to the microformats channel of indieweb. Martijn van der Ven and Tantek helped me understand exactly how microformats worked.

After weeks of reading wiki pages I got a handle on it after a five minute conversation (that is if you discount the tinkering and the lurking which prepared me for being open to conversation) and I hope as a community I can help improve documentation or help build step by step guides for the less technical.

What are microformats

Microformats are a bit of code you add to html that allow other stuff on the web to recognize people, events, and posts. You add microformats like you do CSS. Most microformats boil down to  h-card, which are semantic business card and an h-entry, which if you think about a newspaper is the headline, author byline, and the mast (top) of the paper. This is the information which follows around the stuff you put online. There are other types of micrformats but the h-card  is best place to start.


You need to think of an h-card like a box and there are special tools called parsers that can open up the box and pick out stuff about you. This can be an email, a photo, a phone number, even a location.

div class="h-card">
  <img class="u-photo" alt="photo of Mitchell"
  <a class="p-name u-url"
    >Mitchell Baker</a>
 (<a class="u-url" 
  <span class="p-org">Mozilla Foundation</span>
  <p class="p-note">
    Mitchell is responsible for setting the direction and scope of the Mozilla Foundation and its activities.
  <span class="p-category">Strategy</span>
  <span class="p-category">Leadership</span>

All of the properties, the stuff in quotes after the word class, you see assigned to the html tags are called properties. These properties are all carried in your h-card box.

When a parser opens up your h-card box it will ignore anything without the microformats properties.

Can I style my H-card

If HTML is the words on a page the CSS, or cascading style sheet is the pretty on the page. You can bedazzle your h-card.  Decorate your identity box anyway you want just don’t add any style to the microformat properties.

That’s about it. Once you master this you can move on to h-entry . This one I really messed up so I will save if for later.

In the mean time I need to just go back and focus on making sure my html is plain and on point.

Can we #IndieWeb Google Scholar? #HigherEd

So during my (ongoing) microformats crash course I have styled many citations. Writing an APA citation in html with proper markup takes time. A lot of time when you write a lot of citations.

While I would consider a canonical link back to to a piece listed or displayed on an author’s website as legit the academic machine does not (Do miss the retrieve date. I used to always use holidays to make me look like the biggest thinkerer out there).

So we need a solution.

I commented that I see all the talk about parsers but I want a reverse one to build citations. The more I learn about microformats the easier I can conceptualize how building blocks can be used by everyone with a bit of javascript. No way I could get folks to start sharing and remixing plain html courses and syllabi given the time it takes to write an h-cite. I would need to get a graduate assistant.I don’t have any (want the job…will talk).

Martijn said if I could map out how a tool could work he could probably build something.

Here is my idea. You go to Google Scholar. You search for a citation and then you click on the ” icon to copy the citation.

Then once you click on that icon you can click on the BibTex citation below:

That will leave you with this:

  title={Attributes of open pedagogy: A model for using open educational resources},
  author={Hegarty, Bronwyn},
  journal={Educational Technology},

And that is all you need. I imagine a little bit of javascript with a pull down menu for APA, MLA, or Chicago (throw in Harvard and Vancouver if you want).

Be nice if this tool also kept a record of how many times something is cited even possibly where it lands using webmentions.

So If I select APA it would spit out:

<p class="h-cite"><span class="p-author h-card">Hegarty, Brownyn </span> <time class="dt-published">(2015)</time>. <span class="p-name">Attributes of open pedagogy: A model for using open educational resources}</span>. <span class="p-publication"> <em>Educational Technology, 4</em>3-13 </span></p>

If i select MLA I would get

<p class="h-cite"><span class="p-author h-card">Hegarty, Brownyn. </span><span class="p-name">"Attributes of open pedagogy: A model for using open educational resources"</span>. <span class="p-publication"> <em>Educational Technology, 4</em><time class="dt-published">(2015):</time> 3-13 </span>. </p>

MLA messes it up a bit because the year falls into the p-publication. Not sure if that breaks anythign but it kind of gels with the philosophy. APA puts emphasis on dates because currency matters in science. MLA puts emphasis on names because authors matter. I am almost tempted to remove the time class in MLA but would want to consult with digital humanities folks.

If I select Chicago I would Get

<p class="h-cite"><span class="p-author h-card">Hegarty, Brownyn. </span><span class="p-name">"Attributes of open pedagogy: A model for using open educational resources"</span>. <span class="p-publication"> <em>Educational Technology 4</em><time class="dt-published">(2015):</time> 3-13 </span>. </p>

Can’t see the difference? It’s there. A comma. Yes one comma. Citations stink. Like I said a canonical link as citation is my dream but we are way off from a digital utopia. Until then I want to help us make using microformats and webmentions as easy as possible for open scholars.