I’m off to AoIR on Sunday. Today I’m frantically writing my paper, which is supposed to be uploaded before the conference starts for website archival. This is definitely a Good Thing, and definitely good for getting me well started on really writing the distributed narrative stuff I’ve been planning for months.

In between writing I’ve got to do shopping, make some kind of dinner that will work for kids some of whom are doubtlessly muslim, lactose-intolerant, highly picky about food and/or allergic to peanuts, and plan an afternoon for my daughter’s “friendship group”. It’s a great idea: the teacher’s set up groups of four or five kids who don’t play together much at school, and parents host playgroups for them, the idea being that if kids know each others families they’re a lot more likely to get on with each other and respect each other, and the more you can build these kinds of ties the better. Bullying prevention, in other words. So far it seems to work admirably, and the kids are really enthusiastic. I’m especially pleased that both boys and girls are keen, because the girls and boys in my daughter’s class usually don’t interact at all outside of schoolwork, apart from the occasional chase or fight. Anyway, hosting the friendship group will be fun, and maybe really challenging, and definitely quite exhausting. The parents are coming to pick everyone up at six so it’s not endless.

OK. Write paper. Then shop and cook.


Discover more from Jill Walker Rettberg

Subscribe to get the latest posts sent to your email.

2 thoughts on “writing, cooking, thinking

  1. Jason

    Enjoy AoIR – it was quite a lot of fun last year.

  2. Jill

    I expect to have fun! Now if only I can get this paper finished – but I want to spend Saturday with my daughter, not stowing her away in some corner somewhere so I can write 🙁

    Ah well. I’m doing some good writing and though it’s clearly just the beginning it’s a great start to what I intend to be a larger project.

    The friendship group went well. One of the boys (I don’t know the boys as well as the girls) was keen on rude words and calling names, but did it in such a giggling way it was obvious he was testing me – and I got to do my stern “Not while you’re in my house” thing. I’m always a little surprised when it works – and it always does. Of course. I’m the adult, and that’s exactly what they want me to be.

    One boy goes to football once a week. The other boy doesn’t. It’s just down the road. Not far. Most of the boys are on the team. “Why not?” a girl asked. “You’re the best football player int he class and you LOVE playing football! You never do anything BUT play football in breaks at school!” He mumbled something, and another girl said that it’s too expensive for him, of course.

    He must hate that.

Leave A Comment

Recommended Posts

Academics in Norway: Sign this petition asking for research-based discussions of how to use AI in universities

I just signed a petition calling for Norwegian universities to use research expertise on AI when deciding how to implement it, rather than having decisions be made mostly administratively. ,  If you are a researcher in Norway, please read it and sign it if you agree – and share with anyone else who might be interested. The petition was written by three researchers at UiT: Maria Danielsen (a philosopher who completed her PhD in 2025 on AI and ethics, including discussions of art and working life), Knut Ørke (Norwegian as a second language), and Holger Pötzsch (a professor of media studies with many years of research on digital media, video games, disruption, and working life, among other topics).  This is not about preventing researchers from exploring AI methods in their research. It is about not uncritically accepting the hype that everyone must use AI everywhere without critical reflection. It is about not introducing Copilot as the default option in word processors, or training PhD candidates to believe they will fall behind if they do not use AI when writing articles, without proper academic discussion. Changes like these should be knowledge-based and discussed academically, not merely decided administratively, because they alter the epistemological foundations of research. Maria wrote to me a couple of months ago because she had read my opinion piece in Aftenposten in which I called for a strong brake on the use of language models in knowledge work. She was part of a committee tasked with developing UiT’s AI strategy and was concerned because there was so much hype and so few members of the committee with actual expertise in AI. I fully support the petition. There are probably some good uses for AI in research, but the uncritical, hype-driven insistence that we must simply adopt it everywhere is highly risky. There are many researchers in Norway with strong expertise in AI, language, ethics, working life, and culture. We must make use of this expertise. This is also partly about respect for research in the humanities, social sciences, psychology, and law. Introducing AI at universities and university colleges is not merely a technical issue, and perhaps not even primarily a technical one. It concerns much more: philosophy of science, methodological reflection, epistemology, writing, publishing, the working environment, and more. […]

screenshot of Grammarly - main text in the middle, names of experts on the left with reccomendations and on the right more info about the expert review feature
AI and algorithmic culture Teaching

Grammarly generated fake expert reviews “by” real scholars

Grammarly is a full on AI plagiarism machine now, generating text, citations (often irrelevant), “humanizing” the text to avoid AI checkers and so on. If you’re an author or scholar, they also have been impersonating and offering “feedback” in your name. Until yesterday, when they discontinued the Expert Review feature due to a class action lawsuit. Here are screenshots of how it worked.