World of Warcraft: just a World.

When its towns and caverns aren’t just dungeons to be traversed or stages for performances, but are instead people’s homes and playgrounds and battlefields, you begin to leave the “virtual” off of “virtual world” and just treat the imaginary place as if it were real.

I’d come up with a title for this post, but it’s my night off.

The Summer of 2005 will heretofore be known as my Summer of Overcommitment.

Signs of an Internet Culture, #294.

I enjoy stumbling onto signs that the Web is more than just a playground for the kinds of people who like to tinker with document object models and CMC paradigms. Case in point: those postcards that sit in little stacks at the coffee shop, next to the alt-weekly newspapers.

Keeping it real?

Riding the bus this morning, I saw a kid wearing a Carmelo Anthony jersey. This wasn’t sky blue-and-white Nuggets gear, though; this was the yellow and red of Oak Hill Academy.

The fuse.

The Internet no longer a fertile landscape of loosely knit communities and bottom-up cultural transformation; it’s just a lot of work that I need to get done this weekend.

Scott Pilgrim vs. Sharknife.

Any comic whose badguy summons “demon hipster chicks” to battle the hero and his garage band (plus assorted groupies/roommates) gets a gold star in my book.

The Uptown Art Swarm.

What would you find if you looked at the Art Fair’s numbers over the years, at the kind of artists that display their wares and the kind of art that gets bought?

What Video Games Have to Teach Us About Learning and Literacy.

The main goal of the book was to present the ways in which video games illustrate or inspire a range of contemporary educational theories and methods, but I ended up getting the reverse out of it, gaining new perspectives on video games through the lens of educational theory.