# Portfolio introduction
I encourage the reader to follow along this portfolio in my online Research and Develop-ment area, which can be found at https://curatingdata.broholttrans.dk.

As a means of constructing and organizing my online research and development area, I have been pursuing an aesthetic (see “Appendix/R&D-area.png”) which takes me back to a time in my childhood where I would borrow my parents’ PC rather than owning one. It represents a time up until a point in my personal life, where technology presented itself as neutral, and the mere thought of being tracked was something from scary books and dys-topian television shows. When technology was something which could be turned on and off at our personal leisure, before smartphones were monitoring every move, every heart-beat, every aspect of communication.; back when, through the dial-up modem, the internet presented itself as pay-per-view, rather than pay-by-viewing.
To be clear, I don’t believe the bygone era I am portraying was rid of tracking or surveil-lance. Rather I’m attempting at characterizing a personal internal change, going from bliss-fully ignorant to painstakingly conscious. Much like how throughout this semester my accumulated knowledge and academic positioning has changed, as I’d argue that my knowledge and exposure to relevant articles and books has been situated differently throughout the course of the semester, which is demonstrated through the four assign-ments exhibited in this portfolio. Not solely in a linearly progressive temporal sense, but further in regard to foci and situatedness, drawing on what Donna Haraway (1988) de-scribes as situated knowledges, as a means of stating that knowledge always carries direc-tionality as it’s coming from somewhere, being entangled within a context and pointing at something, as “[t]he only way to find a larger vision is to be somewhere in particular” (Haraway, 1988, p. 590).
I hope to demonstrate that exact point throughout the coming portfolio, where assignment one through three are put in their place with no relation to each other whatsoever as they’ve been teared from their original contexts, depicting my situatedness at the time of handing them in during the semester. The fourth assignment will attempt at making those connections mentioned above clear, and utilizing the prior assignments towards portraying my current situatedness, wrapping up this entire portfolio.
The following assignments are revised versions of what I’ve handed in throughout the semester. In order to be the change I want to see in the world, in regards to transparency, which I feel is otherwise rarely encountered on the platformed web (Helmond, 2015), I’ve appended PDF-versions of the original assignments one through three, as handed in dur-ing the semester, which have been postfixed with a “V1” in the document title, located within their respective folders in the appendix.

## Bibliography
* Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575. https://doi.org/10.2307/3178066
* Helmond, A. (2015). The Platformization of the Web: Making Web Data Platform Ready. Social Media + Society, 1(2), 2056305115603080. https://doi.org/10.1177/2056305115603080