Watch on

This is a crash course, tutorial/introduction video for using Meemoo to create GIFs for Tumblr or anywhere else for that matter. You can click on any of the GIFs below to open up the existing Meemoo web app that was used to create them. You can see the first two GIFs below being made in the tutorial video above.

You don’t need to download or install anything for Meemoo and it is open source, bringing visual programming to your browser. You can use existing web apps, hack existing web apps, create your own and share the content/apps you make with anybody for free.


Cam to GIF


Grid Hack






Deal With It



Blank Meemoo App

More Existing Apps Here

If you have any questions, feel free to ask me, or contact the creator of Meemoo.



Not really. I used Mozilla’s X-Ray Goggles to remix the SFMOMA website. It even let me use GIFs and put my own video over the one they had posted.—4

TRY IT OUT! It’s pretty fun. I always wanted to be in a museum

You could also remix the NSA website to make them look bad (worse) or something like that.

IF you do remix something, let me know so I can check it out!

Learning, Freedom and My Job

While I was off making a human and getting him through the first 12 weeks of his life, the Mozilla Foundation has been up to some pretty cool stuff. 

Back in November 2010, some of us met in Barcelona to explore the idea of hacking and learning. What would happen if we took the hacker way of thinking and applied it to learning and education? What assumptions would get turned on their heads? What would we CHANGE? What would we TEACH? I didn’t work for Mozilla at the time so I am not sure how much of this was foreseen and how much was a surprise, but the energy, inspiration and output was incredible. Mozilla had really tapped into something special. 

A lot of projects spun out of that time together, including the Open Badges project, which obviously I have been closely aligned with since (see every blog post before this :)). But in addition to these projects, there was this lingering sense that Mozilla had more to say. More to do.

Well, now we are saying it. And we are doing it. 

This year we are building a Mozilla learning offering around web making and web literacies. We will be defining and developing a core set of web literacy skills. We will build curriculum and learning pathways around these skills. And that learning and skill development will be recognized by Mozilla badges. It’s Mozilla as a digital/web literacy evangelist. Mozilla as a learning provider. Mozilla as a badge issuer. Mozilla as a game changer.

With this refocus and my return from maternity leave, I now have the opportunity to work with an amazing group of folks to build this together. We make up the MoFo Learning Group and we can haz awesomeness. 

VERY excited about this work. 2012 is a BIG year. Welcome back to me!

Web Literacy Map v2.0 chat
  • Web Literacy Map v2.0 chat
  • Ibrahima Saar

Ibrahima Saar is an English as a Foreign Language (EFL) teacher in northern France. He also works a lot in the Open Source communities and does a lot of localisation work - especially into his native language of Fulah. He’s originally from the border of Senegal/Mauritania, and has been involved with the web since making his first site in 1994.

Ibrahima has been using the Web Literacy Map on and off since he heard about it in early 2013. Back then it was going to be a Web Literacy ‘Standard’ and he thought that’s exactly what they need in French schools. The curriculum is too basic, focused on Microsoft Office and using rather than making.

The main way Ibrahima uses the Web Literacy Map is through the Maker Parties he holds. These tend to focus on the competencies within the ‘Building’ strand - especially ‘Remixing’, which he finds makes people more comfortable. An example of this would be the Movie Poster activity, where he gets attendees to change actors names to those people they know. He also uses approaches like this in EFL teaching, asking students to create magazine articles using Mozilla Thimble and contents in three different languages(!)

Ibrahima likes the Exploring / Building / Connecting strands of the Web Literacy Map. He believes we should keep these as they ‘speak much better than anything else’.

In terms of changes to the Web Literacy Map, he thinks that ‘Security’ is actually a category in itself. It would include ‘Credibility’, for example - and ‘Privacy’.

We discussed localisation issues relating to the Web Literacy Map and the need for translators to be understand the thing they’re working on. Without this, some of the subtleties and nuance can be lost. An example of this is that French localisers have translated the ‘map’ part of ‘Web Literacy Map’ as ‘carte’, which would ordinarily be used for a postcard! It would be good if we had some verification of QA around translation as volunteers are ‘not always that reliable’.

At, Ibrahima would prefer it if clicking on one of the competencies took you to a short description. A further ‘learn more’ link could then take you to the resources page for that competency.

Overall, Ibrahima thinks the current Web Literacy Map is ‘well done’ and could actually be worked with for another couple of years. It doesn’t particularly lack anything. There are, however, things we can build on top of it. One of these is a badge system. He says there’s a real need for these in France at school level, especially on the back of the Education Minister announcing a coding initiative. Ibrahima said that the Web Literacy Map has a good chance of being adopted by the French educational system because Mozilla is known through the Firefox web browser - which is the default browser for French schools. Even educators in France say that grades are not good, so it’s potentially fertile ground.

To do this, we should get in touch with Tristan Nitot as he’s on the National Digital Council. Also, libraries - especially teaching librarians should be a focus of our outreach.

Finally, Ibrahima thinks we should focus on just one Web Literacy Map, but talk explicitly how it’s open source and can be remixed if they think it should be changed. It’s a good thing, he thinks, that people just want to apply it.

OBI Public Beta

We are announcing today that we launched the Public Beta of the Open Badge Infrastructure. Huge milestone and huge kudos to the team for making it happen. 

What’s the OBI?

The OBI is the ‘plumbing’ of the badge ecosystem. It is a specification for badges, set of repositories (“Backpacks”) for storing badges and APIs for pushing badges in and pulling badges out. It’s an important piece of this badge experiment because it moves us beyond more silo’d systems, allows the learner to collect badges from lots of different learning experiences and provides the structural components to enable badges to be transferred and leveraged across the ecosystem for real results like jobs or credits.

What’s Public Beta?

With this Public Beta launch, the OBI is now publicly available for use. Badges can be pushed in and pulled out and earners can store badges in the middle in their Backpacks. And more! Specifically, Public Beta includes:

  • New and improved issuer API
  • Backpack feature upgrades:
  • Store badges
  • Manage badges
  • Import badges
  • Group badges
  • Publish groups to a unique URL and add narrations/notes around each badge to share
New displayer API New documentation Legal docs! Privacy policy, terms of use and FAQs specifically for the Backpacks.

Wait, weren’t you already in beta?

Yes and no. We were calling it ‘beta1’ which was a made up word to mean that it was a step up from alpha but not quite all the way to beta. It was essentially the initial issuer API and Backpacks, but was available basically by invite only. We should have called it a ‘developer preview’ but hindsight, something something. This Public Beta (capital B!) is a proper Mozilla beta (security review, user data committee review, on Mozilla servers, etc.) and its publicly available! Woo!

What does it look like?

Technically like this…


But really like this…


(Sample Badge Backpack)

And this….


(Published group of badges)

How can I get involved?

What’s Next?

We are moving to a much shorter release cycle - releasing things at least every two weeks, but possibly more quickly as we go. But we are aiming to move from Beta to 1.0 by the end of the year. In addition that work, plus bug fixes along the way, we are also working on some lightweight tools that make creating and issuing badges easier, and eventually will most likely do the same for displaying badges. 

Who should we congratulate?

The team for being some of the smartest, hardest working game changers I’ve known, as well as our community who have been advising us every step of the way. Thanks to you all - congratulations!


Web Literacy Map v2.0 chat
  • Web Literacy Map v2.0 chat
  • Gus Andrews

Gus Andrews works on the Open Internet Tools project for New America. She’s previously worked for the United Nations, and is based in New York, USA. Gus was part of the community that helped define the first version of the Web Literacy Map. She holds a Doctorate in Communications Technology and was involved in New Literacies work at the Columbia University. Gus has also done some independent work around Media Literacy.

Gus is currently using the Web Literacy Map in a side project of hers. She’s trying to get projects to clarify what they think the people they work with need to know. This includes librarians, makers, etc. Gus has drafted a document to try and push digital literacy policy discussions in Washing DC in a different direction. It includes a quite rigorous definition that closer to the Web Literacy Map than most of what’s discussed in education.

However, this is peripheral to what Gus is doing on a daily basis, which is improving the user experience around security tools. She may be able to work with people there.

In terms of the things the Web Literacy Map currently does well, Gus likes the way the competency pages have a logical progression of Discover / Make / Teach. These focus on things that are concrete and lesson-plan oriented.

There are several things that Gus thinks are missing from the Web Literacy Map that could/should be addressed in a v2.0. One of these is something that she’s promoting in her current role: an understanding of network structure. This is beyond just server/client, and knowing where your data is. For mobile, it involves the fact that your location is always known. Gus suggests that we might want to carve out a new ‘Network Architecture’ competency to ensure people don’t ignore it. To make room, perhaps we could incorporate ‘Infrastructure’ into ‘Security’ and ‘Privacy’?

Gus thinks that ‘mobile’ is a meta thing and including it specifically on the Web Literacy Map would treat it as a separate thing when it’s really not. As an example, both ‘Security’ and ‘Privacy’ could include how a device (laptop or smartphone). We shouldn’t foreground mobile too much, but just give examples through activities. The trouble is, says Gus, that people tend to fetishise the forms of the technologies rather than the commonalities - and we should feed this tendency. Perhaps the best lens would be ‘devices that know your location’ and go for a threat-modelling approach (e.g. contacts, geo-location).

We discussed having multiple versions of the Web Literacy Map, but Gus thinks it’s fine to just have one version and keep it abstract. Making it too specific would make it out-of-date quickly and less generalisable across technologies, culture and time. For example, we’re talking about ‘mobile’ now, but soon it will be ‘wearables’.

Another thing we discussed was the PRISM Break ‘problem’. This is a website that encourages you to use technologies that respect your privacy and security. It’s technically excellent, but focuses on one-to-one substitution rather than changing practices. Perhaps the Web Literacy Map would be a better approach? We could use a wizard-like approach, suggests Gus and address users’ needs/goals.

Gus would like to see educational policymakers, teachers, and digital specialists in schools and colleges use and adopt the Web Literacy Map. She also suggested the Aspen Institute might be a good organisation to approach. Perhaps educational television and websites, too?

Finally, Gus talked about how the Web Literacy Map is a message from Mozilla’s community to a group of people who haven’t ‘been here’, to this context, yet. It would be all too easy to dilute its strong understanding of technology, so maintaining that is important.

There’s only a few days left for Gus’ Kickstarter: The Media Show. Check it out!

There are three NYC events with Meemoo’s maker this month!

July 12th - Open(Art) group exhibition opening:–-creative-platforms-for-the-open-web

July 13th - Educator media hacking workshop:

July 15-19th - Animation workshop for teenagers:

As part of their 2013 Maker Party, Mozilla have developed three tools designed to hack and remix the content of the world wide web (WWW), collectively termed the Webmaker suite. Liaison for Hacking Popular culture Kat Braybrooke has assembled a team of webmaker fellows and our tech editor and media artist Stephen Fortune is among them. He’ll be sharing his reflections on the Webmaker tools with the Hacked & Burned blog for the next threee weeks. (via Break the internet | Dazed Digital)

this is going to start showing up on google image search for “max capacity” i can tell

Web Literacy Teaching Plans for Libraries

Are you interested in library instruction? Want to work on something easy, quick, and concrete?
I just started a draft of a ‪#‎webmaker‬ teaching plan based on the “exploring” section of the ‪#‎webliteracystandard‬.
Let’s collaborate! I was hoping that this can be used for community computer workshops and concrete programming in public libraries. The goal is to create a customizable, two hour lesson plan based on this:

I’m particularly looking for help to figure out exciting online activities to explore the web.

Remix away! Let me know if you need any help learning to use the Webmaker editor.

Find out more about Webmaker here.

Web Literacy Map v2.0 chat
  • Web Literacy Map v2.0 chat
  • Stephen Downes

Stephen Downes is a Senior Researcher for the National Research Council of Canada. Based in Moncton, New Brunswick, he’s perhaps best known for his thoughtful presentations and OLDaily newsletter. This provides links and commentary for the online learning community (and beyond).

Although Stephen is not currently using the Web Literacy Map, he has read, thought, and written widely on critical literacies and it was from this perspective that he approached our conversation.

Stephen thinks that the Web Literacy Map does a good job of depicting literacy as not just something you learn. It reflects an interactive learning process, and is similar to his Aggregate - Remix - Repurpose - Feed Forward model. He believes this to be an important model because this is how you build networks. Dropping any of the current strands (Exploring / Building / Connecting) would mean that we were no longer talking about literacy.

Literacy isn’t about grammar, says Stephen, it’s about communication. He cited his now-classic presentation Speaking in LOLcats as an example of this. The Web Literacy Map as it currently stands is episodic rather than systemic. It talks, for example, about how to decode URLs, but not about the syntax of addressing over the architecture of the internet in general. The 15 competencies work, but it’s like picking 15 features to describe an elephant - we could have chosen a different set of features.

He noted that the Web Literacy Map seems to focus on the lower elements of Bloom’s Taxonomy rather than the higher elements. Stephen said that if web literacy was a forest, we’re picking out trees and areas of the forest, but not the types of trees and overall nature of the ecosystem. When I mentioned the idea of introducing ‘cross-cutting themes’, he thought this might work, but implored me to avoid the term ‘lenses’. This, Stephen says, infers that we’re looking at ‘reality’ through some kind of process. Talking of ‘perspectives’ is fine, however.

Is it important to talk of a ‘Web’ Literacy Map? Should we be talking about ‘internet’ literacy? Should we make it wider in scope so that we can include (for example) connecting to wifi securely? Perhaps yes, but we need to think about context.

When I asked about terminology, Stephen said that using ‘competency’ to mean merely a ‘collection of skills’ is too narrow. Instead, we need to add in things like ‘habits of mind’ or ‘values’. That is to say, not just doing stuff, but determining what is important and what is not.

In terms of the way that the Web Literacy Map is currently presented at, Stephen asked why the appearance of the ‘teach’ elements is different from the others - he completely missed them at first. Where’s the dots? The medium is the message. We’re saying ‘teach’ is different from the other stuff. Also, the list of skills on the competency pages is too easy to miss. It’s like they’re not there. This is problematic, as it’s the core of what we mean by the competencies.

Stephen asked about whether some of the text we use, such as the web being a global, public resource, is actually true? Perhaps we should be asking ‘who owns the web?’

The latter part of our conversation was extremely interesting, as Stephen got into whether the Web Literacy Map continues to be necessary once you’ve used it to reach ‘web literacy’. He likened this to using an ethical framework to become a ‘good person’. This may be an ongoing reflective thing as new situations become available, but the Web Literacy Map is like the Ten Commandments: “how to be good with respect to the web”. We chose these 15 things, but we could have chosen a different 15 and ended up with a similar result.

Finally, Stephen pointed out that we need to hone and re-hone the map to get to the spirit of web literacy. The more we change the Web Literacy Map due to changes in specific technologies, the more problematic it is.


Last week, we learned that the U.S. government is using secret surveillance programs to collect vast amounts of our personal data from Internet and phone companies.  If true, these revelations represent a stunning abuse of our basic right to privacy. Many troubling questions are being raised, including what this means for the future of the Internet. Here at Mozilla, we strongly believe that when users fear government surveillance or are unable to know when, how and why their private data is being collected and used, a free and open web becomes impossible.

That’s why Mozilla is launching StopWatching.Us — a campaign sponsored by a broad coalition of political and tech organizations. We’re calling on citizens and organizations from around the world to demand that the U.S. Congress reveal the full extent of the National Security Agency’s spying programs.

We don’t want an Internet where everything we do is secretly tracked, monitored and logged by companies or governments. And we don’t want a government whose actions are invisible and unaccountable.

Please add your name to the petition: