About Anne McDivitt

My name is Anne Ladyem McDivitt. I am a graduate student pursuing my PhD in history at George Mason University. I am a second year Digital History Fellow at the Center for History and New Media. I received my MA and BA from the University of Central Florida. My research focuses on the US video game industry and masculinity from 1958-1986. I am also involved in digital and public history research.

Reflections on the Fall Semester

During the fall semester, I was assigned to work in Public Projects, which has been a wonderful experience for me. Most of my time during the semester was spent working on Histories of the National Mall, including writing content, editing, and working to choose and distribute content throughout the social media platforms (Facebook, Tumblr) every week. I’ve felt like this has greatly enhanced my ability to think in terms of a public audience for history, as I tend to think of questions such as “will this topic fit with the date?”, “what type of interest would this gauge?”, and “how do I use the content to create more buzz for the site?” We were able to gain several new followers through social media during my time in Public Projects, which I think was both good for myself and the project.

Writing content for the site was also helpful, since it allowed me to think in ways of presenting concise but historically relevant and accurate information to the public. In the past, I have created exhibits, but working online where people have many options of clicking away from the content, it is important to consider how to catch and hold attention. I feel that working on this project has made me think in different and new ways, which I think strengthens me as a digital historian going forward.

One of the most fulfilling parts of my semester was the opportunity to mentor the new Digital History Fellows. Although Alyssa Toby Fahringer is my official mentee from the new cohort, I tried to assist Stephanie Seal and Jordan Bratt as much as possible, too. As a group, we assist each other in the Digital History Fellow space, asking for advice, bouncing off ideas, and also continuing the successful Digital History Support Space.

I also got to continue my work as a producer for the Digital Campus Podcast. With Alyssa, we were able to work on a couple of podcasts, including the back to campus edition and the live podcast at the 20th Anniversary Conference for the Roy Rosenzweig Center for History and New Media. These podcasts provide an interesting and unique opportunity for the Digital History Fellows to get insight into the field from current experts, do our own research into what stories are important, as well as to plan how to present the content in an interesting way so that listeners will want to hear that episode.

Lastly, I had the great opportunity this semester to be a part of the 20th Anniversary Conference for the Roy Rosenzweig Center for History and New Media. After last semester’s contribution to the creation of the website, a lot of time was spent this semester prepping more for the conference. As DH Fellows, we were able to attend sessions and serve as scribes to ensure the content of the the conference was available once the conference was finished. I also chose to livetweet the conference as well, which provided my own insight into what I experienced.

Overall, this has been a very productive and enlightening semester for me. I have been able to consider different realms of digital history, such as the public consumption of content, social media, working with new colleagues, and celebrating the history of CHNM while exploring the future of digital humanities.

Reflections on My First Year as a DH Fellow

This has been a very eventful and exciting first year for me working within the Center for History and New Media. As I mentioned in my introduction post, I came in with a vague familiarity with CHNM from my previous institution. However, being immersed within it helped me to form a much greater understanding of what the Center does, what the possibilities of Digital History are, and where I fit into that picture for my career and studies.

First, the inclusion of the DH Fellows into the different divisions throughout the year was extremely helpful for me. Through this process, I learned how the Center works, as well as the different projects that were available. I came out way more knowledgeable about Omeka, PressForward, and how projects such as Sea of Liberty come to life.

Beyond the actual projects, one of the primary benefits of being a DH Fellow was the establishment of communication and networks that I feel will be incredibly helpful for me continuing forward. With the various projects, such as our project that scraped THATCamp data (those posts are here in five parts-one, two, three, four, five), we were able to communicate with people within CHNM for assistance. That process was immensely helpful, as well as the Digital Campus podcast sessions that let me engage in the process of thinking about the implications of current events for digital history, as well as participating in an experience working with major players in the field.

As well as working with people that are currently doing Digital History, I was also able to work with my peers that were in the Clio 1 and 2 classes. The DH Fellows, through the suggestion of Spencer Roberts, created the DH Support Space that met every week. This support space was a great addition to the DH Fellowship, as it allowed us to both use the tools we had learned in class and at CHNM, as well as to assist other students in issues they had. This let me grow my skills and learn in the process of trying to help other students with their assignments and projects.

Lastly, I believe one of the most useful aspects of my first year was the seminar. First, we researched what made a digital humanities center, and which ones are still around today. This then led into researching the history of the Center for History and New Media. Each of the first year DH Fellows was given a project to research, and I picked teachinghistory.org. This project let me dive into grants, documents, and how our projects played into the history of the Center. It was very helpful in learning where the Center fits into the larger context of Digital History, which is significant (and helpful!) for my minor field of Digital History.

I feel that overall, this entire year has been incredibly useful and helpful for me, and I have learned so much from working here. I look forward to assisting others this year, mentoring, and continuing to learn the process of doing Digital History through my assignment as a DH Fellow in my second year.

THATCamp Mallet Results

We have spent the last few weeks working to build a python script that would allow us to download and prep all of the THATCamp blog posts for topic modeling in MALLET (for those catching up, we detailed this process in a series of previous posts). As our last post detailed, we encountered a few more complications than expected due to foreign languages in the corpus of the text.  After some discussion, we worked through these issues and were able to add stoplists to the script for German, French, and Spanish.  Although this didn’t solve all of our issues and some terms do still show up (we didn’t realize there was Dutch too), it led to some interesting discussion about the methodology behind topic modeling.  Finally we were able to rerun the python script with the new stopwords and then feed this new data into MALLET.

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Reflections on Public Projects

This week, we finished our rotation block with Public Projects. I both struggled and thoroughly enjoyed working in Public Projects, as I learned so many new and helpful things while I also found my weaknesses in some of the more technical aspects of digital history. This block included many different types of projects, such as live testing a new website at the National Mall, writing entries for that project, testing Omeka, and even transcribing letters for Papers of the War Department.

I also got to venture into DC for the first time for work during this rotation, which I enjoyed immensely. I was very thankful that I got to test the new National Mall project with my other first year fellows, and you can read more about that experience here. I am excited to see it go live, and I hope that when it is live, many other first-time and returning visitors to the Mall can utilize it.

I also had some difficulties in the block that I overcame, which makes me feel incredibly accomplished. Although I felt comfortable with Omeka coming into this block, I have learned so much more about how it functions and the different uses than I had previously known. I also learned a lot about how transcribing and pulling out keywords from handwritten letters are entirely different experiences. This was difficult, especially figuring out what particular words were, but it was so useful, connecting, and interesting to read these letters from when the US was a brand new country.

I loved working within this block, and I liked that I was challenged by a lot of the projects we worked on. I have learned a lot of useful skills that I can apply to my future career or dissertation as a historian. Coming into George Mason University, I already had my MA in Public History, and I have a real passion for making history accessible to the public. I believe that a lot of the work that is being done in the Public Projects section of CHNM is applying this concept, and I take great inspiration from the people and projects that I have encountered while working here.

Education Reflection

My time in the Education block of the Center for History and New Media as a Digital History Fellow has been quite interesting for me. Previously, my experience with teaching was limited to either working as a Graduate Teaching Assistant for introductory-level history courses or teaching fourth graders as a Public History Educator at a museum in Sanford, Florida.  Due to my admittedly limited experience with K-12 education, this experience has been revealing on how technology can accommodate teaching history to students at those levels.

Although historians always analyze information and primary documents, it is a lot more difficult to determine the best way for students to utilize those resources for learning. For example, while writing reviews for Teaching History, I had to consider the typical things for historians, such as bias, type of information, and quality and quantity of the primary documents. What is new to me is that I also had to think of how these items could potentially enhance a lesson plan for a teacher for their class. In addition, I also had to consider the usability of these websites and tools. If a website is too difficult or confusing for a student to use, then it is problematic to consider it a valuable teaching resource, even if the information is good.

I have previously mentioned the challenges of thinking as an educator, and these challenges continue to be something that I must tackle as I continue in the educational portion of CHNM, as well as my future as a historian. I believe that these are some of the valuable lessons that I can take form working at a Digital History Fellow at CHNM, because I will be able to utilize the skills that I have obtained from working on these projects in future endeavors.

The Challenges of Making a Challenge

For the past few weeks at the Center for History and New Media, my fellow first year Digital History Fellows and myself were assigned to work in the Education division, which produces projects that are designed to teach history to a wide scope of people through various educational resources. While in the Education division, we have been working with a new web project meant to engage and educate the audience by allowing them to examine liberty in the United States in a new and interesting way. This is achieved by incorporating age and ability-appropriate “challenges” and access to primary documents and images. This project seeks an audience of teachers, K-12 students, as well as the general public.

There are intriguing methods in creating a challenge for students. While creating our own challenge for the project, there were multiple questions that we had to ask ourselves. First, what was the goal of the project? What did we want the students to achieve from doing the challenge? What skills would they use? In terms of examining the sources, we attempted to view them in an analytic manner, but with a basic guided direction so that the students do not get overwhelmed. We wanted the students to come away with an understanding of the importance of understanding not only the document itself, but also their context. By giving the students a choice of what documents they could utilize for their own project, it allows them to view our examples and use the skills they gained to create an interesting project from their understanding.

 
Although this project has yet to publicly launch, I have been testing the website from multiple angles to ensure that it will work properly for the end users. This has certainly been a fun process for me, as I have had to work as both a teacher and a student! This meant that I had to get myself into a mindset of, “if I were in tenth grade, how would I have completed this assignment? What did I know? What did I not know?” It was also quite engaging to utilize the primary documents and photographs in conjunction with the provided tools to create interesting projects with the website. I would imagine that K-12 aged students would also find this to be quite exciting, but I also think that it would be a fun experience for teachers who are designing challenges for their students, as well. I know all of the DH Fellows that worked on this project took our assignments very seriously beyond just the testing phase, as we worked for hours to perfect our challenge assignments!

Originally posted on Center for History and New Media Blog