Fall 2016 – Research Division

This semester I worked with the Research Division on Digital Humanities Now.  I was tasked with inventory and assessment of the over 500 subscribed feeds.  These feeds were/are primarily personal or institutional blogs related to the digital humanities.  Since DH Now lives here at CHNM, there were a lot more history blogs than there might be if it lived somewhere else, but there were many entries in literature, anthropology, cultural studies and perhaps most active recently, libraries, museums and cultural heritage institutes.  I cleanup up the site by removing a couple hundred broken and abandoned blogs, and moved 50 or so to their new homes.  I also categorized the entries by discipline and organized the sites by frequency.  There was a meeting to see if folders would be helpful to the editors, but it seemed that it wouldn’t really be of much help.

If I were to make some cursory observations from the DH Now feeds, I would say that it seems like personal blogs are not as popular as they were five years ago.  Most of the ‘big’ names if you will can publish on larger audience platforms – online journals, news sites, etc.  This is a great opportunity for graduate students to work with original scholarship into the blog post medium, since it might a bit harder for them to get ‘DH’ thought pieces onto HuffPost.  I fear however, that microblogging takes up a lot of time.  I also saw a lot of blogs that lasted as long as grad school and then were abandoned or turned into personal sites with links to syllabi and monographs.  At any rate, if the quantitative trends in digital humanities are to serve as guideline for making assertions, it really isn’t right of me to make these kinds of generalizations without a real data set.

Collaborative Second Year Post

We’ve reached the end of our two-year stint as Digital History Fellows at RRCHNM. The time we’ve spent at the center has introduced us to various tools and techniques, provided the opportunity to work with scholars, given us insight into the process and progress of grant-funded DH projects, and enabled us to build a supportive cohort of students across the program that will continue to serve each of us as we move into the next stage of our programs. Below, each of us will expand on the experiences we’ve had at the center and reflect on the work we’ve done.


The structure of the DH fellowship helped me to gain knowledge and skills of digital history in a meaningful way—one that assisted me in learning more collaborative ways of doing history, achieving more skills to accomplish creating digital history, and understanding the reasoning behind doing DH. During my first year, we were able to travel between the divisions, which allowed for a relatively quick overview of the different ways that digital history is done. In the second year, I was placed into two divisions—one each in fall and spring—and I was able to delve further into particular projects within these divisions and work more closely with the members of each division.

The Center for History and New Media is structured in such a way that open collaboration and communication is possible. Although there are three divisions, there are open discussions for ideas, collaboration amongst the members, and many people that are very willing to help if needed. Through my work here, I’ve learned that many people in the Center use different tools to create their work, and this has helped me to become exposed to new methods. There are also several meetings in which ideas are discussed, and these meetings are productive for learning new ways to do Digital History.

I had a much easier time with my trio of Clio classes due to my time as a DH Fellow. When I came in, I had some experience with certain tools, but I did not feel confident in my ability to actually do digital history. Our classes have changed that, and my time at the Center was very complementary in that it seemed whenever we were doing work for the Clio classes, we were also working on something similar within our CHNM work. It also was a great establishment of skills for taking Clio 3, which involved much more programming. Because of my time at CHNM, I had previous experience with some programing languages, and it made the process of taking Clio 3 much easier so that I was able to produce a meaningful piece of scholarship in the end.

In the future, I plan on taking the ideas of collaboration, communication, and the skill set that I have gained from CHNM into my career as a historian. Since I plan on working in a public history setting, I feel that the ability to utilize these skills will further my ability as a historian.

I believe that one of the most meaningful activities of my time at CHNM was the building of relationships with my colleagues through our mentoring and support space. Although we were all working on different projects throughout the two years of our DH Fellowship, the availability of mentoring—first with the third years mentoring us and then us doing the same for the first years—allowed us to communicate, collaborate, and to learn from each other. I believe that this is one of the most important aspects of the DH Fellowship, as it fosters an environment that promotes this type of dialogue for our future careers and work, whether inside or outside the academy.


The second year of the fellowship, for me, has been incredibly useful.  I’ve really enjoyed being positioned on PressForward in the Research division. My work in this division has allowed me to further develop my programming skills, stay current with the latest DH scholarship through DHNow and the Journal of Digital Humanities, and participate in the development cycle for an open access piece of software.  Our first year of the fellowship was focused on testing various tools and becoming familiar with different platforms and approaches to Digital History.  This year I’ve moved into more of a building role and have had the opportunity to draw on the programming skills I’ve developed to contribute to the PressForward plugin. The structure of both the first and second years of the fellowship compliment each other well and has provided me with a broad knowledge of the centers organization, various digital history tools and approaches, as well as a chance to implement and build on what I’ve learned.

When I began this fellowship, the structure of the center was very unclear to me. However, through our rotations and experience in each division, I’ve become familiar with the current structure of the center, its origin, history, and its position in the larger field. CHNM has a long history of collaborating with teachers and schools, museums and libraries, as well as individual scholars and researchers to produce tools and projects that are innovative and sustainable. Participation in the Open Source community has been important to projects like Omeka or Zotero and has created a group of users who are active in testing and developing for these projects.

The digital history coursework we’ve been required to complete has often complimented our work at the center and helped to shape my views on digital history. Our practicum at RRCHNM provided practical hands-on experience while our coursework often provided a theoretical and sometimes historical perspective on Digital History methods, tools, and projects. I think taking these courses as a fellow gave me a unique perspective and some unique experience in Digital History.

Looking forward to the next year, I am planning to finish up prepping for my comprehensive exams and prepare my dissertation prospectus in order to advance to candidacy. Over the summer, I’ll be working on developing my dissertation prospectus and working to develop a proposal and plan for a digital component. My experience as a Digital History Fellow has shaped the way I’ve conceptualized using digital methodologies and techniques in my dissertation and has helped me to develop some of the skills that will be necessary. Because of the work I’ve been involved with at the center and my digital coursework at GMU, I have a realistic idea of what will be required to build a digital component.

The projects I have found most valuable during this fellowship have been projects like our THATCamp Topic Modeling project where we generated a data set about a center project and mined it. This project, in many ways, was a productive failure and I benefited greatly from it. Looking back on the project now, a year later, I realize many of the assumptions we made were flawed and we could have extracted and cleaned the data in both a reproducible and an easier manner. Projects where the fellows are given creative license to draw on techniques and concepts discussed in our coursework in order to create something based on a center project (or on center history) is, I think, extremely valuable for Digital History Fellows. These types of projects are also ideal for fostering and promoting mentorship among the fellows.  Spencer Roberts was such an important resource for us during the THATCamp project and we couldn’t have completed the project without him.  He offered advice on how to approach the project, explained programming concepts, and worked with us for several days on troubleshooting our python script.  Through this project, as well as projects like creating the RRCHNM Omeka Archive for the 20th Anniversary, I gained valuable insight into what it takes to accurately and realistically conceptualize a digital project as well as experience thinking through critical choices like information architecture with the user in mind. We were often faced with unexpected challenges and messy data along the way. I’ve taken a lot away from these projects and I think they are a valuable and unique aspect of the fellowship that should be continued and implemented in a thoughtful way for future cohorts.


Recently the next cohort of PhD students visited GMU. As we sat with them and described the fellowship track and digital coursework, I began to reflect on my own experience along these lines. It is surprising how quickly we were incorporated into the activities of the center. The structure of the fellowship was remarkably useful in this regard- we were introduced to people and projects in a six week cycle that provided a low barrier to entry. As we moved across the center, we were able to identify the projects and skills that appealed to each of us. The second year took this process further. Moving into a single department meant that each of us was able to take a larger part in the work. Each of us was able to explore subjects of interest and work more extensively with others within that division. In my case this meant a fall semester in the Education division working on the 100 Leaders project and a spring semester in the Public Projects division working on the Mall project. Working more extensively in one division meant that each of us had to balance the responsibilities of the fellowship with our tasks in each division, but in most cases we were able to manage these well.

Working as a DH Fellow has definitely guided the direction of my coursework. I entered the program here at GMU with very little technical experience. Working at the center enabled me to build skill and confidence in these areas. It definitely gave me the confidence to enroll in Clio 3; Programming for Historians without these valuable experiences. I also found the Support Space to be a valuable aspect of my time at the Center. Bringing my challenges to the table and helping others with their work allowed me to create and build relationships with other students in the program. Oftentimes, we would spend time talking a problem out together and I found this type of collaboration particularly edifying. Last spring, Mandy Regan led a group of students in our Clio 2 class in a tutorial on 960 grid. This impromptu tutorial was a great example of the way that we were able to bridge our coursework with the fellowship. These activities have fostered collaborative relationships that continue to encourage us to share techniques and digital work with one another.

I’ve written on this subject in the past, but the preparation we did for the 20th anniversary was particularly meaningful for me. We started this work as a group and over the course of the summer I expanded the repository to include the many projects in the Center’s history. The process enabled me to read each one of the grants in the center’s history. Quickly I gained a better understanding of how the field has changed in 20 years. The project forced me to reconsider tools like Zotero as part of a larger vision. To think about projects like History Matters in terms of the other work the center has produced. To put them on a timeline and to view them not as discrete but connected by a thread or an idea. I learned more about iterative projects and the complexities of collaboration. Considering these things while I was working through my coursework enabled me to make connections with readings and class discussions. The experience encouraged me to see these projects from multiple perspectives.

When I reflect on my time as a fellow – this project encapsulates the value of the fellowship for me. It encouraged me to think about the legacy of digital history projects while also considering what is to come from the field. It is a project that will be difficult to duplicate, but one that would serve future Fellows in a meaningful way.

Next year, we all move on, either as a Graduate Research Assistant at the center or as a Teaching Assistant in the Department of History and Art History here at George Mason.  Although our stint as Digital History Fellows is over, we all agree that it was a beneficial experience and we look forward to seeing what future cohorts will do.


On Mentoring

Last year all of the second year fellows benefitted from the mentorship provided by the second year students. My mentor was Amanda Morton and throughout the year she offered assistance in the various divisions, especially when I began on the PressForward Project in the Spring and Summer of 2014. In addition, Spencer Roberts helped us on various projects and his support throughout the year was invaluable.

This year I’ve had the opportunity to mentor Stephanie Seal. We’ve jointly produced the Digital Campus Podcast several times and I’ve offered her assistance on projects when she has needed it. The new cohort’s first rotation this year was in Research and for the first few weeks they worked on PessForward. As the digital fellow positioned on the PressForward project, I assisted in helping them set up their own WordPress blogs on the dev server, showed them how the plugin worked, and guided them through being both Editors-At-Large and Editors-In-Chief.

During the second semester each fellow was placed in a division. Jordan Bratt came to research and worked with us on PressForward. One project he spearheaded was learning R to scrape and download some Editor’s Choice pieces for a mapping/text mining project. I was able to take some time this semester to work with him to write some “if” statements in R since I am somewhat familiar with the language. He’s done an amazing job on the project and its been fun to watch him further develop his skills and do some interesting things with the DHNow data.

Aside from working with the first years on PressForward and with Stephanie on Digital Campus we’ve also used our roles as mentors to help out in the Support Space. During the fellows time in Clio II, I’ve assisted several students with things like learning the 960 grid (an easy way to quickly structure the layout of a site) and troubleshooting code. I think the mentorship program is very useful in the sense that it brings the two cohorts together across projects and promotes collaboration. Being stationed on one project has meant that I always have things to do aside from fellowship responsibilities. The mentorship program has allowed me to take time to work with Stephanie and the others through both the support space and collaborative projects like producing Digital Campus.

Reflections on Spring Semester

This semester I’ve continued my work on the PressForward project in the Research division. Throughout the semester I’ve served as editor-in-chief, helped troubleshoot and test the latest version of the PressForward plugin for public release, and continued to develop my php and web development skills by working on the TurnKey PressForward WordPress theme. In addition to working on PressForward, I’ve helped out in the support space, organized a brown bag, and spent some time mentoring Stephanie Seal. My time in the Research division on PressForward has allowed me to develop my programming skills and further acquaint myself with the software development process. I’ve learned so much about programming in general over the last two years, but I’ve also gained valuable experience in things like UI/UX design principals and about the workflow for developing/maintaining an open source piece of software.

The PressForward All Content page in 3.5 features improved navigation, filtering, sorting, and searching.

The PressForward All Content page in 3.5 features improved navigation, filtering, sorting, and searching.

In March, PressForward released version 3.5 which included some significant User Interface(UI) and User Experience(UX) changes. This version was the result of several months of work by the PressForward team and included a redesigned toolbar in ‘Nominated’ and ‘Under Review’ and some reorganization of tools and options in the plugin. Throughout the first months of this semester, I attended development meetings, tested new features, and helped to rewrite our documentation based on the new features. Releasing a new version of the software is a big task as it involves updating all our documentation, screenshots, and descriptions of the plugin. 

Output of the Subscribed Feeds Shortcode in the PressForward TurnKey Theme

Output of the Subscribed Feeds Shortcode in the PressForward TurnKey Theme

Building the PressForward TurnKey Theme allowed me to apply a lot of the concepts I was picking up through bug-testing and in the weekly discussions with our developer Aram. For example, I helped to write a shortcode that displays a list of the subscribed feeds and aims to allows PressForward users to further expose the metadata collected by the plugin. We came up with this idea after realizing how many of DHNow’s feed were broken and how poor the metadata that is associated with the feeds often are. Attributing credit to posts we feature when the author is not clearly listed in the metadata is often difficult and problematic. The shortcode allows users to highlight the RSS metadata pulled in by the plugin by providing options for displaying both active and inactive feeds. We hope allowing administrators to make their feedlist (as well as the feed title and author) visible outside of the plugin will prompt scholars to revisit the metadata contained in their RSS feeds. Participating in development meetings this semester, I have not only continued to further my understanding of the backend of the plugin but also have learned more about php and WordPress core. 

My work on PressForward has been immensely helpful in building my programming skills and as I look back at the last two years of this fellowship, I’m struck by how much my skills have grown. In addition to technical skills, I’ve also gained experience in managing an active publication and an open source project. Thanks to projects like our cohort’s THATCamp topic modeling experiment in Python, the Clio Wired sequence, the support space, and my time in Research my skills have vastly improved. As I finish up this fellowship and look towards beginning my dissertation and developing a digital component, the skill set I’ve cultivated through this fellowship will be immensely useful. At the very least, the skills I’ve developed her have given me a foundation in computational thinking and I feel confident in learning whatever new programming skills will be required for my own research.

Aside from our duties in our respective divisions, the fellows have also had some common projects we’ve worked on.  Stephanie Seal and I produced several episodes of Digital Campus this semester and continued to maintain the blog.  Producing Digital Campus involves finding stories for everyone to discuss, managing and scheduling the recording, and preparing a blog post summarizing the episode for the Digital Campus blog.

Additionally, each year the fellows are asked to host and organize a brown bag at the center.  This year I invited Micki Kaufman down from the City University of New York to talk about her dissertation research, entitled “Everything on Paper Will Be Used Against Me”: Quantifying Kissinger, A Computational Analysis of the DNSA’s Kissinger Collection Memcons and Telcons.” I had previously met Kaufman at the 20th Anniversary conference and the brownbag was an excellent opportunity for the fellows to invite down another graduate student and participate in conversations about digital methodologies and approaches as they apply to a dissertation.


PressForward Workshop

This year PressForward has been focused on outreach. The PressForward team has been working to develop the plugin’s user interface and to help several pilot partners get PressForward publications up and running. As the fellow positioned on this project I’ve been involved with the continued development of the plugin. Last weekend, Amanda Morton, a former DH Fellow, and I were given the opportunity to give a PressForward workshop at the Advancing Research Communication and Scholarship (ARCS) conference in Philadelphia. The ARCS conference is “a new conference focused on the evolving and increasingly complex scholarly communication network.” Interdisciplinary in nature, the conference featured a set of workshops on Sunday and a set of diverse panels on Monday. Many of the panels focused on linked and open data, alternative publishing models, alt metrics and other ways of measuring impact, and open access digital repositories. The conference was a great opportunity to interact with organizations and communities that might be interested in PressForward and get an idea of what features might be important to these groups.

Our workshop focused on PressForward and covered topics such as the origins of the project, features that make the plugin standout, and an overview of how we use the plugin to maintain DH Now’s editorial process. Lastly, we set up a sandbox and gave users logins so they could follow along as we walked through important features of the plugin. We had about thirty people from libraries and science organizations attend and it was interesting to hear different ideas about how the plugin might be useful. The workshop was a nice break from some of the more technical things I’ve been doing this semester and it was great to get to talk about the project as a whole and how it fits into the scholarly communication ecosystem.

Below is a copy of the powerpoint we put together for the workshop.

Mentoring as a DH Fellow

Mentoring with the Digital History Fellows was one of the most meaningful aspects of my time at the Center for History and New Media. Historians often isolate themselves and their research, but with digital history methods, collaboration becomes key to creating something meaningful. Through both my time as a first year and second year, I engaged with other fellows, as well as our colleagues in the program, to help each other learn tools, troubleshoot problems, and also engage in a social, collaborative environment that allowed us to foster a useful learning environment for digital history.

Mentoring had two aspects–the first was the DH Fellows working amongst themselves to solve problems, bounce off ideas, and to work together on projects assigned by the three divisions of CHNM. Second, the DH Fellows created a support space last year that allowed students in Clio 1 and 2 to come into the Center and work, so that if there were problems with their projects, we could collaboratively work to fix and explain in more depth the different tools that they were exposed to.

Lastly, it was helpful to have my mentee, Alyssa, with me to do the Digital Campus Podcast. Together, we came up with stories that we felt were meaningful, interesting, and even were able to produce the live podcast at the 20th Anniversary Conference. This process would be difficult without her, as it helps to have two people bounce ideas around for projects that are already so collaborative in nature.

Mentoring allowed me to create new relationships with fellow historians, learn the collaborative nature of digital history and the best ways to work together, and also how to share and identify problems that could potentially help all of us create better work overall.

Reflecting on the Spring Semester

Last fall as a DH Fellow, I worked in the education division. My activities focused on the National History Day 100 Leaders project, described in a blog post in December. This spring I moved into the public projects division, working with Megan Brett and Sheila Brennan on the Histories of the National Mall project.

I described some of the activities that I focused on in this division in a previous blog post . In many ways, working on this project has allowed me to do what I enjoy most; research historical subjects and share my findings with others. This project is also unique in that it is not tied to a time period or particular subject. Instead, we are collecting and presenting stories that are connected to a bounded geographic space. Framing research in terms of geography has encouraged me to gravitate toward the subjects that are most interesting to me, while also exposing me to new subjects, people, and events.

I’ve focused particular attention this semester on a research question that considers the monuments and other projects that are unbuilt. Of course, the history of the National Mall includes the structures and monuments that currently fill the space, but it is also marked by the things that were never there. This inquiry was started by other graduate students at the center, but I’ve enjoyed exploring the history of unbuilt monuments and other objects. These provide a rich site for investigation on several levels.

In order to be unbuilt, these items received public support and congressional approval. They have to be conceptualized, designed, and a site must be selected. Each of these decisions reflects the beliefs and attitudes of sculptor, artist, community organizer, and congressperson, as well as the broader community. The debates that memorials and monuments engendered can be very telling, especially in cases like the National Peace Garden which was designed and then redesigned based on feedback from the US Fine Arts Commission. These debates can shape the design of an object or define its placement. Further still, a lack of interest or financial support can mean that a proposal is never completed. Much of this interesting history is obscured because the memorials and monuments they propose are unbuilt and invisible. In many ways, this is the value of a project like Histories of the National Mall. It challenges us to think beyond the existing structures and to visualize what might have been. We can reimagine the space with alternate designs for existing structures, like the Lincoln Memorial, and think further about how the Mall changes with the addition of structures such as the Black Revolutionary War Patriots Memorial or a Benjamin Banneker Memorial. Researching these items has been a fascinating and entertaining part of my semester.

In addition to these tasks, I have also aided in the promotion of the site. In the previous post, I described the social media presence that I have maintained over the semester. But recently I  was also able to take part in some public outreach activities. On a sunny day this spring, I joined Megan Brett  on a whirlwind tour of the greater DC area distributing pamphlets and promotional materials to public libraries, visitors centers and other related institutions. This process highlighted for me the difficulty of creating public history projects online. As much as we’d like to believe the Field of Dreams when Shoeless Joe Jackson tells us, ‘If you build it, they will come.’ The reality is that there can be a disconnect between the people you would like to visit your site and the people who know about it. This activity was a good reminder that even as we increasingly move to digital modes of communication, there is still a measure in which putting foot to pavement is a part of doing digital work.

In general, it has been a busy and fruitful semester in the Public Projects division. The transition from a first-year to a second-year fellow has meant that I have been given greater responsibility in these projects and have a larger stake in completing the tasks. At the end of next week I will be completing my second year as a Digital History Fellow. Looking across this period, I can note that I’ve grown quite a bit in terms of skill and knowledge and in many ways the center has meaningfully fostered this growth.

Romancing the Histories of the National Mall

This semester, my role in Public Projects has allowed me to work on the Histories of the National Mall project in several ways. Across this period I’ve been involved researching, editing, and posting content on the site, as well as scheduling and posting relevant items to the project’s social media outlets. I’ve also contributed content based on my area of interest (Deaf President Now). These processes have encouraged me to reflect on the nature of public history projects and the way in which our questions can drive us to explore new subjects of interest.

My question started out simply enough. In the midst of scheduling relevant and interesting items for the month of February, Valentines’ Day presented a challenge. The Histories of the National Mall site has over 500 items, including people, events, explorations, images, documents, videos, audio files and scavenger hunts. I generally enjoy finding just the right item to share via Facebook, Twitter and Tumblr. Paddles the Beaver for April Fool’s Day, Senator Pepper playing baseball with Congressional pages for the opening day of Major League Baseball, or the Original Cherry Trees for the first day of the Cherry Blossom festival were fun to put together. But for a holiday commonly associated with candy hearts and romance, there were no Mall items that made immediate sense.

Down the research rabbit hole I went, armed with a question; when and how was the Mall a place of romance? Researching this question took me in a number of different directions. I learned that today, the National Mall is frequently a destination wedding site. Like other public parks, people are drawn to the landscape and monuments when they contemplate the exchange of their wedding vows. This led me to question the emergence of the practice and to consider historical examples of weddings on and around the Mall. As a result of all this digging, three new items were added to the site; The Wedding, White House Weddings, and Mall Weddings.

One of my favorite aspects of the Mall site is the way that hidden, overlooked, and missing items are made visible. It is a good reminder of the way in which the city is a palimpsest – it is inscribed with ideas that are sometimes erased and reinscribed with new meaning. In a space that feels timeless and grounded by monuments and other structures, it is fascinating to surface new historical layers at the National Mall.

My questions about a history of romance on the Mall resulted in three very different examples of how the space was used for weddings; it has served as public place for the exchange of vows since 1976, as an elegant and, largely private, space for presidents and their families to hold ceremonies, and as a site of large-scale protest regarding the treatment of same-sex couples. In asking this question, many more arise. What can these examples tell us about changing notions about marriage? What do they suggest about the meaning of marriage ceremonies? By focusing on weddings, what other examples of romance have been ignored?

Perhaps the best part of working on this project has been the way that questions like these are encouraged. The wide variety of items and item types demonstrates the way in which Mall has been (and continues to be) interrogated from many angles. And as this experience showed, there are further stories, events, and people to be explored. We just have to ask questions.

Fellowship and Mentorship

During my first year at RRCHNM, Ben Hurwitz served as a guide and mentor to me. As we have described previously, the first year of our fellowship involved an intensive 6 weeks in each division at the center. Ben and the other second-year fellows, Spencer Roberts and Amanda Morton, provided technical support as we worked on projects in each division and advice as we progressed through the program.

Beginning this year as a second-year fellow, I looked forward to being useful to the first-year cohort as they made their way through the center. In a blog post last fall, I described the experience of mentoring the first-year fellows while I was working in the Education division. We worked together to gather multimedia content for videos for the 100 Leaders project, completed some user-testing on the 100 Leaders website, and developed a guidebook for National History Day. I worked to organize the time we spent on each of these activities so that there was a balance between working collaboratively and working on projects individually. I also tried to talk through the challenges that we faced in each of these contexts. For instance, copyright and image rights was a frequent subject of discussion. The process was useful for me in conceptualizing what it entails to organize collaborative projects with a group of people with different interests and skills.

Across this year, I’ve worked most closely with Jordan Bratt, my mentee. As joint producers of the Digital Campus podcast, we’ve worked to schedule the podcast and to research stories for discussion. We’ve used this opportunity to discuss current issues and to share articles of interest, fostering a broader discussion of DH issues and concerns. Outside of this task, Jordan and I converse regularly with regard to his program of study and larger educational goals. Having completed the required courses Clio I and Clio II), I have been able to discuss and advise him on assignments and advise him with regard to course schedules and requirements. We share research interests and our collaboration has led us to fruitful discussions about coursework and research. Jordan comes to GMU and RRCHNM with considerable knowledge and expertise in the field of geography and geographical computing techniques. He has been able to share some of this with me and I can see opportunities for further collaboration in the future.

The mentorship program is useful in several ways. It provides an initial introduction between cohorts and encourages collaboration between them. It provides a sounding board for both groups and encourages us to work together on projects of interest. Working together, across the cohorts, on the Support Space is also useful in enabling us to interact as peers and scholars. The Support Space, described in previous blog posts, provides guidance on digital projects to students from across the program. As they approach us for help, each member of the fellowship program is able to provide assistance. Problems are often resolved collaboratively and this process encourages us to learn from one another even as we aid others.

Reflecting on Live-Tweeting

Last fall I chose to livetweet the 20th Anniversary conference. I described my experiences at the conference in a blog post, but here I will reflect on the experience of live-tweeting these events. Generally speaking, live-tweeting allows you to make connections and extend the conversation. Sharing your thoughts on twitter, challenging or complicating the presentation, engaging with another conference attendees regarding your interpretation or theirs – each of these actions allows audience members to dive into the conversation in a meaningful and scholarly way.

At many conferences, audience members are expected to passively absorb the presentation. They are only able to engage during the Q&A sessions or among other conference-attendees before or after a presentation. A real-time conversation on twitter allows the audience to engage in an evolving discussion with other experts in the field in an open forum. It also provides a space for emerging scholars to participate in this discourse and the shared experience provides the group with a common language and subject matter. As each participant is also processing the information simultaneously, the conversation is frequently revealing of the ways in which people interpret information. Using a shared hashtag and posting these thoughts in a public forum also makes the content of a conference transparent to those not in the room. In this way, conversations are extended to broader social and intellectual circles.

My day of tweeting was punctuated by my responsibilities as a graduate student volunteer. For part of the conference day, we were divided into break-out sessions where I transcribed the ongoing conversation. Trying to balance these duties with tweeting was complicated, but I tried to make visible the discussion that was taking place. I aimed to tweet at least one meaningful comment from my session and I could see conference attendees at other sessions responding to, and showing interest in, the discussions happening in other rooms. This was also telling about the way in which livetweeting encourages us to put discrete panels and presentations into conversation, allowing scholars to participate at multiple levels.