Live Tweeting a Day in Public Projects

The semester is flying by, and last week I realized I had yet to live tweet a day in a division. I figured today would be a good day to attempt this assignment since it marks the beginning of the first year fellows’ time in the Public Projects Division. In addition, it’s Monday, which seems to be the busiest day of the week for the Center, so I thought I would have no shortage of things to tweet about. I also need to preface this blog post by admitting that I am not very social-media savvy: prior to this semester I was not on any social media site (unless you count LinkedIn) and was happy with that. My net-anonymity bubble burst quickly after starting at the Center, which is undoubtedly a good thing. I had to create a Twitter account for Clio, and have become familiar with the platform and follow several different digital historians. In doing so I have come to see how Twitter is used in an academic environment.

Twitter seems to be an excellent platform for scholarly communication. The telegram-style tweets that emerge as a result of the 140 character limit are useful in that the person tweeting must get to the point quickly and the viewer doesn’t have to waste any time in trying to understand what the tweet is about. There is no space for someone to get on their symbolic soapbox. I think this is definitely a product of the current generation, who want and expect everything at the click of a finger. Things must happen quickly: people must convey ideas in a timely fashion, and the audience must be able to comprehend that idea in just the same amount of time. While you wouldn’t expect it to, this lends itself well to the digital humanities, and to all of academia.

Every project that I have worked on so far at the Center has a Twitter account: PressForward, Digital Humanities Now, Histories of the National Mall, Zotero, Omeka. 100 Leaders is the only exception to this, but I think that is because 100 Leaders was created for National History Day and is not a sole creation of the Center. Twitter is a great way to promote such projects, get out information about updates on plugins and apps, and let everyone know about outages. One of the benefits of Twitter is that it is so popular, which makes spreading the word fairly easy, but it also shows how connected the Center is with social media and current trends in technology. For all academic institutions, Twitter one way to remain connected to a core audience.

Tweeting conferences is another way in which Twitter enhances scholarly communication. It can be overwhelming to have a deluge of tweets from one person on a specific day, but there are many benefits to it as well. One of the digital humanitarians I follow live tweeted a conference she was attending and it was useful in that I was able to get a brief snapshot of what was going on at the moment, such as who was presenting and a shortened version of their argument and/or project. Since I’ve never attended a THATCamp, I would find it helpful to follow someone attending one so I can get a feel of what sorts of things are discussed and presented. I think that the 20th Anniversary CHNM Conference should be live tweeted to get the word out and to broaden the discussion. I will attempt to live tweet at least one of the two days.

Twitter has been useful to me in understanding what exactly digital humanities is and to observe the conversation among scholars in the field. Twitter would be useful for any newbie in the digital humanities or academia in general to learn the ropes, understand the trending topics, and see which scholars are the most active either in their scholarly pursuits or on Twitter, or both as the case may be.

Reflections on the Education Division

Over the last four weeks the first year fellows had the opportunity to work in the Education division of the RRCHNM.  Since the start of our first year fellowship, working in the Education division was something that I was really looking forward to—especially since a lot of the projects they were completing were with National History Day.  As an undergraduate and MA student at Southern Miss, National History Day in Mississippi was always one of my favorite times of the year.  Having the opportunity to work with middle school and high school students on History Day projects and offering an outlet for students who were more gifted in the liberal arts has given me something to be proud of over the years and I was excited to do some work with the Education division on the national side of History Day.

Working in the Education division was more than just learning new aspects of something that I was already interested in, it was like coming back to my nice “cuddly blanket” of history that I was a little bit more familiar with.  While I enjoyed working with Research immensely, after having my ups and downs with Python coding and reaching the mid-point of my first semester as a PhD student, the Education division made me feel like I was “coming home” and it reminded me that I was still useful and could learn new things at a faster pace.

The first assignment we were given was to locate photographs of the 100 leaders for the 100leaders.org website.  While I initially thought this task would be simple, I quickly learned a lot about the overly complicated world of copyright laws.  I had always assumed that famous paintings and photographs became famous because they were open access and freely used enough by the public to become recognizable and iconic—e.g. Washington Crossing the Delaware.  Oh, how wrong I was.  While I had a feeling it would be difficult to find open access photos of Walt Disney (because Disney is notoriously good at copyrighting everything), I was more than shocked to discover just how difficult it was to find an image of Thomas Jefferson, George Washington, Benjamin Franklin, etc.  These are some of the most famous and recognizable figures in American history and it is almost impossible to find a copyright free image of them for public use.  Even other—not as well-known—leaders such as Ray Kroc, and Rachel Carson would exceedingly difficult to find images of due to copyright laws.

In order to show how important these leaders were without using their own images, Jordan, Alyssa, and I had to get a little creative with our searches.  For instance, since Susan B. Anthony only has one or two open access pictures, I found free images of women protesting for their right to vote.  For Ray Kroc, I found an image of a retro McDonald’s and so on.  While it was frustrating at times trying to find new ways to represent the 100leaders, it was also an exciting challenge that reminded me of why I love history so much and chose it as a career.  The hunt can be frustrating, but when you find that one image that brings everything together it makes you feel like Indiana Jones.  There were definitely many “booyahs!” yelled out from my side of the fellow’s table.

Finding these images made up the majority of our work in Education and I learned so much from it.  I’ve had the opportunity to teach History 101 (pre-history to 1500CE) twice at the university level and after working on the 100 leaders project I’m aiming to teach a world history course again this summer.  Going through bios, finding pictures, and learning about figures that I’d never heard of before has made me want to revamp my lectures and inspired me to look at different ways of teaching. While I’m sure this wasn’t necessarily an intended lesson from Education, I’m so grateful it reminded me of how much I love history, research, and teaching.

In our time in the Education division we were also asked to do some testing on the 100leaders website before it goes lives in November.  Sitting down at the Education table and giving Thomas Edison a constant rating of “1s” is what I call a pretty fantastic day.  However, outside of my historical hate of Edison, I discovered that I’m interested in how these websites are created.  Getting to give feedback on whether the “slider” was working properly or how many times the system would lock up depending on voting made me want to explore more of the technical side of Education.  Even though we didn’t get to work with the design and construction of the website, I was constantly shocked by how many different components went into creating a simple slider and how many options there were for creating the pages for voting.  I had the same curiosity when we were asked to create a manual for the 100leaders website once Education hands the website off to National History Day.  I was in charge of creating a step-by-step guide for editing resources on the website.  Writing this portion of the guide helped me to better understand the inner workings of a wordpress website and also let me see all the ways these sites can be manipulated.  While we weren’t able to help create portions of the website, it definitely made me want to explore more with coding for future use.

I will definitely miss working in the Education division.  I looked forward to going to work every day and working on topics and projects that I love.  I’m excited by the possibility of working in the Education division again and will actively keep up with their projects throughout the rest of the semester.

 

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.

Reflections on the Education Division

On Monday the first year fellows leave the Education Division and move to Public Projects for the remainder of our first semester.  Over the last seven weeks, I have learned a lot about the projects in the education division, the project and tools within the division, and the division’s goals of providing teachers with skills and tool to teach historical thinking to students.  I’ve come away from this rotation with a better understanding of not only the role of the education division but also with a new appreciation for the challenge of using and creating tools that encourage students to think critically about history.

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Education Dept. Reflection

My time in the education department at CHNM has passed quickly, but it has also been deeply enriching. I’ve learned a lot about the challenges of creating historical scholarship geared toward K-12 students and have come to appreciate the importance of integrating digital media in the classroom. As one can imagine, coming into the Center with limited technical skills can be intimidating, but in these seven weeks the combination of course content and fellowship activities has greatly reduced my concerns.

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Wanted Now: Training for our Future

The Digital History Fellowship is situated at the convergence of three separate goals for graduate students at George Mason University. First, all graduate students in the Department of History and Art History are required to take courses in digital history, usually consisting of one class in theory or study and another in practice (collectively referred to as Clio I and II). These classes are designed to give graduate students an introduction to the concepts and practices of digital history and new media that are increasingly important for scholars in all disciplines. Although experiences in the classes are widely varied, the skills introduced in the courses are common throughout digital humanities and form the backbone of the work done here at the RRCHNM. Because DH Fellows work in the center while learning new skills, they benefit ongoing research and grow their own capabilities.

Second, each DH Fellow is pursuing a minor field in digital history, which can take the form of study for teaching, application, or research. Some of us have studied how to use digital tools and media in the classroom, while others have examined the methods used in digital public history. Because the fellowship is technically a practicum course, it qualifies as a component of our minor fields, which removes some of the difficulty in assembling the required classes. Some of our colleagues in the program who are also completing digital history minor fields often struggle to scrape together a handful of classes that are offered infrequently (due to scarcity of instructors). Although the program and the center are working to resolve the problem, the fellowship sidesteps the issue by allowing us to work as DH researchers in return for class credit.

Finally, the fellowship fulfills a new goal for the history program: to train graduate students in digital history methods and skills through practical training alongside senior researchers, and to engage those students in the production of new digital history projects. Generally, our experiences are directed toward increasing our abilities while also contributing to the field. Though other graduate students have worked as research assistants in the center, acquiring valuable skills and experience as they work on projects, the fellowship is somewhat unique in its clear, mutually beneficial goals. And that’s exactly the problem.

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Collaboration: Breaking Down Center Walls

We all know that graduate students working in Digital Humanities Centers have the unique experience to work on a variety of projects and enhance technical and development skills. We have the chance to add lines to our CVs that can improve our chances of getting both academic and non-academic jobs, and get to see our names on the about pages of apps and websites. What I haven’t really seen in discussions about grad students in Centers is a conversation regarding the more immediate academic and social benefits–and challenges–that go along with participating in and working on-site at these Centers. We should also consider talking about how we can connect and collaborate with other grad students in similar situations.

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Looking back at the first year, and forward into the next.

Receiving a fellowship in the first year of its inception comes with a few advantages. When we entered the program last year, discussions about the structure and purpose of the fellowship were ongoing and the syllabus was somewhat fluid. This allowed us to express our own desires for the fellowship course, while also being privy to conversations about what the fellowship should aspire to. Meeting with senior staff and project leaders, we were able to quickly survey the types of work being done at the center and the resulting possibilities for DH fellows. Many of the staff were as curious as we were about the fellowship and this led to meaningful conversations about the Center as a whole.

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When Graduate Work Comes Together

The Digital History Fellows occupy a fairly unique role amongst the many graduate students currently studying in the humanities. We have been given research stipends to support the growth of our research capabilities, with particular emphasis on digital research methods. Because we are attached to the RRCHNM, our concentrated efforts are focused on specific projects, to which we contribute time and energy while developing digital methods and skills. We and the center benefit from the symbiotic relationship.

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