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 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.

Reflections on the Spring Semester and Year 1 as a Digital History Fellow

It seems like just yesterday we walked into the Center for History and New Media a bit unsure about what our first year as DH fellows would entail. Looking back it has been an extremely rewarding and valuable experience. Last fall we blogged about our rotations in both the Education and Public Projects divisions. In the Spring we moved to Research for seven weeks where we worked on a programming project for THATCamp and on the PressForward project before moving onto a seminar about the history of CHNM. I want to use this blog post to reflect on the spring semester and look back at the year as a whole.

Our first stop during the spring semester was the Research division. We began our seven weeks by taking on a topic modeling project which aimed to mine all the posts from the THATCamp individual websites and blog about the process. As we used the Programming Historian to learn python (or at least attempt to), we thought a lot about tools and the scholarly research process. We discussed Zotero as a tool and the values and community behind THATCamp as a training network and community for the Digital Humanities. Although we struggled with the programming aspect of this assignment and managed to miss important concepts behind Topic Modeling, the assignment gave us some insight into what kinds of challenges and opportunities topic modeling holds. From this project I learned first hand the importance of understanding the black box behind Digital Humanities tools. After finishing with our topic modeling project we moved onto the PressForward project. We spent a week working as Editors-at-Large and helped second year fellow Amanda Morton with her Editor-in-Chief duties. Thinking about scholarly gray literature and measuring reception of scholarly works on the internet we also spent time researching AltMetrics.

At the end of the three rotations we were left with a very clear understanding of each division, its current and past projects, the audiences it creates for and the overlap between each division. We then began a seminar with Stephen Robertson that explored the history of RRCHNM. In this seminar we tried to understand how RRCHNM developed over the years into its current state and how RRCHNM fits into the larger history of the digital humanities. Beginning with an overview of what a Digital Humanities Center is and how its defined, we collaboratively looked at all 150 centers in the United States and tried to get a sense of the different models that exist and just how many actually fit the definition of a digital humanities “center” as defined by Zurich. What we realized is that the Center for History and New Media stands out from other Digital Humanities centers due to its unique attachment to the History Department but also because of the origins of the center and because of Roy Rosenzweig’s vision.

After we defined just what a center was and looked at the different models, we started to look at the origins of RRCHNM and try to create a genealogy of the different projects and trace the development of the center. Each of the first year fellows took a different major project and traced its history through grant documents and reports. I read up on Zotero in its different iterations and learned a lot about how Zotero was originally conceived as well as how it has grown, expanded, and changed since 2004.

I think one of the things that has been immensely useful for the first year fellows is the ways much of our work at the center was paralleled by our coursework. In the PhD program at GMU we’re required to take a two course sequence in digital history. The first sequence focuses on the theory of Digital History and the second is largely a web design course that introduces us to the basics of HTML and CSS. Often times the topics in Clio I related directly to why we were doing at the center and the dual exposure allowed us to see the application of things we had discussed in Clio first hand.

At the suggestion of Spencer Roberts, the fellows decided to begin a Digital History Support Space in the Fall. The support space offers “advice, guidance, and assistance for students doing digital history projects.”  Every Monday from noon to 5pm (and sometimes even on weekends) we met with students taking the Clio courses, offered advice about and brainstormed potential projects, helped to debug code, and offered a space to work where help was available if needed. We were able to draw on experience from the center and offer advice about what kinds of tools are available and where resources might be found. We weren’t experts but working with the other students in our Clio classes was equally beneficial. It left me with a better understanding of the issues, topics, and tools discussed in our classes. As many of the PhD students move onto Clio III: Programming for Historians with Lincoln Mullen this fall, I’m looking forward to continuing the Support Space.

The fellowship has been structured in such a way that each element has built on itself to provide us with experience and an understanding of digital history, digital humanities, and the debates, methodologies, and histories of the discipline. This fall I’ll be working in the Research Division on the PressForward project and helping to manage both Digital Humanities Now and the Journal of Digital Humanities. Our first year as Fellows has gone by extremely fast but I’m looking forward to beginning a new year and moving into the role of mentor to the new group of DH Fellows.

First-Year Review

Our spring semester as Fellows at the Center passed remarkably quickly (not solely a result of the frequent snow days but cancellations definitely contributed to the rapid approach of summer). We were kept very busy with projects for the Research division and an intensive DH Seminar this semester. Below I’ll briefly describe some of the activities we undertook throughout this period and reflect on my first year fellowship at CHNM.

The semester started with six weeks in the Research division – by far the most intimidating to someone that is new to DH. Quickly, however, we were put to work on several engaging projects and I found that I acclimated without feeling overwhelmed. We learned about PressForward by doing some user testing and improving the documentation for the plugin. We also were able to learn about the grant-writing process by doing some research for an upcoming project and we got a clearer idea of how plugins and tools are developed at the center. The majority of our time in this division was spent on the challenging task of using digital tools to uncover information about THATCamp. We blogged about the process of being set loose on the contents of THATCamp and the scraping and topic modeling we performed (those posts are available here). We shared these results in a center-wide presentation and received a lot of support and feedback for the project.

Across the semester the Fellows also focused time on providing support and assistance to other students. As many of us were also enrolled in Clio 2, we were visited many of our classmates and our table was often filled with students collaborating on skills and resources. With assignments that required significant use of digital tools, we handled questions regarding Photoshop and Dreamweaver, sought new resources and tools, and helped find errors in HTML or CSS. I saw a huge benefit in working through problems and took a lot of inspiration from the advice and suggestions of everyone at the table.

Finally, our semester came to a close as we spent the last six weeks in a seminar with Dr. Stephen Robertson. The seminar built on the experiences within each department at the Center and, with this base of knowledge, asked us to turn our gaze outward at the digital humanities as a field and DH centers as centers of production. This discussion was also a timely one, as this fall CHNM will celebrate its 20th anniversary and the Center has begun to reflect on this period. We used Diane Zorich’s work on DH centers with readings by Mark Sample, Stephen Ramsay, Bethany Nowviskie, Neil Fraistat, Elijah Meeks and Trevor Owens, to frame our discussions and answer questions about where, when and how DH work has been done.

Using centerNet as a starting place, we tried to unpack a larger history of digital humanities labs and centers. This process raised interesting questions for us about the differences between a resource center, library service desk, institutional organization and brick-and-mortar DH center. Projects, staff, infrastructure, institutional support and audience were among the issues we considered, but we were also curious about how these locations are linked through shared resources, staff and projects.

Next we dug into the history of CHNM. Oral histories have been collected from participants at the center- but we soon realized that the overview these interviews provided would be only part of the picture of CHNM. In order to further unpack this history, we would need to dive into the projects themselves. Each of us examined a pivotal project. For me this was ECHO, a web portal for the history of science and technology. Working through grant materials enabled me to make connections between this early project and current/recent projects like Hurricane Digital Memory Bank, Zotero, and Omeka. Using ECHO as a vantage point, I gained greater insight into the transitions the Center has seen – from an emphasis on CD-ROMs and single-subject websites to building tools that enable us to organize, analyze, present, and use content in new ways. Understanding and unpacking this trajectory was very useful for me and a meaningful part of my semester.

Looking across my year at CHNM, I’m very happy with the time we spent in each division. Walking into the center can be an intimidating process. One has the immediate sense that you are entering a place where things happen, where goals are made, met, and exceeded. It was very hard to imagine my place in the midst of such an accomplished group of people. With a limited digital background – this was a year of learning, asking questions and digging up online tutorials. The Center has been a remarkable resource toward that goal. Cycling through each division exposed us to a variety of projects and workflows and I’ve learned a great deal through this process. Though each division responds to their own set of concerns and audiences, there is a definite cohesion to the work that is done. It has been remarkably informative to have played a small part in that process.