In our previous post, we described the process of writing a python script that pulled from the THATCamp MySQL Database. In this post, we will continue with this project and work to clean up the data we’ve collected and prepare it for some analysis. This process is known as “pre-processing”. After running our script in the THATCamp database all of the posts were collected and saved as text files. At this stage, the files are filled with extraneous information relating to the structure of the posts. Most of these are tags and metadata that would disrupt any attempts to look across the dataset. Our task here was to clean them up so they could be fed into MALLET. In order to do this, we needed to strip the html tags, remove punctuation, and remove common stopwords. To do this, we used chunks of code from the Programming Historian’s lesson on text analysis with python and modified the code to work with the files we had already downloaded.
This week we’ve continued to work on building a python script that will extract all of the blog posts from the various THATCamp websites. As Jannelle described last week, our goal was to write a script that downloads the blog posts in plain text form and strips all of the html tags, stopwords, and punctuation so that we can feed it into MALLET for topic modeling and text analysis. After several long days and a lot of help from second year fellow Spencer Roberts, we’ve successfully gotten the code to work.
The spring semester is here and the first year DH fellows have begun our rotation into the Research division of CHNM.
To get the ball rolling, we spent a week working through the helpful tutorials at the Programming Historian. As someone new to DH, with admittedly limited technical skill and knowledge, these were immeasurably useful. Each tutorial breaks content into smaller, less intimidating units. These can be completed in succession or selected for a particular topic or skill. While there is useful content for anyone, we focused our attention on Python and Topic Modeling with the aim of solving our own programming dilemma.
Our central challenge was to extract content across the THATCamp WordPress site to enable us to do some text analysis.
Our first semester at the Center for History and New Media has flown by. We spent the second half of the semester in the Public Projects Division which was a diverse and rewarding experience.
During this rotation we were able to tour the entire division and spend some time working with many of the division’s projects. We spent a large chunk of time working with Omeka, testing plugins, themes, and other items that are in development. One thing I took away from working with the Omeka team and attending the Sprint Planning meetings is how collaborative this division, and the center as a whole, is. Between programmers, designers, testers, and content development– Omeka really is a team project that seeks to make collecting easier for museums and archives. Through working with the software we also got some hands on experience with the amount of work it takes to build an archive and what kinds of issues come up when doing so. We discussed and experienced issues such as the naming of pages and areas on a site, creating a strict vocabulary to make searching consistent, and developing content first hand.
We also spend time developing content for projects such as The Histories of the National Mall and Papers of the War Department. The National Mall project allowed us to think about how the public utilizes mobile history sites when at a museum or a national park such as the Mall. We spent a wonderful afternoon down on the mall testing the mobile first site (and enjoyed some excellent tacos from the local food truck tacos!).
Papers of the War Department was a different experience and we spent time both transcribing documents and tagging meta data for documents. Using the Scripto plugin for Omeka, we first tagged revisit documents with key words, names, places, and topics. This element of the project required some knowledge and required a deeper engagement with the documents than transcribing did. Transcribing the documents was challenging (seventeenth century handwriting is interesting) but we could all see the immense benefit to having the documents both transcribed and tagged on the site.
I think we are starting to really begin to understand the inner workings of the center and the projects and goals of each division. Public Projects does several different things from software development to content based projects and I think we all benefited greatly from our tour around the division. Coincidently, the first year fellows were also taking Clio Wired I this semester and often what we did at the center overlapped with what we did in class making the experience even more valuable for us. I think we all came away from this semester having learned a great deal and I feel much more aware of many of the issues facing scholars in Digital History centers as well as in academia in general.
As the first term of 2013-14 closes, it seems appropriate to reflect on the experiences of the Digital History Fellows. Last year, our first cohort of DH Fellows spent the first semester meeting with Dan Cohen, learning the history of the center, discussing current projects, and thinking about how digital history is practiced. We spent our second semester working in each of the divisions for five weeks, and then decided in which division we would like to work in the second year. Although there was no specific requirement that we take positions spread across the three divisions, we were drawn in different directions. From the first days of the fellowship, Ben Hurwitz was most comfortable in Education and quickly entrenched himself at their community table. He now works on various educational projects, including the Popular Romance Project. Amanda Morton worked closely with Fred Gibbs before he relocated to New Mexico, which helped her transition into Research, where she works on Digital Humanities Now and related PressForward projects. Spencer Roberts was drifting toward Public Projects before the summer started, and settled in once the center received a grant to work with the National Park Service to revamp their War of 1812 site.
This year we welcomed three new members into the fellowship, bringing our total number to six. The second cohort follows a different schedule in their first year, so Amanda Regan, Anne Ladyem McDivitt, and Jannelle Legg stepped directly into the mix at RRCHNM, splitting their semester into seven-week blocks in Education and Public Projects. During those weeks, they have written reflective posts about the projects to which they’ve contributed, all of which can be found here. Next term, they will spend a block in Research before moving into a final seminar with Stephen Robertson.
The past seven weeks have moved really quickly but I have benefitted a great deal from the time we spent in the Public Projects section of CHNM.
Due to my relatively limited technical skills, this section has proven to be the most challenging thus far. However, with some help, and some pretty detailed instructions, I have been expanding my skill set and feel a lot less intimidated by the tools we work with. There are three main projects on which we focused: testing updates in Omeka, transcribing and revisiting documents at the Papers of the War Department and contributing to and testing the National Mall site.
I have deeply enjoyed them all, especially the sunny morning we spent at the National Mall. Additionally, a great deal of our work overlapped with the theoretical reading and discussions of our coursework as digital history scholars. It is rare for theory and application to be balanced, but that was definitely my experience this semester. I was frequently surprised to find applications of class reading at work and often referred to the work done at CHNM during course discussions.
Public Projects was deeply inclusive for us as fellows. I got a real sense of each of the ongoing projects and I learned a great deal about the collaborative work required to produce the resources described above.
Overall, this semester the fellowship has given me a structured place to develop my knowledge and expertise with digital tools, like Omeka and Scripto, and given me a sandbox to play with Git Hub and the command-line (if you know what those things are, you are in a much better place than I was three months ago!)
I’m looking forward to learning more in the semester to come!
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.
It’s interesting to be on the other side of the production of something like DHNow/JDH. Not only does sorting through material for each offer a unique opportunity to explore current events and conversations in the digital humanities, but this process also encourages deeper examination of blog posts and white papers to pull out threads of argument and evidence that can be used to connect disparate conversations across fields. Archaeologists and manuscript historians share common interests with those working in hard sciences and linguistics, although their work is rarely presented in the same forum. Part of what JDH adds to the DH community is this willingness to collect and edit work from across several disciplines and present them as part of a united DH culture.
I’ve learned, as a graduate student working on these projects, that being a part of this collecting and collating work requires a willingness to explore a wide-range of interests, and to read blog posts, white papers, and poster projects that have little to do with my own projects or areas of expertise. For example, most of the content for JDH comes from the pool of content chosen for Editors’ Choice features on DHNow, a selection process that requires Editors-in-Chief for a chosen week to read through content nominated by a group of editors-at-large whose experience in the DH community is variable. The job of the EC is to sort through these nominations, pulling out relevant job postings, conference and event announcements, calls for participation, and useful resources, then picking one or two items to feature as the Editors’ Choice for the Tuesday and Thursday of that week.
The selection of these Editors’ Choice items is left largely up to the EC for the week. There are guidelines, of course. These featured items need to be of substantial length, usually more than 500 words or 20 min. in video/presentation playback, and should make a relevant, substantive, and perhaps even provocative argument that adds to or initiates a conversation in the field. Since DHNow only links to these posts — there’s no editing involved — they should also be well-written and, if necessary, thoroughly cited. White papers and articles are generally only posted if they haven’t been published in other journals or periodicals.
While these guidelines are helpful, on good weeks Editors-at-Large nominate several pieces that meet the requirements, leaving final selection up to the EC for the week. Each of us have our own idiosyncrasies, of course, and our own areas of interest can influence our choices. We do also take into account how many times our options have been nominated, and we pay attention to that additional level of interest as well as checking for comments (in the PressForward plugin) that explain why our guest editors nominated individual items. What results is a crowd-sourced, yet still curated, publication that feeds into JDH.
Recent changes to the DHNow site — in both the sections dedicated to the Editors-at-Large and the main content pages — will hopefully encourage our guest editors to engage more in the content selection process. It will be interesting to see if new editors (and returning participants) start to leave more comments or more feedback to provide us with a better understanding of how they are selecting content to nominate. The other reason behind the redesign, beyond helping out current editors, was to pull in more outside editors. The more participants we have, the more feeds are nominated to be added to the plugin, and the more exposure both we and our editors have to the ongoing conversations and arguments circulating within the DH community. By encouraging the creation of a more engaged community, we are also pushing for more interdisciplinary participation in the field, bringing scientists, librarians, archaeologists, archivists, historians, and others into a community whose make-up should result in bigger and better projects and perhaps, a more solid sense of a DH identity.
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.
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.