CLIO WIRED: AN INTRODUCTION TO HISTORY AND NEW MEDIA
September 2: Labor Day, No Class
For 3 September, email the results of your Web History Scavenger Hunt
Note September 4 is last day to drop with no tuition liability
Introduction to Dreamweaver and FTP by
(You don't need to do this ahead of time, but if you want some background on Dreamweaver, there is a downloadable tutorial available at http://www.macromedia.com/support/dreamweaver/documentation/dwmx_tutorials.html
If you don't have an Internet file transfer program (e.g. WS_FTP or Fetch), download one (e.g., from http://download.cnet.com/) Make sure you bring the password for your Mason (osf1) account, which is not necessarily the same password as for your Netscape Mail account, if you have that. (This is only relevant if you are going to post your Web site on mason.gmu.edu. Some students already have Web hosting space that they will use.)
Dreamweaver is also available on all the machines in web*STAR? ,<http://media.gmu.edu/web/webstar.html>, which is conveniently located outside our classroom: 311 Johnson Center (993-3766) Hours: 10:00 am to 10:00 pm Mon-Thurs; 10:00 am to 6 pm Fri, Noon to 6 Sun. According to their site: "The web*STAR lab provides peer mentors, to provide guidance and problem solving, and the latest in hardware--and when possible, software--to facilitate Web development activities." This is an important resources for students who are just starting out on creating web pages.
Read: Robin Williams and John Tollett, The Non-Designer's Web Book, 2nd edition, chapters 1-4 (unless you already know all this; you can do the quizzes at the end of the chapters to find out).
If you haven't built Web pages before, read:
HTML Teaching Tool: Read at least the following topics: View Source, Paragraphs, Headlines, Links, Mailtos, Bold/Italics, Font Color, Font size, Background Image, Background color, Blockquotes, Line breaks, Aligning text, Adding, Aligning Images < http://hotwired.lycos.com/webmonkey/teachingtool/index.html>
Reference: HTML Cheatsheet (Just review quickly; you don’t need to learn this): < http://hotwired.lycos.com/webmonkey/reference/html_cheatsheet/index.html>
Derek M. Powazek, The Basic, Basic Table
Mulder's Stylesheets Tutorial (at least lesson one; more if you have time) <http://hotwired.lycos.com/webmonkey/authoring/stylesheets/tutorials/tutorial1.html
Michael O'Malley and Roy Rosenzweig, "Brave New World or Blind Alley?
American History on the World Wide Web," Journal Of American History,
(June 1997) <http://chnm.gmu.edu/assets/historyessays/e1/bravenewworld1.html>
Randy Bass, "Can American Studies find a Whole in the Net?' American Studies in Scandinavia (Fall 1996) <http://www.georgetown.edu/crossroads/guide/asins96.html>
Phil Agre, "Designing Genres for New Media: Social, Economic, and Political Contexts,"<http://dlis.gseis.ucla.edu/people/pagre/genre.html>
Lev Manovich, "What is New Media," chapter one of The Language of New Media (2001), 18-61, xerox.
Visit and Evaluate: Don't just quickly browse; spend a significant amount of time (enough time to look at everything or, if you can't look at everything--certainly the case at Valley of the Shadow and the History Channel--then spend at least two hours):
The Valley of the Shadow: Two Communities in the American Civil War < http://jefferson.village.virginia.edu/vshadow2/>
A More Perfect Union: Japanese Americans and the Constitution
Brainerd, Kansas: Time, Place, and Memory on the Web http://www.rootinaround.com/brainerd/
Do History <http://www.dohistory.org/>
Write and Post on your web page: An evaluation (500-1000 words) of one these four sites, using the Journal of American History evaluation guidelines < http://chnm.gmu.edu/jah> and, where relevant, drawing on some of the week's reading. Note especially the questions in the key areas of content, form, audience/use, and new media. By Sunday afternoon September 15, please email me the address of your web site.
Read: Janet Murray, The Future of Narrative in Cyberspace
George Landow, Hypertext: The Convergence of Contemporary Critical Theory and Technology. Amplified, updated version of Chapter One (1996). (just read "Hypertextual Derrida, Poststructuralist Nelson?"; "The Definition of Hypertext and Its History as a Concept:" and "Predictions." <http://www.cyberartsweb.org/cpace/ht/jhup/contents.html>
William Cronon, "A Place for Stories: Nature, History, and Narratives," Journal of American History, 78:4 (March, 1992), 1347-1376.
Keith Jenkins, "Introduction: on being open about our closures," in Jenkins, ed., The Postmodern History Reader (1997), xerox.
Lev Manovich, "The Forms," pp. 213-43 in The
Language of New Media, xerox.
Navigate:Bringing History Home: http://pivot.mit.edu/mfh/index.htm
Write and Post: Proposal for Web Review essay.
Note: September 27 is last day to drop classes
Guest: Paula Petrik
Get: Photoshop Elements, available from Computer Store at Educational Price of ca. $50 or Photoshop 7.0.
Reading on Photo Retouching
Student web sites from prior classes:
[Note:Class meets on Tuesday because of Columbus Day.]
Read: "Forum on Hypertext Scholarship: AQ as Web-Zine: Responses to AQ's Experimental Online Issue," American Quarterly (June 1999), commentaries by Roy Rosenzweig, James Castonguay, Thomas Thurston, M. David Westbrook, Louise Krasniewicz and Michael Blitz, Susan Smulyan, Christopher P Wilson, and Randall Bass, all available online through Project Muse
Jerome McGann, "The Rationale of Hypertext," <http://www.village.virginia.edu/public/jjm2f/rationale.html>
Edward L. Ayers, "The Pasts and Futures of Digital History," (1999) <http://www.vcdh.virginia.edu/PastsFutures.html>
And closely read at least two examples of digital scholarship from this list:
"The Spanish-American War in US Media Culture" by James Castonguay
"Dreaming Arnold Schwarzenegger" by Louise Krasniewicz and Michael Blitz
"Hearsay of the Sun: Photography, Identity, and the Law of Evidence in Nineteenth-Century American Courts" by Thomas Thurston
"From Hogan's Alley to Coconino County: Three Narratives of the Early Comic Strip" by David Westbrook
(all four of these are available at http://chnm.gmu.edu/aq/
Maria Balshaw, Anna Notaro , Liam Kennedy and DouglasTallack, City Sites (Multimedia book published by Univ. of Birmingham press); http://artsweb.bham.ac.uk/citysites/ (This is longer than the other items in the list and so you should review the overall structure and navigation and then look at a few pieces of it in more detail.)
Charles Hardy III & Allesandro Portelli, "I Can Almost See the Lights of Home ~ A Field Trip to Harlan County, Kentucky,"Journal of Multimedia History 2(1999) < http://www.albany.edu/jmmh/>
Joshua Brown, "The Past Impaneled," (Book review) www.common-place.org · vol. 1 · no. 3 · April 2001 <http://www.historycooperative.org/journals/cp/vol-01/no-03/reviews/katchor-ware01.shtml> or better copy seems to be at: http://www.common-place.org/vol-01/no-03/reviews/katchor-ware01.shtml
Philip J. Ethington, “Los Angeles and the Problem of
Urban Historical Knowledge” American Historical Review
(December 2000) <http://cwis.usc.edu/dept/LAS/history/historylab/LAPUHK/index.html>
Write and Post: a journal entry on whether the two examples of digital scholarship you examined fulfilled the "promise of digital scholarship." Do they do anything genuinely new with new media? Do they do it well?
Guest: Michael O'Malley
Reading:Williams and Tollett, chapters 5-15.
Paula Petrik, "Top Ten Mistakes in Academic Web Design," History Computer Review, May 2000, http://chnm.gmu.edu/assets/historyessays/e1/toptenmistakesin.html
Michael O'Malley, "Building Effective Course Sites: Some Thoughts on Design for Academic Work,"Inventio, Spring 2000, http://chnm.gmu.edu/assets/historyessays/e1/buildingeffect1.html
Jacob Nielsen, Alertboxes:"Are Users Stupid?" at http://www.useit.com/alertbox/20010204.html; "End of Web Design" at http://www.useit.com/alertbox/20000723.html; "Why Web Users Scan Instead of Read" at http://www.useit.com/alertbox/whyscanning.html
Write and Post: Proposal for Digital Project Proposal. (See Guidelines.)
Visit the following sites:
HistoryWired: A Few of Our Favorite Things http://historywired.si.edu/index.html
The History Channel <http://www.historychannel.com/> [This is obviously too extensive to examine in full, but spend enough time to get a full sense of the site.]
Monticello Online http://www.monticello.org/
George Washington: A National Treasure http://georgewashington.si.edu/portrait/index.html
Without Sanctuary: Photographs and Postcards of Lynching in America <http://www.journale.com/withoutsanctuary/>
Read:Steve Dietz, Telling Stories: Procedural Authorship and Extracting Meaning from Museum Databases http://www.archimuse.com/mw99/papers/dietz/dietz.html
John Vergo, "Less Clicking, More Watching": Results from the User-Centered Design of a Multi-Institutional Web Site for Art and Culture ( delivered at the MW 2001, ), <http://www.archimuse.com/mw2001/papers/vergo/vergo.html>
Write and Post: Journal Entry on one of the following questions
1,Which of these sites most effectively conveys the past to a "general" audience? (And why?)
2. Which of these sites makes the most effective use of new media? (And how?)
3. Which of these sites has a design and interface that most effectively communicates its message and serves its audience?
4. Which of these sites has an interpretation of the past that either: a. best reflects current scholarship or b. challenges its audiences?
. (Optional; you can do this or the entry on 11 November.)
Guest: T. Mills Kelly
Read: Lendol Calder, William Cutler, and T. Mills Kelly, "History Lessons: Historians and the Scholarship of Teaching and Learning," Disciplinary Styles in the Scholarship of Teaching and Learning, Mary Huber and Sherry Moreale eds., American Association for Higher Education,2001, p. 45-67, copy provided.
T. Mills Kelly, "For Better or Worse? The Marriage of Web and the History Classroom," Journal of the American Association for History and Computing, III/2, August 2000 <http://mcel.pacificu.edu/JAHC/JAHCIII2/ARTICLES/kelly/kelly.html>.
Randy Bass and Roy Rosenzweig, "Rewiring the History
and Social Studies
Who Killed William Robinson? <http://web.uvic.ca/history-robinson/>
(Think about the
"How to Read Images" in Liberty, Equality, Fraternity
Lawrence Lessig,The Future of Ideas: The Fate of the Commons in a Connected World <http://www.amazon.com/exec/obidos/tg/stores/detail/-/books/0375726446/reviews/qid=1035777914/sr=12-1/103-9617799-5080655>
Eli Noam, "Will Books Become the Dumb Medium?" Educom Review, Volume 33, Number 2 (March/April 1998) <http://www.educause.edu/pub/er/review/reviewArticles/33218.html>
Jason Epstein, "Reading: The Digital Future," New York Review
of Books, July 5, 2001 <http://www.nybooks.com/articles/14318>
Robert Darnton, "The New Age of the Book," New York Review
of Books, (18 March 2000), pp. 5-7. <http://www.nybooks.com/nyrev/WWWarchdisplay.cgi?19990318005F>
1. Which side(s) are you on in the "battle to define the future of the book in the digital world." Why?
2. Is Clifford Lynch justified in the optimistic conclusion that "we will find treasures and wonderful surprises along the way" as the future of the book is defined. Will all the surprises be "wonderful"?
3. Lawrence Lessig argues that the issues that he describes are not defined by a conflict between "left and right" but rather between "old and new." What does he mean? Do you agree?
4. What are the implications of Lessig's book for historians? Are there ways that historians should be working to enlarge rather than narrow the "commons"?
5. Is Lessig guilty of "utopian" and "pie-in-the-sky" musings here?
6. Who is the villain in the story that Lessig tells? Do you agree?
7, Eben Moglen, the lawyer for Free Software pioneer Richard Stallman, has argued the free software is the "vital first step in the withering away of the intellectual property system." What do you think? Could Free Software and the "commons" displace traditional modes of intellectual property? Should it?
7. Lessig insists on the importance of a fair balance between pubic and private rights? But where should that balance be struck? Do you agree with where Lessig strikes the balance?
8. Is Lessig overly pessimistic? Is innovation really threatened?
Week 12: 18 November:The
Future of Historical Communities
Pew Internet Project, "Online Communities: Networks that
nurture long-distance relationships and local tie," (October 2001),
13: 25 November : Proposing the Future of the Past
The above schedule is only tentative. In an experimental course like this one, we need to be open to changes in schedule, format, and requirements. I may, for example, alter the specific assignments or their order based on the needs and interests of the class. I welcome your input in shaping the course so that it most effectively meets your needs. Because some changes may be made at the last minute, it is important that you check with a member of the class if you should be forced to miss a particular class for some unavoidable reason. In addition, you might want to check with me if you decide to read ahead in the syllabus.
Requirements and Grades:
There are four main requirements for this course:
These major requirements will make up your final grade with
the different items roughly weighed as follows: participation (15%); web
journal (20%); review essay (30%); project proposal (35%).
There will be an online component to class participation as well. The point of that is to extend class discussion beyond the limited two hour and forty minute slot that we meet once a week. Equally important, it is meant to foster discussion on your projects among members of the class. One of the key points of a seminar /workshop like this is for it to be a group experience. Unlike a conventional class where almost all the advice and assistance comes from the instructor, in a seminar everyone will take a hand in shaping our discussions and helping fellow class members. Much of this will happen in class, but we will also try to do some of this on-line. Everyone is strongly encouraged to post reflections on the class discussions, readings, and projects to our class email list as well as to actively maintain their web journal. You might, for example, comment on a reading that particularly intrigued or annoyed you. Or, you might comment on problems that you have been confronting in carrying out your projects or getting your web site to work. Or, you might have come across a terrific history Web site that you think other members of the class should examine. As a general guideline, you should initiate online discussion at least twice and respond to topics raised by others at least twice. But I hope you will take a more active role than that.
We will communicate with each other via our class listserv: HIST696firstname.lastname@example.org Remember that when you write to that address, it goes to everyone in the class. So you only want to post things that you want everyone to see.
How to subscribe and use class mailing list:
1. Send an e-mail message TO: email@example.com
2. Type the following line as the message text:
subscribe Hist696-001 Your Name
3. Send the mail message. You will receive an e-mail confirmation of your subscription to the list.
4. To send an e-mail message to all subscribers of the list,
send the message TO: Hist696firstname.lastname@example.org
Janet Horowitz Murray Hamlet on the Holodeck : The Future of Narrative in Cyberspace, MIT Press, paperback; ISBN: 0262631873
Robin Williams and John Tollett, The Non-Designer's Web Book, 2nd edition, Peachpit Press, paperback
Much of the additional reading will be available on-line and linked from the on-line syllabus, but a few items will be provided in Xerox. Given the state of the State of Virginia budget, I will have to assess a modest additional charge for the copies.
Software: It is recommended that you purchase the educational versions of both Dreamweaver and Photoshop Elements. Both are available at an educational discount at the GMU computer store. These will be used in both History 696 and 697. Students who are particularly interested in new media (e.g., are pursuing a minor in new media in the doctoral program) will probably want to purchase the full version of Photoshop.
Office Hours: My official office hours will be Monday from 2-4 PM. But I am also available at other times, by appointment. In general, making an appointment is the safest procedure, since someone may have already made an appointment for the time you have free or I might have an unexpected meeting. But, by all means, feel free to drop by whenever you like. I can be reached at 993-1247 or 993-4532(office) or 522-2334 (home). My official office is in Robinson B, Room 375 but I more often work out of an office in Pohick Module, the home of the Center for History and New Media. The fastest way to reach me is often through electronic mail, which I usually check quite regularly. My e-mail address is email@example.com.
Additional Workshops: We have set up in-class workshops for Dreamweaver, FTP, and Photoshop. The Student Technology and Assistance Center is willing to offer additional workshops, and we should discuss whether there are topics that enough class members would like covered. In addition, they offer a regular series of workshops; the list is posted at http://media.gmu.edu/workshops/. Many of the topics (beginning Dreamweaver and Photoshop) are ones that we will cover in class, but you could re-take the workshop as a refresher or you might want to explore additional tools like Flash, PowerPoint, and Premiere.
The University also offers a variety of free online courses in software and technology applications: http://smartforce.doit.gmu.edu/
Our Room: Instructions for JC 311 equipment are at http://mason.gmu.edu/~scampbel
Students should log into PCs in 311 with username 311 and password Johnson; you should log out before you leave.
14 October: dropped Seigel reading from design week; corrected link for Mark Jones; added reading on photo retouching under week #5
20 October: revised reading and assignment for week #9.
24 October: switched assignments for weeks 10 & 11; added web sites to look at in week 10; refined reading assignment (still tentative) for week 11.
3 November: added discussion/journal questions for week 11.
10 November: made some minor changes in assignment for week 12
11 November: added link to copyright basics and explanation of oral report for weeks 13-14