CLIO WIRED: AN INTRODUCTION TO HISTORY AND NEW MEDIA
September 1: Labor Day, No Class
For 3 September, email the results of your Web History Scavenger Hunt
Introduction to Dreamweaver and FTP by
Allison Meyer, IRC & History doctoral program (We will meet
in the IRC Instructional lab, which is Innovation 334.)
(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>, 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).
Read (if you don't already know the material covered):
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
Note September 9 is last day to drop with no tuition liability
Optional: September 10 at Library of Congress: September 11 as History: Collecting Today for Tomorrow:
Symposium that includes discussion of Internet as mode of collecting the past. For program and registration: http://www.loc.gov/rr/program/911symposium/
Guest: Dan Cohen
Reading:Williams and Tollett, chapters 5-15.
Dan Cohen, "Planning a History Website" <http://chnm.gmu.edu/moh/planning/>and "Designing the Past" <http://chnm.gmu.edu/moh/design/>(draft chapters for Making Online History. These are best read online because of the hyperlinks.)
Paula Petrik, "Top Ten Mistakes in Academic Web Design," History Computer Review, May 2000, http://chnm.gmu.edu/assets/historyessays/topten.html
Michael O'Malley, "Building Effective Course Sites: Some Thoughts on Design for Academic Work,"Inventio, Spring 2000, http://chnm.gmu.edu/assets/historyessays/building.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
Larry Gales, "Web Page Design Inspired by Edward Tufte" http://staff.washington.edu/larryg/Classes/Rinflux/zz-influx.html
Good and Bad Web design
Post on your website: Links to two history websites, one that you regard as well designed or structured and one your regard as poorly designed or structured. Write at least one paragraph on why you have chosen them.
By Sunday afternoon September 14, please email me the address of your web site.
Student web sites from prior classes:
Read: Roy Rosenzweig, "Varieties of Digital History" (draft posted here).
Edward L. Ayers, "The Pasts and Futures of Digital History," (1999) http://www.iath.virginia.edu/vcdh/PastsFutures.html
Vernon Takeshita, "Tangled Webs: The Limits of Historical Analysis on the Internet" <http://www.dartmouth.edu/~history/newsletter/spring01/web.html>
Phil Agre, "Designing Genres for New Media: Social, Economic, and Political Contexts,"<http://dlis.gseis.ucla.edu/people/pagre/genre.html>
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--then spend at least two hours):
The Valley of the Shadow: Two Communities in the American Civil War < http://valley.vcdh.virginia.edu />
George Catlin and His Indian Gallery (virtual exhibit and Catlin Classroom) http://americanart.si.edu/collections/exhibits/catlin/index.html
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.
Write and Post: Proposal for Web Review essay.
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.scholars.nus.edu.sg/landow/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 (available at JStor through GMU library.)
Keith Jenkins, "Introduction: on being open about our closures," in Jenkins, ed., The Postmodern History Reader (1997), xerox.
David Staley, Computers, Visualization, and History, introduction and chapter 4, xerox.
Lev Manovich, "What is New Media," and "The
Forms," pp. 18-61, 213-43 in The Language of New Media, xerox.
Note: September 26 is last day to drop classes
Optional: DC Area Technology and Humanities Forum: October 2: Web Design and the Humanities: 4:30-6:30 PM, Johnson Center, Assembly Room A
(We will meet in the IRC Instructional lab, which is Innovation 334.)
Guest: Paula Petrik
Get: Photoshop Elements, available from Computer Store at Educational Price of ca. $75 or Photoshop 7.0.
Try this exercise on Editing Engravings that Paula Petrik
Take a look at the image editing results from last year's
Clio 2. They are accessible from:
[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. (You can access Muse at http://ers2000.gmu.edu/sql/alpha.php.)
Jerome McGann (with Lisa Samuels), "Deformance and Interpretation" in Radiant Textuality: Literature Ater the World Wide Web <http://www.iath.virginia.edu/~jjm2f/deform.html>
Closely read at least two examples of digital scholarship from this list of five(I will ask you for your choices a week in advance so that we can have a spread of people choosing different examples):
Will Thomas and Edward Ayers, "The Difference Slavery Made: A Close Analysis of Two American Communities," http://www.vcdh.virginia.edu/xml_docs/ahr/article.html
"Dreaming Arnold Schwarzenegger" by Louise Krasniewicz and Michael Blitz
"Hearsay of the Sun: Photography, Identity, and the Law of Evidence in Nineteenth-CenturyAmerican Courts" by Thomas Thurston
"From Hogan's Alley to Coconino County: Three Narratives of the Early Comic Strip" by David Westbrook
(all three of these are available at http://chnm.gmu.edu/aq/
Lynn Hunt, Jack Censer, "Images of the French Revolution" (Note that this is still a draft. You can try out the Image Tool at.)
Two other examples of interest:
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/>
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?
Write and Post: Proposal for Digital Project Proposal by Thursday October 23. (See Guidelines.)
No regular class; individual meetings will be scheduled.
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
World History Matters <http://chnm.gmu.edu/whm/
Look at a couple of the exercises in WHM:
Note: 1) To see a sample of how they will be integrated into
World History Matters
Visit and closely examine the following sites:
Devices of Wonder: From the World in a Box to Images on a Screen http://www.getty.edu/art/exhibitions/devices/choice.html
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 toexamine in full, but spend enough time to get a full sense of the site.]
National Geographic: Remembering Pearl Harbor http://plasma.nationalgeographic.com/pearlharbor/
Barbara Marie Stafford, Good Looking: Essays on the Virtue of Images, chapters 4, 5 & 6, xerox.
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 aMulti-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?
Read:Barry Wellman and Milena Guila, "Virtual Communities as Communities: Net Surfers Don't Ride Alone," in Marc Smith and Peter Kollock, eds., Communities in Cyberspace (1999), xerox.
Pew Internet Project, "Online Communities: Networks that
nurture long-distance relationships and local tie," (October 2001),
Note: Instead of regular class meeting, we will attend 4:30 PM talk by John Willinksy, "Increasing Access to Knowledge: The Contribution of Open Access Publishing," Johnson Center Assembly Room A
Explore publications and systems available at the Public Knowledge Projects: http://pkp.ubc.ca
Lawrence Lessig,The Future of Ideas: The Fate of the Commons in a
Connected World <http://www.amazon.com/exec/obidos/tg/stores/detail/
Eben Moglen, “Anarchism Triumphant: Free Software and the Death of Copyright,” First Monday 4.8 (August 1999), http://www.firstmonday.dk/issues/issue4_8/moglen/index.html
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>
John Unsworth, "The Scholar in the Digital Library," http://www.iath.virginia.edu/~jmu2m/sdl.html
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>
Roy Rosenzweig, "Scarcity or Abundance? Preserving the Past in a Digital Era," American Historical Review, June 2003, http://chnm.gmu.edu/assets/historyessays/scarcity.html
John Thiem, "Myths of the Universal Library" in Marie-Laurie Ryan, Cyberspace Textuality
N. Katherine Hayles, "Artificial Life and Literary Culture" in Cyberspace Textuality
Richard Grusin and Jay Bolter, Remediation, excerpts.
Epsen Aarseth, Cybertext: Perspectives on Ergodic Literature, chapter one.
Jay David Bolter, Writing Space, excerpts.
Alan Liu, "Local Transcendence: Cultural Criticism, Postmodernism, and the Romanticism of Detail." Representation 32 (Fall 1990): 75-113
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: HIST696-001-L@listserv.gmu.edu 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. Write an e-mail message TO: firstname.lastname@example.org
2. Type the following line as the message text:
subscribe Hist696-001-L Your Name
3. Send the mail message.
4. To send an e-mail message to all subscribers of the list,
send the message TO: HIST696-001-L@listserv.gmu.edu
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 703-993-1247 or 993-4532(office) or 703-522-2334 (home). [At some point soon, the two office numbers will be consolidated into 993-1247.] My official office is in Robinson B, Room 375 but I most 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/ (although none listed for September yet). 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 (including Dreamweaver): http://smartforce.doit.gmu.edu/
version 1.0 posted August 24, 2003.
version 1.01 posted August 28, 2003: indicated room and slightly changed reading for 9/8.
version 1.02 posted September 7, 2003: added rooms for design forum and photoshop class, fixed URL for O'Malley reading, added mention of talk by John Willinsky
version 1.05 posted September 8, 2003: added link for chapters by Dan Cohen
version 1.1 posted September 13, 2003: changed link on VOS; moved image
version 1.13 posted September 19, 2003: added design/tech links; fixed VOS link
version 1.15 posted September 21, 2003: added link to journal entry #3
version 1.16 posted September 28, 2003, changed link for Landow
version 1.2 posted October 7, 2003, changed assignment for week #7
version 1.3 posted October 12, 2003: revised reading for week #8, revised (slightly) guidelines sof final project.
version 1.33 posted October 19, 2003: added some links in week #8 and some information on week #12.
version 1.4: posted November 1, 2003: added links for week #10; changed assignment for week #13
version 1.45: posted Novermber 2, 2003: changed
assignment for week #11 to delete Bearing Witness and add Pearl Harbor;
added link on week #13 for PKP