I had the pleasure of traveling to Haverford College this past week to attend Re: Humanities: Play, Power, Production. Re: Humanities is a conference organized by undergraduates to showcase undergraduate work in the digital humanities. Their work speaks for itself; I created a Storify that encapsulates the energy and spirit of the event. I am already looking ahead to Re: Humanities 2015. Congratulations, #nextgendh!
PS: Here’s a write-up from Technically: Philly.
During the fall semester, Mount Holyoke College commemorated the 50th anniversary of Martin Luther King’s campus appearance by playing a recording of the 1964 speech. Sitting in the campus amphitheater, I contemplated how King’s vision was as much about the discipline of everyday work as much as it was about dreams. My mind wandered back to a certain text that pushed me in college.
We Negroes have longed reamed of freedom, but still we are confide in an oppressive person of segregation and discrimination. Must we respond with bitterness and cynicism? Certainly not, for this will destroy and poison our personalities…To guard ourselves from bitterness, we need the vision to see in this generation’s ordeals the opportunity to transfigure both ourselves and American society. Our present suffering and our nonviolent struggle to be free may well offer to Western Civilization the kind of spiritual dynamic so desperately needed for survival.
In the book referenced above, Freedom Dreams, Robin D.G. Kelly wonders how social movements can transform the world in the face of challenging circumstances:
How do we produce a vision that enables us to see beyond our immediate ordeals? Who do we transcend bitterness and cynicism and embrace love, hope, and an all-conompassing dream of freedom, especially in these rough times?
Thinking back to Kelly, I thought about how much of a struggle it can be to keep the big picture in mind in the face of “immediate ordeals.” How do we push forward when there are naysayers suggesting the work of higher education isn’t worth it, that there isn’t enough money to do x or enough time to implement y or z is too much effort?
Without new visions we don’t know what to build, only what to knock down. We not only end up confused, rudderless, and cynical, but we forget that making a revolution is not a series of clever maneuvers and tactics but a process that can and must transform us.
An innovative future demands fresh vision. It is easy to get bogged down by the emails clogging our inboxes, the administrivia eating up our time, or the petty office politics sucking our souls. It is easy to get sidetracked and forget why we work in academic libraries and why that work matters. As winter turns to spring, I’m thinking about renewal and how to translate small habits into larger patterns for growth. After all, if we don’t think about ‘go for broke’ dreams, there won’t be an opportunity to transform our work in meaningful ways.
“Personalized virtual communities for teaching and research are primed to be one of the next big things for librarians and academia. It’s part of the transition we face from content providers to engagement developers.” -Brian Matthews
I thought about this post in the Chronicle excerpted above when I was organizing content for the J-Term course I co-taught this month with the awesome Shaun Trujillo.
Our course, Media Archaeology, Digital Humanities & The Archives, experimented with a humanities lab, a concept/practice I’ve long wanted to explore. As a libarchivist/instructional technologist, I work towards meaningful integration of technology into teaching contexts. Digital projects require skills and relationships not often available in traditional humanities seminars. This is not to say that the content embedded in digital projects isn’t essential; Shaun and I are not swept up by ‘pixel dust;’ we committed to thinking about media and artifacts both conceptually and practically.
The Humanities Lab is not new. In the introduction to the recently published book, Comparative Textual Media: Transforming the Humanities in the Postprint Era, Hayles and Pressman talk about “a major development in integrating a media framework into humanities disciplines is the advent of the Humanities Lab. Among the early pioneers was Jeffrey Schnapp. When he was at Stanford University, he envisioned the Humanities Lab as providing space for collaborative work on large project that he calls the ”Big Humanities“ (by analogy with ”Big Science“)…Humanities Labs also lead the way in offering new models of pedagogy.” (xvi)
There are many rewards and opportunities for these types of classroom experiences, extending the tradition lecture and seminar into hands-on-digital projects. Hayles and Pressman offer a wonderful example from Duke University art history course. In our case, we did hands on work appraising digital photos, took apart an iMac, used software from 2001, and ran programs on a C–64.
As librarians, working with digital forensics and new media, our role as content providers is given, but our role as engagement developers is an emerging one. In order for complex assignments and experiences to be scaled undergraduate classrooms, faculty, librarians, and technologists need to team up to make these projects sustainable realities. Librarians are primed to collaborate meaningfully in these teams not just as “content providers but as engagement developers.” I am excited to continue collaborating with Shaun as we refine and extend our work together on media archaeology and digital forensics in the future.
Now that the holidays are over, I am excited to turn my attention to the January Term class I am co- teaching with Shaun Trujillo. Shaun is the Digital Collections & Metadata Lead in the Digital Assets & Preservation Department at Mount Holyoke College. Last spring, when I co-taught the Introduction to Digital Humanities Class at Hampshire College with Jim Wald, Shaun joined us for an exciting guest lecture. We had so much fun collaborating that we decided to teach together again this winter.
We collaboratively developed the syllabus over the last few months. We met in person to discuss our vision for the course, draft learning objectives, and brainstorm lab possibilities. We exchanged a number of links over email and Twitter, too. After many Twitter exchanges, we decided that we should make a hashtag (#mhcmediaarc) to better facilitate current issues and readings with our students in real time.
So, readers, if you see can’t-miss articles about media archeology, digital humanities, women in technology, neat coding how-tos, Git resources, other media studies materials, please feel free to share them with us using our hashtag: #mhcmediaarc
And, if you have any 5.5 floppy disks, we’d love to have them.
More to come: class starts Tuesday 7 January in the Media Lab at Mount Holyoke College.
“But more important, I am bothered because I think there is pedagogical value in getting lost in the stacks. When I was a student, the stacks filled me with fear but also with awe-they contained so much learning! Today we applaud students for not exploring the stacks but for being efficient, making research quick and easy.” -Julio Alves
I loved Julio Alves’ piece in the The Chronicle of Higher Education called “Unintentional Knowledge.” In it, he affirms the importance of serendipity in research and writing, how “most of the knowledge we possess is not conscious and intentional; it is incidental, or tacit, acquired as a byproduct of performing some other activity…Incidental knowledge continues to play an important role in our adult lives. The library stacks are a mine of incidental knowledge.” It struck me that sometimes librarians bill themselves as capable sherpas who can help students to save time in their research process by showing them optimal databases, better search terms to leverage, and the fastest ways to download PDFs. I often talk to students about not getting lost in the romance of research, the notion that research is taxing, requiring hours of futile searching before landing on solid sources and leads. I encourage them to be organized, to capture their work process, and to do research systematically. In spite of my organizational exhortations, I do think there is tremendous value in following questions into detours from a “systematic approach.”
This semester, I taught a two-session sequence about topic development and research for a Spanish class. I started the topic development session encouraging the students to think about inspiration; what are they excited about studying? What books or issues in class engaged them the most? I encouraged the students to follow their interests and consider how they wanted to invest their time delving into a topic and developing questions that would resonate with them. We talked about topic reality checks, ways of leveraging library resources like JSTOR, Project Muse, and the catalog to see if a topic is viable and whether it will translate into answerable questions. I asked them to experiment, to find articles that might support their topic, and encouraged them to follow the trails started by the sources they looked at through linked keywords and subject headings in the catalog. In the research session that followed, we explored those trails more thoroughly. Even though these are digital means, they are still opportunities for serendipitous browsing; by starting with their interests and following the questions that mean the most to them, it’s easy for students to think of research less as a series of transactions towards a final paper, but a quest towards answering meaningful questions. Inspiration and incidental knowledge can also come from the digital realm, we just have to find new ways of honing it with our students, a resolution for 2014.
This semester is one of those semesters where I literally cannot believe how fast time is passing. The summer and the start of the semester were extremely busy, but for wonderful reasons. Our merged IT/Library (LITS) overhauled our orientation programming considerably to ‘radically welcome’ new students to Mount Holyoke. A significant part of orientation was also curricular; on the first Saturday of orientation my colleague Leslie Fields and I led the first session of the first year connections course (CUSP). Asked by the organizers to present a session about college history that brought the magic of the archives to about 500 entering students during six concurrent sessions. The question of scale immediately came to mind: how would we think about sharing the wonders of primary sources to so many students during 50 minute sessions?
We decided that the most expedient and perhaps AWESOMEST way of sharing some of Mount Holyoke College’s traditions and history with students was the create an online exhibit using materials from their great-grandmother class of 1917 to compare and contrast their experiences. Above all, we wanted to give the new students a sense that they are part of a larger community, the larger Mount Holyoke Community that thrives and endures beyond graduation and over generations. As the college song refrains, “Mount Holyoke forever shall be.”
So, how to build a site that would both communicate college history, make curricular connections, engage first year students AND look cool?
The four-legged stool of Archives & Special Collections (the goods), RIS (curricular connections), Archives & Special Collections Student Ambassadors (awesome engagement) and Digital Assets & Preservation (technical prowess & keen design sense) decided that we would build an Omeka site collaboratively. DH aficionados love talking about Omeka and there is no shortage of posts talking about its usability and extensibility, but what I wanted to share the link to our site and say some things about the process.
-Students Need Context: Over and over again when I work on digital projects with students, just saying, ‘go do this thing!’ never helps. Providing context, instruction, and measurable goals can help students realize their curation potential. I met fairly regularly with our main student to scaffold the process from idea, to research, to storyboarded exhibit towards a proof of concept before we even talked about Omeka itself.
-Better Together: Omeka’s extensibility really shines when you work with a variety of stakeholders. I alone in Research & Instructional Support could not have created this successful exhibit without the students’ insight/enthusiasm, special collections’ golden content, or Digital Assets & Preservation’s technical know-how & design moxie. With roles for curation, design, and technical support, we were able to do much more than slap some images onto a site. We created a narrative that leveraged plugins downloaded from GitHub and enjoyed a custom designed inspired from our own archival collections.
-Digital Project Outreach Matters: This site was an important step for our team not only in terms of delivering content for a particular class, but also get ourselves better acquainted with a tool that we hope to use more broadly in the curriculum. It’s so easy for successful projects and processes to get lost in the shuffle which is why Sheila Brennan’s post about Digital Project Outreach continues to ring true for me. She writes that “outreach is intentional, is integral to a tools/project’s success…is not only about publicity, the job includes testing and making the tool accessible to targeted audiences; is user advocacy.” We kept our users at the center of this project, not only in terms of the content, but the process, how can we make digital curation scalable to the undergraduate classroom? How can this project be used as model for future projects? We shared our success on social media and found that our community responded with sustained engagement with the site beyond the concurrent sessions during orientation. I also hope that students will also see themselves in the process of creation; that knowing other undergraduates were at the heart of curation will inspire them to ask bold questions and dive into digital scholarship.
You can visit our exhibit here.
The semester is upon us!
My liaison team at Mount Holyoke had a semester ramp-up/psych up meeting a few weeks ago, in which we shared strategies for managing the start-of-term craziness. I demonstrated some of the curriculum and collection mapping I’ve been doing this summer in Coggle to learn about my new departments, and another colleague shared her favorite calendar management tool, YouCanBook.me. My struggles to manage email and calendar appointments is documented on this blog here. While I had some luck with lizibot last year, I also found that there were some bugs that gave me pause over the summer. As my colleague demoed YouCanBook.me, I realized it was time to make another switch for these reasons:
- It just works with Google Calendar without any muss or fuss.
- Customizable settings. It was easy to set my time zone and block off times for lunch and anticipate meeting heavy days that don’t make open hours optimal.
- Minimal steps for users to make an appointment. Lizibot had too many cumbersome steps.
The school year is always a time management battle; new projects occupy precious brain bandwidth; revision of my teaching materials is continual; meeting with as many students one-on-one is a perpetual goal; and back up on service points like the Research Help Desk can derail my best intentions to multitask. I am always looking for new ways to simply routine tasks like setting up meetings, responding to email, and managing my time. Resources like ProfHacker and Life Hacker inspire me to tweak my habits and workflows so I can spend my time wisely and not get lost in the roundabouts of administrivia. Here’s to a great semester!