Do need to take care as we consider how to treat student collaborators, though. What work should be public? What work should be withheld? How are we ensuring that students have a clear and respected say?
Digital history is still a new community for me – but it is a community as far as I can tell. And a remarkably supportive, interested, and creative one in which resources are made to be shared.
Jeff McLurken welcomed me at the door, listened patiently to my project description and skills needs, and then pointed me to two different digital historians/humanists who had great suggestions for tools to use for data analysis.
I had the chance to speak with Ian Milligan again and he kindly re-demonstrated some of the web scraping tools from yesterday (Voyant and DocNow). I’m still putzing around with these tools and figuring out how to make them work for my needs, but I’m feeling on firmer ground with the dissertation after the drop-in session.
It is my intention to write a brief summary of each day at #aha17 (American Historical Association’s Annual Meeting) in Denver – but goodness knows I never finish series of blog posts. So this might just be a one-off thing. Here’s the highlights from today. Readers, beware. Herein lies an excessive number of links…
Personal Odds and Ends:
I was so grateful when presenters shared links to slides today! It meant I could happily toggle between tweeting, exploring the digital projects discussed, and browsing slides and links.
Okay. I give in. I’ll start providing slides before class. (It’s good to be a pseudo-student sometimes…)
I attended the session on Web Scraping, led by Ian Milligan (@ianmilligan1). If you’d like to browse the slides and links, Ian was good enough to provide all of the materials for the session on his website.
Web scraping, for those of you unfamiliar with the term, means pulling all sorts of basic info off of a website. For instance, if you use a web tool (like import.io) on a website like a database of song lyrics (such as this example from Ian this morning), you can run a URL with the web tool and it will extract information like song title, artist, and relevant links from the webpage. This information can then be exported into a Comma Separated Values (.csv) file – pretty much an Excel file with a different ending. That data can then be run through any number of analysis tools (we used Voyant Tools) to study things like word frequency, spikes in popularity, and the context of specific words, people, or places.
For me, I plan to apply similar tools and methods for my social-media based dissertation. We spent some time practicing web scraping social media using Doc Now, which lets you run a hashtag on a given day, pulls all of the tweets and related RTs, and then allows you to export the data for analysis. Super useful given that I’m hoping to analyze upwards of 200 tweets per class meeting this semester…
After the Web Scraping Workshop, we broke out for lunch and “table talks” hosted by faculty and alt-acs who shared their experience in public history, choosing digital humanities tools, sustaining digital projects, and funding digital projects, among other digital humanities (DH) topics.
I attended the informal talk on DH jobs led by Rebecca Wingo who offered helpful advice about what jobs were out there, what degree programs might be most useful, and what additional certifications/experience would be useful for pursuing a DH job. The takeaway for me was a confirmation of the usefulness of George Mason University’s DH certificate program (which I may be looking at in the future) and her suggestion to attend digital history training opportunities to acquire skills and experience as needed including:
For the second round, I headed for the Grading Digital Projects table led by John Rosinbum. We talked about timeline assignments, rubrics, and citations and – good news for the next round of #hwc111 students – I’m more thoroughly convinced of the necessity of rubrics. So, rubrics coming for Spring 2017 blogging project! Also probably and more thorough and interactive conversation about why and how to cite sources on the web. Spread the news, dear students…
#aha17 #s22: Historical Sources as Data: Opportunities and Challenges
All three presentations challenged listeners to consider how best to reach wider audiences in clearer ways by:
Bringing information out from behind paywalled collections (i.e., only available to institutions with money, like Proquest or JSTOR) in legal, but accessible ways through the use of good old copy-and-paste, data compilation, and natural language processing
Shedding light on lesser-known, but exceptionally important figures and places in history through network analysis and comprehensive metadata for images and sources
Making transparent our methodologies and sources so other scholars can assess and help us grow our process and data can remain reusable.
This session was, I swear, more compelling than I’m making it sound. I highly recommend checking out the projects driven by the presenters for a better sense of how innovative and important their work is:
Yup, all the live tweets for this one are mine. Because when you don’t go to a #dighist session, sometimes you’re the only one tweeting. Ah well.
I’m still processing this one. I like the ambitions of the Tuning Project. The idea is to host, coordinate, and focus conversations about what faculty want history majors to be able to do when they finish the degree.
Tuning: What should Ss be able to do at end of a history degree? How can we “pull back the curtain” so Ss see what’s expected? #aha17#s31
The aim of the three-year project has been to help establish guidelines useful to history departments across the United States and to foster a more natural language surrounding historical skills so students have a fuller stake in course assessments and outcomes. The project is faculty (not admin) driven, it has increased the AHA’s emphasis on teaching, and the panelists today seemed committed to bringing a wider variety of educators into the conversation in the future.
The focus of the project is also shifting from majors to introductory courses, which I (selfishly) think is a great move given that this is what I teach.
I’m not totally sold though. The project itself still requires a lot of explanation – at least for those of us who aren’t really part of history departments. I don’t know that there are a ton of resources or training on site for new college and university teachers to implement the suggested Tuning outcomes in effective ways (though Anne Hyde did note the increasing presence and usefulness of centers for teaching and learning on campuses). I’m also still not certain how much students value the language of transferable skills in general education courses… But then I haven’t really asked how they feel about it. (Maybe I will in the near future.)
I finished out the day at the grad student reception (met a Masters student from University at Buffalo and chatted about pre-modern China) and the Twitterstorians/bloggers reception. It turns out that if you hang out long enough, you meet people who recommend awesome medieval Tumblrs, Baltimore tours, and scholars of history teaching and learning. Also they had Denver-brewed beer. Win.