The Eternal Sunshine of Twitter

 

I appreciated Day One of the Digital History workshop. Thank you to our instructors, the graduate assistants, and to all my fellow participants. I left with much to think about. One piece that we did not discuss was how Twitter has changed the purpose and nature of academic conferences. I am less concerned about conferences’ social/communal functions, which require people to come together in a physical space for a shared experience. What concerns me, instead, is what it means to have one’s ideas, presented at conferences, tweeted in a much more public, and permanent, context.

I see academic conferences as workshops, where presenters and the audience work together to test out ideas, find their flaws, and refine them. Their purpose is tentative. Is this a workable thesis? Does the evidence really lead to the conclusions that I am drawing from it? What have I missed? This kind of tentative engagement depends on boundaries: the physical boundaries of the conference room, and also the boundedness of the community that hears and comments on my work. It takes trust to try out an idea, especially a controversial one. Conference papers were never anonymous, but it was clear to all that the purpose was to refine and to improve. The published version might turn out very different than the conference version.

Today, I am aware that my comments are tweeted. I was surprised when I learned that my ideas were being translated into one-liners (and my one-liners being repeated!) for a broader, anonymous audience. I became concerned when I realized that I was, in a sense, having my work published without my permission by my colleagues.

I am more aware that what I say in front of a concrete and contextualized group of people at a conference might be published for the world to hear. It is not just that my words might be taken out of context. That is a risk of all publication. It is instead that something that is not publication ready will now be linked permanently to my name. It seems less tentative. And the conference seems less like entering a safe space for exploring ideas, and more a place where one where one’s ideas must be ready for global readers.

Is that what we want to happen? What does that mean for the nature and purposes of conferences? Will it have a silencing impact on new ideas? Will it mean that rough drafts will need to find alternative places for critical peer review? Does it mean that the very nature of publication has shifted?

Of course, conference comments were always, in a way, public. They were spoken before strangers. They were, if one chose, included in conference proceedings. They were shared and even cited. But there was a sense that one was speaking to a discrete group, and that the presentations were amendable in ways that articles/books/chapters were not. Politicians defend the back room as a place out of the limelight where deals can be made, even if it threatens the accountability that comes with sunshine. But if academic work sees the light before it is ready, what does that mean for the culture and nature of academic conferences?

In Talking to Strangers, Danielle Allen urges democratic citizens to come together in public spaces and to own their words, to talk with each other as adults. The publicity of the public sphere—where speech is decidedly public—takes courage on the part of the speaker, and empathy on the part of the hearer. Yet not all spaces are the public sphere. Is there any distinction worth making between public speech and writings, and what takes place within the bounded physical spaces of a conference room?

In short, does Twitter shut down conversation or enable it? Or better put, what kinds of conversations does Twitter threaten, even if it makes other kinds possible?

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Following My Own Advice

WalkingStory-640x473Each semester during my first class meeting, I start with paraphrasing Gerda Lerner’s last essay in her book Why History Matters. We discuss that everyone has their own story and therefore their own personal history. I ask students what story would they tell about themselves, their experiences and their stories. Of course, this discussion leads to questions that we would explore throughout the semester: creations of narrative, bias, context, audience, and multiple perspectives to name a few.  However, I first start by sharing my story and one thing I tell my students is that I believe we should always be learning and that I try to learn something new everyday and often I learn something new or interesting from my students. I decided to take my own advice to heart and jump into something outside my comfort zone and find myself at an NEH Grant- Doing Digital History 2016. Today, I created my own domain, downloaded software, created a WordPress account, have a Twitter handle and instead of writing in my journal tonight, I am blogging. My mind is swirling thinking about how to apply this knowledge and these tools to my classes, teaching and projects in meaningful and intentional ways. What will I tell my students after my first day– I am still uncomfortable and hesitant about social media, keeping my private world private, and that it was the right decision to push myself to learn new ideas and tools.  Let the digital adventure continue.

Image Citation- http://kaitlynbouchillon.com/wp-content/uploads/2015/07/WalkingStory-640×473.jpg

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Doing Digital History, Day 1

This summer I’m fortunate enough to be attending Doing Digital History 2016, a summer institute sponsored by the National Endowment for the Humanities.

In the first day, participants got a great introduction to the evolution of digital history through early chapters in Daniel Cohen & Roy Rosenzweig’s seminal text Digital History. We discussed the creation of online profiles for academics, and the value of tools like Twitter, as well as the various advantages (and limitations) of academic blogs.

The entire conversation today convinced me that it is time to pursue a personal website/blog that can be a central “home” on the web for my work – in teaching, publications, and ongoing research projects.  I’ve thought about this for a long time but never devoted the time to setting it up; this institute seems like the perfect opportunity.  Over the two weeks and beyond, I hope to see this domain space evolve into a much more comprehensive record of my academic work.

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Red and Yellow Post-It Notes

Today the instructors at the Doing Digital History seminar introduced an elegant solution to one of the perennial problems with group technology instruction–how to monitor student progress.  Students inevitably experience different speeds of mastery and degrees of success when introduced to new technology.  But with both computer screens and the instructor facing the students, it is often quite difficult to see when a student struggles with a step in the process before they find themselves in real trouble.  The solution:  red and yellow Post-It notes.

A simple yellow note tacked to the top of my computer screen immediately communicates “slow down, I can’t keep up” or “excuse me, I might need some help here.”  A red note screams “STOP!!!” without saying a word.  Suddenly, there is a team member by your side helping you work through the problem and catch you up with the information you missed trying to concentrate on the point that caused you so much trouble.  This is an idea I will definitely appropriate for use in my own classroom.

If only we could employ this Post-It note magic to the rest of our lives.  Red and yellow cards are already an integral part of football/soccer, but they could be used for so much more…  I could imagine hoisting a yellow flag in the grocery isle to call for assistance in finding the product that used to be in this exact spot the last time I needed it, yet is nowhere in sight today.  Or perhaps wielding a red card to preserve a friendship when a political debate unexpectedly took a turn into damaging territory.  How different might our daily lives be with such an elegant universal system in place?

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Not on the sidelines

Day one of the DH2016 Institute offered a jarring wake up call to those, like me, who may have imagined digital humanities as more about consuming – gaining tools that would help to shape, deepen, and even rejuvenate my research and teaching – than creating.  In reality, these activities blur: but it is clear that I am not going to be given a shiny set of tools that will magically solve my research and teaching challenges!  Indeed, if the readings are to be trusted, while digital humanities approaches have much to offer the intrepid historian, they introduce a host of new questions and challenges that may, ultimately, improve the doing of history but that, in the meantime, demand serious rethinking of my assumptions, ways of working, and even aims.

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DH as Scholarship

For my “official” homework post, let me post something controversial.

In the morning session, the conversation briefly touched on the dispute of whether DH was “scholarship.” The conversation moved on after that, but had we followed it up, this is where I would have gone…

The complaints that DH isn’t scholarship seem tied to the one-size-fits-all of print articles and monographs. But, many voices from outside the digital community have challenged that model.

Here, I’m thinking of Ernest Boyer’s classic work Scholarship Reconsidered (1990). [Selection Here, Full Book here]

Boyer’s picture of scholarship advocated four separate ways of contributing to scholarship:

  1. The scholarship of discovery, the traditional model of new scholarship.
  2. The scholarship of integration, or synthesis.
  3. The scholarship of engagement, which recognizes public interaction and outreach to constituencies beyond the academy.
  4. The scholarship of teaching and learning, recognizing that we can grow in our understanding of teaching systematically (in passing, this is a field which has seen huge growth in the past decade).

Using Boyer’s schema, DH in all its iterations (as discussed today) touches on at least one and often more than one of these types of scholarship.

So, an appreciation of Boyer’s model could help move along our defense of DH as scholarship.

On this front, I think “the Humanities” can help support “the Digital” in showing the broader uses of humane learning. And, this broader view of DH as scholarship could be nurtured particularly well at liberal arts institutions, which at least some participants represent. For my part, I’m grateful that my institution, the University of Northwestern in St. Paul, Minnesota values all forms of scholarship and that my administration has been very supportive as I’ve been thinking about DH and its place in our institution.

 

 

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Blog vs. Blog

That title was meant to evoke Mad Magazine’s Spy vs. Spy series, although this does make me wonder if this blog is “black” or “white.”

I’m feeling a bit of tension working on this blog, when I run (or, occasionally run, as the case may be) another blog that needs attention.To add confusion, that other blog also uses wordpress, but it’s hosted by wordpress.com.

I call the other blog the Historical Conversations blog, on the grounds that I hope it will generate conversation and maybe even be a landing place for a wider audience than just professional historians.

I encourage seminar participants to hop over there, too.

Our blogging practicum this afternoon, though, was a great encouragement for me to work on it further. I think several of the pages beyond the blog need some updating.

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Episode 1, in which Tammy stops laughing once

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Museo Botero, Bogotá, Colombia

My first time in South America included a visit to Museo Botero, a museum founded in 2000 to house a major collection of figurative artist Fernando Botero’s sculptures and paintings. I attended with my new friend Beatriz, a French scholar presenting on the same conference panel with me at the International Federation for Public History, which was meeting at Bogotá at the time.

We were supposed to follow a guided tour, but had waited at the wrong door and mistakenly concluded that the guide had not shown. I was so excited about being in a place with so much from one of my favorite artists that I was less than enthusiastic about waiting in the foyer, and so we decided to show ourselves about.

Botero’s corpulent figures did not disappoint. Large paintings of large beings blared with the joy and humor of living, well, large. We started by posing with our middle fingers aloft next to an oversized sculptured hand in the process of, in the vernacular of my native northern Michigan, making a lone pine (If you cut all but one in a row of pines, the landscape looks like it’s giving you the finger! Get it?! But I digress…)

The paintings kept coming. A family with a rotund, impeccably coiffed poodle, a couple dancing, a woman in a grand green dress pouring a drink while her right eye wandered—all of these inspired laughter and discussion. We posed near a reclining Venus, imitated dancers, and moved in close to photograph the face of a massive cat.

“Massacre on the Best Corner,” a small painting by Botero’s standards, caught our breath and reversed our pattern of laughter. Picturing people murdered in the act of dancing, it showed how quickly the fun can stop. Botero’s life has corresponded with a period of violence borne of the legacies of colonialism and the Cold War, as Colombia struggled with massacres, kidnapping, and rape in the second half of the twentieth century and early years of the 21st century. Citizens have recently achieved a peace between paramilitary groups and the government,  brought about in part by the skills of the historians, anthropologists, and community organizers working on transitional justice. It was work we learned about at our conference; community museum exhibits, listening sessions, memory maps, and digital archives attested to the process of recovery and the abilities of those facilitating the activities revolving around justice without revenge. In light of recent increasing violence in my own country, the United States, I took careful note of these public historians’ empathy, care, and professionalism. Historian-healers.

Having learned about the tough job of transitional justice in Colombia, we both paused for some time before “Massacre on the Best Corner.” Like all good museums, Museo Botero encouraged the sharing of both laughter and the cessation of it.

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How I fell in love–or at least like–with Twitter

I really enjoyed meeting everyone and all that I learned in my first day of the #doingdh2016 institute, and thanks to the NEH Office of Digital Humanities for funding this educational adventure.

Many folks are anxious about social media and putting themselves out there, so I’d like to share the story of my relationship, if I can call it that, with Twitter–in the hopes that it will help someone else. Here’s the story of how I went from a twitter novice to a twitter evangelist.

I joined twitter in July of 2010 just before my second trip to San Diego Comic-Con (#sdcc in twitter-speak). I created a handle based on my real name, but that wouldn’t look like anyone’s name–k10death. My married name is a gift that way. I didn’t connect anything else of my IRL self to twitter, and I used it for those few days to keep up with friends at #sdcc and to enter contests, none of which I won. I admit it was an added bonus that I’d heard the Library of Congress was going to archive All of The Tweets.

But at some point in the process, I connected with the patterns of twitter. I saw famous people conversing with “average folks.” I watched people who felt like outcasts in parts of their lives find connections with others. In the beginning, I followed only famous people and people I knew personally who went to con, but I quickly started also following sites for my academic and professional interests. Within weeks I found the #builtheritage monthly chat, then run by National Trust for Historic Preservation staffers. (or were they volunteers?)

Just over a year later I attended my third National Trust conference and my first ever tweetup in Buffalo, NY. We’d been talking about issues in preservation nearly every Wednesday for a year and I was finally able to meet some of them in person. Many of us still follow each other on Twitter–though that chat isn’t still regularly happening–and at least one of those folks has become a good friend. I was in a PhD program at the time, and, though my program had a good cohort, I cannot overestimate the value for me in connecting with folks who were asking the same sorts of questions. These folks pushed me to be a better scholar and a better citizen.

I learned about live tweeting and began practicing at conferences, including the National Council for Public History annual conferences. I learned from folks who’d been tweeting longer. I also just jumped in and was able to connect with folks who’s work I was studying in class.

As I went on the job market, I decided that it was time to shed my anonymity and add my real name to my twitter account. I was SO nervous about it–worrying that unseen employers would reject me due to hints of social, religious, or political leanings they thought they read in my tweets. In the end, I decided to use twitter as an asset, to connect it to my professional identity, because the folks I’d followed and conversed with through twitter had helped to shape that identity.

The ways I’ve used twitter have changed in the last 6 years. It began as primarily for side interests and grew into one of the main ways that I connected with others in my field. I used it for job hunting. Then, in my first year of teaching, I was so busy creating new classes and cramming for lectures that I lost touch with nearly everyone. Now that I have my own students, I’m finding a new voice.

This post has already grown longer than it should, so I’ll chose with one tip and two questions.

**Find a semi-regular chat and participate in it! Can’t find anything that seems relevant? Find a partner and start a chat!

What is the best value you’ve seen in Twitter? What worries you the most about using it?

 

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Doing a Bit of Digital History–and having fun

The first day of the Doing Digital History workshop was exciting. It introduced me to new understanding (a fuzzy and incomplete way of organizing and categorizing digital humanities media), new tools (Reclaim Hosting and WordPress), and new people. It also helped me to understand Twitter. Turns out that I had created a Twitter account in 2009 but never Tweeted a darn thing. When I saw that we would talk about Twitter on the first day of class, I decided to look up my Twitter account. Unbeknownst to me, I had six followers! Six people followed every single one of my non-existent tweets over the last seven years. What loyal followers. I followed them back and added a few new people and groups to my list. I still haven’t sent a tweet, but I will. My teenagers will be so proud and the twittersphere will never be the same.

Today was a great start to this two week journey. I’m looking forward to tomorrow.

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