Author: Keira Koch

What do you mean I’m a digital native? I still use a typewriter!

Believing that college students are “digital natives” is problematic. Who is a “digital native” and what separates a digital native from a non-digital native? Although millennials grew up in an age of technological advancement, people often forget that those who teach us were not raised in this type of technological environment. Most millennials were and are still taught traditional methodologies and literacy. At best, we know how to use, Microsoft office, photo editing tools, and social media platforms. (At least that was all I knew how to do.) However, when it comes to true digital literacy, millennials need just as much help as previous generations do.

I am glad to hear that higher education institutions are promoting digital literacy. Because of the stereotype “millennials are digital natives”, college students need to have the skill of digital literacy in order succeed in the classroom and marketplace.

As a History major, I learned how to conduct traditional research. The skill of traditional literacy is still important to know but college students should be equally versed in both traditional and digital literacy. Most students understand and know what traditional literacy looks like, but only a select few have the skill of digital literacy.

Learning and gaining the skill of digital literacy this past summer really allowed me to open my mind to different ways of doing and presenting research. More than that, I am now able to apply my digital skills to everyday tasks of reading internet articles or exploring a website. I think the most important digital skills that college students should learn are the broader ideas of change and open access. Over the summer, the cohort talked a lot about how quickly the world of DS changes. As digital scholars, we should welcome this change and be ready for that change when it comes. Whether it is learning a new digital tool, exploring an updated version of Scalar, or understanding new copyright laws, we should be able to embrace this change and not shy away from it. Open access is also a huge part of digital scholarship. Traditional skills and methodologies tend to shy away from this concept, making information not as accessible to the public. Students should learn how to write and present information to a public. In most cases, digital jobs are looking for people who can effectively reach the public.

In terms of how to teach this to students, I have a suggestion. Incorporate these broader themes of digital literacy in the classroom and openly discuss them. I know we tend to talk a lot about the humanities, but I digital literacy can be taught throughout all disciplines. Assign an individual small scale digital project for students to do throughout the semester. The digital project can be used as a way to openly discuss digital literacy, teach students the basic digital skills, and allow them to view problems from a digital perspective. Colleges could even establish a basic digital literacy course in their curriculum where students will learn basic digital skills.

In a world that heavily revolves around digital technology, students need to be equipped with the skills of digital literacy. Contrary to popular belief, most college students are not equipped. If colleges start implementing digital skills in their curriculum, students will be able to maneuver this changing world of technology more efficiently.

Teaching, Learning, Growing

Something that we digital scholars like to always mention when teaching digital scholarship, is that digital scholarship is very flexible and fluid. We often tell people “Anything can be a digital project”. I think that this one aspect of digital scholarship allows us to teach it “accordingly”. The flexible nature of digital scholarship allows us to mold projects based on the needs of one person or a group of people. The needs of who is in front of us can vary greatly. Sometimes the person in front of us is just one person who needs to know how to use StoryMap JS for a project that their professor assigned them. Other times it is society that is in front of us, needing tolerance and someone to listen and understand them. Digital scholarship molds itself accordingly and addresses the needs of society. I would whole heartedly say the project “What We Did Here” was created out of a campus need for inclusion and understanding. The website was created as a safe space for people to share their voices to what is happening in the world. Digital scholarship provides that safe space for people who want and need to share their voice and opinions. Digital scholarship has no borders and you can truly create a “room of one’s own”.

Being a humanities major, I study the human culture. I try to assess, analyze, and understand the actions of humans throughout time. Digital humanities strives to do the same but for present day audience. We do digital humanities for those in front of us when we are able to listen to those in front of us. We need to listen and address a wide range of issues for those in front of us. And as my co-worker Lauren has pointed out,  diversity and inclusion are two things that I think society needs more of today and digital humanities is doing an excellent job of addressing these two issues. The two keynote speakers at the Bucknell Digital conference focused their speeches on the issues of diversity, the need for it, and how digital humanities can play a role in shaping a more diverse society.

I think that the most valuable thing about my experience as a digital scholar this year is to be in an environment where I can grow as a scholar and a person. I absolutely love who I work with and in the words of Julia Wall “I wouldn’t give my cohort up for the world”. Another valuable aspect of my experience is being able to form relationships with the faculty I worked with. Also, it was really neat to be able to see the students’ final projects and see them grow as “digital humanist”. Overall, it has been a great semester and I hope to have another great semester with you all in 2017.

Best Wishes,

Keira

Digital Tool Review: StoryMap JS

 

What are the key features of this digital tool? How is this digital tool distinct from other ones similar to it?

StoryMap JS is another interactive mapping tool that is extremely versatile. One of the key features of StoryMap JS is its gigapixel option. The gigapixel option allows the user to customize the background image. You now have to option to upload paintings, personalized maps, and images.  This is a really cool feature because many other mapping digital tools do not allow the user to upload their own background image. This feature gives the user much more control on how they want their map to look and function. Some other cool features of StoryMap JS is its ability tell a narrative. The tool is set up to jump to different locations on the image then has a slide of text to go with the point. You can either create a nice path where the reader can follow a linear narrative or the reader can choose to jump from point to point.

What kinds of research questions might this digital tool help you answer?

It can give background and geographical context to your audience when they explore your digital project. Also, because of the gigapixel feature and its ability to blow up images, you sometimes end up noticing small details about the image that you may not have seen previously.  This can lead to an explanation to a research question or more research questions.

What kind of documentation is available for this tool?

The website provides extensive information on its data format that can be accessed on the Advanced tab. There is also a Help page where frequently asked questions are answered and certain features explained.

Is the digital tool free, or is there a cost to use it?

This tool is 100% FREE. All you need is a Google account.

What kinds of data/input does the tool require?

The tool does require you to add map/image points and text on the slides but it can hold as little or as much information that is needed.

Are there any privacy concerns?

As of now, none that I know of. You can choose when you want to publish your map and you are the only one able to make changes.

How difficult will this tool be to master? Does it require an outside expert or special technical skills, or can it be learned with practice?

This tool is extremely user-friendly! In one sitting you are able to get the gist of how to upload images and text. It has text and icons that tell you where to add text or upload images. All you need to do is read and follow the directions provided.

Could you use this digital tool for your project? Why or why not?

I did end up using this tool in my project. It was extremely easy to learn how to use the tool and it was able to do everything I wanted it to do. I was able to create a narrative of women at Gettysburg College by structuring the map as a day in the life of a 1950s Gettysburg College women. What really attracted me to this tool was its gigapixel feature. I had found an old 1950 Gettysburg College map and need a tool that allowed me to customize the background. I would definitely use the map for future projects. It is extremely user-friendly and has a lot of cool features that make your map unique.

#BUDSC2016

The Bucknell Digital Scholarship Conference proved to be a great experience for all. The digital scholars were able to meet a lot of great people and learn more about the community of digital scholarship. Reflecting back on my experience, I really enjoyed being able to interact with other digital scholars. Since I am new to digital scholarship, it was nice to be able to talk with people about their experiences with digital tools and workshops. I also enjoyed many of the presentations I went to. It was nice to see other undergraduate students engaging with digital scholarship, creating these impressive and diverse projects. One presentation about digital storytelling as a tool to preserve the history of the Williamsport Black Community made me want to do a similar project at Gettysburg College. Other projects included a neat Art History archive that three Bucknell students created and an interesting History Harvest project at Susquehanna University. And it was nice see the Lafayette Digital Scholars again.

I made a couple interesting connections. N. C. Christopher Couchgave a presentation about the circulation and use of Indigenous language texts in New England. Being interested in Indigenous studies I decided to go to his presentation to see what he was doing. It turns out that the project is in its early stages of planning but after the presentation I went up to him and had a nice discussion about his project. I told in about my interest in Native American Studies and he was able to give me more information about what he is planning to do with his project and the Indigenous scholars he is planning on contacting.  He gave me his card and told me to update him on my career plans.

What was probably my favorite thing about this conference is the twitter feed.  I have never been so popular on twitter before this conference. It was really interesting to see people tweeting about our presentation and quoting us.  All the positive tweets about presentations and panel discussion really allowed me to see that digital humanities is a community of practice. The cohort discussed this value of DH throughout the summer but I was able to really see it at the conference.  Everyone was so supportive and enthusiastic about our projects and other presenter’s projects.  Even before my presentation on women saw how nervous I was and told me that I was “among a community of friends” and was going to do a great job. We were getting continuous complements throughout the day and were mobbed during our poster presentations.  The presentations themselves focused on diversity and inclusion. The keynote speakers all focused their speeches around how to diversify the DH community and many other presentations were about how DH includes many different voices.

Overall, I am glad that I was able to go to digital conference and present. It was a great experience and I learned a lot about digital humanities and the community of DH.

The Rewards and Challenges of a Digital Mentor

Coming into the semester working as a digital mentor definitely has come with its rewards and challenges. When I first heard that we were going to work during the semester with faculty and students, I really liked the helping and teaching aspect of the job. I think teaching is one aspect that has been one of the most rewarding of our job as digital mentors. I love teaching others about digital humanities; it is something that I feel passionate about. Whether it is a one-on-one mentoring session or a presentation, it is always rewarding to see people engaged and interested in what we have to say about digital scholarship. To be able to share my passion for digital humanities with others and see the excitement for digital scholarship is one of the most fulfilling things ever. It makes what the digital scholars did over the summer matter.

Although I have not run into any challenges, I think one of the challenges of this job would be pleasing everyone. As digital mentors we want to be able to carry out the vision professors or students have in their mind. But sometimes what we want or can do, can clash with the professor/students expectations. One of my favorite quotes that has been said at one of our meeting is:

“People have this idea that they are going to build a castle in the sky. As digital mentors it is our job to show that they can build a log cabin in the sky.”-Janelle Wertzberger

Funny, right? But true. We do not want to disappoint anyone and the last thing we want to do is turn someone away from pursuing a digital project. So, finding that balance between reality vs. fantasy or feasibility vs. expectations is challenging.

That being said, I believe we offer a unique perspective on digital projects. I am not going to lie; digital projects are intimidating. You do not know what to expect or how your digital project is going to turn out if it is your first time creating one. Digital mentors are able to show what undergraduates can accomplish in two months and that yes, creating a digital project is possible.  We not only show that creating a digital project is possible, but we show that students can create these projects. Digital mentors represent both digital scholarship and students.

Although I have not yet extensively worked with students or faculty, I am excited to start and see what we only discussed in the summer turn into reality.

Best Wishes,

Keira

Going Back to My Roots.. aka. High School

Over the summer, the cohort talked about the idea that the digital humanities community thrives off of collective learning. As we have mentioned before, digital scholars learn from one another. One way I can expand my digital humanities community of practice is by slowly introducing my friends, teachers, and professors to digital scholarship.

After learning about digital humanities over the summer, I decided to contact my high school about what I have learned. I wrote to the principal and president that

“I would like to give a presentation that explains what digital humanities is and discuss the importance of digital scholarship. I would also like to have an open discussion on how digital humanities can play an integral part of teaching the humanities and how digital tools can be used in a classroom setting.”

I was able to meet with the principal of academic advising and present a case for digital humanities.

I was able to give examples of digital projects and tools as well as propose ways these tools could be implemented in the classroom. Because I was presenting this knowledge to the high school I attended, I was able to make digital project suggestions based off of previous projects teachers have assigned me. For example, one history teacher always has her students do these presidential outlines. I suggested an idea that she could use Timeline JS to create a timeline of the US presidents. Each president could have their own individual Timeline to document their time in office.

Overall, I think the meeting went well. The principle of academic advising asked me to send him all the digital links that I had shown him. One fear I had coming into the meeting was the idea that he was going to dismiss the idea of digital humanities altogether. Although I only had time to give him a short definition of digital humanities, he was very much interested and enthusiastic about using digital tools in the classroom. He also said that he was going to schedule a meeting with the faculty to talk about using these tools and asked if I could possibly come back to speak with the faculty about my experience with digital humanities.

One reason why I decided to go back to my high school and talk about digital humanities is because I think it is important to start introducing digital humanities to a high school audience. As we talked about before, DH is not just for academic scholars but rather for anyone who is interested in the field. If we are able to introduce DH at the high school level; the idea of digital humanities would not be so foreign when entering college. Digital humanities may also be seen as a more legitimate tool if students are getting exposed to DH by their teachers at a younger age.

In addition to my high school, I was also able to advertise for digital humanities in my 300 methods class. One of the first assignments we had to do was create a picture timeline of US history. Me being thinking in DH terms, I decided to create a timeline using Timeline JS. When the timeline was presented to the class, the professor noted how he liked to tool but also saw the disadvantages of using Timeline JS. Unfortunately, we ran out of time and were not able to talk about the advantages and disadvantage of using digital tools. But I might visit his office hours to discuss what he thinks are the advantages and disadvantages to using digital tools.

I find that I have become a huge advocate already for digital humanities. I seem to inadvertently advertise DH both inside and outside the classroom… I guess I am a digital humanist… I will be sure to keep you updated on how things go with my professor and my high school.

-Best Wishes,

Keira

We Did Not Waste Our SHOT !!!

Looking at my first blog from week 1, I don’t think my definition of digital humanities has changed all that much. I still agree with what I wrote in my first blog. I believe that digital humanities is “the interdisciplinary approach to presenting the humanities by using digital tools”. In terms of digital humanities values, I still stand by the notion that digital humanities is open and collaborative. Although my definition of digital humanities has not changed all that much, I do think I have a deeper understanding of the values that digital humanities teaches.

What I wrote in my first blog post was largely based off of what the cohort discussed and read.  Because my first blog post was based on what I read, there was nothing personal about my definition. Now, because I have made it to the end of the 10 weeks I can personally understand the importance of collaboration and openness.

I think my project reflects the values of digital humanities: collaboration, openness, and public facing. My project was a product of the collaboration over the summer. There were people who were constantly by my side through the whole process, giving me advice and support. My project is now live and open to anyone who comes across it.

I hope my project conveys an interactive narrative of women’s history at Gettysburg College. I believe that my project portrays women’s experience at Gettysburg College. But I think if I research more I can change the narrative slightly. Some people commented that they wanted to know more about where women fit in the overall narrative of Gettysburg College history. What I have on my website is a good foundation. I know if I expand my project I will eventually be able to show where women fit within the larger narrative.

The advice I would like to give to the next DSSF fellows is to be open to everything and don’t have a set plan or idea. Experiment and test the limits of your project. Like I said in my presentation, I learned to think outside the box and I encourage the new digital scholar summer fellows to do the same. Also, really get to know the people who you are working with, get to know the cohort. Being able to have a strong bond with the working group and digital scholars is what got me through the summer. I can honestly say I could not have done it with them. Human connection is an important factor in the outcome of your digital experience and project.

I have learned a lot this summer and I will continue to learn more about digital humanities. This has been a great experience and I thank everyone who has made this fellowship possible. To end with a Hamilton reference, we definitely did not waste our shot.

“Cohort, I think this is the beginning of a beautiful fellowship”

So it’s the end of the Digital Scholarship Summer Fellowship 2016. This is a very bitter sweet movement; I am both happy and incredibly sad. I am happy to be going home to air conditioning but I am sad to be leaving behind such wonderful and incredible people I have bonded with over the past 10 weeks. Although it is the end of the summer, I would like to think that it is just the end of the beginning. The fellows and I have already established that fact that we fully intend to come back in the fall. We have already started to make jokes about using the Keurig in the staff room and visiting R C in his new office.

But more than that, our projects are going to live on after this summer. That’s the beauty of digital humanities. It is simply just not one and done, it is an ongoing process. I am going to continue expanding my project as well as starting new ones. From what I and the cohort have learned and accomplished over the summer, it is safe to say that digital humanities is here to stay.

So this is not the end, I think this is the beginning of a beautiful fellowship.

-Keira

P.S. Do you get the movie references?

A Community of Digital Scholars

Throughout the summer the fellows and working group have often discussed the values of digital humanities. One value that we always come back to is collaboration. This summer has really been a summer of collaboration. I could not imagine this summer without working together. I feel that if this summer was structured as an independent research fellowship, I would have not have learned as much as I have. If I was told find some tools to work with and create a project, I would only look for tools that fit my vision for my site. I would not have stopped to explore anything outside of my own project.

From what we have discussed over the summer, I have learned that digital humanities is a community. I have explored new ways of displaying data and research in a digital form because of our digital community. The workshops and sessions I felt were based on group involvement. For some sessions, we had to look up different projects or research a specific tool and present our findings to the cohort. This alone fostered an environment of collaboration. Some of the projects and tools Lauren and Julia found, I would not have found on my own. These small presentations allowed us to work on our presentation skills as well as exchange information about different tools and projects.

I also found that the lunch meetings greatly helped form our own digital humanities community. We were able to connect with one another as well as our mentors and advisers. We were open to research help and advice and I believe that the working group truly helped us all form and shape our digital projects. We understood that we could not do this alone and that we needed help. Most of us did not really know what digital humanities was or what went into building a digital project.

Lastly, the fellows have created a strong bond over the summer. This bond is both academic and personal. We were able to listen to each other’s research, projects, thoughts, opinions, jokes, and memes. We were able to ask one another for advice on the direction our project, our research, and the look of our website. Lastly, we were able to help one another in almost every aspect a colleague and friend could.  We were there for Julia when she cried over the fact the Alonzo may have been killed by his best friend. Julia and I listened to Lauren’s frustration over the fact that Gettysburg students were not really involved in a lot of social movements. Lauren and Julia were there for me when I couldn’t figure out Scalar.

This sense of community does not only apply to our own fellowship. This applies to the entire digital humanities community. I remember R.C telling us that twitter was a great way to communicate with other members of the digital humanities community. If you have a question, all you have to do is send a tweet to the DH community and see who responds. We were also able to work with the students from Lafayette College in many aspects of our projects.

The idea of digital humanities as being a community informs us that its not just a community for those who have the privilege to be a part of it. Instead, it tells us that digital humanities is a community in which anyone who chooses to, can be a part of. To create a digital project you need the people who can code, the people who can research, and the people who can design to work together to create something unique. I believe that we have created something unique over the summer with one another and the digital humanities community.

Ramblings of a Reformed Technophobe

I can honestly say that before this fellowship, I was a technophobe. I disliked technology with a strong passion. I always preferred doing things the “old fashioned way” (this could have been a sign that I was a budding historian or that I was a pretentious hipster). I prided myself on the fact that I didn’t know how to use social media but I knew how to work a 1960s Polaroid camera. Our discussion on Monday about how we use and view digital tools made me think about my own hesitations towards anything digital.

The discussion on Monday was accurate in pinpointing the reasons why some students are still uncomfortable with using technology in an academic setting. From personal experience, my technophobia stems from what I was taught in elementary school and high school. I can still remember having to go to the library to do a research project. When the internet started to become more widely used, I was taught that the internet was an unreliable source. (Who has gotten the Wikipedia spiel?) This trend continued throughout my middle school career until the message “the internet is unreliable” was embedded in my mind.

When I came to Gettysburg I fell into my routine of only using books. I found myself struggling to use the online resources for research because I didn’t know how to navigate the online resources. Even though I was brought up in a very digital world, the people who are/were my teachers were not and still stick to the traditional learning methods. I don’t think there is anything wrong with sticking to the traditional methods of teaching, however, I think it is important to show that digital sources can assist us in the classroom. This summer I have learned about the benefits technology brings to academia and I can say I am no longer a technophobe. If the digital humanities community wants to continue, we must encourage students to explore the depths of technology.