Theme (for lack of another destination)

*clear throat*

Sooo, apparently I'm not an author on the class blog. Don't know how that happened; all weekend I thought it was just a quirk on my mobile, but alas... apparently not. Thus, I post here (sad and alone... just kidding).

I've had a change of heart  brainwaves in the last week. I'm interested in tracking changes in experiencing the built environment over the years, but I'm not convinced that's what I want to do. So, I'm going to chug along with my little brain and keep thinking. For now, let's say I'm looking at built environment. If inspiration strikes me, I'll definitely update this theme post. (Maybe even on the class blog, eh? eh? ;-) )

A demain,
~Mai

Welcome Wilson Interview and Video Camera info

Hey all!

So we had a wonderful interview with Welcome Wilson Sr yesterday, and I have uploaded (hopefully successfully) four video segments to Dropbox. I had to split the interview since it was so large (almost 2hrs running time). I will add that I had problems converting the interview, so I've uploaded it in its native .mts form. If any one of you is particularly nifty at converting, please let me know and I'll re-upload in .mp4 (or whatever). If you have trouble viewing the footage, you may want to install the free VLC Player--> it plays everything.

Also, I wanted to give everyone a heads up that the check-out policy for video cameras has changed: you are no longer allowed to renew your borrow right away because of high demand. So, after 3 days, it's $9/day until you return it.

I hope everyone has a good weekend!

Digital Storytelling

[Firstly, I'm sorry this post is so tardy! It's been "one of those" weeks.]

Weis, Benmayor, O'Leary, Eynon. "Digital Technologies and Pedagogies" in Social Justice, Vol. 29, No. 4 (90), Pedagogies for Social Change (2002), pp. 153-167


"NEW DIGITAL TECHNOLOGIES AND MULTIMEDIA ARE TRANSFORMING HOW WE teach and learn. They are transforming our classrooms from spaces of delivery to spaces of active inquiry and authorship. New digital media are empowering students to become researchers, storytellers, historians, oral historians, and cultural theorists in their own right. Whether constructing their own life stories or interpreting the life stories of others, the digital format transforms students' capacity to synthesize, interpret, theorize, and create new cultural and historical knowledge."

This article, comprised of four essays, explores the use of digital media by "novice" historians (though perhaps 'a-historians' would be a more suitable phrase). The four authors, all professional historians and professors, agree with the integration of new media as a medium for delivering history; digital approaches can increase history's audience, in particular with regard to the "Internet generation." Though digital storytelling is not my preferred medium of 'new history' the strengths are hard to deny. Other than a poor execution either at the research level or technical formatting of digital media, there is little to suggest that digital media is not of help to historians. It surprises me to realize that many historians are adverse to the idea of integrating new media into their pedagogy or professional lives. Its a trend that seems to be reversing a little the closer the 'Internet generation' approaches professional life. All-in-all, this article is an interesting case-study of the values of digital storytelling.

Sylvester and Greenridge. "Digital Storytelling: Extending the Potential for Struggling Writers" in The Reading Teacher, Vol. 63, No. 4 (Dec. 2009-Jan. 2010), pp. 284-295

In this article, Sylvester and Greenridge explore the idea that digital storytelling can augment writing skills, improving the chances of students who are typically "struggling writers." Using case studies, the authors agree that digital storytelling can, in many cases, serve as a complement to traditional history-telling and offers students who are typically challenged by traditional forms a way to improve their experience. After all, digital storytelling is work:

"Creating a digital story requires a multiplicity of tasks. Some of these tasks include (a) visualizing a
scene to depict an event in the story and then choosing graphics from a plethora of sources that best
support the text, (b) determining the emotion the audience should experience and then selecting appropriate music, (c) using technological literacies . . . "

But, again, hesitations arise. To Sylvester and Greenridge, it's often the doubt of confidence on the part of the teachers that holds up a digital project, and as a former academic IT aide, I agree to an extent. Many pedagogues see the value of digital storytelling, but lack the technical know-how and confidence to lead classes. In sum, this article is an interesting investigation of the use of digital storytelling at the secondary level, and as a prospective teacher, I find the cases particularly valuable.

Digital Histories

I asked a good friend of mine, who has little to no historical training, what she thought digital history was. Her response: "Something like Wikipedia, right?" While I went on a spiel about how Wikipedia is not a digital history, I thought about how perceptions about that one site have changed over the years. Eight years ago, to look at the open encyclopedia was like a kiss of death to any scholar. Now, while not to be taken without a grain of salt, it is doing its job: it is exposing "people" (professional and less so) to ideas. In the Western world, everyone has heard about Wikipedia... but not everyone has heard about digital history and knows where to find it.

The good news is: libraries, museums, private and public companies have jumped on the bandwagon of Internet outreach and education. Below are a few sites that I've visited and think are prime (and diverse!) examples of digital history.

The National Library of Australia Digital Collection
http://www.nla.gov.au/digicoll/audio.html
-The National Library of Australia has extensive audio archives which are available to everyone with Internet access. Like many libraries across the globe with online collections (UH libraries included!), the NLA has spent precious time and resources promoting public access to vital knowledge.

BBC History
http://www.bbc.co.uk/history/
-This is one of my personal favorites! While promoting their own radio and television programs, the BBC has created an interactive narrative of history. With such a wide audience already, the BBC's History site popularizes historical access. The "History for Kids" section is particularly entertaining, combining video games and cartoons with facts and learning, I think the BBC History site is the epitome of what digital history should be.

The Morgan Library & Museum "Illuminating Fashion: Dress in the Art of Medieval France and the Netherlands" Online exhibition
http://www.themorgan.org/exhibitions/exhibition.asp?id=45
-Many museums are trying to increase their Online exposure, and the Morgan Library & Museum is one of many that is offering online exhibitions in addition to the full experience of visiting. This exhibition ("Dress in the Art of Medieval France and the Netherlands") is one I would have loved to see in person, but even though I missed seeing it in person, I am able to see digitized images and examine them in depth. It doesn't replace the wonder of seeing an exhibit in person, but digitizing the exhibit has widened the exposed audience and perhaps increased the support of the institution and digital exhibits.

Both articles that I focused on are from the Oral History journal and both deal with controversies that have recently arisen about "new media" and history's use of it.

In "When History Goes Public: Recent Experiences in the United States" [Oral History, Vol. 29, No. 1, Pleasure and Danger in the City (Spring, 2001), pp. 92-97] Donald A. Ritchie promotes digital history (and in particular, oral history) as informative for historians; historians have had to create new methodology for approaching sources, and historians have had resolve conflicts, such as multiple view points, in new ways as well.

Steve Humphries' "Unseen Stories: Video History in Museums" [Oral History, Vol. 31, No. 2 (Autumn, 2003), pp. 75-84] deals with, as its title implies, video history but video history is digital history... as soon as it goes Online. The question here is, how do museums (and other institutions involved with presenting history) create interesting, appealing, and informative experiences? Video has become vital in this day and age. As the abstract states so perfectly, "The visual dimension of oral history adds emotional power to life story recordings and displays which can heighten their impact - and is well worth the extra effort." Strengthening the emotional pull of a (hi)story is vital to making an impression and increasing historical exposure.

While Wikipedia has a huge audience, and the National Library of Australia perhaps less of one, reputable institutions such as libraries, museums, universities, and even corporations have increased and engaged their audience through video, audio, and text, Online. Digital history: it works.

Ah, to be a Cougar...

It is my firm belief that the life of a college or university depends upon its alumni; they shape an institution's reputation and success, and provide the greatest example of what it means to be a part of said college/university. With this in mind, I came up with several questions and found one central, overarching theme: Change. I'd like to know more about the experiences of alumni then, and their experiences and reflections of now. Thus, I propose "Then and Now" with several minor/inclusive themes.

Then and Now
    The Buzz and the Hullabaloo: some people would assert that college is the time be radical and have political opinions, to stand up (or sit down) for something. Is this generally true? Are people more likely to have been politically active during college then later in life?
    -What was happening in the world/nation/state/city/university while you were a student? Were there radical movements afoot? If so (or, if not!) how did the campus, specifically your peers, react?
    -How politically or socially active were you as a student? Do you feel you are more affected and passionate about politics now or not? Do you think college/university should be a venue for political activity?

    Quality versus Quantity: higher education is frequently making headlines about size and length of study. How has the growth of the University of Houston affected the learning knowledge, job opportunities, and overall life? Has the UH experience been optimal?
    -How many years did you spend in university, and what did you study? If longer than the recommended four years, why? How did that affect you at the time, and now?
    -What does higher education mean to you? Why did you choose to attend the University of Houston?

   Chewing the Fat: the most memorable and affecting stories are just that- stories. What pops to mind when alumni think of their days in college?
   -What is your favorite memory from college/university?
   -Are you still in contact with your college/university friends?
   -What was your social life like during college/university?

NB: "Digitize Me!"

NB: I'd like to (very) briefly explain why this blog is called "Digitize Me:" when I hear "digitize" or "digitalization" my mind immediately goes where, perhaps, "no one has gone before..." to the film Galaxy Quest (a Star Trek spoof). As it so happens in the film, the Captain's life is saved by "digitalization." Indicative? Perhaps not, but I believe as a public historian digital media may very well save the historical competencies of future generations. 

(I do highly recommend the film, just in case you haven't seen it.)