6HUM1014 Digital histories: a workshop in critical skills and practical applications
Tuesdays 1pm - 3pm M044
This course was designed by Professor Tim Hitchcock, now at the University of Sussex.
This module provides a broad introduction to ‘Digital History’, and seeks to give students the intellectual tools to critique the sources they are increasingly using for research online. It includes both consideration of the landscape of knowledge we inherited, and the new forms of search and discovery made possible by the internet. At the same time, it will introduce students to the practical issues of how historical materials are presented online, and how that presentation impacts on their use by historians and a wider public. It will also introduce students to the major technical processes involved in creating online historical resources, and the debates about how these resources are impacting on historical writing.
Useful reading:
Daniel J. Cohen & Roy Rosenzweig. Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web. (U. Pennsylvania Press, 2006).
This book is available online only, at: http://chnm.gmu.edu/digitalhistory/
Martin Weller, Digital scholar: how technology is transforming scholarly practice (London, 2011) - available as an e-book via voyager
Tuesdays 1pm - 3pm M044
This course was designed by Professor Tim Hitchcock, now at the University of Sussex.
This module provides a broad introduction to ‘Digital History’, and seeks to give students the intellectual tools to critique the sources they are increasingly using for research online. It includes both consideration of the landscape of knowledge we inherited, and the new forms of search and discovery made possible by the internet. At the same time, it will introduce students to the practical issues of how historical materials are presented online, and how that presentation impacts on their use by historians and a wider public. It will also introduce students to the major technical processes involved in creating online historical resources, and the debates about how these resources are impacting on historical writing.
Useful reading:
Daniel J. Cohen & Roy Rosenzweig. Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web. (U. Pennsylvania Press, 2006).
This book is available online only, at: http://chnm.gmu.edu/digitalhistory/
Martin Weller, Digital scholar: how technology is transforming scholarly practice (London, 2011) - available as an e-book via voyager
News and links will be tweeted from @UHdigihist - students are required to set up their own twitter account and follow the module account. The twitter hashtag is #UH6HUM1014
Programme:
1: 21 Jan introduction
2: 28 Jan searching
3: 4 Feb blogs and social media
4: 11 Feb xml and big data
5: 18 Feb visualisations
6: 25 Feb images
7: 4 Mar mapping
8: 11 Mar new model publishing and open access
9: 18 Mar crowd sourcing
10: 25 Mar writing history on the web
11: 1 Apr digital history summary
12: 23 Apr review of online engagement
1: 21 Jan introduction
2: 28 Jan searching
3: 4 Feb blogs and social media
4: 11 Feb xml and big data
5: 18 Feb visualisations
6: 25 Feb images
7: 4 Mar mapping
8: 11 Mar new model publishing and open access
9: 18 Mar crowd sourcing
10: 25 Mar writing history on the web
11: 1 Apr digital history summary
12: 23 Apr review of online engagement
Course Description
The first two weeks will incorporate an introduction to the post-Enlightenment information landscape (how the evolution of catalogues and encyclopaedia have shaped our understanding of data). During the same period, students will also be introduced to software designed (or frequently used) for intellectual collaboration, and set the task of incorporating these systems into the class room discussion (familiarising themselves with both how to post materials, and the etiquette of doing so).
Students will then be directed to the rapidly evolving variety of historical resources online, with lectures and workshops allowing them to identify strengths and weaknesses of each variety. This will comprise three teaching weeks focussing sequentially on textual data, visual and geographical sources, and secondary writing and publication. The 500 word resource critique will assess this component of the module.
The next four weeks will be engaged with the underlying methodologies of representation and search, including the impact of XML, the Semantic Web, Keyword Searching, Optical Character Recognition (OCR), and datamining; including an introduction to a selection of major analytical and information management tools such as: Voyant Tools, Zotero, flickr, Googlemaps.
The final three weeks of the module will be devoted to bringing students’ newly acquired understanding of the methodological approaches as applied to online history, to collectively designing and critiquing a (currently non-existent) historical web resource. This project will be captured and accessed through the online contributions of each student, in connection with an individually authored reflexive statement of their contribution to it; and in combination with the module elements on source criticism, methodologies and analytical tools will form the substantive basis for the final module essay.
The Learning Objectives and coursework are designed to emphasise the skills of criticism and knowledge of the major methodologies of online history. Technical competence in the implementation of these methodologies is not a prerequisite to successful completion of the module.
This module aims to give undergraduates the skills to:
Successful students will typically…
The first two weeks will incorporate an introduction to the post-Enlightenment information landscape (how the evolution of catalogues and encyclopaedia have shaped our understanding of data). During the same period, students will also be introduced to software designed (or frequently used) for intellectual collaboration, and set the task of incorporating these systems into the class room discussion (familiarising themselves with both how to post materials, and the etiquette of doing so).
Students will then be directed to the rapidly evolving variety of historical resources online, with lectures and workshops allowing them to identify strengths and weaknesses of each variety. This will comprise three teaching weeks focussing sequentially on textual data, visual and geographical sources, and secondary writing and publication. The 500 word resource critique will assess this component of the module.
The next four weeks will be engaged with the underlying methodologies of representation and search, including the impact of XML, the Semantic Web, Keyword Searching, Optical Character Recognition (OCR), and datamining; including an introduction to a selection of major analytical and information management tools such as: Voyant Tools, Zotero, flickr, Googlemaps.
The final three weeks of the module will be devoted to bringing students’ newly acquired understanding of the methodological approaches as applied to online history, to collectively designing and critiquing a (currently non-existent) historical web resource. This project will be captured and accessed through the online contributions of each student, in connection with an individually authored reflexive statement of their contribution to it; and in combination with the module elements on source criticism, methodologies and analytical tools will form the substantive basis for the final module essay.
The Learning Objectives and coursework are designed to emphasise the skills of criticism and knowledge of the major methodologies of online history. Technical competence in the implementation of these methodologies is not a prerequisite to successful completion of the module.
This module aims to give undergraduates the skills to:
- critically engage with historical material accessed on the internet, both secondary and primary
- critique the role of technical methodologies used to implement online historical resources
- critique and understand the use of a range of tools for text mining, datamining and analysis
- design an effective historical primary source web site, and justify the technical approach taken; reflecting on the relationship between technical methodologies and historical analysis
Successful students will typically…
- Understand the basic nature of the information landscape as created by post-Enlightenment thinkers.
- Know about and understand the major methodologies for the structuring of online data (XML, HTML, CSV, GIS).
- Understand the major debates around open access, crowd sourcing and the impact of social software as it relates to academic history
- Be able to reflect critically on the impact of online data on history as a discipline and genre.
- Be able to model and describe the methodological systems used to deliver online historical content
- Demonstrate the ability to design and comment reflexively on a project for the delivery of either primary source material or secondary literature
- Be able to competently use a range of online packages to collaborate for academic purposes including for example Studynet and Twitter.
assessment
Assignment 1: a 500-word critique of a major online historical resource, including a description of the methodologies employed and their limitations. (worth 30% of the mark) - due week 7, Tuesday, 4 March, 12pm
Assignment 2: a collection of contributions to the module’s online forums (Studynet, Twitter), with a 300 word reflection on the student’s role in the module’s online discussions. (worth 20% of the mark) - due week 11, 1 April, Tuesday, 12pm
This assessment is designed to both encourage substantial contributions to the module discussion, and allow you to reflect on the role of that discussion in the development of your knowledge and ideas about digital histories. Consideration of how you used information gathered from Twitter and the Studynet conversation; how you responded to the posts of others, and how the discussion format impacted on how you used the facilities, would be appropriate. The 300 word reflection will not need to evidence participation (this will be assessed on the basis of a survey of all student contributions).
Assignment 3: one 2,200-word essay which must reflect either on: a design for a historical website, including justifications for the use of particular methodologies, and a reflection on the strengths and weaknesses of that methodology; or a discussion of an issue relating to the impact of the internet on history as a discipline. (worth 50% of the mark) - due week 12, 22 April, Tuesday, 12pm
Suitable broad essay questions might include (but are not restricted to):
This piece will need to conform to normal standards of scholarship and presentation, but given the online character of many of the sources, submission in a an electronic form, with hyperlinks is preferred (with a hard copy, dated print out for verification of content). If you wish to develop this piece as a blog post, or hypertext, please do so, but please also discuss this with me in in advance.
In addition, the students will be required to make one formatively-assessed group class presentation.
All coursework for this module is submitted in the form of a blog post. The content of each assessment is marked according to how successfully the student has engaged with the assignment (as they would in a hard copy environment). But additionally, the following criteria are applied to assess their success in working in a public/blog environment.
· Clarity of writing, suited to being read online (this normally requires shorter sentences and paragraphs).
· Use of images and embedded links in a way that reinforces the text.
· Good visual design that aids reading the assignment.
Full details of assignments and how to submit on the 'assignments' section on studynet.
Assignment 1: a 500-word critique of a major online historical resource, including a description of the methodologies employed and their limitations. (worth 30% of the mark) - due week 7, Tuesday, 4 March, 12pm
- A 500-word critique of a major online historical resource, including a description of the methodologies employed and their limitations. (worth 30% of the mark) This piece is designed to show that you are aware of some of the technical issues involved in posting a web resource; and should engage with issues such as the use of Optical Character Recognition; image quality; forms of data capture; XML; and visual design for accessibility. Most of the information you need to complete this assignment will be gathered from the 'About this project' information provided for all reputable sites, in combination with online back ground reading about the nature of the methodologies used. A brief assessment of the appropriateness of the methodology to the specific material - whether primary or secondary - being made available, will also be required.
Some of the web resources you might consider assessing include:
- The Clergy of the Church of England Database
- Invisible Australians
- Transcribe Bentham
- New York Public Library Map Warper
- Pleiades
- Addressing History
- Electronic Enlightenment
- NINES and/or 18th Connect
- Trove
- Google Ngram Viewer
- HistoryPin and/or StreetMuseum
Assignment 2: a collection of contributions to the module’s online forums (Studynet, Twitter), with a 300 word reflection on the student’s role in the module’s online discussions. (worth 20% of the mark) - due week 11, 1 April, Tuesday, 12pm
This assessment is designed to both encourage substantial contributions to the module discussion, and allow you to reflect on the role of that discussion in the development of your knowledge and ideas about digital histories. Consideration of how you used information gathered from Twitter and the Studynet conversation; how you responded to the posts of others, and how the discussion format impacted on how you used the facilities, would be appropriate. The 300 word reflection will not need to evidence participation (this will be assessed on the basis of a survey of all student contributions).
Assignment 3: one 2,200-word essay which must reflect either on: a design for a historical website, including justifications for the use of particular methodologies, and a reflection on the strengths and weaknesses of that methodology; or a discussion of an issue relating to the impact of the internet on history as a discipline. (worth 50% of the mark) - due week 12, 22 April, Tuesday, 12pm
Suitable broad essay questions might include (but are not restricted to):
- How does the digital change the nature of historical research?
- How does the digital change the nature of history writing?
- Does digital history privilege public history? How?
- Does XML have an ideological bent?
- What is datamining, and does it encourage the creation of a specific kind of history?
- Big Data?
- Has the creation of digital histories re-enforced the Western and elitist character of historical research? Does it privilege 'history from above'?
This piece will need to conform to normal standards of scholarship and presentation, but given the online character of many of the sources, submission in a an electronic form, with hyperlinks is preferred (with a hard copy, dated print out for verification of content). If you wish to develop this piece as a blog post, or hypertext, please do so, but please also discuss this with me in in advance.
In addition, the students will be required to make one formatively-assessed group class presentation.
All coursework for this module is submitted in the form of a blog post. The content of each assessment is marked according to how successfully the student has engaged with the assignment (as they would in a hard copy environment). But additionally, the following criteria are applied to assess their success in working in a public/blog environment.
· Clarity of writing, suited to being read online (this normally requires shorter sentences and paragraphs).
· Use of images and embedded links in a way that reinforces the text.
· Good visual design that aids reading the assignment.
Full details of assignments and how to submit on the 'assignments' section on studynet.