Reimagining the North Atlantic: Marine #Envhist at #ASEH2013

Just back from this year’s American Society for Environmental History conference in Toronto.  As always it was a tremendous conference and all the more interesting to me given the emphasis on Canadian issues and landscapes and the increasing proportion of marine environmental history panels being featured.  One of them I was fortunate enough to participate in–called “Reimagining the North Atlantic: Borders and Boundaries” featuring Bill Parenteau, Suzanne Morton, and myself with commentary from Richard Judd.

IMG_20130406_100237-1

From left to right: Suzanne Morton, Bill Parenteau, Robert Gee, and Richard Judd

Tina Loo and Tina Adcock were good enough to share some thoughts and highlights of the panel on Twitter.  I have compiled those into a Storify that can be found here.  Also, if you’re interested in the Twitter stream from the conference generally, Sean Kheraj has aggregated it and made it available at his own blog at seankheraj.com. For anyone more interested in our panel now than they might have been at 8:30 on a Saturday morning, I have provided the text and audio from my own paper below and I’d invite comments, feedback, and continued discussion in the comments to this post.  You can find some of my earlier thoughts on research at Grand Manan in Burning the Church: High Drama and Elusive Truth in Local History

“A Vile Calumny”: Local Fisheries, International Waters, and Scientific and Institutional Theories and Practices at Grand Manan

Grand Manan Map

Map generated from ArcGIS.com

As may be fairly common, I have some profound frustrations with what I feel are shortcomings of my dissertation project—and this is a manifestation of a couple of them.  The work looks at nineteenth century fisheries management in New England and the Maritimes and develops three parallel narratives that trace the developments of marine science, the development of institutions, and the implementation of enforcement mechanisms from the 1820s to the 1890s.  While I identified these as the three critical ingredients to management and this approach, I think, enables me to satisfy the demands of my most basic argument—that fisheries were, in fact, managed during the 19th century—the approach inevitably leads to what often strikes me as somewhat hapless efforts to parse out the three into unique narratives, when, in fact, they are inherently intertwined in a variety of complex and colorful ways.  So I need an approach that enables me to make the basic argument, but to also explore with greater depth and nuance the relationships between these three basic components—and of course add the complexity and the color back in.  Nancy Langston just the other day challenged us to “think like a microbe,” and while I hadn’t thought about it in those analogical terms I think the picture I’m proposing and that I’ll try to provide a preliminary sketch of here today is in that spirit.  Sean Kheraj followed up with a somewhat awkward use of the term “biogeography.”—though I’m not sure if the awkwardness was in his delivery of the term or the way it rattling around in my head.  But my sense was that what he was really driving at was not biogeography so much as a geographical biography—and the need to perhaps mold a snappier term around that concept.  But what Kheraj and Langston were advocating, in the context of explorations of Canada and the United States in environmental history, was precision of place and acknowledgement and interrogation of ecological eccentricities but with a continual awareness of the social, political and diplomatic dynamics of the border.  In short, that’s what I’ve been wanting too.

The development of institutions in management regimes requires deploying the best available knowledge and information about the resource and the area in which it’s extracted.  Very often we find science and policy related because science begets policy that is, ideally, informed by its findings.  But frequently we also find scientific inquiry initiated by policy and the need to assess the effectiveness of management regimes or minimize transaction costs.  This was the case for the Royal Commission that visited Grand Manan in 1836.  The Commission was made up of six assemblymen of the Province of New Brunswick, two of whom represented Charlotte County, in which jurisdiction the island lay.  In 1831, responding to calls from island fishermen, the Province enacted a law preventing fishing at certain seasons in an area that was identified as a spawning ground for the herring.  The Commission hoped to determine what, if any, positive effects had resulted from passage of the law in an effort to discern the origins of local herring.  In the absence of precise classifications of fish, it was known that fish very similar if not identical to the local herring of Grand Manan frequented a wide range of shores and near-coastal banks both in North America and Europe.  What couldn’t yet be known was whether these were locally specific stocks in which the same fish migrated to and from the same spots or if herring were universally the same, emanating from some great northern herring place and migrating indiscriminately about the northern hemisphere.  If it could be shown to be the former, it would then need to be accepted that local stocks could be irreparably damaged by interruptions in those critical annual cycles.  If the latter theory held, there was little to legitimate laws to protect local abundance when that abundance was dictated by dynamics far beyond any local jurisdictional authority.  The Commission interviewed local fishermen, predominantly elders, who could speak to fluctuations in abundance before and after passage of the law.  A couple things emerged.  On the one hand there seemed to be some consensus that catches of herring had improved in the first three or four seasons after passage of the law, but that those improvements had been tempered more recently as lax enforcement and disinterest, in their view, resulted in declining abundance once again.  But what also emerged was a set of distinctly self-interested theories of ecological abundance.  Elders seemed to think that around 1822 was when islanders and fishermen from away began to introduce larger nets into their herring fishery.  Prior to that they had primarily fished by “torching”—a technique pursued at night and based on the theory that herring were attracted to light, fishermen mounted a torch at the bow of an open boat and took the fish in dip nets when they came towards it.  Not surprisingly by the mid-1830s Grand Mananers were wedded to competing theories of resource decline:  the torch fishermen blaming it on the nets, the net fishermen chalking it up to torching.(1)  Even in 1836 stock assessments were as political as they were scientific.  But the Royal Commission also noted that here was a fishery with abundance far beyond the ability of islanders to exploit it, that it had already attracted outsiders from St John, the Annapolis Basin, the southern coast of Nova Scotia and the United States.  This would problematize management efforts for generations.

torch

From the Univ. of Washington digital “Freshwater and Marine Image Bank”

The geology, geomorphology, and hydrology of the marine spaces adjacent to Grand Manan make them comparatively nutrient-rich.  Vertical and horizontal mixing of currents of various origins, temperatures, and salinities due to the drainage of major river systems in the region, the position of the island at the outlet of Cobscook and Passamaquoddy Bays and the Bay of Fundy, and the ecological dynamism occasioned by the planet’s most dramatic tides and tidal currents make the region enticing to small fish like herring—and as islanders noted regularly in their petitions to the legislature and their testimony to the several commissioners, surveyors, and natural historians who visiting the island, the health and abundance of small fish like the herring ensured them access to larger fish like cod, haddock, hake, and pollock, which pursued the herring into near coastal spaces and within the range of the small scale fishermen of the island.  They recognized that by acting to protect spawning grounds for the herring, they were, by extension, protecting both the diversity and sustainability of their fisheries more generally.

John Robb visited Grand Manan in 1840 and described the population there in the most wretched terms—a place favored by incalculable richness in marine resources but a population so lacking for basic education, public health and necessities of life that it was unable to sustain the spirit of enterprise and industry required to access it.  Robb was a Royal Navy Commander charged with fisheries protection, and from his view, the islanders inability to adequately participate in their own fishery was a problem in its own right, but the bigger related problem was that other users groups were filling the void and were inclined, as outsiders, to exploit in irresponsible ways.(2)  What’s more it was creating informal definitions of access rights that it would be very difficult to undo without an overwhelming investment in enforcement to impose new institutional arrangements.

Fishing the Herring Weirs, from the "Freshwater and Marine Image Bank" at the Univ. of Washington

Fishing the Herring Weirs, from the “Freshwater and Marine Image Bank” at the Univ. of Washington

In 1851 Moses Perley was on Grand Manan—also at the behest of the provincial government to conduct his noted survey of the Fundy shore, which was the chronicle of a journey that took him and his son from Grand Manan to Brier Island, circling the entire shore of the Bay of Fundy and describing its several fisheries.  Perley’s descriptions of the Grand Mananers could not be more different from Robb’s.  Perley described an industrious people carrying on a robust fishery despite laboring under disadvantages of scale with respect to their neighbors across the channel.  Part of his objective was to make recommendations to the province for how to both expand and protect the fishery—a seemingly paradoxical mandate that would be systematically cast on every fisheries commission and committee throughout the nineteenth century and at just about every jurisdictional layer. (3)

In the early 1850s Grand Manan was not only building itself into a minor fishing power, it was also becoming a diplomatic football in ways that would have both geopolitical and local significance.  The British objective was to gain trade concessions from the Americans and many, though certainly all, in the Maritime colonies of British North America were willing to trade access to their inshore fisheries for access to the ever-growing American marketplace.  But before they could sell that access to the Americans, they needed to demonstrate that they could actually prevent them from just taking it.  They needed to assert their ability to restrict American fishermen from the territorial seas around the region—Grand Manan and the Fundy Isles became a particular focal point of this effort, due not only to its proximity to the border (itself only clarified 10 years earlier by the Webster Ashburton treaty), but to the fact that islanders had more extensive kinship connections to Maine than to New Brunswick, and that based on these they had built informal commercial networks predicated on co-ownership, cooperation, and smuggling.  When the British Navy assigned a fleet to go to the Fundy isles and impose order and a strict interpretation of the Convention of 1818, which defined access rights on paper, if not so much in practice, they were asking them to dismantle some intricate informal networks of collaboration, knowledge-sharing, and commerce that were two generations or more in the making.  Their task was virtually impossible, but the paper trail of their hapless efforts to perform it, are absolute gold!!(4)  They found vessels that were co-owned by British subjects and American citizens, with split crews so they could justifiably fish in Canadian waters and sell their catches at Eastport, Maine.  They found British vessels with American registries, American vessels with British registries, vessels with dual registries, vessels with no registries, and vessels with multiple forged and fabricated registries that were carrying multiple flags to boot.  They seized American vessels in British waters only to get to the admiralty court in St John and find everyone on board was from Grand Manan—and because you can only try a person and not an object, it was difficult to argue that islanders were fishing illegally within sight of their own homes.  On top of which, the Royal Navy patrols were ill-suited to duty in the Bay of Fundy.  They didn’t know the area and had difficulty navigating in and out of the tiny inlets and harbours of the coast with their over-sized men-of-war.  The much smaller schooners evaded them with ease.  Fog and heavy winds, which natives of the region recognize as near constant, gave them fits, and, as several commanders complained, they had no support among the locals whose interests they were there to protect.  In some cases, the islanders were more invested in noncompliance with fishing laws and treaty provisions than the American were.  Just when Navy commanders managed to bank some local knowledge of the coast and of the people, they were reassigned to duty elsewhere in the vast empire.  Commander Kynaston reported that the cause of protecting the fisheries would be greatly advanced by enabling protection patrols to gain some familiarity and remain in their duty long enough to actually use it.(5)

The Reciprocity Treaty, I argue in my dissertation, needs to be reimagined as a resource management treaty.  Economic historians have pretty well exhausted the questions of who benefited from its trade arrangements and why.  We need now to understand the various dynamics relating to the redefinition of access rights in the fishery.  The opening of the inshore grounds by international agreement, created (or at least exacerbated) serious problems at the local level in the Maritimes, and Grand Manan was no exception.  With other user groups allowed inshore, islanders needed to take further steps to ensure the long term viability of stocks—which meant more vigorous protection of the spawning grounds.  The Charlotte County wardens appointed Daniel McLaughlin an overseer of the fisheries.  Like the Royal Navy commanders, though, his troubles were many.  His payment was slow in coming when it came at all.  As a subcontractor he was paid out of the salary granted to the Charlotte County wardens James Brown and John Alexander—which meant he wasn’t paid until they were.  Often wardens pay was supplemented by receiving a cut of the taxes collected on weirs and other fishing apparatus and fines levied against offenders.  But there was nothing and no one to make fishermen pay the taxes when they were levied—and if the warden wanted to get a constable to help him collect, that cost came out of his own pocket.  As did the legal fees paid to magistrates when they brought offenders up on charges.  So they only collected if they secured a conviction…short of that they lost money on performing their duties.  Magistrates were often unable to be found, and even more often unwilling to convict or even try offenders.  As was the case on Grand Manan, the magistrates were invested in the fishing industry…some of these guys worked for them.  Daniel McLaughlin attempted to keep trespassers off the spawning grounds off the southern head of Grand Manan by rowing, each night around the grounds, often seizing nets set there illegally.

In 1853 Samuel Buchanan, a fisherman from St John, complained to the Provincial Secretary that not only had McLaughlin seized his nets on the spawning grounds, he had, in doing so, deliberately overlooked the nets of Grand Manan fishermen set nearby.  “Mr. McLauchlan does not give the same Law to all parties,” Buchanan wrote.  He openly admits in his letter that he was fishing illegally on the spawning grounds, but asks that Partelow open an inquiry into the uneven conduct of the local overseer.(6) McLaughlin promptly answered Buchanan’s charge, proclaiming that he had never heard of Buchanan, let alone seized nets from him—“a vile calumny,” he called it.  The only nets he had seized that season on the spawning grounds belonged to Captain John Trecarton of the schooner Princess, also of St. John.  As evidence of his own impartiality, and of the inherent difficulties of his work, the Princess was actually being piloted at the time by Randall Smith of Grand Manan.  Smith was not only a neighbor of McLaughlin’s, he was also the Deputy Sheriff of the island, one who might be expected to be more of an ally than an obstacle when it came to enforcing the law.  McLaughlin also stated that since the law had passed in 1851 he had seized a total of eight nets, half of which belonged to residents of his own island.  McLaughlin’s zeal and watchfulness when it came to the spawning grounds was widely hailed by the wardens to whom he reported, the captains of Royal Navy cruisers who patrolled the region, and local fishermen.  He told the Provincial Secretary that “if Mr Buchanan lost any nets it was not by me & if he Fished on the Spawning ground unknown to me he must be a skillful poacher.”(7).

The need for specificity of place is not something we need to remind ourselves of as environmental historians generally.  But as marine environmental historians, I think a nudge in that direction is not without some utility.  We have made some noble efforts to dismiss the notions of vastness and mysticism in which the ocean was so long wrapped.  We need to go further and recognize that marine locality is critical to understanding a fishery.  Even just the limited observations of Grand Manan that I’ve provided here demonstrate how science, policy, and enforcement were intertwined in numerous ways…in the nineteenth century very often those charged with enforcing the laws were best situated to make systematic observations both of ecological phenomena and the human behaviors that accompanied them. Such forays into not just bioregionalism but a more focused “geo-biography” (still clunky) enable us to place collective action dramas into the more complex narratives that are better reflective of the stages upon which they actually took place.  Connections between science and policy become more realistic and nuanced, but we also make more room for TEK and LEK systems and the importance they held within communities and the ways they shaped more conventional approaches to advancement and dissemination of scientific understanding.  It enables us to better understand resource communities that sought to maintain moral economies while at the same time escalating management responsibilities to higher authorities with more power and means but less ecological sensitivity and far less local credibility.  It even opens pathways for marine environmental historians to begin to incorporate gender as some of the anthropological studies of eastern fishing communities in Canada For all its analytical merit, bioregionalism can easily lead to a homogenization of fishermen, a simplification of their motivations, their interests, their complaints, and their conflicts.  A collection of ecological biographies of place that depict the evolving relationships between people and resources offer more promising prospects for my own work and may provide an effective avenue for making better sense of the various ecological, national, jurisdiction, territorial, and organizational lines we draw through the sea.

1. The Royal Commission report can be found in a number of places, but a good compilation of the committee report, the rebuttal of the two Charlotte County representatives (who refused to endorse the conclusions) and the testimony of the fishermen from Grand Manan is in The Grand Manan Historian volume 8 (1964) under the title: “Report of a Royal Commission on the State of the Grand Manan Fisheries (1836).”
2. John Robb’s report to the assembly  appears in the 1841 Journals of the Assembly of the Province of New Brunswick and in The Grand Manan Historian volume 9 (1965), under the title: “The Robb Report: state of the fisheries, the condition of the lighthouses, the contraband trade, and various other matters in the Bay of Fundy (1840)”.
3. Moses Perley, Report Upon the Fisheries of the Bay of Fundy, (Fredericton: J. Simpson, Printer, 1851).
4. Many such reports appear in printed form in the Journals of the House of the Assembly of the Province of New Brunswick for 1852 to 1854.  Several more such reports, however, can be found in the collections of Provincial Secretary relating to fisheries: RS 564 A 1852, 1853, and 1854.  Provincial Archives of New Brunswick.
5. Kynaston to Seymour, October 22, 1852. RS 564 A 1852. PANB.
6. Buchanan to Partelow, October 11, 1853, RS 564 A 1853. PANB.
7. McLaughlin to Partelow, October 28, 1853, RS 564 C 1853. PANB.

Thanks to Rob Gilmore of the Provincial Archives of New Brunswick and especially to Ava Sturgeon of the Grand Manan Museum and Archives for their research assistance.  Also to Mark McLaughlin, Jason Hall, Teresa Devor, and Katherine O’Flaherty who have listened to me work through some of these ideas and contributed their valuable thoughts and ideas.  And to the Alice Stewart Lecture Series of the University of Maine’s Canadian American Center for giving me an opportunity to test drive an earlier version in advance of the Toronto meeting of the ASEH.

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Digital History Notebook

And just like that, January is over…only three and a half more months of winter to look forward to up here in central Maine!  I would prefer some snow to the frigid cold of last week and unseasonable warmth of this week.

I declared January Digital History month here at Stillwater Historians in part because I am in the early stages of designing and planning an undergraduate and graduate course which will incorporate digital history and digital tools (more about those later in the semester).  To wrap up what turned out to be a fabulous month of thought and planning I wanted to provide a set of links that will prove useful as you think about your relationship to and place within the digital humanities.

Add Some #digitalhistory to your class

Aha! Moments at AHA #THATCamp

Now Trending in Scholarly History Journals: #eternalreview, #cycletosubjugation

5 Ways Blackboard can Help You (and Your Students) Stay Organized and Engaged

Am I a Digital Historian?

History Carnival 111: Environmental History Edition

Digital History Hoarder

Digital Ecology: Landscapes of Learning

Microblogs and Metahistory

QR Codes

Digital Humanities Related Texts/Articles I read this Month (and may incorporate into future classes):

Franco Moretti, Graphs, Maps, Trees Verso, 2007 (ISBN: 978-1844671854)

Daniel J. Cohen and Roy Rosenzweig Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web University of Pennsylvania Press, 2005 (ISBN: 0812219236)

Kirschenbaum, Matthew G. “What is Digital Humanities and What is it doing in English Departments?” ADE Bulletin 150 (2010)

Michel, Jean-Baptiste, et al. “Quantitative Analysis of Culture Using Millions of Digitized Books.” Science 14 (January 2011): 176-182.

Sample, Mark. “The Digital Humanities is Not About Building, It’s About Sharing” SampleReality.com, May 25, 2011

Additional:

Thoughts on Public & Digital History: Measuring the Diversity of Immigration using the Old Bailey Online 1674-1834

Debates In the Digital Humanities

DH Grad Course Reflections

Online Teaching: For Naught or Skill to be Sought?

Digital Humanities, Academic Camps and Boundary Commissions

Posted in Future of History, Research, Teaching College History, Technohistorystuff | Tagged , , , , , | 2 Comments

Add some #digitalhistory to your class

Edith Knight Moulton, ca. 1900

Image available at The Maine Memory Network http://www.mainememory.net/artifact/6274/

It’s the first week the semester up here in the snowy north and classes are underway. I’m teaching four this semester: two are small, great books courses in the Honors College and two are larger, focused on the state and cover a range of topics.  This week I talked about the Aeneid,  Nietzsche’s “Truth and Lies in an Extra-Moral Sense” and Maine’s open land tradition and it’s only Thursday!  Next week it will be Zimbardo, Weber, more Aeneid, and Maine geology.  The diversity is fun, the reading is time consuming but the great students I see every day make it all worthwhile. I bring bits and pieces of one class to the next and I use examples from one discipline to make points in another.

I use lots of examples and show students lots of visuals in my History, Sociology, Honors and Maine Studies courses and I am always on the lookout for interesting ideas and new ways to present information.  I think there is something really powerful about sitting down with students and going through a complex text or set of documents and then taking a look at some of the ways others have analyzed that same text or document set. Take the Aeneid for example.  The text is fascinating and we could spend an entire semester going through it. But equally fascinating is the life the Aeneid has had over the centuries. Take for example Aeneas’ Flight from Troy by Federico Barocci or ”Dido’s Lament” sung by Soprano Jessye Norman which makes the hairs on the back of your neck stand up.  Anneke van Giersbergen does a version that is equally haunting.  Then there’s that scene in Troy where Orlando Bloom gives Aeneas the sword or the part in Monty Python and the Holy Grail with the Trojan rabbit.  There are hundreds more but these all crossed my mind this first week as I sought ways to make an ancient text come to life and to remind my students that they are not the first ones to enter a dialogue with this text.  For centuries creative people have been using new tools to understand the Aeneid and to add layers to its history.

I really like having students think through the use of “tools.”  By “tools” I simply mean things that help us accomplish tasks.  Tools could be theoretical frameworks employed to analyze an issue, casting Orlando Bloom as Paris because he is kinda dreamy and his face fills theater seats, close reading of the opening stanza of the Aeneid and comparing it to the opening stanza of the Odyssey to see if there are differences.  Tools help us know additional things and we have to decide if what we learn augments our understanding. The key with students I think is to point out the tool, talk about the tool, historicize the tool and point out other tools that produce different results.  I have used images, maps and audio video clips since I taught my first class way back in 2003 but over the past few semesters I have integrated more examples of digital history–examples that go beyond the tried and true image/video/audio and allow me to talk a bit more about how historians do their work. Whenever I can find examples of scholars using new tools I try to keep a list.  Those bits and pieces can fit so nicely into a lecture or discussion just like a painting or a piece of music or a YouTube mashup.

In honor of January being Digital Humanities Month here at Stillwater Historians I thought I would share a few examples of digital work that I introduce my students to and find particularly useful in a range of classes.  There are quite a few ways you can integrate these pieces into your class to augment discussion.  These examples are very basic and don’t require you to have any advanced technical skill to use.  Your own content expertise and a little research on the tool and creator is really all you need to creatively add these, or similar pieces, to your course.

If you are interested in some very basic tools that will get you started in the world of digital history you can read about six easy to use tools that will form the basis of any digital history toolbox at Summer Project: Start a Digital History Toolbox . You can also read a little about my recent trip to THATCamp AHA 2013 here and follow along with me over the next several months as I begin to think through my courses for fall. I would love to hear about examples you use that work in your courses.  Please feel free to add links and ideas to the comments section.

Many interesting digital projects use historical data sets to visually  communicate change over time and place. These visualizations can be more effective than static images or even videos in communicating scale to your students. In addition, these kinds of visualizations allow you to talk about the sorts of information sets historians use and what they (and we) can learn from manipulating data.  Visualizations also offer a great way to start a conversation about the limits of data manipulation.  I think students enjoy these kinds of conversations  and learn quite a bit while becoming more digitally literate.

1. Westward Expansion: A really nice example of a historical visualization in Derek Watkins’s Visualizing US Expansion Through Post Offices. Watkins explains on his blog that he: “scraped post office location information from the USPS Postmaster Finder, and then extracted lat/long coordinates  by correlating place names to the USGS GNIS.” The result is a dynamic map that my students really like. I have used this with undergrads and graduate students successfully.  Undergraduate students at UMaine are fascinated not so much by westward expansion but by what they called “northern expansion.”  Not surprisingly, many were more focused on the number of post offices opening in Maine than in the mid-west. They did try to follow the post offices as they opened along the transcontinental railroad and were surprised by how many post offices opened on the west coast when there were relatively few in the mountain west. Watkins provides a bit of information about the limitations of his data on his blog and provides quite a bit more information in the comments section underneath the post.

2. Drop the Bomb(s): One of my favorites is the Nuclear Detonation Timeline. It runs about ten minutes and comes complete with creepy sound effects.  Pop it up on the screen in your US II class and let it run in the background while you talk about nuclear testing.  The Timeline shows over 2,000 nuclear tests between 1945 and 1998, a staggering number of which take place in the  American Southwest.  The volume of tests and explosions is sobering and I think will raise lots of questions in your class.  I also like this visualization because the map the creators use places the Pacific Ocean and not the US in the center, something that students don’t often see.

3. Spatial History: You can find a nice set of projects at Stanford’s Spatial History Project.  I particularly like the Chinese Canadian Stories project which is a collaborative endeavor that is designed to be “a one-stop web portal dedicated to collecting, digital archiving, accessing, and distributing information about Chinese Canadian history.” In an immigration history class or even a survey this type of information is a great way to talk about movement…that is the physical space migrants cross.  I also like to use this example as it allows me to talk about Canada and the US in comparative fashion, something I think is essential when discussing immigration.

Again, these sources (like all sources) have limitations and talking about those shortcomings with students is very useful.  We all want to help our students be critical consumers of information and this is a good place to start. Get them talking historically and encourage them to consider sources, perspectives and presentation of data.

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Aha! moments at AHA #THATCamp

I have been going to the American Historical Association (AHA) annual meeting for about five years.  I started midway through my PhD career, back when I still had access to grad student travel money (aka: the good old days).  I have presented at AHA and been interviewed for a job at AHA but mostly I go because I think it is important to know what is going on in the discipline at large and to learn how to teach more effectively.   It is much more difficult for me to go these days.  As an adjunct I have exactly zero access to travel funds from my institution (or the four departments I teach in) and it costs an arm and a leg to travel anywhere from Bangor, Maine.  Regardless of the financial issues it is well worth the exercise in creative year-end money management as I always find people/ideas/books/panels that remind me why it is I love history. It is easy to get discouraged up here in the frozen north but AHA gets me energized to face a new semester and whatever the year has in store.  This year’s AHA was no exception.

As I mentioned in my last post, I have declared January Digital Humanities Month here at Stillwater Historians. My bi-weekly posts this month will focus on all things digital so be sure to read along throughout the month. I am in the process of designing a graduate and an undergraduate course in digital humanities both of which will (hopefully) be offered in Fall 2013.  I am new to DH course design so I decided to spend the month of January planning my approach and immersed in all things digital.  My AHA starting point was THATCamp AHA as I figured it would be a great place to begin collecting ideas and resources.

This was my first time attending THATCamp.  I have read all about the unconference format and followed tweets from other THATCamps but still wasn’t quite sure what to expect.  I figured the introductions alone would take six hours (who knew historians could introduce themselves in three sentences or less)!  Once Dan Cohen hammered out the logistics and the day’s schedule was set I chose my sessions: Teaching Digital History Workshop & DH Course DesignClassrooms and Learning Spaces for the Future and Disruptive Pedagogy Workshop – Mills Kelly.  In this blog post I want to highlight a few important things I learned from these sessions that I think will be useful to others who are new to DH or are teaching DH classes for the first time.

Jeff McClurken of University of Mary Washington led the Teaching Digital History Workshop & DH Course Design workshop.  I won’t rehash the entire session as you can read through the Google doc I have linked in the previous sentence for a host of useful sites and resources Jeff highlighted.  A few pieces that are especially worth consideration:  There is a difference between “digitally inflected” and “digitally centered” classes.  This was a revelation for me and perhaps the first thing to consider when planning a DH class.  In fact, this cuts to the center of the design process. I have been thinking about the distinction and how it will relate to the classes I am designing.  The first is a 300 level undergraduate course designed for honors students, none of whom are likely to be history majors and few of whom will be humanities majors.  At this point I think the class will be “digitally centered.”  The students have all gone through a four semester great books sequence and I plan to introduce them to the possibilities of using digital tools to add to their understanding of the great books sequence they completed and transition them into reading more great books on their own.  My early thinking is that students in this class will learn about tool use by applying it to the texts they have already read.  The graduate class I am sketching out is a bit different and I haven’t decided yet if it will be “digitally inflected” or “digitally centered.”  At this point it seems like “digitally drive-by.” Because it is a special topics course in an interdisciplinary M.A. program I will have students with diverse backgrounds.  Unlike my honors students who, at the every least, have the great books curriculum in common, I’m not sure what these students will have in common.  I’m going to have to think on this one a bit longer.  

Sometimes up here I feel like a character in the Shining (buried under snow)…coming to THATCamp was a great way to plug into resources and access a community of potential DH mentors–things my own institution lacks. I need to do some thorough research on courses that have already been offered at other institutions.  My institution has not offered any “digitally centered” courses that I know of and very few ”digitally inflected” courses.  Because I am not really part of the faculty it is virtually impossible to get a sense of what is going on up here (but I suspect it is very little) so I am simply going to skip my institution as a resource (because it isn’t one) and move on to the wider community of scholars.  I am going to start with this amazing collection of 100+ digital humanities syllabi. Basic primary source research, right?  I hadn’t seen this resource before and I can already tell it will be extremely valuable in my early thinking and planning.  Who knows, maybe this time next year I can add my own!


The second session I attended was Classrooms and Learning Spaces for the Future led by Mills Kelly who writes a great blog that you can read here. Kelly is part of a committee trying to decide what classroom space should look like in some new buildings going up at George Mason University.  When faculty at that institution were polled to see what they envisioned in the classroom of the future only a handful responded and, not surprisingly, suggested configurations that already exist someplace else on campus. Surveyed students wanted more outlets and more breathing room…more room to think physically and virtually.  It was really hard to come up with suggestions and I’m not sure that any of us assembled gave Mills much to go on but the conversation got me thinking about the spaces in which I might like to teach my DH classes in the fall and, more broadly, what are the basic requirements necessary for a DH learning space.

I can’t learn if my ass is asleep! Outlets and breathing space are key but so too are comfortable chairs and movable desks.  I envision both my classes as being student centered and I want them working together on projects and sharing work.  I’m going to have to take a walk around campus and see what some classrooms outside my own regular rotation look like.  The honors students generally have classes in small rooms some of which have a large table around which we all sit.  Another room I have taught in is actually some sort of lounge complete with coffee table and wing back chairs.  It might look nice in the brochures but it doesn’t exactly encourage note taking or writing as there are no desks.  The conference room style is a bit better but crowded as the room is quite small.  In both cases the rooms are devoid of screens, computers etc. so they just will not work.  Whatever I find for the undergrad class will likely work for the graduate class too (I think).

The last panel of the day was Disruptive Pedagogy Workshop also led by Mills Kelly.  Mills told us about his course, Lying About the Past and the tale of how his undergraduate students created a historical hoax that infuriated some but clearly captured the historical imagination of the undergraduates involved.  I won’t rehash the details here but I encourage you to read a bit about the course and the hoax on his blog,  also here, in the Atlantic, on  the CBC and in numerous other places around the web.  The story of the hoax and the press coverage it received is fascinating but to me there were two really important points that brought THATCamp full circle.

Skating on thin ice is something we should do more often. I don’t even know how to skate but getting out of my comfort zone and taking big risks is really the way to go.  It is also something I want to model for my students who live in fear of being wrong, being different and taking risks.  Graduate students may be more fearful in this realm.  They don’t want to take intellectual risks (and truth be told I probably didn’t want to either at that point in my life) but risk is what life is all about.  Kelly designed his class because he observed that his students didn’t have fun studying history and they were not very critical of the information that bombarded them.  To combat these interconnected states he designed a class that got students interested to the point that much of the content and the actual amount of work undertaken seems to have been in large part student generated.  From what I gathered they went above and beyond in their careful research and innovative ideas.  It sounds like they did more work in that one class than I did in grad school and I don’t think a single one of them complained because they were generating and negotiating the structure as they went. While I don’t think I will be doing history hoaxes in my classes next fall I do plan to give some serious thought to negotiating the content of the courses and figuring out how to create an environment where failure is expected, embraced, and overcome in public.  I want my classes to be spaces for creativity but I want to make sure that my students experience some degree of discomfort…that is when the learning happens.

WikipediaEverything I need to know/teach is on Wikipedia. Well, maybe not everything…but I have underutilized Wikipedia as a teaching tool.  Mills’ story got me thinking that the entire episode would make a great lesson for students.  First of all, it’s just a good story and who doesn’t like an engaging story that illustrates the pitfalls of complacency, the staggering creativity of students and the power of a simple idea.  I think that a discussion of Mills’ class and a careful analysis of the Wikipedia site and the edits history will be eye opening for students. To see how knowledge is constructed and to remind them how easy it is to fall prey to flashy DH is a central lesson I want to teach.

Thus my single day at THATCamp got me thinking in some new directions about digital humanities and what I hope to accomplish in my classes.  At the very least, it narrowed my focus a bit.  The classes I am hopefully teaching are not simply Intro to DH classes…far from it.  Both will have additional components and requirements that need to shoehorned in.  As the process of getting these classes approved and my own thinking progresses this month I will be writing more.  Stay tuned for my next post which will highlight some new additions to your Digital History Tool Box (Winter Edition).

Posted in Future of History, Teaching College History, Technohistorystuff, Writing | Tagged , , , , , , | 5 Comments

January is Digital Humanities Month at Stillwater Historians

Happy New Year!

First a word of thanks to everyone who visited our blog, Digital Humanities Tool Box, and History Pin Boards this year.  Both Rob and I appreciate your comments and emails and hope to hear from many more of you in 2013.

If you have been following along with us in 2012 you know that Rob and I blog on an array of topics from teaching to research to the job market and everything in between.  We are historians by training but teach a range of courses in multiple disciplines.  Our research often stretches the boundaries of our subdisciplines and we are keen to understand and utilize new tools in innovative ways. Like many of you, we are interested in the digital humanities and in particular we are interested in how digital tools can make teaching, research, service and communication better.  We didn’t have any access to digital training or coursework in our graduate training but we now find ourselves in a position where we are teaching with and about digital tools. Over the past year we have both thought quite a bit about the digital world and where we, our teaching, our students and our research fit in.  We come across interesting examples of digital work and innovative researchers and teachers that are pushing the limits of traditional scholarship every day.  Some of it goes in one ear and out the other but more of it resonates deeply with us and inspires us to think and teach in different ways. Maybe what resonates most is how much we still have to learn!

This fall I will be teaching (hopefully) a new undergraduate and a new graduate course both of which will be, in large part, introductions to digital humanities.   Over the next few months I will be planning these courses and will undertake my course designs this summer.  I have decided to record my progress from square one to finished courses here on the blog and I hope you will follow along and interact with me as I go.  To get started, I have decided to make the month of January Digital Humanities Month at Stillwater Historians.  I am planning to post twice a week (likely Wednesdays and Fridays) for the month of January.  I will be sharing tools and links, introducing ideas that might be of use and working through course planning. I hope that you will read along as I navigate my way through the world of digital humanities.

2012 LogoTomorrow Rob and I are off to the annual AHA conference in New Orleans.  I am looking forward to getting out of the snow for a few days and to attending lots of great panels.  In particular I am looking forward to attending THATCamp AHA.  This will be my first THATCamp and I will be blogging and tweeting about my experiences.  One of my THATCamp goals is to talk about course design and I have proposed a conversation here. We don’t generally spend time talking to each other about our teaching and how to design courses so I am really looking forward to the opportunity to chat with others about best practices. So follow along with us here and follow Rob and me on Twitter. You can also take a look at some of our 2012 posts relating to digital humanities here:

Am I a Digital Historian?

History Carnival 111: Environmental History Edition

Pinning the Digital Humanities: Collaboration, Curation and Classrooms

Summer Project: Start a Digital History Toolbox

And you can read our most recent Acadiensis article “‘Inviting Coworkers’: Linking Scholars of Atlantic Canada on the Twitter Backchannel

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Now Trending in Scholarly History Journals: #eternalreview, #cycletosubjugation

While we’re at it: #acwri, #twittergate, #twitterstorians, #highered, #phdchat, and #gradhacker, too.

Twitbird2 cartoonA few months back Katherine had a brainstorm.  In the wake of conference season last spring, we became increasingly interested in the role of social media, and particularly Twitter, in furthering discourse amongst scholars at every level.  We did some checking around and discovered that while numerous blogs were thinking through uses of Twitter in the conference environment, and it had been treated in general terms in some social science journals, there was no conventional history literature dealing with the emerging trend towards microblogging tools.  So Katherine decided we should fix that.  She proposed a forum piece to the editors of Acadiensis about Twitter, social media, and its use at the Atlantic Canada Studies conference in May.

That was sometime in June.  The editors were not only open to the notion but also eager to include it in their upcoming fall number.  We submitted the article by the end of August, addressed some queries and edits in October, finalized it in November and received our complementary copies (and of course the PDF version linked here) in early December.  In the grand scheme of academic publishing the whole process took place in the blink of an eye—Mach speed.  This was only made possible because the article was not conventionally peer reviewed.

twitbirdFor me this was a process through which I learned a great deal about academia and explored some ideas about the developing place of social media within it.  Not surprisingly, both the content of our article and the experience of publishing it left me with some questions about how we do the work we do, and the various conventions of publishing and conferencing through which we do it.  But the real sticking point for me was actually what the completed article did not contain.

A month or so after we completed and submitted the draft of the piece, #Twittergate happened.  You can do a Google search for “#Twittergate” that will likely as not yield a pretty good picture of what went down—though tracing the exact origins of such things can be tricky (Adeline Koh’s Profhacker post provides a nice collection of links to bring you up to speed).  Bloggers blogged, tweeters tweeted, there was some hand-wringing on all sides and eventually it caught the attention of the Inside Higher Ed news team.

twitbird3Essentially it was a debate about the ethics and practicalities of the very practice Katherine and I had written our article about.  Was broadcasting someone else’s words and ideas from a conference presentation through Twitter akin to theft of intellectual property—even a form of passing off the ideas of others as your own?  Did it stifle the scholarly forum wherein we can reveal uncertainty, underdeveloped thinking and half-formed thoughts within a safe context?  Did it open us up to inappropriate criticisms from audiences we weren’t actually addressing?  And was it just plain rude, unethical, and at odds with accepted scholarly etiquette?   Not surprisingly the answers to such questions were many and varied.  Those who voiced concerns about Twitter use were labeled traditionalists woefully out of touch with the new generation, while those avowing the benefits of live tweeting were maligned as short-sighted, fad-happy, and naïve.  And while much of what was said and who was saying it seemed to defy efforts to chalk the controversy up to strictly generational rifts, at the end of the day that’s pretty much what we did.  Perhaps out of a perceived need to seek common ground, the discussion morphed into one of ground rules and establishing a Twitter etiquette for conference live tweeting—essentially imposing a form of scholarly order on the backchannel.  This addressed the concern that live tweeting took power away from the presenter and granted it to the tweeter by effectively giving the presenter the right to declare a moratorium on live tweeting.  I have some pretty strong views about this which I’ve voiced in a few conversations both in person and on Twitter itself.  But believe it or not, that’s not actually what I want to talk about just now.

obtuse book cartoonstockWhat is more interesting to me at the moment is what the inability of our article to capture the dynamics of #twittergate says about the nature of academic publishing generally.  There are other conversations going on out there about the nature of academic publishing and how the landscape of scholarly knowledge dissemination is shifting to accommodate new media.  But still the academic career is built and maintained on peer reviewed publications in elite paper journals, even while their numbers decline, making us wonder about the degree to which influence equates to, well, actual influence!  Our article appeared in a paper journal, but it was not peer reviewed.  And yet even with the dramatically accelerated cycle to publication, still our article was, in some respects, dated before it even went into make ready.  Had it been a conventionally peer reviewed article in the same journal it might have been two to three years before our ideas saw the light of day, virtually guaranteeing that anything that might have been new when we wrote it would not be by the time anyone read it.  In fact we even debated including an additional section, or even a footnote in the text when it came back to us with edits and queries from the editors that would engage with some of the questions that animated the #twittergate conversation that had taken place in the intervening weeks.  Ultimately we decided to maintain the text as it was—as a product, not unlike tweets themselves, of a very specific time—and turn back to our blog to address not only questions raised by #twittergate but also questions that #twittergate raises about the nature and relative speed and maneuverability of academic publishing.  With social media tools, including blogs like ours, not only accelerating the pace but expanding the reach of idea-making and sharing, does the conventional paper journal with the ever-dwindling audience still have a role to play?  I think it probably does, but it will need to adapt to pick up the pace and reach new and broader audiences.  Failing that, I think the emergence of team blogs and open access online journals will quite rightly reshape the way we think about peer review.

Scientific-JournalsCritics will posit that there is value to the contemplative, long-term process of reflection, revision, and negotiation that traditional approaches to peer review entail.  I don’t disagree with that.  There are at least two things here.  There’s a bunch actually, but I’ll just mention two.  One is discipline specific.  I think history journals, for a variety of reasons, move slower than those in other disciplines.  On the surface that may be fine, but as more and more positions are created in interdisciplinary programs, projects, and departments we put historians at a serious competitive disadvantage compared to those coming out of fields with more rapid cycles to publication.  Additionally, the steady, grinding gears of the history journal wouldn’t pose such a problem in the absence of new media tailored to reach informally convened audiences in a matter of moments.  Many co-authored and team blogs like ours have instituted quality assurance regimes that range from basic proofreading to oversight of content, arguments, use and citation of pertinent sources, and shaping of prose to limit jargon and appeal to various audiences as they are understood.  We might like to believe that traditional peer review is more thorough, or at least more “expert.”  But when blind referees have no particular stake in the publication or the work they’re reviewing, what incentive do they have to review it in a timely manner?  A team blog, on the other hand, can be an editorial unit of like-minded scholars (dare I say peers) with a common goal of meeting obligations to audiences and maintaining regular streams of content for interested readers.

I would never argue that our scholarly commitment to quality work should be thrown asunder.  But I think the time may be upon us to rethink what we do and how we do it—and as luck would have it, technology seems to give us more tools to host that conversation every day.

Posted in Research, Technohistorystuff, Writing | Tagged , , , , , , , | 3 Comments

Factoring Impact: Upon an Evening with the Board of Visitors

Ok so it wasn’t quite this elegant, but you get the idea. Image from http://www.angelpig.net/victorian/the_dinner_party.jpg

Last night I was invited to attend a formal dinner with the Board of Visitors of the fine university that I am so proud to represent.  The intent was to showcase some of the impressive research being done by graduate students and their faculty advisors across the various colleges and programs.  The faculty mentor who accompanied me, as the representatives of the College of Liberal Arts and Sciences, has been chair of the department and has a track record with such events and looks better in a tie than I do.  I’ve never excelled at the pep rally, schmooze-fest kind of affair so it was good to have a more experienced ally alongside.  We were asked to give an impromptu presentation of about five to seven minutes each in which we talked about our research and our experience of the campus environment.  And of course I was called upon to hit lead off, so I didn’t have the benefit of modeling my approach on that of the others.  If I had I might have been as immodest as some of them were. The upside though was that I didn’t have any time to sit and stress about what I was going to say—I just had to stand up and talk about fish.  I can usually do that.

During dinner I had gotten to talking with the Dean of the Graduate School, who had invited us to the event, about academic publishing.  As an anthropologist he was partial to the idea that one might publish each unique chapter of their dissertation as a journal article, while withholding the piece that ties them all together.  Then, once putting that piece in, the work would still be publishable as a book.  While that may have worked at one time, we didn’t think history editors would really go for that anymore.  We also talked about the problematic length of the cycle to publication.  While some disciplines have heeded the pressures of online journals and team blogs that move research and ideas more quickly to audiences, works of history still sit in the pipeline for months, even years before they appear in print.  During that time enough relevant scholarship may appear to make the author look terribly out of touch, and their arguments incomplete, even obsolete.

As the after dinner presentations moved on from the historians to the engineers and their talk of pending patents and forthcoming publications, I got to settle in to my new role as audience member.  But pieces of the next two presentations, from the representatives of the engineering and business schools, really jumped out at me.  The engineering professor lauded his student for a forthcoming paper in a prestigious journal, that while virtually unheard of to the lay audience in attendance, apparently had an impact factor of 13—which seemed to impress everyone in the room.  It impressed me too because I hadn’t the foggiest clue what that meant.  I understand the concept behind the impact factor and that it is a way to rate or rank journals within a given field based on the frequency with which they are cited in other journals.  I knew I had heard some talk and read some blog posts at various times about the applicability of impact factor to history, but while I can understand the desire of tenure and promotion review committees to have some mode of quantifying scholarly output and notoriety, I always thought the whole idea of the impact factor obscured more than it revealed—overvaluing certain outputs while outright disregarding others.

Next came the guy from business and finance.  He talked for what seemed like an hour detailing all manner of research projects.  The only one that interested me, however, interested me for all the wrong reasons—at least from his perspective.  Responding to the pandemic of corruption, deceit and incompetence in the reporting of performance for investment vehicles, he had developed an app that could calculate accurate performance and highlight the errors made by the major reporting agencies.  I could see many people losing their foothold as he described the tool.  But as odd fortune would have it I spent the better part of two years between MA and PhD programs in history working as an editorial consultant and later an account manager and product specialist for a software company that developed automated reporting tools for financial clients.  Basically we were marrying desktop publishing tools with database tools and building a simple user interface on the front that allowed companies to move performance statistics from their analysts to their marketers without having to continually duplicate work.  So, ironically, unlike the engineers and the earth and climate scientists who would come later, I could keep up with this guy pretty well.  But it got me to thinking about the correlations between my conversation about academic publishing, the dropping of the impact factor to oohs and ahhs, and the effort to correct the problem of reporting agencies who have an interest in what they’re reporting.  Not unlike Wall Street, its the publishing companies and the journals themselves who compute and announce their impact factors.  And because the impact factor has, well, an impact in so many disciplines they are behooved by manipulation of the calculations and, more insidiously, the editorial content of the journal itself.  Do we really think that there are not cases of overciting tangentially relevant material in an effort to drive up the impact factor?

Long live PhD Comics! phdcomics.com

So in the wake of my evening epiphany I did some poking around to see just exactly where historians come down on the impact factor.  Are we using it?  Are we taking it seriously? I was not surprised to find that Rob Townsend, the maestro of AHA stats and figures, had done some work with it, gauging how some of our key journals rate.  If his findings are to be believed, a forthcoming article in our flagship journal would not wow the Board of Visitors—the AHR registers somewhere around a 2.2—and that’s at its peak.  Environmental History actually appears to be second among history journals, but I would imagine this is largely because of the cross-disciplinary appeal it provides for those in the social and natural sciences—where the impact factor is taken more seriously.  Townsend finds that historians depend more on older published material—finding that citation rates from the previous year or two were low, but that for the last ten years those rates would be significantly higher.  I think this trend speaks to the nature of our work, but to some extent it must also be seen as a function of those interminable cycles to publication.

History, I become ever more convinced, is a curious place away from the rest of academia.  We don’t do things quite the way others do.  But we have a jobs crisis and something of an identity crisis to boot, whereby we are increasingly encouraged to eye the disciplinary lines for potential crossing points.  We are seeking refuge, often, in “studies” fields heavily populated by those more inclined to embrace measures like impact factor.  So shouldn’t there be a conversation (or maybe a bigger more public one) about how we approach measures like this?  (see this Chronicle forum, which features a number of good contributions) Do we engage our cliometricians in a campaign to debunk the impact factor and work towards its dismissal as a measure of scholarly achievement and importance?  Do we look to appropiate it with an eye towards making it a truer statistical representation of reality—such that it quantifies less conventional outputs that are blossoming from corners like public and digital history and includes the overlooked and increasingly impactful media like e-books, podcasts, and even unquantified traditional forms like chapters in edited volumes?  Do we develop an impact factor of our own, that embraces the unique culture of our discipline—or do we only further isolate ourselves by doing so?  Perhaps we might at least begin by wresting control of these measures from the very organizations that are being measured? But then who should control and compute it.  Were we to put impact factor in the hands of our professional organizations wouldn’t that essentially serve the same ends—since most have their own affiliated journals?

Despite the rabid criticism they receive each year, and the litany of stories that detail how misleading and corrupt they are, the rankings of our colleges and universities and our graduate programs play to huge audiences when they come out each year.  No amount of criticism seems inclined to make them go away.  And in the next four days we will continue to be force fed polling and demographic statistics upon which our election will be decided.  No amount of ambiguity or outright falsehood seems inclined to threaten the cultural hegemony of the almighty statistic. The impact factor isn’t doing historians any favors from what I can see.  And it doesn’t appear that we are that concerned about it.  But in the rooms of power where disciplinary eccentricities are not discussed but relative importance and return on investment are, impact factor provides a comparative power that raises eyebrows, despite the fact that the details of its calculation are obscured from view.  On the occasion of dinner with the Board of Visitors I was left to wonder if anyone but the historians in the room could see the intriguing connections between the engineers claims to credibility and the outrage of the business and finance scholars over corruption in performance reporting.  It may be arrogant to assume that others can’t see the connection, but are we not, as historians, uniquely suited to at least tell the tale?

Posted in Future of History, Research, Writing | Tagged , , | 1 Comment