Serendip-o-matic works for many different users. Students looking for inspiration can use one source as a springboard to a variety of others. Scholars can pump in their bibliographies to help enliven their current research or to get ideas for a new project. Bloggers can find open access images to illustrate their posts. Librarians and museum professionals can discover a wide range of items from other institutions and build bridges that make their collections more accessible. In addition, millions of users of RRCHNM’s Zotero can easily run their personal (more…)
This week, RRCHNM is once again hosting the One Week | One Tool Institute for Advanced Topics in the Digital Humanities sponsored by the National Endowment for the Humanities. The big question for this week is can a dozen scholars, students, and librarians build a digital humanities tool in one week? And if so, what will they learn in the process? Participants were selected in a competitive process from an international pool of over thirty applicants. While the tool remains under wraps until Friday, August 2nd, the team is sharing details about their collaborative work process.
To decide what to build, the team engaged in an open brainstorming process and nominated software application ideas to meet the needs of humanities researchers and educators. They then invited public feedback to inform their decision-making. Nearly one hundred people posted comments and voted for their favorite ideas. (Although the poll has closed, see results at http://oneweekonetool.ideascale.com). “I was surprised by the number of engaged commentators actively watching what we build,” explains Meghan Frazer, a digital resources curator from Ohio State University whom the group selected to be their project co-manager. Tom Scheinfeldt, the RRCHNM director-at-large who organized OWOT, describes it (more…)
The National Endowment for the Humanities, Office of Digital Humanities awarded the Roy Rosenzweig Center for History and New Media one of three grants in their Institute for Advanced Topics in the Digital Humanities program. With this generous support, the Public Projects division will organize and host, “Doing Digital History: An Institute for Mid-Career American Historians” during the summer of 2014.
“Doing Digital History” begins to fill a much-needed gap for established historians who need instruction and a professional learning community to engage with new media methods and tools. We will seek applications from historians who have had very limited or no training in using digital methods and tools, or in computing, and who lack a supportive digital community at their home institutions.
NEH IADTH grants support a wide range of training programs for scholars and advanced graduate students to broaden and extend their knowledge of digital humanities. Through these programs, NEH seeks to increase the number of humanities scholars using digital technology in their research and to broadly disseminate knowledge about advanced technology tools and methodologies relevant to the humanities.
Planning for “Doing Digital History” will commence this fall, and a call for applications will be announced in early 2014. Watch the (more…)
The AASLH Leadership in History Award, now in its 68th year, is the most prestigious recognition for achievement in the preservation and interpretation of state and local history.
Teachinghistory.org is a free online resource for K-12 teachers that has been called “a ‘non-negotiable’ — a tool so valuable no history teacher should try teaching without it” (History Tech Blog). Originally funded by a 2007 U.S. Department of Education contract, the website welcomes over 1.7 million visitors annually from all 50 states and more than 150 countries. While the majority of users are K-12 teachers, the site is also a favorite of librarians, social studies methods instructors, homeschoolers, and public historians.
Presentation of the awards will be made during the 2013 AASLH Annual Meeting in Birmingham, Alabama, on September 20.
The AASLH awards program was initiated in 1945 to establish and encourage standards of excellence in the collection, preservation, and interpretation of state and
local history throughout the United States. The AASLH Leadership in History Awards not only honor significant achievement in the field of state and local history, but also bring public recognition of (more…)
The PressForward project at the Roy Rosenzweig Center for History and New Media (RRCHNM) now invites applications for a one-year position (with the possibility of renewal) at the rank of Research Assistant Professor. The successful candidate will work with the project directors to manage the publication of Digital Humanities Now and the Journal of Digital Humanities, as well as to perform project outreach and to experiment with new forms of open-access digital publishing.
A Ph.D. in history or a closely related field is required. The ideal candidate will also possess some or all of the following qualities:
Experience in digital humanities, digital libraries, or digital publishing;
Strong technical background in new technology and new media, especially web publishing;
Familiarity with scholarly communication or publication;
Experience teaching digital tools and leading workshops;
Project management, administrative and/or organizational experience; and
Experience with fostering and sustaining scholarly communities.
Prior to the University of Sydney, Robertson completed his PhD at Rutgers University and was a post-doctoral fellow at the American Bar Foundation in Chicago (1997-98). He also taught for a semester at Massey University in New Zealand. Stephen has won a number of teaching awards, including a Carrick Australian Award for University Teaching Citation for Outstanding Contributions to Student Learning in 2006 and a Faculty of Arts and Social Sciences Excellence in Teaching Award in 2008. At Sydney, he also served as Associate Dean for Undergraduate Matters, and coordinator of the American Studies Program.
Robertson is well known in digital history for his work on Digital Harlem, which he created with his collaborators in the Black Metropolis project. Digital Harlem won the American Historical Association’s Roy Rosenzweig Prize for Innovation in Digital History and the ABC-CLIO Online History Award of the American Library Association in 2010. (more…)
The first winner of the Wikimedia France Research Award is…
Can history be open source ? Wikipedia and the future of the past by Roy Rosenzweig, published in The Journal of American History in 2006.
This choice was made from thirty scientific publications on Wikimedia projects and free knowledge, directly submitted by the Wikimedia community. Among these publications, a jury of researchers working on these topics selected 5 finalists. Each Wikimedian, along with the jury members, was encouraged to give their opinion and vote among these five finalists to determine the most relevant.
Jury members and wikimedians for this publication described Roy’s article as a “very stimulating read” and Roy as ” a pioneer in digital history, incorporating new digital media and technology with history to explore new possibilities to reach a larger and diverse public audience.”, with significant impact in the field of digital history, almost 160 citations in other scientific publications, according to Google Scholar.
The Humanities and Technology Camp is a free, open unconference where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot. Since its founding at the Roy Rosenzweig Center for History and New Media at George Mason University in 2008, more than 105 THATCamps have been held in places all around the world, helping more than 6000 students, scholars, and professionals improve their skills in the digital humanities while meeting terrific, smart people from all kinds of fields and professions.
The sixth annual THATCamp CHNM will take place June 7-8, 2013 at the Roy Center for History and New Media in Fairfax, VA. Spots are still available, and the whole event is free. At an unconference, the program is mostly created on the first day by the participants themselves, but pre-scheduled events include a Wikipedia “editathon” where participants edit Wikipedia, a manuscript “transcribathon” where participants transcribe and tag digital historical documents, and workshops on topics such as how to use JSTOR Data for Research to analyze a massive archive of scholarly journal articles. A “Maker Challenge” will offer THATCamp CHNM participants prizes such as an iPad Mini for any original project begun that weekend.
This collaborative, multimedia, cross-platform project—including a documentary film, a symposium, and a national library program—is designed to explore popular romance broadly, examining change over time in the content, art, business, and reception of romance novels. Taking love and its stories seriously, wherever they may be found, the Popular Romance Project will spark a lively, thoughtful conversation between fans, authors, scholars, and the general public about the writing, production, and consumption of popular romance, including its history and transformation in the digital age.
The project blog, launched in February 2012, receives more than 125,000 visitors and 500,000 page views annually from across the U.S. and from more than 140 countries. The blog features video interviews and essays by scholars, authors, readers, librarians, and industry insiders. With this funding, we will develop an expanded website—including hundreds of new video interviews and blog posts, games that explore branding and marketing, and archival materials—as well as a mobile version.
The project aims to bring relevant scholarship from a wide range of (more…)
Once again this year, RRCHNM collaborated with the Institute of Museum and Library Services to plan and produce the agency’s signature WebWise conference, http://imlswebwise.org/, held March 6-8, 2013 in Baltimore, Maryland. Due to the Center’s experience with unconference formats, RRCHNM’s WebWise team— Sheila Brennan, Sharon Leon, Lisa Rhody, and Tom Scheinfeldt— was asked to reorient WebWise toward a more participatory format, one that allowed conference participants more opportunities to ask questions, to engage with potential collaborators, to learn new skills, and to develop more fully early-stage project ideas.
To meet the challenge, WebWise2013 modeled in its format the conference’s theme: “Putting the Learner at the Center” by engaging conference participants at every planning stage. The WebWise 2013 committee eliminated traditional plenary sessions in favor of more workshops; expanded upon the exchange of new ideas through project demonstrations; and facilitated working groups where participants could develop new collaborations and initiatives, and revise existing ones. To bring the conference theme full circle, RRCHNM recruited keynote speaker Audrey Watters, who asked the crowd: “Whose learning is it anyway?”
The more hands-on format of WebWise 2013 is most evident in the number of opportunities this year’s participants had to learn a new skill, to (more…)