![• Space on campus
• Resources (funding, archival collections,
technological support, time)
• Combatting stereotypes of archives and
attitudes about “real” history
• Communication beyond classroom
• Creating a supportive classroom community
• New to UMB & new course
• Setting new & different expectations
Challenges
Excerpt from students’ week six reflections:
“I’ve had moments of huge change. . . . I only remember having one professor
actually take us to an archive to show us the research process. In a way, I feel like I
completely taught myself how to use archival information [until this class]. . . .
I like the old school style of research. Unless I’m using google to locate a
specific website, I don’t really need to use the computer at the archives . . . catalogue
cards are actually more helpful than an online system. I think the digital age is
changing how we use information, and catalogue it, and locate it, but I still think
there is no harm in the old way. The “if it’s not broke, don’t fix it” kind of idea.”](https://image.slidesharecdn.com/umbfuturehistorytlconference2015-160428141836/85/Future-History-Using-Technology-Creatively-to-Build-Collaborations-in-the-Classroom-and-Beyond-4-320.jpg)
#Future History: Using Technology Creatively to Build Collaborations in the Classroom and Beyond
- 1. #FutureHistory Using Technology Creatively to Build Collaborations in the Classroom and Beyond by Marilyn Morgan & Marta Crilly with reflections of graduate students: Claudia Heske, Paige Kinder, Laura Kintz, Ashley Kennedy- MacDougall, & Daniel Morast
- 2. Graduate studies in Archives & History at UMass Boston • Track re-established 2011 • Master’s or certificate option • 30 credits include 4 archives-specific course • Faculty: Director
- 3. Program Goals — Learn technical skills critical to the creation and maintenance of archives, digital archives, historical scholarship in the digital age — Develop an understanding of archival theory and its application to digital history — Gain hands-on experience with archival materials while learning professional standards used in making archival materials available online — Acquire understanding of copyright law & its applicability to archives — Help provide access to archival materials & strengthen networks in the professional community — Develop an understanding of the political & technical challenges to maintaining an archive — Meet and learn from other experts in the field
- 4. • Space on campus • Resources (funding, archival collections, technological support, time) • Combatting stereotypes of archives and attitudes about “real” history • Communication beyond classroom • Creating a supportive classroom community • New to UMB & new course • Setting new & different expectations Challenges Excerpt from students’ week six reflections: “I’ve had moments of huge change. . . . I only remember having one professor actually take us to an archive to show us the research process. In a way, I feel like I completely taught myself how to use archival information [until this class]. . . . I like the old school style of research. Unless I’m using google to locate a specific website, I don’t really need to use the computer at the archives . . . catalogue cards are actually more helpful than an online system. I think the digital age is changing how we use information, and catalogue it, and locate it, but I still think there is no harm in the old way. The “if it’s not broke, don’t fix it” kind of idea.”
- 5. Meeting Challenges by Forging Collaborations: History 670 and Space, Resources, Technology Space: UMass Boston University Archives & Special Collections Archival Collections: UMass Boston University Archives & Special Collections • Bert Schneider Papers Jamaica Plain Historical Society • Records of the JPHS
- 6. Experiential & Experimental Introducing Evernote: Day 1: Early Frustration Tue 2/3/2015 11:07 AM “I created an account last week, and poked around. I did not see a shared notebook . . . . I am currently in my account and s9ll can't find it. Is it under something other than notebooks?” Wed 2/4/2015 8:02 PM “I haven't figured out how to put this in evernote yet, but I will play around with it tomorrow.” Sat 2/7/2015 8:43 PM “… using 3 plaBorms with the one program/app is a bit of a challenge, but now it's a mission ... and a very useful program, so I do want to use it.” In-class introduc@on to Evernote app on phone: unconven@onal, somewhat chao@c and uncomfortable.
- 7. Unconventional and Uncomfortable but… Convenient
- 8. Week Two: Reactions and Results
- 9. Week Four: Out-of-the Classroom Engagement Student-Initiated Discussions
- 10. Week Eight: Student Discoveries
- 11. Overcoming Resistance & Stereotypes: History Meets Technology
- 12. Goal: Create a collaborative digital archive and interactive exhibit: “Stark & Subtle Divisions: A Collaborative History of Desegregation in Boston.” Boston City Archives • The School Department - Desegregation Era Records • Mayor's Office records Moakley Archive and Institute, Suffolk University • The oral history project & papers of Joe Moakley Northeastern University Archives and Special Collections • The METCO records and Jean McGuire papers University Archives & Special Collections, University of Massachusetts Boston gathers material that supports the university's urban mission and strong support of community service. • The Wendell Arthur Garrity papers • Mosaic records History 678 Meeting Challenges by Creating Collaborations
- 13. Boston City Archives • Founded 1989 • 18,000 cubic feet of records, spanning almost 400 years • 4 staff members • Director • Records Manager • Collections Manager • Archivist for Reference and Outreach
- 14. Time Management Reference Appointments, January-May 2015 Umass Digital Archives appointments All other appoinments
- 15. Context
- 16. Context Cotton Mather called them “The Hidden Ones.” They never preached or sat in a deacon’s bench. Nor did they vote or attend Harvard. Neither, because they were virtuous women, did they question God or the magistrates. They prayed secretly, read the Bible through at least once a year, and went to hear the minister preach even when it snowed. Hoping for an eternal crown, they never asked to be remembered on earth. And they haven’t been. Well-behaved women seldom make history; against Antinomians and witches, these pious matrons have had little chance at all. - Laurel Thatcher Ulrich, “Vertuous Women Found: New England Ministerial Literature, 1668-1735″ American Quarterly, 1976
- 17. Context
- 18. Privacy
- 19. #FutureHistory: Students Contributing to Public Education While Learning
- 20. #FutureHistory: Mapping a New Understanding Excerpt from student: Tue 4/28/2015 6:45 PM I am officially frustrated. I created a map in flickr because google maps did not allow me to aTach the images. I am unsure how . . . to link it to the Omeka exhibit. I only aTached interna@onal leTers so far. Struggle is real.” Wed 4/29/2015: She persevered and shared her discovery with the class.
- 21. #FutureHistory: Students Share Work Beyond the Classroom
- 22. Lessons Learned “Just do something. Do whatever you can within the confines of the resources you have.” - James P. Evans Groth
- 23. Lessons Learned “While you are failing, take notes” - James P. Evans Groth