30 Matching Annotations
  1. Mar 2017
    1. It was like a giant community leaf-raking project in which everyone was called a groundskeeper. Some brought very fancy professional metal rakes, or even back-mounted leaf-blowing systems, and some were just kids thrashing away with the sides of their feet or stuffing handfuls in the pockets of their sweatshirts, but all the leaves they brought to the pile were appreciated. And the pile grew and everyone jumped up and down in it having a wonderful time. And it grew some more, and it became the biggest leaf pile anyone had ever seen anywhere, a world wonder. And then self-promoted leaf-pile guards appeared, doubters and deprecators who would look askance at your proffered handful and shake their heads, saying that your leaves were too crumpled or too slimy or too common, throwing them to the side. And that was too bad. The people who guarded the leaf pile this way were called “deletionists.”

      This such a delightful and useful metaphor. What a great way of explaining the real joy and challenges facing Wikipedians in 2008 and in the present.

    1. four historic West Baltimore neighborhoods that they collectively called home: Druid Heights, Marble Hill, Bolton Hill and Reservoir Hill

      How have the percieved and real boundaries and borders of these four neighborhoods changed over time? What other research could be done to understand the development of distinct neighborhood identitities and organizing efforts?

    1. For Mike Ford, the self-described “hip-hop architect” who teaches “design justice” at Madison College in Wisconsin, the song is also a poignant rebuke of architecture—particularly the buildings used to cage low-income black and Latino families in public housing projects.

      This is a really fascinating argument to me.

  2. Feb 2017
    1. culture of our institutions

      Read more about workplace bias at museums in Bias Cache: Collecting Incidents and Interruptions of Workplace Bias in Museums by Aletheia Wittman, Rose Paquet Kinsley, and Margaret Middleton, May 16, 2016.

    2. Take a minute tonight, and re-read your institution’s mission statement. Are you living up to those ideals when it comes to your workers at all levels? How can you be the change you want to see in the world in the way you hire and how you treat your workers?

      What a quick and accessible approach to evaluation! You can do this yourself to evaluate your own organization or you can try this approach to form a constructive critique of a partner in your community.

    3. At the Museum Computer Network conference, Nikhil Trivedi challenged us

      You can find video, slides, and notes from Nikhil Trivedi's 2015 Ignite talk at the MCN conference on his website.


      Thanks to Elissa Frankle for sharing her slides for this presentation on Slideshare. The people and hashtags recognized at the beginning of the talk include: Alli Hartley, Teresa Martinez, Nikhil Trivedi, Alyssa Greenberg, Monica Montgomery, Lesley Kadish, Sina Bahram, #museumworkersspeak, #fightfor15, Adrianne Russell, Gretchen Jennings, Aleia Brown, Carol Bossert, Matt Adler, Liz Ogbu, Cait Reizman, Jason Alderman, and #museumsrespondtoferguson.

    5. the expense these programs require

      When I reflect on the expense of graduate studies, I wonder about what other related issues need to be addressed at the same time. How can we design lessons, courses, programs, and departments that work well for full-time and part-time students? Students who begin graduate school immediately after undergrad and students who have been out of school for years?

    6. only listening to our workers isn’t sufficient

      How do you listen? Do you collect survey data from visitors? Is that data aggregated and shared with the public? How do you respond to survey results or other information you take in from outside your museum (or department or community group)?

    7. Create a safe space

      How do you create a safe space? How do you keep a safe places for people who engage in in-person and online communities?

      One way to pursue this goal is to use and apply community guidelines (here our guidelines at Baltimore Heritage) to foster a welcoming and inclusive environment in your classroom, historic sites, or community meeting.

    8. Which begs the question: do you value your objects more than you value your people?

      This is an important question that we should all be asking in our own way even if we don't work at a museum. For example, at Baltimore Heritage we can ask:

      • Do we value historic buildings more than the people who live in them?
      • Do we value old photos more than the people depicted and their descendants?
  3. Jan 2017
    1. literally meet people where they are

      Meeting people "where they are" is difficult when a university campus is literally or figuratively separate from the surrounding communities. Staff or volunteers with historic sites and museums often encounter similar challenges.

      At UMBC, initiatives such as Breaking Ground try to bridge these gaps by bringing students into surrounding communities. Museums and historic sites may find useful advice in "Positioning Your Museum as a Critical Community Asset: A Practical Guide" available as an online resource and a 2016 book.

    2. collaboratively owned and maintained spaces

      How can scholars and educators create classroom spaces that work as "commons"? How can you seek this goal both online and in-person?

    3. actively listening and responding to the ideas and stick-points offered by participants

      Two useful approaches to active listening include:

    4. full range of technical tools a community uses to support everyday activity and public life

      Students and scholars may use tools that are unfamiliar to outside partners such as Blackboard or other learning management systems. Community groups or nonprofit partners often have limited time or resources to invest in buying or learning how to use a new tool. Recognize the limits of existing tech skills & infrastructure but don't be afraid to try something new.

      Find more tools using ProfHacker, a group blog published by the Chronicle for Higher Education, by browing categories for reviews, software, productivity, and teaching.

    5. Social infrastructure refers to the ecosystem of relationships and organizations in a community.

      "Social infrastructure" is only one term that can be used to talk about this idea. Other similar concepts include:

      • Community identity
      • Organizational capacity (or capability)
      • Social capital

      Some approaches, such as network weaving or capacity building, seek to expand or strengthen these relationships to build more effective organizations. Read more in "Building Smart Communities through Network Weaving" (PDF) by Valdis Krebs and June Holley.

    6. civic technology

      This engagement guide is written for readers with an interest in civic technology. But it remains relevant for many other domains. Try translating this guide by replacing the words "civic technology" with...

      • Course design
      • Educational technology
      • Public history
      • Public humanities
      • Or some other topic of interest to you.

      Are all five modes of civic engagement still useful to you? Which approaches work for your field? Which do not?

    7. 5 simple metrics
      1. Start with people: Work with the real people and real communities you are part of, represent, and/or are trying to serve
      2. Cater to context: Leverage and operate with an informed understanding of the existing social infrastructure and sociopolitical contexts that affect your work
      3. Respond to need: Let expressed community ideas, needs, wants, and opportunities drive problem-identification and problem-solving
      4. Build for best fit: Develop solutions and tools that are the most useful to the community and most effectively support outcomes and meet needs
      5. Prove it: Demonstrate and document that community needs, ideas, skills, and other contributions are substantially integrated into — and drive — the lifecycle of the project."

      From Criteria: People First, Tech Second

    8. Community-driven technologies are built at the speed of inclusion — the pace necessary not just to create a tool but to do so with in-depth communal input and stewardship — and directly respond to the needs, ideas, and wants of those they’re intended to benefit.

      The structure and rhythm of the academic calendar can make it more difficult for students and scholars to work closely with community-partners.

      How do you make time for students and scholars to create something for a community, listen to community input, and incorporate ideas from community members into their work? Can this take place in a single semester?

    1. empowered to present on projects

      Could this be encouraged by providing students with sample presentation materials? Or creating a project style guide that students could optionally use to ensure the project is presented through a consistent voice or visual design?

    2. guidelines for re-use of digital scholarly material

      Open licensing with Creative Commons (or other open-source licenses) is one way of setting guidelines for reuse of project materials in whole or in part.

    3. maintaining meaningful artifacts of students’ contributions

      This is not only important for students but also for projects that involve collaboration with community partners.

      If members of a community where you are doing research or teaching are contributing photos, stories, or feedback to a project, scholars need to ensure that community members can access their own contributions into the future.

      To accomplish this goal for students and community partners, scholars need to make a digital preservation plan at or near the beginning of any project. Learn more about personal archiving from the Library of Congress.

    4. meetings and project communication

      Collaborative tools and equitable approaches can help make sure your meetings and project communication meet this important standard.

      Examples include:

    5. Disrupting Digital Humanities

      "Milking the Deficit Internship," January 6, 2016 (2016 MLA Position Papers, Digital Edition) by Spencer D. C. Keralis is another relevant reading on labor and power in the academy and the student labor economy.

    6. not empowered to make critical decisions about the intellectual design of a project or a portion of a project

      How do you empower student or outside partners to make "credit decisions about the intellectual design" when they may not share the same knowledge or approach as a scholar? In some cases, this is a difficult question to answer.

    7. help students to formulate meaningful statements about their contributions

      This is an excellent suggestion! If this support is built into the student-scholar collaboration, then it ensures all student collaborators receive credit for their contributions—not just students who seek that support from scholars.

    8. names should appear on the project as collaborators

      How do you give credit to collaborators? Think about an academic book. A work might include a dedication to a beloved partner or mentor; an introduction listing student researchers; citations of influential works; an afterword on the history of the research project.

      To name your collaborators, write a list:

      • Names for everyone who contributes to a project;
      • each person's role or contributions;
      • when those contributions took place;
      • and how to contact them if you have questions later.

      You need to tell collaborators how credit may be presented at the outset and tell them when you fulfill that promise.

      Consider these questions:

      • Are there any contributions that do not require credit?
      • Do all collaborators receive credit in the same way or place?
    9. literature on unpaid internships

      Take five minutes to watch “Pay your F-ing Interns” by Elissa Frankle, an Ignite talk for the Openlab Workshop Unconference, December 1, 2015, in Crystal City, VA.

    1. Here are a few tips and tricks from Grrrl Zines A Go-Go on how can you start a zine workshop group yourself:

      This is a helpful introduction to organizing zine-making workshops that could be useful to librarians, historians, or educators.

    1. By framing challenges as questions starting with “How might we…,” you lead yourself to start thinking of solutions.

      I wonder how this works in a classroom context and not just a workplace. Could you invite students to learn about a topic and then use this exercise to generate project ideas?