Two padlets for the Digital Humanities Seminar, Wednesday 28th Sept 2016
I sketched out the concept for ‘Reading Rudé’ in Simplemind on my iPad. I’ll discuss the project plan in more detail in a later post, but the first thing I did was to head for the Boole and see if it looked feasible:- I guess you could call this ‘Initial Hypothesis Testing’ but I’m happy with calling it ‘having a rummage in the data’
People in my university already think I’m a bit crazy, so finding me reading 4 copies of the same text sitting on the floor in front of 944. 04 passes without much comment. Comparing student annotations across multiple copies of a text isn’t everyone’s idea of fun, but it amuses me.
What I found suggested it was worth scanning some of our copies and doing a rough run over some chapters. I knocked out a Table of Contents in a Google sheet, and starting doing a quick count of how many student annotations, mostly underlining, were in each chapter and if there appeared to be the work of more than one reader.
So what do we see from this? Some chapters are very popular with the underliners; mainly ‘Paris on the eve of the Revolution’ and ‘The Fall of the Monarchy’. These map to some very common essay titles and exam questions on the origins or the course of the Revolution. In some copies, the five chapters describing the key interventions of the crowd into politics were underlined but in some they were ignored and in most the concluding chapters where Rudé gathers his argument were bare of any mark up.
The different editions were probably bought at different times: there is one of the old red paperback, some of the red paperback which were so heavily used that the library had to rebind them, and several of the later grey paperback edition. I gave each a rough ‘name’ which is easier for me to recall than the individual library item number; and I need to add to each the full metadata for the edition and binding state.
What does the underlining look like? Well, here are the same pages from two different copies. The first is the old ‘Red Paperback’ which didn’t require rebinding. I think this represents the making of two different students – one neatly inline and one ‘sideliner’ although it could be one student who decided to get serious on page 21.
The most obvious point to my eye here is that the underling focuses on the ‘hard data’ – names of groups, prices and wages – and ignores the sources – Hardy’s journal and the much later academic works of Rouff and Labrousse who introduce the price data. The interest is on the facts, and not the evolution of the debate.
How does this compare with the same part of the text in another copy?
Here, the summary of Rouff’s argument is underlined, as is the key figure of 50% of wages going on bread, but everything else is skipped. While the ‘Red Paperback’ reader at least sidelined the section on pg 20 about the frequency of violent outbreaks over food prices, the ‘Grey Paperback’ reader completely ignored that page (as did many other annotators). If this translates to essays, it could produce a very different reading of the role of the crowd in the years leading up to the Revolution.
It would be really nice to have the outputs of these readings, either essays or exam answers, but even if they still existed, it would be impossible to match them to the markings on the book – but it would be possible to construct an experiment which tracked that relationship.
Meanwhile, the next problem is transferring this information from the page images to the actual text in a meaningful way. It is not too hard to take a plain text file of a particular chapter and mark up which sections have been annotated, but once you combining this for every copy of the text in one library will rapidly produce a mess of overlapping markup.
I thought I might use Omeka to put this online because it is a ‘One Click’ Install on Reclaim Hosting which we make all our students use, but I’m also thinking about the OSF framework now; or some combination of Omeka and Jupyter Notebooks. Since we can’t dump the entire text online (copyright, fair enough), I need to commit to a chapter for the open project. In fairness, I think one chapter will be enough to make explore the issue.
However, right now what I am thinking about is the start of term; and, among other things, the early reading assignments where I’m going to require students to submit their annotated pdfs of readings in various courses as we explore how learners read scholarly texts.
George Rudés “The Crowd in the French Revolution” is a text which has been loved, hated and underlined by university students all over the world. Since I have a long running in understanding how students read, analyse and write historical narratives, those grubby annotations are actually interesting, and I had an idea for a bit of work which could involve undergraduates in some research on their own metacognitive skills, and which might become an open collaborative project. I have done about three days work on it already, and realised that I have failed to create an ‘Open Research Notebook’ as yet, so this is a bit of catch up. Continue reading “Reading Rudé”
Coding in Primary schools is not really the solution to a shortage of skilled programmers right now; done badly, it won’t help in the future either. There is an emerging generation of kids who are growing up with smartphones and tablets, and ‘coding’ isn’t the skill they need to learn Continue reading “Primary Codes”
Religion is a difficult question for many people in the 2016 Irish Census. In 2011, 84.2% ticked the box as “Catholic” but it’s quite clear that figure is far higher than the number of actual practising and believing Catholics in the Republic. How can people navigate their way to marking an appropriate box on April 24th? Q. 12 is based on an assumption that most people have not thought about, and many no longer share: that spirituality must be structured by an organised religion. Continue reading “Losing my religion…”
Your son is old enough to run in a general election. Even though he is an outsider, I feel it’s good because
People who support Green policies should be able to vote for them, even in constituencies where the odds are against winning a seat. It all contributes to the national debate.
Participation by young candidates is important to sustain democracy. His
generation will face a radically different future, volatile and unpredictable, and they need to know that they can assert their ownership of public policy to build their future, and not feel alienated from politics.
So from here until polling day, I get to drive the car, hang some posters, hand out leaflets and shut up, mostly, probably, apart from the odd rant!
One of his candidate profiles is here – have a look.
I originally started requiring students to use mind minds as a tool to visualise the structure of single articles, separating argument and analysis from supporting evidence. Over time, our use of mindmaps has grown, to encompass mapping debates across multiple sources in order to construct a literature review, and from an essay planning tool to a tool to plan sharing of knowledge in a range of output formats – essay, poster, infographic, website, podcast and so on. As time has passed, the tools I’ve recommended have change: this is this years list of my favourites Continue reading “Mind Mapping, Knowledge Cartography 2015”
Thirty years ago, I felt that the state was the enemy of a free people; I still believe that is true even if liberalism has lost its way and become ‘neo’ which is an interesting pun if love The Matrix. Be warned – Rant mode is full on below this line! Continue reading “Small is even more beautiful now”
The $5 trillion wiped off the value of global equities as the Chinese market collapse spreads hasn’t all vanished – it’s just gone somewhere else in search of a different bubble. What is really spectacular is not the collapse of Chinese markets, but the capacity of people to ignore the obvious indicators that it was on the way. Continue reading “That $5 trillion isn’t gone away you know…”
New Semester in Six Weeks! The summer is flying by, this years cohort of Masters students are deep in writing their dissertations, most of the places for next year have been filled, BA offers will be going on in a few weeks, and new students are asking “What should I read before we start”. Reading into DH is a moving target, but here I suggest some of my favourite entry points. Most of this is freely available on the open web. Continue reading “Reading into Digital Humanities (Summer 2015)”