Tag: making knowledge
Historically Speaking: Transcription, Collaboration, & Crowdsourcing
Meghan
Last week, Forbes’ contributor Nathan Raab wrote about transcription, collaboration, and crowdsourcing for his Historically Speaking blog. I’m quoted in the piece that focuses on the ways institutions like the Smithsonian and the National Archives are “using technology to engage the public in the discovery and preservation of its own history.”
Nathan interviewed me about my role in the development of narrative strategies and understanding engagement with the Smithsonian Digital Volunteers Transcription Center. In our discussion, I highlighted
- the potential for collaboration between institutions serving as stewards for history and culture,
- the ways in which we are actively making knowledge more easily accessible and available for (re)use, and
- the fantastic stories emerging around the collections, as well as the motivations transcription participants are sharing with us
Here’s my part of the discussion from the blog post:
“Technology is opening doors for people to learn and explore and create an understanding of the world around them.” said Dr. Meghan Ferriter, who consulted on the project at the Smithsonian. “There are a lot of people doing related and overlapping projects, but nobody’s connected all of the pieces yet.”
You can already see the ball rolling. Ferriter notes that many organizations have to start work from scratch, but the Smithsonian is working on changing that. She tells me, “In my role as Research Associate, I am in essence creating a series of recommendations that can be used here at the Smithsonian and elsewhere. This is… something of a strategic plan. We are aiming to share best practices around the world.”
Click through to the full article to learn more about the landscape of crowdsourced participation in transcription – that is, “Americans taking part in the discovery and preservation of American history.”
Categorizing: A second but interrelated process for making knowledge
Meghan
Categorizing is another process for making knowledge. As a series of steps, categorizing not only compliments making choices; it is built into the process of making choices. Perhaps we should also use the term “classifying” to start, rather than categorizing. Examples of classification abound in science, library and archival practice, and even social relationships. Can you recall the scenes in Mean Girls and Ten Things I Hate About You, in which helpful social gatekeepers identify relevant groups of high school students to a new student unfamiliar with these groupings?
Categories or classes are socially constructed—quite literally in the last example—and decisions and divisions are implicit in the process. Perhaps more importantly, the socially constructed nature of categories and classes means that they can be changed – and by people. Finally, categories and classes are built by making differences between things (items, concepts, words, people); and successfully defining difference, Hall (1997) reminds us, is an act of power but one that is part of a dialogue. Regularly reinforced and resilient power, yet not fixed (socially constructed!). Finally, classifying is essential to culture and meaning, where an order is established by relating things to one another.
So let’s review: categories and classes are divided by and bounded through socially constructed definitions and through specific language choices.
Taking that forward, we can think about the process of categorizing in relation to what we’ve discussed before about making choices. Specifically, that excluding or including things in choices creates relationships of value between what is included and excluded; these hierarchical relationships are rooted in language, which conveys meaning and is as adaptable as the social value it suggests.
As categories are established, relationships between categories are also built. Then as an individual or an institution approaches an item that requires classification, s/he/it will consider what is known from existing systems of knowledge. Thus, it takes meaning to make meaning.
Consider Bishop & Jaworski’s (2003:3) take:
“Academic study, but in fact all aspects of experience are based on acts of classification, and the building of knowledge and interpretations is very largely a process of defining boundaries between conceptual classes, and of labelling those classes and relationships between them.”
Bishop & Jaworski (2003) go on to suggest that language is the central means through which classification becomes possible; thus language itself loses neutrality, while becoming a “key ingredient in the very constitution of knowledge.”
Most recently, I have been considering the ways the categorization process might be built into the process of devising strategies for crowdsourcing. It’s been a bit chicken-or-egg in several senses: i.e. do we build the classification process into the experience or and can we even appropriately engage people without understanding the ways they might want to classify or use and access categorized information? So many things to consider – and, as needs may develop over time, how might we create a flexible and responsive but reliable means of categorizing information?
Return to the previous examples I’ve suggested for knowledge building in the digital realm, which I’ve listed again below. Can you pick some moments of categorization here?
- the collaborative process of editing on Wikipedia
- educational institutions and crowdsourcing information about unidentified women scientists, as with the Smithsonian Institution Archives http://siarchives.si.edu/blog/annual-call-help-identifying-women-scientists
- the ways fans of tv dramas on social media platforms share/reblog/retweet, discuss, and debate plot and pieces of news, then reference relevant pieces of information to create an “accepted” group understanding – such as an important event, a character’s motivations, screenwriter and actor/tresses decisions and more
- and even tagging posts on Tumblr and Twitter to first organize information and secondly, make that information more easily identified by others using searching tools and services
References:
Bishop, H. & Jaworski, A. (2003). ‘We beat ‘em’: Nationalism and the hegemony of homogeneity in the British press reportage of Germany versus England during Euro 2000. Discourse & Society, 14(3), 243-271.
Hall, S., (Ed.). (1997). Representation: Cultural representation and signifying practices. London: SAGE Publications Ltd.
Making knowledge: Starting by making choices
Meghan
I’ve just started on a new project, which falls into the realm of digital humanities. I hope I’ll get a chance to discuss the specifics a bit more in this space, but for now, let’s consider the ways we “make” knowledge – particularly in the digital space.
Some examples of knowledge building in the digital realm include:
- the collaborative process of editing on Wikipedia
- educational institutions and crowdsourcing information about unidentified women scientists, as with the Smithsonian Institution Archives http://siarchives.si.edu/blog/annual-call-help-identifying-women-scientists
- the ways fans of tv dramas on social media platforms share/reblog/retweet, discuss, and debate plot and pieces of news, then reference relevant pieces of information to create an “accepted” group understanding – such as an important event, a character’s motivations, screenwriter and actor/tresses decisions and more
- and even tagging posts on Tumblr and Twitter to first organize information and secondly, make that information more easily identified by others using searching tools and services
Keep these examples in mind as I reflect on several steps in “making knowledge” in the online realm and please join in with your own examples below. This will be a three-part chat.
Three starting steps for making knowledge cropped up repeatedly in the discussion and introductions the other week. It would be fair to say my day was marked by a wider sense of “making knowledge” through: CHOOSING (Selecting), CATEGORIZING, CREATING
CHOOSING: Selections, Choices, and What’s left behind
The process of making choices—choosing, defining, selecting—is one way in which we craft knowledge. I’ve purposefully called this a process, rather than an act, because several steps are included before and after the choice is made.*
Making choices suggests defining one thing as more appropriate, accurate, desirable, or sanctioned than another thing. With each choice, existing structures of knowledge are called upon to help the person making delineations. Each person is, of course, a product of their experiences, systems of education, and other socially defined identifications. That’s a lot to play into the choice of what to include as valuable and prioritizing pieces of information. This process as an educational approach is sometimes known as “scaffolding.”
The effects of choosing pieces from a body of data include creating hierarchies by ranking i.e. an understanding that what is left out is not (as) important as what is included and loss of alternative interpretations or perspectives. Very clear examples of these effects can be seen in the kinds of history textbooks I read in middle school. History as a socially-constructed account of political, economic, social, and cultural interactions is predominately crafted by the groups of people who were literate (this qualification being defined and prevalent with power and higher social status) and with resources to capture and archive their materials. As I transitioned into high school, our textbooks used “windows” approaches, which attempted to mitigate the perspectives that excluded alternative versions of history by the choices made in building the accepted historical record.
In institutional settings, what happens when you start to make choices regarding the kinds of information and which content is most important? How do discrete pieces of information come together, especially when everyone is “joining the conversation,” – and how are they deemed useful and then used? These are the next questions we should consider in the daily practices of making knowledge.
Still to follow: categorization and thinking about bringing these steps together to create knowledge
*Did you see what I did there? I DEFINED what “making choices” is – suggested it is more complex and potentially better than an action because it is a series of interrelated and negotiated actions (so I made a hierarchy of steps). Therefore, through the combined use of language, selecting components to define and include and leaving out other steps or conditions (such as the chemical or neurological processes involved in choice-making), I have created a specific piece of knowledge!
Image credit: By Obsidian Soul (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons and available here
