As a tool for “crowdsourcing interpretation,” as its creators describe it, Prism is visually and functionally interesting for college students. This semester I used Prism to teach two texts in Latin American history, but one stood out as a good length and style for classroom use. Below, I’ve pasted a screen shot of how the class marked up an excerpt from Maria Eugenia Echenique’s essay “The Emancipation of Women” (1876). (This text was published for educational purposes by Harcourt Brace Custom Books and translated by Francisco Manzo Robledo.) I uploaded text and had my class sign up for Prism in small groups. They then read part of the essay and highlighted portions of the texts using three facets. Below, you can see how they understood the theme of legal culture working in this text. The other facets were “Gender Roles” and “Progress.” Three facets seems like a limited number, but I think adding more would not make the exercise as compelling or easy for students to conduct in groups.
My class found the Font Size Visualization feature appealing, though Winning Facet I think would be interesting in a larger class. The Font Size is easier to understand on impact and encouraged students to think about their ideas in relation to those of others. We were able to discuss where we strongly agreed and where some groups had different ideas. The Winning Facet Visualization takes some clicking to understand. Black text indicates places where facets were equally popular. For example, the author argues that Argentine women, “can manage the interests of our children, these rights being the basis for emancipation.” My students believed that managing children’s interests was equally applicable to gender roles and legal culture in nineteenth-century Argentina. Therefore, this portion of text had no winning facet. When we examined this phrase using the Font Size feature, we found that fewer groups had highlighted this section anyway. The combination of the two visualizations is really neat and helps students communicate their ideas with their peers. This exercise allows the class to quickly evaluate multiple opinions–where they overlap and where they diverge.
Like many educators, I have found Prism valuable. Thanks again to all the graduate students, librarians, and faculty at University of Virginia who support the Praxis Program, and the Scholars’ Lab in general. I am a huge fan!
As part of “Mobility and Exchange in Latin America, Past and Present,” we are excited to host Professor Evelyn Hu-DeHart of Brown University. Please see these announcements and join us on April 11!
A wonderful resource for grad students interested in learning more about DH is the site for The Praxis Program, a project from the Scholars’ Lab at the University of Virginia Library. Do not miss the “Tutorials” or “Scratchpad” tabs if you (like me) don’t know everything yet. I am still trying to decide which of these tools is best suited to my teaching and research, but Prism is intriguing. As a tool for “crowdsourcing interpretation,” this looks like a great way to encourage collaboration among students and between scholars. I plan to try it out on my introductory class and will post successes and challenges in my lesson. Thanks to the contributors who made this public and available!
As a scholar of Africana and Latin American Studies, I am on the look out for digital humanities projects that address my regional and thematic interests. The UVA Library Scholars’ Lab is undertaking exciting projects in African-American and Latin American history, such as the Falmouth Project. I am following with interest the scholarship of Tamika Richeson, Cecilia Márquez, and Alex Gil, among others. And there is also “Mapping an Asian American Indie Rock Digital Diaspora,” which technically is not my field of remote knowledge or expertise. But I had to link to it because it’s an excellent presentation of scholarship. I will end this post by lamenting the fact that I could not attend a recent GIS workshop at UVA that promised the “pursuit of mappiness.”
Register by April 10th for THATCamp on The Johns Hopkins University Homewood Campus, Saturday April 12th! We want to address the uses of digital humanities for educators and scholars in the Baltimore area, with an emphasis on Africana and Latin American Studies. Follow our event on Twitter at @THATCampJHU! Free events to take place in historic Gilman Hall from 9 a.m. to 4 p.m.
This semester I assigned a five-minute podcast on gender in Latin American history in my introductory course. I recommend this kind of project as a method for practicing speaking, building argument, getting experience with technology, and encouraging students’ interacting with peers. Students used Audacity, which caused few technological hiccups. The project involved a peer edit based on a rubric for clarity, length, accuracy, and persuasiveness. Though these were broad elements, they elicited useful qualitative comments from student partners during peer grading.
I requested feedback from the students regarding the assignment. One student mentioned that making the podcast immediately preceded an interview and provided preparation and practice for measured, clear speaking. Another student said that peer edits increased the quality of the podcasts; students wished to provide their peers with a good example of their work. For an introductory course, a podcast assignment is useful in conjunction with written essays to help students build distinct skills and communicate with their peers. Here is a site I consulted for instructions about audioblogging/podcasting. I look forward to incorporating more audio elements into my teaching.
I have consulted Dr. Lisa Spiro’s blog entry “Digital Pedagogy in Practice” for useful information about the rationale behind creating digital assignments. Her post, “Getting Started in the Digital Humanities” from a few years ago also comes recommended.
The second Latin American Film Festival at Johns Hopkins is currently underway. These screenings are made possibly by grants from the Spanish Government and PRAGDA, as well as support at JHU from the Department of German and Romance Languages and Literatures, the Program in Latin American Studies, and the Graduate Representative Organization. The upcoming screenings will take place every Wednesday at 7 PM in Krieger 205 on Homewood Campus until April 23. All events are free and open to the public.
On Wednesday, March 26 at 5:15 P.M. in Gilman Hall 479, Professor Barbara Fuchs (UCLA) will present at the Department of German and Romance Languages and Literatures Seminar as part of the Iberian Seminar organized by Professor Gabriel Paquette. The title of the paper is “La Lozana Andaluza and the Limits of the Picaresque.” Her new book, The Poetics of Piracy: Emulating Spain in English Literature, is with the University of Pennsylvania Press.
On Thursday, March 27, 2014 as part of the Brazil Studies Seminar, we welcome Professor Jeffrey D. Needell (University of Florida) who will give a talk entitled “Brazil’s Abolitionist Movement: The Narrative, Sources, and Historiography.” This event will take place in Gilman 308 at 4:15 thanks to support from the Center for Africana Studies, PLAS, and the Department of History.
In April, the Program in Latin American Studies Spring Conference, “Mobility and Exchange in Latin America, Past and Present,” will take place on Friday the 11th. Professor Evelyn Hu-DeHart will give our keynote address, and our program includes a wide range of scholars from around the hemisphere. We are also hosting THATCamp JHU, focused on Africana and Latin American Studies, on Saturday the 12th. Both events are free and open to the public, but registration for THATCamp on our web site is required.
Mobility and Exchange in Latin America, Past and Present, the Spring Conference of the Program in Latin American Studies at Johns Hopkins now has a web site. We’ll be posting updated information with the finalized conference program and other information for participants. The conference is free and open to the public on April 11th.