Editor’s Note: I’m migrating some content from older web presences onto my current site. I’m currently (December 2016) re-watching Fringe as I spend some time home for the holidays, so I wanted to re-visit this post I originally wrote back in April 2011.
Possible SPOILERS up to Season 3 of Fringe.
Fringe is one of my (many) guilty pleasures these days. I say “guilty pleasure” because while I enjoy many elements of the show, its apparent investment in a strictly-ordered universe — most immediately present in the show’s warring alternate realities and the creepy, Powder-times-Data-divided-by-The Adjustment Bureau dudes who seem to be monitoring and / or running the show — remind me of an element of science fiction and fantasy narratives that I wish we could get beyond: The Chosen One(s) tasked with restoring order to a world that is both “broken” and capable of “fixing.”
While I’ve heard that the phrase “public humanities” makes some people want to set their hair on fire, I’ve found that the investments many digital humanities practitioners place in public-facing work have been particularly important, and I try to explore the various implications and challenges of doing public humanities work in my courses and in my own projects. My work in Brown’s Public Humanities program at times might begin (and sometimes end) with digital initiatives aimed entirely at non-academic audiences (i.e. audiences who might not be looking to use materials or data for their own academic projects or publications). Or it might entail working with a range of collaborators—librarians, community organizations, undergraduates, archivists—with various ideas about the kinds of intellectual labor they’re invested in, interests that don’t always privilege scholarly monographs or the critical lenses privileged by my graduate training in, say, an English department. These digital projects require skill in project management and development, attention to design choices and interfaces and their impact on user experiences, knowledge of long-term preservation issues, and discussions about various forms of public engagement, among other factors.
Common-place is primarily intended for early American Studies scholars, but I think this piece may be of interest to DH folks doing work outside that particular field as well. The roundtable discussion is made up entirely of recent graduates and current grad students from Northeastern University (all of whom were former NULab fellows as well!), and it documents graduate student experiences at at a moment in the school’s institutional history when its community of digital humanities scholars and researchers (including, of course, Northeastern’s awesome librarians and archivists!) was just starting to materialize. Anyway, it was fun to write: thanks to Liz, Ben, and Abby, as well as Ed Whitley, Kathy Foley, and the good people of Common-place.
The weekend of August 19-21 was pretty busy for professional wrestling fans. WWE set up shop at the Barclays Center for not one, but two major shows: NXT Takeover: Brooklyn II, a showcase for its “minor league” developmental brand, and SummerSlam, one of the main roster’s biggest events of the year. There was a ton of exciting in-ring action: the “Glorious” debut of Bobby Roode, Charlotte’s reclaiming of the WWE Women’s Championship from “The Boss” Sasha Banks, “The Phenomenal One” A.J. Styles beating up John Cena, the brutal and bloody (and, it turns out, completely staged, though some wrestlers were as fooled as fans were) outcome of a showdown between “The Viper” Randy Orton’s head and the meat-tenderizing hands of The Beast Incarnate, Brock Lesnar. But outside the ring, another story began circulating online: Twitter accounts @deathtoallmarks (DTAM), @SenorLariato, and @WrestlinGifs, three of online wrestling fandom’s main sources for “live GIFs” (fan-created GIFs of wrestling-related content that appeared online during live telecasts), had been suspended.
After moving operations over to a secondary account on Monday, Lariato noted that Twitter’s decision was made in response to DMCA complaints about several SummerSlam GIFs. Lariato said that Friend MTS, a UK-based “global provider of platform, channel, and content protection services,” was the apparent source of the objections (WWE initially denied making the complaints to at least one journalist, but wrestling journalist Dave Meltzer claims the company is behind the suspensions and that they were motivated by SummerSlam content). Several wrestlers tweeted about the removal of these prominent wrestling GIF-providers, including WWE Superstars Xavier Woods and Big E, former WWE superstar (and current TNA megastar) Matt Hardy, and Bullet Club tag team sensation The Young Bucks. Echoing many fans, Matt Jackson of The Bucks argued that the act of “live-GIF’ing” is not just an essential component of online wrestling fandom, but also a key tool of “any [form of] entertainment” invested in social media engagement.
I recently wrapped up teaching duties on a course in Digital Public Humanities, a class offered via Brown University’s Public Humanities M.A. program. You can view the course site, which includes our syllabus, major readings, and a blog, here. This class was both my first digital humanities course and the first class I ever taught as part of a graduate program. I wanted to debrief (and maybe also decompress) here, in the hopes that thinking out loud about the shape and outcomes of the course might help me as well as other people interested in digital humanities, public humanities, public history, and/or graduate-level teaching (among other topics).
Before diving into the debrief, I’d like to thank the students who took this course, because they were all great. Thanks again to Dylan Cole-Kink, Bárbara Elmudesi, Nico Larrondo, Eddie Robles, Caroline Stevens, Sandra Strauch, and Liza Yeager. Thanks also to Alyssa Anderson, Andrea Ledesma, Reya Sehgal, and Marley-Vincent Lindsey for stopping by at various points in the semester and for contributing to class discussions. I’d also like to thank Susan Smulyan for her comments on my syllabus and for our (continuing!) conversations on how the Public Humanities program and the John Nicholas Brown Center for Public Humanities and Cultural Heritage (JNBC) might support students interested in digital humanities tools and topics. Jim Egan and Steve Lubar patiently helped me think through ideas related to the course. The Brown University Library Center for Digital Scholarship supported our class with access to the library’s new Digital Studio, and Bruce Boucek, Brian Croxall, Elli Mylonas, and Patrick Rashleigh graciously took time to meet with students and provide recommendations for digital tools and resources.