Digital Humanities Speaker Series: Embodied Learning

In February, the Humanities Department at IIT was fortunate enough to host a talk from Dr. Leilah Lyons in our Digital Humanities Speaker Series. Dr. Lyons is assistant professor of computer science at the University of Illinois at Chicago as well as Director of Digital Learning for the New York Hall of Science, a hands-on science museum. Her work focuses on making digital museum exhibits more effective sites for learning and engagement through the use of embodied interaction techniques.

In the clip below, she talks about how new technologies can be used in conjunction with embodied interaction research in order to teach museum patrons difficult concepts. This display, for instance, lets zoo patrons experience the effects of global warming on polar bears:

 

Gender in IIT History

This semester in my Gender and Technological Change class we’ve talked a lot about how gender and technology intertwine to impact our daily lives. Throughout, the class has tried to push you to get outside of your own particular way of seeing the world in order to come to new conclusions. One of the best ways to do this is to get outside of one’s own context, so that’s what this next assignment asks you to do.

Actually, that’s only half true. Historically, you’ll be asked to range far and wide, but geographically, you’ll be right at home. For this assignment I’m asking you to say something about gender in IIT history by using the university archives that detail our institute’s past.

Most of the archives are not online, so this assignment may require you to go into Galvin Library where the paper copies are held. Old-fashioned, yes–but much more of our cultural and historical heritage is offline than online. (You can use our class time this Thursday to go in to Galvin.)

Some rich resources have been digitized, however, including all the back issues of the IIT student newspapers since their inception in 1928. This issue from 1970, for instance, is a cornucopia of gendered tension, from its articles on the in loco parentis university rules for “coeds,” to a computer program for heterosexual romance, to abortion advertisements. Indeed, the archives of Tech News could make for a very insightful essay on gender in IIT history, with some careful and strategic use of search terms.

Take a good look through the catalog, finding aids, and online exhibits that our hardworking archivists have put together before you decide what to zero in on.

A particularly jokey early-April edition of Tech News from 1945

Your blog comment should do 3 things:

1. State the research question you came up with before going into the archives or as you looked through the archives (i.e. what question were you trying to answer?).

2. Discuss change over time in some way.

3. Make a connection between something you’ve learned in the archives and something you’ve learned in class.

Make sure to cite the resources you use (ask the archivists for help if you’re not sure how). If the items you use are online, include a URL to the particular document you’re referencing.

Your comment should be at least 600 words and no longer than 1200 words. Your post is due Monday, 3/25 by 5pm. Please also bring a print-out or electronic copy to class on Tuesday, 3/26 as you will be asked to present your findings to the class.

Have fun!

____________________

Below is a gallery of some choice snippets from old issues of Tech News to get you thinking about topics and search terms:

Brogamming and Women’s History Month

For Women’s History Month I’ve been asked to do a blog post for the Computer History Museum on “Brogramming.” It’s not posted yet, but in the meantime I’ve decided to re-post, as background, another piece I did on the topic for the Special Interest Group on Computers, Information, and Society:

From Antisocial to Alphasocial: Exclusionary Nerd Cultures and the Rise of the Brogrammer

“Sometime in the last ten or twelve years, the stereotypical image of the Silicon Valley programmer has shifted from a socially awkward, Utili-kilt-wearing geek to something far more sinister, and fratty, and sexist,” begins the article in the Sfist. Recently, a new term for programmers in their 20s has come into the national consciousness: brogrammer. Half fratty “bro” and half programmer, as a whole the concept of the brogrammer is completely masculine. So is this latest reaction to the nerdy programmer stereotype a problem?

Many commentators have pointed out the damage that this new type of computing culture might have on women coders or potential coders. A recent Mother Jones article pointed out that if women are looking for a job in an environment where interviews by a committee can be casually referred to as “gang bang interviews,” they might be turned off by the workplace culture of a company before they even have the chance to work there.

And the phenomenon isn’t limited to just a few Silicon Valley startups. As a cultural archetype, it’s been gaining currency and power for the last year or so at an alarming rate: “the term has become the subject of a Facebook group joined by over 21,000 people,” notes Bloomberg Businessweek in their recent article.

It’s difficult to parse the different levels of irony—or genuine commitment—that those thousands of individuals feel for the brogrammer identity.  But this may be part of the problem. As the Mother Jones article indicates, several companies and their employees–when called on the sexism of the brogrammer ideal–excused themselves on the grounds that they were being ironic, and that people just weren’t getting the joke.

If it is a joke, and much of the brogrammer identity is certainly meant to be facetious, then “there’s also an audience that feels left out of the joke…. Anything that encourages the perception of tech as being male-dominated” will contribute to the decline of women in computing, warned Sara Chipps, quoted in Bloomberg. Chipps is the founder of Girl Develop It, which encourages women ask questions of other women programmers to minimize the intimidation factor of workplaces with a gender imbalance.

One thing missing in the recent flurry of discussions on brogramming and its ills is the fact that this issue isn’t really about women. It’s about gender. And the image of the straight, feminine woman the media invokes as likely to be turned off by a workplace environment where brogrammers hold sway is actually only one of many likely to be hurt by brogrammer culture.  A panoply of other people with different gender identities and sexual identities–men, women, or genderqueer–would likely be similarly unhappy in an environment that privileges a certain kind of retro, straight, masculine gender identity as normative or aspirational.

The other element that seems to be mostly missing from these conversations in the press is the historical element. Although each article quotes the obligatory handful of stats about women’s declining share of computer science degrees, they don’t go any further. And yet, in many ways, the rise of the brogrammer is unsurprising to historians: it’s just another iteration of the “alpha nerd” archetypes that have circulated since the inception of commercial computing. From sixties-era self-styled wizards who held the key to the black art of programming; to mischievous whiz kids like Gates and Jobs who got their start in the wild west of computing in the seventies; to the scruffy, bearded, UNIX geeks who became mainstream in the nineties; to the most recent wave of fabulously wealthy boy wonders epitomized by Mark Zuckerberg and other start-up billionaires who fit a certain age, race, and gender profile.

The characters in these stories have appeared in the popular press for decades, gaining more and more currency with each repetition, and coming to define the narratives we tell ourselves and each other about computing. Those who don’t fit these molds end up disappearing, unrecognized and unrecognizable as technology workers because they clash with the popular images conjured and reinforced by media.

Historians of computing like Nathan Ensmenger, Janet Abbate, Tom Misa, Jennifer Light, myself, and others have shown how these images and discourses can’t be taken for granted as accurate: computing was never as masculine as our received popular conception makes it seem. And the recent furor over brogramming shows that it’s still not.

Exploring Digital Humanities Tools

This week students in my STS class have each been asked to find a tool for representing humanistic research digitally. The tool will help them represent the knowledge they will gain from writing their final papers in a different medium–other than the text of an academic essay. The tool might help do this by representing insights graphically, or in a map, flowchart, or presentation of some sort.

The idea is that this companion piece to their final papers will be easily and quickly read, understood, and disseminated (most likely on the web). That way, everyone in class will be able to share their work more effectively. (Imagine how ponderous it’d be if all 15 people in the class had to just read everyone else’s paper!) In addition, this exercise will provide practice in representing ideas in a different way and, hopefully, it will be fun learning how to use a new tool in the process.

So, students, please post a comment that discusses the best one digital tool you found, and how it might help you represent the information in your final paper in a different way. You are also welcome to use tools that are apps for your iOS device or other devices. The tool does not need to be incredibly complex, but it should do a good job of representing information in a different way than an essay would. Remember that your final paper will ask you to compare and contrast readings from the course and apply some of the STS theories we’ve learned.  Your comment should include 3 things:

1) A link to the tool you’ve found and its name.

2) A discussion of how that tool is used and how long it will take you to learn it. (Will it require you to know HTML or PHP? Does it use a simple GUI? Is is driven by a spreadsheet?) Make sure the tool isn’t too fancy, expensive, or complicated for you to reasonably use.

3) A discussion of how you think you might use it, and what kind of insights it would be most useful for representing. What are its strengths and how do you envision drawing on or working with those strengths? Are there any weaknesses you will need to be careful about?

As mentioned in class, please don’t just Google around blindly. Please find out about digital humanities tools by looking through the specific websites in this storify I’ve put together for you and/or by searching through the following hashtags on Twitter:  #dh #digitalhumanities #transformdh #dhtools #digitalhistory #digitalhist #twitterstorians.

Comments are due by 5pm on 2/27. Have fun!

 

 

Making concise statements about difficult ideas

Learning how to make concise, insightful statements about difficult ideas remains one of the cornerstones of a college education. Perhaps more than anything else, processing and articulating difficult concepts as a way to start building new creative insights of one’s own underlies the point of higher education.

Which is why this week, my undergraduate STS class is going to be making comics.

Let me explain. Last week the class read Eden Medina’s award-winning new book, Cybernetic Revolutionaries. As with any interesting work, Medina’s contains difficult concepts and slippery ideas. Articulating these ideas is crucial to fully understanding them, but sometimes as we discuss works in class overly-verbose articulation slips into narrative and endless example. While narrative and example are useful tools with which to think, they are a means to the end of understanding, a way of getting to the kernel of insight that one eventually hopes to highlight.

That’s where the comics come in. We’ve had the class discussion already (all 2+ hours of it), so now it’s time to nail down the kernels of insight, stating them as compellingly and concisely as possible. In order to facilitate this, I’m trying something new: I’m asking students to use a comic-making app for their IIT-issued iPads to make a “one page” comic that crystallizes a point of their choosing from Cybernetic Revolutionaries. In particular, I’ve asked them to keep in mind how the theorists we’ve read so far (Winner, Latour, Pinch, Kline, and Balabanian) might be brought to bear on the text to create or clarify an insight.

Next week, I’ll post the most interesting comics here. In the meantime, I can’t help but think that this whole post could simply have been covered by a comic itself:

Background pictures are from the wealth of images in Medina’s book, but have been edited, colorized, & post-processed. I made this comic using Comic Book! v. 1.7.0 for the iPad. Thanks go to my IIT colleague Carly Kocurek for the idea to use this app in class.

UPDATE: The students’ comics are in! Click below to expand the thumbnails and see some of the best ones…

2nd Post for Gender & Technological Change Class: Technology & Power

Yesterday in class we discussed how technologies inhere particular power relationships through assuming certain gendered patterns of use, design, development, and deployment. Although we focused on the “male birth control pill” it was clear that the issues we were discussing about what makes a particular technology “male” or “female” were more complex.

We also talked about how this idea of the “maleness” or “femaleness” of a technology might have broader reach: the reason that the “male birth control pill” was seen as such was because the technology assumed a set of gender relations in which male users would have the power to control contraception. These ideas about what makes a technology more for men, or more for women, carry over into other usage cases, but in ways that are often subtle and harder to see. The idea of gendering technologies as a shorthand for describing the gendered power relationships they contain (at least in the eyes of the public) has broader reach, and impacts our understanding of more technologies than those that are just for contraception.

In a post of no more than 500 words and no fewer than 300, I would like you to discuss another technology that assumes–or has “designed-in”–a particular set of gendered power relationships. Explain your answer in relation to the concepts we’ve covered so far in class, and be sure to think about the idea of heterogenous engineering and the different meanings of “testing” when you’re thinking about what constitutes a “designed-in” set of relationships. (In other words, design doesn’t necessarily begin and end in the lab.) Your answer will need to be attentive to cultural and historical context; the gendered assumptions and power relations that you’re locating aren’t going to be universal or static. Take some time to think about other technologies we’ve discussed in class if you’re unsure of how to answer this.

Comments are due by 11am Friday as noted on your syllabus. I’ll approve the best comments later that day. Please return to the blog to take a look at your classmates’ responses and comment on 1 or 2 of them before class on Tuesday.

Gender and Technological Change Class: First Blog Assignment

Today in class we talked about how the articles you brought in highlighted themes and concepts we’ve already read about in class. I’d like you to think about them a bit more and write a short post of no more than 400 words by this Friday at 10pm.

Specifically, I’d like you to come up with a new insight based on the juxtaposition of the two articles you read in your small group today (your article and your partner’s article). In coming up with that new insight, go back over the syllabus and look at what we’ve read up to this point. Try to relate your insight to one of the articles we’ve read for class. In so doing, don’t just focus on similarities but also try to show how your insight is new and different from that author’s argument. In other words, why should we be interested in this  idea you’ve come up with? What new thing does it teach us?

Your posts will not show up immediately–I will approve a selection of the best posts shortly after the deadline. At that point, please revisit the blog to take a look at your classmates’ contributions and feel free to comment on them.

I look forward to seeing your responses!

STS Class First Blog Assignment: How To Reconcile Freedom and Order?

Last class we discussed readings from Langdon Winner, Norman Balabanian, and others that showed us how technologies, and in particular technological systems, have embedded within them certain social values.

We saw how technologies often promote certain values, or require certain social, economic, and political landscapes and relationships, sometimes without our even fully realizing that they do. Through looking at examples of Amish technological choices, we got some appreciation of how difficult it can be to take control of technologies in the service of a larger social or moral goal.

At the end of the class, I asked whether you thought there was some overarching social goal that Americans value as much as the Amish value fellowship, and whether that American social goal shapes, or can shape, our technological decisions. General class consensus was that Americans’ highest social value might be “freedom.” Balabanian and Winner, however, clearly show us how many technologies erode or deny freedom–particularly ones that have become part of our daily lives in industrial and postindustrial societies.

So, if Americans value freedom above all else, how does that square with our technologically-saturated society? Are these two things at odds? Or does it only seem so? Or perhaps, upon further reflection, you might come up with a different overarching social goal that seems to inform American technology? Write a concise blog comment of no more than 600 words that tries to answer these questions. Be sure that your response has an argument–in other words, make a clear, strong, and creative point in your essay that teaches us something new. After you’re done writing, please read some of your classmates’ responses and post a reply to at least one.

Your blog comments are due by 5pm on Wednesday, 1/30. Your comments will not show up immediately after you post them: I will approve the comments at 5pm 1/30 after everyone has had a chance to submit. Note: please put an extra line of whitespace between paragraphs in your essay, otherwise the text will run together (WordPress doesn’t recognize paragraph indentations).

I look forward to seeing your responses!

HIST 380 and HUM 380: Test Post for Comments

Before our next class, please post a comment on this blog entry to ensure that you have no difficulties posting. You do not need to use your real name if you do not wish to, but if you choose a pseudonym be sure to stick with it for the rest of the semester.

For your comment, please write one sentence on something we’ve covered in class so far that you found interesting. Please post your comments no later than 5pm on January 26th.

Digital Humanities Spring Speakers

The new semester is just about to begin here at IIT, which–in addition to new classes–means a new set of speakers for our Digital Humanities Series.

On February 14, we’ll kick off the spring lectures with Leilah Lyons, a specialist in human-computer interaction from the University of Illinois, Chicago. Lyons studies and designs interfaces for museums that allow patrons to engage with exhibits, thereby collaborating in the museum learning experience through the use of computers. Lyons’s work shifts the focus, and the power dynamic, of public technologies from top-down design and deployment methodologies to ones that incorporate the user as a powerful participant in the learning and teaching process. Her talk will focus on her work on the CoCensus project, and how to design and deploy informal learning interfaces.

After that, on March 13th, we’ll be hearing Stephen Jones of Loyola speak on “The Emergence of the Digital Humanities.” His talk will draw on his new book of the same name, and discuss the development of digital humanities as a field of academic inquiry.

Here’s a podcast of him talking about his previous book on the Nintendo Wii,  Codename Revolution, which was published in the MIT platform studies series. (Direct link: https://mitpress.mit.edu/sites/default/files/MITP_Codename.mp3) Even if you’ve never played with a Wii, or yours is now collecting dust, this is a fascinating discussion on its origins, technology, and social meanings.  In fact, students in my STS class this spring will be reading parts the book–I’m looking forward to seeing what their take on it is.

Finally, on April 11th, we’ll hear from Jennifer Thom of the Newberry Library. Thom will talk to us about her cutting-edge work on the creation of digital archives and publications. Her projects include research into new search methods and search design, and how to present information digitally that may be difficult to apprehend even in its original paper versions. In particular, Thom will discuss her work on the Foreign Language Press Survey, a project that uses the TEI encoding scheme to classify translations of 19th and 20th century newspaper stories from the foreign-language press in and around Chicago.

All staff, faculty, and students at IIT are welcome to attend the Humanities Department’s digital humanities speaker series, as are scholars, staff, and students from other local universities. We hope to see you there!