Issues concerning preserving digital history was another subjects our readings addressed.  The articles we read emphasized the persistent need for a easily upgradable archiving programs.  From the articles, there seems to be no realistic solution.  With the advances in technology comes the constant need for upgrades.  I feel as though this problem will be solved in only a matter of time.  With every year that passes, computers and technology become more  integral in our lives.  Universities will be more inclined to integrate computers into subject areas and more students will become familiar with the issues surrounding the digital humanities.  I know it may not seem like a strong argument, but I can look back at my lifetime (even though I am only 28) and see how prevelant computer and technology has become.

The case studies were also very helpful.  I have heard of podcasts and knew basically what they accomplished, but I didn’t realize how much preparation, recording and processing, editing, and marketing went into a perceived “simple” thing.  I was under the assumption that podcasts were only created by hugely organized institutions that provided the end product to Apple’s iTunes store!  I never realized that there are hundreds of podcast directories for any conceivable topic or interest.  I particularly enjoyed the podcast tutorial on forevergeek.com (although the tutorial on how-to-podcast-tutorial.com was extremely similar).  It was so simple and easy for me to understand.  It shows how easy it would be for historical institutions to create podcasts and utilize a completely different medium.

“Doing Digital Scholarship: Presentation at Digital Humanities 2008″ is Lisa Spiro’s recreation of her own speech from Digital Humanities, 2008 in Oulu, Finalnd.  Spiro points out that when trying to define digital scholarship, one must not leave out ”collaboration.”  She argues that it is a key component of this field.  Spiro also offers suggestions on how to improve digital scholarship.  Among her suggestions are discovering (being aware of online tools such as Google Books and also being aware of these sites’ limitations), comparing (text analysis, frequently occurring words can be used to determine context or even mood of the literature), and representing  (tools allow for a more media-rich, interactive way to share a typical print article).  She closes by stressing the importance of sharing tools and discusses a wiki called DiRT (Digital Resource Tools) which provides a directory of digital resource tools, primarily free and categorized by their functions.

“Interchange: The Promise of Digital History” from the Journal of American History, was taken from an online discussion about digital history.  Among the participants are Daniel Cohen, Michael Frisch, Patrick Gallagher, Steven Mintz, Kirsten Sword, Amy Murrell Taylor, William G. Thomas III, and William Turkel.  The JAH posed questions and collected the responses from these professionals.  The professionals were asked to define digital history.  I found one of the definitions particularly useful: an approach to examining and representing the past that works with the new communication technologies of the computer, the Internet network, and software systems.  Among the other topics discussed were how to teach graduate students about digital history, to what extent should historical scholarship be free, and is digital history similar to museums.

Our Cultural Commonwealth: The Report of the American Council of Learned Societies Commission on Cyberinfrastructure for the Humanities and Social Sciences defines and discusses the possibilities, challenges, and framework for cyberinfrastructure.  it is defined as more than a tangible network and means of storage in digitized form, and it is not only discipline-specific software applications and project specific date collections.  The goal of creating a digital cultural record can only be achieved by expert and amateur collaboration and commitment in designing a new cultural infrastructure.  Among some of the challenges are copyright laws, the ephemeral nature of digital data, and insufficient resources, will, and leadership to build cyberinfrastructure for the humanities and social sciences.   The necessary characteristics include public accessibility, sustainability, provided interoperability, facilitate collaboration, and support experimentation.

“Googling the Victorians” by Patrick Leary did not discuss Wikipedia, but it it focused on the usefulness of the Internet as a complex research tool for subjects such as the Victoria Era. He writes that many Victorian documents and literature are not online because there have been no coordinated attempts to synchronize Victorian literary canon with tools such as OCR – optical character recognition. This has mostly to do with 19th century copyright laws. Leary stresses that there are many independent and personal sites on Web 2.0 that are not only great resources for information, but also useful for connecting people around the world to share their various research and experience with the Victorian Era.

“No Computer Left Behind” by Daniel J. Cohen and Roy Rosenzweig discusses the possible future of computers in the classroom. They pose that Scantron and multiple choice exams, which ultimately led to a school-based culture of the rote memorization that has little to do with true learning, will be replaced by a historical calculator that uses algorithms to locate correct answers. This H-Bot program will test the ratios of accurate and inaccurate historical information on the Web and find the answers based on algorithms. Although this argument seems somewhat facetious, the authors are stressing that the H-Bot would improve history education by displacing the” fetishizing of factual memorization.”

Stacy Schiff’s “Know It All” is a more condensed, more casual article describing Wikipedia’s origins, uses, pros and cons. She gives a broad overview on how Wikipedia differs from a traditional encyclopedia (i.e. most encyclopedias do not instruct someone on how to make snowshoes and Wikipedia does). She questions Wikipedia’s accuracy but also defends Wikipedia as a work in progress. I was amused how the author offers, “Wikipedia is to Britannica as ‘American Idol’ is to the Julliard School.”

“Who Says We Know: On the New Politics of Knowledge” is an article by Larry Sanger, co-founder of Wikipedia. This article focuses on the philosophy of knowledge, “background knowledge” (what society reports and teaches as fact without usually mentioning the dissenters), and what everyone should know. Sanger firmly believes that Wikipedia needs to have expert reviwers in order to improve and build credibility. With keeping a strict egalitarian and anti-meritocratic outlook, Wikipedia will never achieve status as a reliable source for consultation. Sanger believes that experts deserve a more prominent voice in declaring what is known because knowledge is their life, and they have the qualifications to do so.
In “Digital Maoism: The Hazards of the New Online Collectivism,” Jaron Lanier stresses that Wikipedia itself is not the problem, but how Wikipedia and online collectivism have been regarded and used and how they have been elevated to such importance so quickly. The loss of personal authorship is a much greater problem than the wikis themselves. The spread of collectivism has spread to the business world and are often inappropriately used. Just as collective information on the Internet suffers from loss of authorship, loss of insight, disregard for nuances of considered opinions, and the tendency to enshrine the official or normative beliefs of an organization plague the business world because of collectivism. The answer is to determine in what instances is the collective better than the individual and vice versa. Lanier closes his article by stating, “It ought to be possible to find a humanistic and practical way to maximize value of the collective on the Web without turning ourselves into idiots. The best guiding principle is to always cherish individuals first.”

This week’s readings pertained to the pros and cons of Wikipedia and online collectivism. I particularly enjoyed these articles because it presented me with the deeper ideas and more complex arguments for and against Wikipedia. I particularly enjoyed the Lanier and Sanger articles because they stressed the importance of the individual and the value of experts respectively.