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Jess Goes to the Digital Humanities Summer Institute

Here’s a little post about what I did last week.

Since my thesis includes a spatial history element, I have been slowly learning how to use ArcGIS and how it can be used specifically for the humanities. Scholars in the humanities have been incorporating digital technologies into their research for the past few decades now, and one of the fantastic results of these advances is the Digital Humanities Summer Institute held annually at the University of Victoria in British Columbia.

What is the DHSI? Well, according to their website:

“The Digital Humanities Summer Institute provides an ideal environment for discussing and learning about new computing technologies and how they are influencing teaching, research, dissemination, creation, and preservation in different disciplines, via a community-based approach. A time of intensive coursework, seminars, and lectures, participants at DHSI share ideas and methods, and develop expertise in using advanced technologies. Every summer, the institute brings together faculty, staff, and students from the Arts, Humanities, Library, and Archives communities as well as independent scholars and participants from areas beyond. Described by one participant as an event that “combines the best aspects of a skills workshop, international conference, and summer camp,” the DHSI prides itself on its friendly, informal, and collegial atmosphere. We invite you to join the DHSI community in Victoria for a time of focused practice, learning, and connecting with (and making new) friends and colleagues.”

I attended the DHSI last week in order to gain some intensive, hands-on experience with ArcGIS. The classroom setting allowed me to ask questions and learn from experts about how to use GIS for visualizing both quantitative and qualitative data, and as a form of exploratory analysis for identifying patterns that help us understand our data on a spatial level. I signed up for Lancaster University professor Ian Gregory’s course on how to use GIS in the Digital Humanities and it has given me a deeper understanding of how to use the program, and a much better idea of the potential that GIS holds for my research. I now have a little more direction as I head into the archives this summer. You can check out the wide range of courses offered here.

We learned a LOT in five days. Through daily lectures and tutorials, I learned how to produce high quality maps, use tabular data and join tables, and properly format Excel spreadsheets to input my data into ArcGIS. I learned overlay and buffering techniques for integrating data from different sources, how to find coordinates for place names and convert them into shapefiles, how to georeference historical maps, and how to create 3D visualizations of our data with Google Earth. The best part was that we were encouraged to use our own data by the end of the course, so we could work with our new skills to produce some basic maps specific to our research. Brock University has some great resources in their map library where I have learned a few of these things already over the last year, but the DHSI classroom format was something that I think pushed all of us to the next level in our research.

  • Georeferencing historical maps

The DHSI is not just about going to class though; there were a ton of opportunities for us to collaborate, share knowledge and make new acquaintances. There were participants there from every continent but Antarctica! Opportunities included the Conference & Colloquium, offered in a variety of formats from oral and poster presentations to mini workshops during the lunchtime “Unconference.” I presented on my thesis one evening and felt very welcomed by the event organizers and those who attended the talks. Although I was not sharing research conclusions as many other presenters were, this shows the versatility of the DHSI in that they offer a chance for academics at all levels to share knowledge and ask questions. I was approached by a few people after my talk and was given helpful titles of books and papers to read, people to connect with, interactive mapping software, and GIS tools & techniques to try.

I listened to a number of interesting presentations throughout the week. A few people in my GIS class shared the work that they’d completed in the course with their own data, and others spoke about their research during the evening lightning talk sessions. I heard from people in history, english, music, education, and more. During one lunchtime workshop I even learned how to create a virtual museum tour, which I thought could be useful for the work that I do locally with Nelles Manor.

I am thankful to everyone at the DHSI for organizing the event and allowing me to be a part of it, and am especially grateful for the tuition scholarships they offer that helped with this process financially. I definitely recommend the DHSI to anyone interested in learning more about the digital humanities. The conference runs for two weeks, so you can follow along with the attendees for week 2 if you’re interested by checking out the #dhsi2019 and #dhsi19 hashtags on Twitter.

PS: UVic’s campus is beautiful and this was my first time ever visiting B.C. I also got to visit my brother who recently moved out there and do some sightseeing… Here are some non-conference pics!

  • Parliament Buildings
  • The Butchart Gardens
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Visualizing Historiographical Data

Hi there, it’s been a while. This semester is coming to a close and thank goodness we are finally getting some spring weather!

This post and the next one are a little different from all of my posts so far in that they are also assignments for a required course I am taking at Brock as part of my Master’s thesis. The course is entitled Visualizing Historical Research and the aim is to work with different tools of data visualization to engage with history in a way that we as historians are not quite as familiar with. This course fits neatly with my current research as I work to visualize the spatial relationships between colonial settlers in the Niagara region, and I have learned a few useful things from this course this past semester.

If you’ve been following this blog, you’ll know that over the past six months I have been studying the scholarship of Canadian economic history, and now I need to organize the historiography in a clear manner. Of course, I could do this textually by simply writing down names and titles of books, describing the themes and categories that have appeared over the past century, but another helpful way of organizing such information is by using visualizations. This first blog post will discuss the benefits and limitations of the Timeline and the Venn Diagram when presenting historiographical information.

In his 2006 paper on the history of data visualization, American psychologist and statistician Michael Friendly states that the timeline was first used as an educational tool by natural philosophers and physicists of the 18th century, namely men like Joseph Priestly and Jacques Barbeau-Dubourg. [1] They were used to chart the progression of an individual’s biography, indicating the most noteworthy moments in the person’s life. Timelines are a good way of showing influential moments, and thus I thought it might be a good idea to create one that shows the different categories of historiography that appeared over time, pertaining to my area of research. Using Microsoft PowerPoint and aided by Carl Berger’s The Writing of Canadian history: Aspects of English-Canadian Historical Writing since 1900, I organized some of who I felt were the most influential historians into distinct categories. The result looked like this.

Click to enlarge

Timeline Overview
As you can see, I began with the 1930s and Harold Innis, a scholar that I have written about multiple times already in this blog. I grouped Innis, Creighton, Lower, and Careless into the category of “traditional economic history,” since the staples thesis and the Laurentian thesis largely form the basis for contemporary studies of Canadian economic development. Economic history became overshadowed by political biographies, and eventually became popular again by the 1960s when historians like W. L. Morton began to look at economic developments as regional studies, understanding that patterns of growth and decline are subject to their own environments. This is clearly important for my study, since I am putting a regional focus on these questions of enterprise and transfers of commodities. Out of that came work influenced by the Annales school, and a re-emerging interest in political economy, and eventually social history. Histories involving a closer look at ethnicity, gender, sexuality, labour, and religion gave another dimension to how we view Canada’s past. However, as Canada entered into a new millennium, fragmentation within the study of Canadian history had reached a crisis point. Ian McKay eventually wrote the essay “The Liberal Order Framework” which argues that historians should approach Canada “not as ‘an essence we must defend or an empty homogenous space we must possess,’ but rather as an ongoing ‘project of liberal rule.’”[2] In other words, instead of looking at Canada within its geographical boundaries, this framework investigates how liberalism as a specific worldview affected the way in which colonial peoples interacted, made decisions, and saw the world. Finally, one of the most popular ways that we approach history today is with a post-colonial consensus that Indigenous people are integral to any study of Canadian history; that we should not just view them as victims but rather try to understand how they displayed agency through their daily choices.

Issues
Although I used colour coding techniques to match the authors with their categories and produced a timeline that I felt adequately reflected some of the most basic moments in the historiography of Canadian economic development, I found the timeline visualization to be problematic when demonstrating the existing scholarship of my more specific topic. This timeline shows the viewer a basic categorization of developments over time, but it is far too broad to help me visualize the nuances of my Loyalist-Era, Niagara based project. One problem is that placing an historian into rigid, one-dimensional categories assumes that they are incapable of exploring more than one topic in their writing; an absurd presumption. For example, I placed Allan Greer under the category of “Annales school” even though he could also fit under the umbrella of “Regionalism.” I began to realize that imposing a specific beginning or end date to these categories does not accurately reflect the hundreds of people who might adhere to tenets of “Regional” or “Social” or “Traditional” histories outside of the boundaries I had prescribed here. Am I not currently in 2019 working on a regionally focused history of my own? Am I not also basing some of my assumptions on “traditional” theories?

A timeline’s singular categories do not permit engagement with multiple groups, but they also do not take into account the wide variety of economic and communication theories that historians have created and adapted over time. Scholars placed in different categories, while focusing on different topics can still share theoretical approaches to studies of economy. For example, both Ian McKay and Allan Greer display Marxist approaches to their writing of history. This timeline does not show these authors’ theories about how trade functioned, who held the power in economic relationships, and what drove the business networks in a certain place at a certain point in history. These categories alone show nothing of historians’ engagement with theories of environmental determinism, materialism, Marxism, economic determinism, or liberalism.

Another issue that arose was with the broad categorization of “social history.” From around the 1960s onward, gender history, Indigenous peoples’ histories, labour history, histories of religion, and more were all becoming more prominent in academia and despite their vast differences are all grouped under the same category. Ultimately, I realized that the timeline is far too general, squeezing historians into one-dimensional categories and ignoring their multi-faceted approaches to history that encompass a variety of geographical areas and time periods. Because of this, I wondered if there could ever be an ideal way of visually presenting historiographical information.

Solution
However, dealing with the issue of overlapping categories made me consider the solution of using a Venn Diagram. I wanted to show how my thesis fit into existing scholarship, so I substantially narrowed my focus. While researching the historiography of my topic, I realized that historians have studied Canadian economic development, the Niagara region, and the Loyalist era before, but few have studied all three simultaneously. This diagram shows the three areas that my project covers in terms of space, time period, and category of analysis. Canadian historians have always been fascinated by Loyalist history, many publishing studies of loyalism in Ontario, but these studies are mostly socio-political in nature, discussing the structural development of Upper Canadian government, the Family Compact and the tensions leading to the 1837-38 Rebellions. A general trajectory of Canadian economic history has developed over time, encompassing the growth of trade networks, migration patterns and industrialization throughout the large geographic area, but does not accurately reflect the economic development of Niagara itself. Finally, those historians that do look at the economic history of Niagara in most cases study the area in its early industrial years, focusing on the building of the Welland Canals and the railway system. These historians are completing their studies upon scholarship that has a weak substructure. There is a clear need for more in-depth studies of the very economic foundations of the Niagara region.

Placing the work of Canadian historians within classifications of:
1) Space (Niagara)
2) Time (Loyalist era)
3) Category of Analysis (Economic)

This Venn diagram eliminates the issue of singularly categorizing historians, allowing them to fill as many as three categories here. By looking at this diagram, you can see that there are a lot of Canadian historians who have studied Canadian economic history in the colonial period, but studying the Niagara region in a more specific lens is less common. You can also see that there are a couple of historians that do analyze all three areas. Bruce Wilson especially has contributed to this area of study in his 1983 book about the enterprises of Robert Hamilton, who was Niagara’s most prominent merchant in this time period. There are still issues with a Venn diagram, like the fact that it only allows for three categories. However, it is possible to make more complicated Venn diagrams with four or five circles if you want to get really specific.

What is a Mind Map? Taken from iMindMap.com

Other Ideas
There are many other ways that historiography could be visualized. Mind mapping is another effective way of organizing one’s thoughts, showing the relative importance of each point based on its size or location on the page, and showing how the points relate to one another.

Check out this video featuring Tony Buzan, the inventor of the Mind Map, as he explains some of the best practices for creating your own.


Notes:
[1] Michael Friendly, “A Brief History of Data Visualization,” in Handbook of Computational Statistics: Data Visualization, eds. Chen, Hardle & Unwin (Berlin: Springer-Verlag, 2006), 7.
[2] Jean-Francois Constant and Michael Ducharme, “Introduction: A Project of Rule Called Canada,” in Constant and Ducharme eds., Liberalism and Hegemony: Debating the Canadian Liberal Revolution, (Toronto: University of Toronto Press, 2009), 4.