Category Archives: Uncategorized

Sixth Piece of the Puzzle

For my final project, I will create an Omeka site to help students consider multiple perspectives of pilots’ experiences in WWII. While examining various sources, students will be asked to think about audiences, purpose, language, and the argument presented to ask questions and analyze historical content and context.

It will contain:

  • items such as images of pilots, personal narratives, oral history, and popular culture examples
  • collections will contain writings about pilot’s experiences and student pages where they will post reflections, websites, wikipedia pages examples, questions, and research findings

The end product will be twofold: For the first part, I would like to have students reflect on how the variety perspectives on WWII pilots informed their understanding of the war or created a fresh view of what it meant to become a pilot and go to war. How did the rhetoric of those varying perspectives affect their interpretation? For the second part, students will create a new wikipedia page for the local flight school that existed in King City during WWII and reflect on the process.

History in 2023

The ideas expressed in “The History Curriculum in 2023”  on the future of history curricula are rooted in the ways historians have approached teaching content knowledge over the past century , but the essay proposes the the procedural knowledge that need to be taught, so that students can prosper in the information and service economy they will live in once they graduate.  Thus, the essay focuses on how students will most benefit from learning historical thinking and knowledge, but it also emphasizes a more engaging way to teach history and allowing more freedom to explore historical thinking by combining real world practices. History will always present “the memory of things said and done,” however the way we think about it, make it accessible to students, and evaluate it through our twenty-first-century lens requires change, so our future history teaching does not look or function “like an underfunded archive: stale, musty, and increasingly forgotten.” (edwired)

Project Update – 3

Since deadlines are rapidly approaching for the project completion, I must take my time and sift through all those items I have uploaded to Pilot’s Log, add more data and organize them. Before I began, however, I decided to add more of the digitized news articles from the Rustler and add their metadata as I am uploading. These were going to be added to the collection of news articles chronicling the school. Unfortunately, in the process I realized that the items in the collections cannot be rearranged, which I was hoping to do to create the chronology as it was documented in the local newspaper. Thus, I may need to start an exhibit instead of a collection where I can change the layout and order of these articles.

While, cropping, resizing, and enhancing the digitized news articles for the “Flight Lines” exhibit, I realized that the quality of the photos is varied and some are more difficult to read, especially the date and year, which I wasn’t too concerned about at first since I took notes and extra pictures of the pages. Now I am finding that the articles would appear better if they were to be part of the entire page. I also wanted to enlarge and focus one of the headers of the “Flight Line” columns to use it as the cover page of the exhibit, but when enlarged, the focus is blurred. Also, in my notes, I marked the beginning of these columns for April 8, 1943, however, the first one on my photos is dated April 16, 1943. It seems that I need to go back to the museum and double check this and take a closeup photo of the header. I was thrilled when I found these columns about the flight school and in my excitement did not do a thorough job and simply did not anticipate how I was going to use these items on the site.

In the meantime, I started looking at the plugins I plan to upload and make changes to allow for the search by metadata, to upload a silent movie from the 1940’s that depicts cadets arriving in King City, and to include the interview I conducted with Red Rider. However, I am missing a step somewhere in the process.

A Guide to Digitization

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  1. What can you capture, and not capture, when you digitize something?

Given that any object, sound, image, or text held in memory institutions can be digitized the possibilities seem endless and in the same time daunting the more one examines the material being digitized in light of the purpose of this endeavor. Digitization expands beyond simply preserving material as it offers items for a wider scholarly public to research. Through scanning, photographs, microfilms, and encoding essentially all material in institutes could have a surrogate made; digitization seems the new way to capture our history, culture, and art. However, when we digitize, “additional infrastructure (such as a database, a website front end, and an explanatory apparatus or additional teaching materials) is required in order to deliver the content successfully to users.” (Terras). In addition, Terras brings up the issue of what could or should be captured “Digitization programs aim to create consistent images of documents and artifacts which are fundamentally individual and inconsistent, presenting a variety of physical attributes and capture requirements to the digitiser. “ Which yields a concern of authenticity, purpose of use, and accessibility for items digitized. Therefore, Terras suggest that guidelines should be created for scanning, photographing, and cataloging material to ensure quality and a sort of uniformity in digitizing. Without a guideline for digitizing, a given material may lose certain elements after being digitized if the intended purpose was to focus on a limited aspect of the item. For instance, Conway discusses historical photographs and the way they may be enhanced through digitization by cropping, correcting fading, or adjusting high-density segments. In the same time, however, this process could eliminate crucial intended effects and alter the image.

  1. Which forms of digitization make the most sense for different types of items?

The Kitchen Activity illustrated well the digitization process most beneficial to different types of items. Digital images captured less of the categories examined. For example, color and size were captured through images, however, sound, texture, weight, and even color in some cases were captured more accurately with digital video. Thus, JPGs and GIFs are best for photographs, text, and maps. Images taken from multiple angles may also be satisfactory for pottery and statues for example. However, 3D imaging and Mp3 format may prove to be more accurate in creating surrogates of architecture or audio material.

  1. To what extent does working with digitized representations impact how we understand different kinds of items, and/or our ability to use them for different purposes?

“The Medium is the Message” declares Marlene Manoff  in “The Materiality of Digital Collections: Theoretical and Historical Perspectives”.   She explains that the differences between electronic and print media are creating different results in understanding and interpretation of texts and objects. Digital media allows the objects to be manipulated, rearranged, and combined in such ways that “new modes of textual creation may transform the nature and content. Manoff asserts that medium shapes content therefore we need to address the issues around how some information may not translate well between forms of media. In addition, if print translated into other formats looses meaning, there is a question about digital objects reproduced in print having similar fate.

Melanoff’s “Textual Scholarship” speaks to the physical aspects of a source. It is essential to consider that audio-visual aids and descriptions are helpful but not always practical or affordable for institutes. Moreover, they are transformative as seen in the example of the effort to have librarians see the content as abstract not part of the actual physical format. Then she illustrates the importance of the physical format through the EEBO database where the initial collection was not searchable therefore the accessibility of the texts has changed. This led to the creation of another version of the text, keyed in by hand, which scholars were able to read more easily and search as well. I think using digitized material yields some amount of research into the digital forms of its origin. Digitized representations of material may lead to new understanding or discoveries, however, it could overshadow details missed, left out, or altered in the process of digitization.

J. Paul Getty Museum

J. Paul Getty Museum

URL: http://www.getty.edu/museum/

rights statement: http://www.getty.edu/legal/image_request/index.html

Open Content Program: http://www.getty.edu/about/opencontent.html

Material is available on the site:

  1. Gallery map and guide
  2. Detailed digital display of A “Hare in the Forest”  by Hans Hoffmann
  3. List of plants used in the Central Garden.
  4. Link to articles in Getty’s online magazine, The Iris http://blogs.getty.edu/iris/tags/central-garden/
  5. “Building The Getty” Video
  6. Images of the Getty museum’s architecture
  7. Tutorials on Khan Academy.
  8. Museum YouTube video stream.
  9. Join the Conversation/Ask the curator messaging.
  10. Image gallery of New Galleries for Medieval and Renaissance Sculpture and Decorative Arts
  11. A virtual model of an Augsburg Display Cabinet
  12. Museum collections search by categories: antiquities, drawings, manuscripts, paintings, photographs, sculptures and decorative arts.
  13. Digitized recent acquisitions with object details.
  14. The collection channels offer over 100 videos to explore the museum’s collection, artistic techniques, conversations and exhibitions.
  15. Museum Research and Conversation provides a list of museum symposia and publications.
  16. Museum publications in various downloadable in multiple format.
  17. Public programs, such as talks, performances, and films. Tours and highlights of past programs.
  18. Activity Guides for teacher regarding curricula, analysis, activities, and books.
  19. Resources for students.
  • CC_images PD_digital images

 

Prelinger Archives

NAME: Prelinger Archives

URL: https://archive.org/details/prelinger

Site’s Rights Statement: https://archive.org/about/terms.php

Web – “Wayback machine” Internet search, Microfilm, The Iraque War Archive, The Library of Congress, Electric Sheep

Text – E-book texts, open library (is an open, editable library catalog, building towards a web page for every book ever published), links to numerous libraries and their texte, such as the Smithsonian Library, Project Guttenberg

Video – features TV News Archive, Understanding 9/11, Video Game Videos, Vlogs, Youth MediaVideos

Audio – Live Music Archive,  Livrivox Free Audiobook, Music, Art, Culture, Radio Programs

Software – Internet Arcade, Software Livingroom, Classic PC Ganes, Seag Genesis

Image –

  • This library contains digital images uploaded by Archive users which range from maps to astronomical imagery to photographs of artwork. Many of these images are available for free download.Metropolitan Museum, Brooklyn Museum, Flickr Commons, Cover Art,Nasa Images, USGS Map
  • Collections are catalogued and date published, archived, reviewed given

NASA on The Commons

Name: NASA on The Commons

URL: https://www.flickr.com/photos/nasacommons

Site’s Rights Statement: https://www.flickr.com/commons/usage/

1. Explore tab options:

a. Recent – includes breathtaking photos of nature (all rights reserved © ).

b. Trending – a new addition featuring copyrighted © photos tagged and organized by places, genres, natural landscape, colors, seasons, architecture, etc.

c. Flickr VR – some rights reserved 360° panoramic photos

d. The Commons – shares  photos from the world’s photography archives, a collaborative public endeavor where the public is encouraged to tag and comment on pictures.

e. Galleries – photos from Facebook, Google

f. World Map – photos geographically categorized and  linked to locations around the world.

g. Web Garden – applications created by Flickr members using the Flickr API.

h. Camera Finder – recommended cameras used by Flickr community

i.  The Weekly Flckr – video series

j.  Flckr Blog

2. Create: to create home pages, gallery canvas wrap

Tags: PD_gemini, PD_JFK, PD_International Space Station, PD_Vancouver_Harber