Week 3: Practicums

Hello everyone and welcome to this weeks practicum. In this post I explore three sites, Wikipedia, Flickr, and Beyond Words. Although these sites vary significantly in purpose they each share a major trait, they are comprised entirely of user generated content.


Wikipedia needs no introduction. It is a massive site intended to emulate the encyclopedia as an online resource. Wikipedia contains information on countless topics and is only ever increasing in scope and detail as users create topics or submit revisions to existing topics.

Wikipedia is collaborative in nature, anyone that has knowledge regarding a field or a topic is able to create an account and contribute to a page as long as they conform to Wikipedia’s content policies. First, Submitted information can not be original research. Original research is susceptible to bias and can lead to the propagation of misinterpreted information. Second, All information must be presented from a neutral point of view. This policy is intended to allow users with different beliefs to collaborate and present information without concerns over objective truth. Finally, all submitted information must be verifiable. Verifiability forces contributors to provide sources for any and all information submitted.

The site is intended to be self-correcting. Rather than administrators governing the information submitted users are expected to delete or correct misinformation. Every article has a “view history” page on which users can view submissions, corrections, and explanations for every change made. The “talk” page allows users to view discussions regarding the content of an article.

Wikipedia deserves more credit than it gets. Although it is not a suitable source for an academic paper it is exceptionally useful in establishing basic facts and themes. The verifiability policy also provides a unique resource in that at the bottom of every Wikipedia article there are extensive lists of references that can be value in researching the topic at hand in more depth. Wikipedia’s easy accessibility and general reliability on a wide range of topics has made it a heavily relied upon source of information for many people.


Flickr is a photo sharing and management site. The site has two main goals, to make it easier for people to share photos and to improve the way that people organize their photos.

Flickr offers a range of possibilities. Users can create or join themed groups in which other users share related photos. These groups also contain discussions pages in which members of the group can discuss the theme or any interesting topics. Uploading photos to the site is streamlined and users can easily create and manage galleries of their photos. Users can also comment on or favorite photos, creating their own collections of favorited photos to be revisited later.

The Flickr Commons is a project in collaboration with the Library of Congress to make public-held photography collections more accessible to the public. Through this project Flickr has partnered with a number of institutions including libraries and museums who make their photos available to users to tag. These tags make the photos more accessible for other users.

Flickr does suffer in several respects however. First, creating a Flickr account requires the creation of a Yahoo email account. The site instantly becomes less accessible as soon as users are forced to sign up for other services just to access photo sharing.

Second, Flickr’s emphasis on images over text also means that it is a less than desirable platform for anything history related. Groups that have history as a theme more often suit architectural interest than historical interest. Dominated by heavily saturated photos of old buildings, portraits, and infrastructure without any kind of context there is no information to be learned and no meaningful engagement in history or any topic except for photography.

Beyond Words

Beyond Works is a project by the Library of Congress that seeks to engage the public in contributing to historical collections. The project is focused around the newspaper coverage of World War I and is intended to make the information in the newspapers more accessible to researchers and the public alike.

The work is broken into three separate tasks; marking, transcribing, and verifying. Marking allows users to outline any photographs or illustrations in the papers. The process is as simple as clicking and dragging a square to encompass the image, similar to cropping an image. Once done with the page the user simply clicks “done” and the next newspaper page is brought up. If for any reason though a user is unsure about something on the page they can either skip the page or outline the images they see and submit the page to be reviewed by other users. Transcribing is simply the process copying the presented text into a text box. This task has the same options of skipping and submitting material to be reviewed by other users. The final task, “verify”, is checking that submitted information is correct from several options. Each newspaper page is reviewed by several users to either mark or transcribe allowing for increased accuracy and in order to prevent any one user from incorrectly completing the task. If you stumble upon a particularly interesting page while completing tasks you are also able to view the whole newspaper.

Once the tasks are complete the data is available on the website for any use. There is a gallery of all completed and verified images that have been marked as well as a text search bar to find newspapers covering certain topics.

Beyond Works is only an experimental project but it shows great promise as a crowd-sourced method of transcription and preservation. The project makes the digital preservation of newspapers easy for anyone and it also provides an easy and fun way for people to read and engage with primary sources.

Final Thoughts

Let me know what you think! Have you ever contributed to any of these sites? What role should they play in digital history? Do historians have a responsibility to engage in communities like these as voices of authority or as contributors?

Introduction – Blake Harris

The Life and Times

When I tell people where I am from I get two main responses. “Have you seen Portlandia?” and “Like the Oregon Trail Game! Haha! Dysentery!” As much of a cultural mainstay as Oregon may seem to be according to these interactions however, Oregon is not an academic center of historical thought or practice. Therefore, post-graduation from Southern Oregon University with a BA in History I decided I would like to go somewhere perhaps a bit more central to the conversation of History. So here I am, enjoying and enduring my first year of grad school as a Public History student.

I have been passionate about History since I first discovered that my parents let me watch more TV if it was considered “educational”. Luckily for me the History Channel had not yet devolved into the alien antique channel and before I knew it spending weekends watching “World War II in Color” turned into reading extensive non-fiction books during my free time.

As a result, I have known that I would pursue History professionally for the past ten years. I threw some minors in along the way, German and Political Science, but as my first love History has, and continues, to dominate my academic life and pursuits.

Uncertainty of the future has been a persistent nuisance of my life over the past five years as I have lived in seven different places and worked as many different jobs. But the constant of History has remained, whether in a museum, historical society, or somewhere else entirely I know that I will eventually work in a capacity such that History is of primary concern. And if that is going to be possible, I need to hone all my relevant skills, including technology skills.

The Digital World

Technology and I are on speaking terms, but we are not close. However, I am a fervent believer in the importance of technology as a means to engage broad audiences and to facilitate the preservation and perpetuation of historical knowledge.

I am really excited for this course as a means to further develop my skills as a Historian in the age of technology. I eagerly anticipate the challenges associated with learning new tools that will allow me to converse and collaborate more fluidly with colleagues as well as with the public. I am also looking forward to practicing a new kind of writing through the blog and learning how best to use digital platforms for historical work.