The Digital Present and Future of the Past: Digital History at the 2018 Organization of American Historians Annual Meeting

By Joel Zapata

The 2018 Organization of American Historians Annual Meeting in Sacramento, California (April 12-14) featured seventeen digital history sessions and workshops. Within the sessions that I had the opportunity to attend, critical questions for history practitioners—elementary school teachers, graduate students, university professors, archivists, museum professionals, and more—abounded. What does it mean to be a twenty-first century historian? In producing historic knowledge, who is excluded and what communities are included? How do we take history beyond paywalls and costly books that exclude the vast majority? How can educators reach native digital students? How can scholars blend traditional print medias and digital medias to reach broader audiences but still fulfill academia’s print-based publication requirements? How can we present complex ideas clearly to the widest audience possible? Undoubtedly, the ways we answer these questions will determine the future of the past.

And if the future of history is digital, the sessions I attended made clear that history’s future is also collaborative. One thought-provoking session, titled “Teaching Contested History: Digital Archives and Digital Maps,” was composed of librarians, professors, archivists, and a public-school official. The panelists described the collection and digitization of primary sources regarding the court-ordered integration of Boston Public Schools in various mediums, including Beyond Busing: Boston School Desegregation Archival Resources. In the citywide effort, educators, archivists, and activists created an approachable primary-source-based curriculum focused on teaching historical and civil literacy to Boston public school students by documenting the city’s profound racial strives. The panelists concluded that the endeavor countered fake history—or “the liberal myth”—that minimized Boston’s divisive and yet to be completed school desegregation process, brought social and social justice awareness, demonstrated the hard truths of history at grade level, and taught students how the past informs society’s present state. Hence, the panelists demonstrated how digital collaboration can result in achieving the highest aspirations within the practice of history.

https://educatingharlem.cdrs.columbia.edu/omeka/

Another forward-looking session, “Writing Race, Gender, and Education: Digital Book and Video Projects,” showcased work by professors and students, which included a discussion over Educating Harlem. This project, out of Teachers College, Columbia University, is a multiyear and multifaceted collaboration between students and professors regarding Harlem’s educational history from the Harlem Renaissance through the twentieth century. The project’s creators intended it to become a digital platform that contains a curated archival collection and exhibits, an edited scholarly volume, as well as an after-school program for Harlem high school students to learn the educational history of their community. With these different outlets, the creators of Digital Harlem hope to connect the historically oppositional white university to its surrounding African American community, attempting to work with the community instead of against it.
The session also featured a presentation by Jack Dougherty (Trinity College) on open access scholarly books, of which he has published two and is writing another, On The Line: How Schooling, Housing, and Civil Rights Shaped Hartford and its Suburbs, in collaboration with fellow professors and students. This web-first book, under contract with Amherst College Press, “makes visible the hidden [school] boundaries that divide the Hartford region, and tells the stories of civil rights struggles to cross over, redraw, or erase these lines.” As Dougherty demonstrated, the book’s narrative is enhanced through interactive maps, documents, and video—an impossibility within traditional books. Moreover, Dougherty and his collaborators are writing On The Line openly online, allowing for readers to explore and comment before completion. The book’s development demonstrates how editing can go beyond the closed editing of conventional books while remaining part of a university press. Perhaps most promisingly, On The Line is an example of accessible and easily discoverable scholarship that is not hidden behind paywalls. From this session, I left with a sense that open-access (i.e., freely available) digital books are a meaningful way of democratizing history, opening the past to the wider public, students, and scholars. Such a publication medium may be especially attractive for civil rights historians, providing another avenue to connect with and include the people they write about. The session chair and commentator, James Fraser (New York University), rightfully concluded that the panelists were “part of what we all need to become” if history is to remain—or become more—relevant in the twenty-first century.

Digital history is a broad field that encompasses distant reading or textual analysis, the digitization of documents or artifacts and related metadata, data manipulation, mapping methodologies, digital publishing, and more. The sessions I attended did not focus on all the possible ways of doing digital history. Yet, they all centered on one of the most significant outcomes of digital history—provoking empathy from an audience through the growing ways of doing history. That is, digital history can provide us additional avenues of humanizing the past. The sessions I attended also focused on growing the audiences that historians and other history professionals reach. Overall, at 2018 OAH Annual Meeting, presenters along with audience members reimagined how history can grow within an increasingly connected digital world.

Becoming a historian in 2017

What a moment to start a graduate career in history.  Anxiety about the decline of the humanities has come to be tempered by whiffs of hope that critical thinking about society is highly valued, not just by intellectuals but by Capitalists.  But even more important, as the United States has been overtaken by a violent contest over its own past, historians – and historical thinking – have become a part of mainstream discourse.  A recent graph created by the Southern Poverty Law Center has been shared widely across the internet, explaining in a snapshot something that Americans desperately need to understand: public monuments praising Confederate military heroes were produced many years after that war, not to memorialize the dead but rather to intimidate and terrorize those Americans whom the likes of Lee and Jackson committed treason to enslave.

Image from Southern Poverty Law Center

 

It’s a complex argument, but it’s been amazingly successful: Confederate monuments don’t represent the Confederacy, but the tyranny of the Jim Crow era and resistance to African Americans being included in full citizenship rights. Even the descendants of Stonewall Jackson have made the argument.

For the moment, and in the present context, I’m focused less on the civics lesson being made here than on the role of historians in the process, and the wider trend of historians using new media to build historical knowledge in the American public.  The SPLC graphic is a great example of the kind of visualizations being done by digital humanists.  The growth of graphical interpretations of history is one of the most exciting trends in the field.  It has allowed historians to present enormous amounts of careful research to a much wider public audience, encapsulating complexity and encouraging exploration of humanistic data.  The New York Times’s Upshot series bends towards the social scientific, but its influence on public discussion has included more than a little history as well.  Then there are the many ways that this argument has been disseminated.  The Washington Post has a new series that presents historical arguments.  Scholars like Kevin Kruse and Joanne Freeman have leveraged Twitter to build followings.  Group blogs, like Religion and American History and the Junto, get thousands of hits, and they use their platforms to speak to issues that are topical and historical.  Podcasts, like Ben Franklin’s World, bring scholarship to a public that might be scared off by a book full of footnotes, but is more than willing to hear the complex insights contained within.

The current generation of history graduate students has an opportunity, and a challenge, to think through what these various mediums mean for the discipline.  What kinds of arguments are best suited to what venue?  How can we best help inform public discussions about issues that cry out for historical framing?  How can we bring what we study – the arcane questions that animate us – to the public arena at the right moment?