Push for pull

In the spirit of yesterday’s post, I’m sharing some diagrams.

Last year I gave a conference paper about how user-generated description can improve archival findability. I began with the idea that every use of an archival record can generate a description, which (if it is captured) can make the record more findable in future.

f2-circuit

A visual elaboration of this concept is below. It begins in the middle. (And ‘RecordSearch’ is the collection database of the National Archives.)

Circuit of findability and enrichment

Ultimately, my point was also that archives should value users as much as users value archives. Their relationship is interdependent – archives engage users, users enrich archives.

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And really, if they are not used and interpreted and shared, archives are irrelevant.

The paper was well received, and I was especially pleased because Eric Ketelaar asked me if he could use the main diagram with his students.

Stone art on the beach

World beach is a project of the V&A Museum, in which people on beaches all over the world are invited to make a drawing in stone and photograph the result, the people who made it, and the beach itself.

Read how it started, and keep up with where it’s headed at Concealed, Discovered, Revealed, the blog of artist-in-residence Sue Lawty.

[wondering when I can next get to the beach...]

Reading the textbook is not enough

Here’s an idea I like:

Students should not read textbooks; they should write them.

Bruce Tognazzini said it in the 1990s, and David Weinberger considers it in a story in The Filter, published by the Berkman Center for Internet and Society at Harvard Law School.

Weinberger was initially ambivalent, but since the advent of wikis he has warmed to the notion. He describes how the collective, collaborative – and no doubt contentious – act of crafting a coherent, accurate wiki on the subject of study is itself educational:

Let them argue about how to organize it. Keep the discussion pages up. Keep the differences visible. Let them fill it with links. Let them connect with other students in other schools creating related wikis.

A class’s wiki is not going to be as complete, well-grounded or well-written as a good textbook. But students will learn more by writing one than by cribbing and cramming from a professional textbook.

In my (by now, predictable) view, the same principle applies to museum exhibitions and websites. If you’re only ever engaged in a passive way, as a consumer, it’s hard to remain interested. But if you have the chance to think through the issues of what to put on display, how to arrange and describe the items, and what they mean, it’s a faaaar more interesting experience. A journey, rather than a sushi train of neatly prepackaged ideas. At 5 to midnight, my metaphors are failing me, but I hope you know what I mean.

I’d like to see more programs that work on that principle. I’d love to hear about yours.

(Thanks to Mal for the pointer.)

How Web 2.0 will change history

As an editor of archival websites, I’m interested in the tools available for historical publishing, research and interpretation. And the advent of Web 2.0 means that such tools are proliferating and becoming easier and more fun to use. Social software is making search interfaces more intuitive and clever; it is making publishing dialogic – readers can also be writers; and it is enabling many new kinds of collaborations to occur in interpreting collections.

Last month I addressed a small group at the Australian Historical Association conference in Canberra on this topic of How Web 2.0 will change history – possible futures for websites of the National Archives of Australia (PDF 312kb). The paper was framed by this mindmap I made

Mindmap of Web 2.0 and the life cycle of historiography

(inspired by other mindmaps on Web 2.0, like the one on Wikipedia).

There are plenty of exciting things the National Archives of Australia could do with these technologies, and it is starting to happen, but the path is long, resources are limited, and in some ways a cultural shift is necessary – it does not come naturally for a cultural institution to radically trust its audience.* So the paper is a bit imagin-ary. But didn’t Einstein say that imagination is more important than knowledge?

* Deep bow here to the Powerhouse Museum and its new collection interface, which you can read more about on the fresh + new blog.

Folksonomic findability

It is a pet peeve of mine that museums so rarely draw on the knowledge and understanding of visitors to help interpret their collections. Ever since I read Museums and Communities: The Politics of Public Culture,1 I’ve sought out initiatives that facilitate community interaction. In global terms, there are plenty of examples, especially in terms of public programs. But in terms of the core business of museums – collection management, and exhibitions, it remains rare for a museum to involve audiences in the process of making collections meangingful. (Your examples are welcome!)

In the world of the web, though, the story is different. Social software enables visitors to the site to help make the site. And the cultural heritage sector is starting to explore the possibilities.

a tagged imageSteve is a project of a group of seven museums.2 It emerged out of the mismatch between the classification systems of museums and the way users tend to think about collection items. A museum might describe an artwork in terms of the artist’s proper family name. Whereas a visitor might search for an artwork according to how they remember it – its shape, or the fact that a painting had some nice clouds in it.

The Steve people are researching and developing a tool that will enable website visitors to add descriptive tags to any item they are viewing. The tags then join in with the official description of the item, so that the collection takes on a hybrid official and vernacular classification system. And henceforth each item becomes more findable for more people. And more collectively meaningful!

Have a look at, and join in, this wonderful experiment. (You need to register if you want to do some cataloguing.)

circular fabric designorange fabric designBut wait! Here’s another example, closer to home. Our very own Powerhouse Museum invites users to help describe swatches of fabric, dating from the 1890s to the 1920s. You can enter your thoughts on their colour, pattern, mood and/or ‘other facts’.

1. Ivan Karp, Christine Mullen Kreamer, and Steven D. Lavine (eds), Museums and Communities: The Politics of Public Culture, Washington: Smithsonian Institution Press, 1992.
2. Steve stands for Social Terminology Enhancement through Vernacular Engagement.

One mob

Lately, if you’re in or near Nimbin, you’ll see this sticker a lot.

ONE MOB sticker on a car – the text is around an Aboriginal flag superimposed onto a map of Australia

It is a vision of Michael Bayles:

One Mob is a living concept.
It is a way of life that people have lived with in this country,
since the beginning of time.

It is about sharing, caring, honour, integrity, principles and pride.

To make people feel good about who they are,
and the place they come from.

We have called this place home for millions of years,
Now you call this place home.

You have to honour and look after it,
like the first people who called it home,
so it will last another million years.

Through your actions today, you will be an honourable Ancestor
to the children of the future.

You can get a sticker in person from the community-run Nimbin Museum. It’s worth a visit. But don’t worry if you can’t get to Nimbin, you don’t really need the sticker. This vision is livable.

Power to the people

My ‘Hurrah!’ moment from the MA conference: when David Anderson (Director of Learning & Interpretation at the Victoria & Albert Museum) said:

  • people have a right to be involved as producers of culture – not only as its consumers

and

  • scholarship and participation need not be in conflict.

So why do so many museums still hog the authorial seat?

You can download his conference paper (PDF). In fact, you can read more of David Anderson’s good ideas about museums and learning.