DMS 300: Introduction to Digital and Media Studies

Assignments

Unit 1: Defining Data in the Humanities

In-Class Exercise 1: Image as Data

Visual data is increasingly important as it becomes easier and easier to capture and transmit images digitally. The challenge with visual data is that it is difficult for computers to process. Researchers are working on algorithms, many in the category of artificial intelligence or machine learning, that can improve computers' ability to classify visual data. Often, they rely on human-computer hybrid models. In this exercise, we will examine projects that use a hybrid crowdsourcing model and gamification to analyze visual data and train computers to improve their ability to analyze this data.

Part 1. NeMO-Net example

A. Advance Preparation

*Note: Advance preparation required.

  1. Visit the NeMO-Net site and click the download option that is appropriate for you. (If you are using an iPad, select the iOS and Mac option)
  2. Install the software. If you encounter security warnings, it's ok to continue--the software is safe.
  3. Open the program and watch the introductory video.
  4. Complete the tutorial.

B. In-Class

If you used the program on a desktop computer, you can work with a partner in class. Otherwise, each member of the group can work individually on this program.

  1. Launch the program
  2. Classify 1 Coral image. Take note of these things:
  1. What types of visual data is given to the user--that is, what do you learn based on visual information?
  2. What types of visual data are being collected?
  3. How is visual data being collected?

Part 2. Stall Catchers example

For this example, you'll work as a group. Choose 1 person in the group who will sign up for the account. Everyone should contribute to the classification exercise.

  1. Visit the Stall Catchers site.
  2. Click the Join Now button.
  3. Enter a Username and Email: note, you will be sent an activation link, so use a real email.
  4. Complete the registration process: when you check for the activation link, look in your Junk folder if you don't see the message, especially if you used your Lourdes email.
  5. Review the brief tutorial.
  6. Work with your group to complete the 10 practice classifications. Take note of these things:
  1. What types of visual data is given to the user--that is, what do you learn based on visual information?
  2. What types of visual data are being collected?
  3. How is visual data being collected?

Part 2. Analysis

Work with your group to answer the questions below.

  1. Based on your experience in these two examples, define what visual data is.
  2. Why is visual data significant? Explain in terms of the examples we examined.
  3. Why, at least for now, are human-computer hybrid models like these necessary for this type of visual analysis?

In-Class Exercise 2: Text as Data

Instructions

As discussed in class, text, and the words that make up texts, can be considered data. New computing capabilities have given rise to new methods for analyzing large amounts of text. In this exercise, we will experiment with some of these new computational tools.

Part 1: Big Data

Open the Google Ngram Viewer. Look up the terms for your group as indicated below. Be sure to compare the terms by including them in the same search, separated by a comma. All groups should analyze each of these corpi: English, American English, British English, English Fiction. Be sure to check the "case insensitive" box to yield all results for each term.

Answer the questions below for each corpus you examine. Use the sample spreadsheet in Sakai → Resources → In-Class1

  1. When was T1 in most frequent use? (you can identify a span of years if needed or multiple years if there are multiple peaks.) T2?
  2. List any crossover points.
  3. Describe the change in use in your terms over time, individually, and in relationship to each other.
  4. Why do you think the usage changes in this way? Think about cultural and historical context.

Choose two of your most interesting findings to present to the class.

Part 2: A Special Corpus: Concordances

A concordance is a special type of corpus that focuses on one author, or even more specifically, one work by an author. In this next phase of analysis, you will use a concordance to further analyze your terms as indicated below.

Group A:

Analyze Jane Austen's use of the terms "connexion" and "connection"

  1. Go to the Victorian Literary Studies Archive Hyper-Concordance.
  2. Select Jane Austen from the list of authors.
  3. Search for T1 and T2 (separately) in the entire author corpus (select "All" from the drop down list).
  4. Record the number of instances of each, and scan the lists to develop a sense of the way each of these terms is used.
  5. Describe the connotative meaning of each.
  6. Search for T1 and T2 (separately) in each of Austen's major completed novels (the first 6 entries listed).
  7. Record the number of instances of each in each work (a table would be a good way to record your data). Be sure to note the year each work was written (and read the note at the beginning of Northanger Abbey about publication).
  8. Describe any usage patterns in individual novels (e.g., one term used much more frequently in one novel etc.), with relevant support from the texts.

Group B:

Analyze the use of the term "honour" across Shakespeare's corpus. Your group may wish to use an Excel spreadsheet so you don't have to do all the sorting and calculation by hand.

  1. Go to the Open Source Shakespeare Concordace.
  2. Enter the term "honour." Click on the raw result to see the distribution of this term across the various plays. Record this list (copy-paste is fine).
  3. Access the table of contents of the 1623 First Folio of Shakespeare's works (this is the first publication of the complete works). Discuss where you would expect to see the most instances of the term "honour" (comedy, tragedy, history, some combination) and why. Explain:
  4. Download the ic1groupb.xlsx spreadsheet from Canvas → Files → ic01.
  5. Fill in the data for each play in each genre table. Observe the calculations.
  6. In each row is the percentage of the total for each type of play. In the last row is the percentage for that genre of the total number of hits. Describe key findings of these results:
  7. Compare this to your guess in 3 above:
  8. Choose the play in each category with the most instances. Scan the individual uses in each, and describe usage patterns, with relevant support from the texts.
  9. Compare usage patterns across the three genres:

Definitions

big data:
extremely large data set that can be analyzed by a computer for patterns. Patterns are then analyzed for meaning.
lexical words:
words in a language that carry conceptual (concrete or abstract) meaning. In English, nouns, verbs, adjectives, and adverbs are lexical.
grammatical words:
words in a language that connect and provide context for lexical terms; they are functional words needed to make the language work. In English, prepositions, pronouns, articles, and verb particles are examples of grammatical words.
corpus:
a large collection of words belonging to a specific set. It is important when performing corpus analysis to identify the characteristics of the set.
lemma:
"set of lexical forms having the same stem [. . .] differeing only in inflection and spelling" (Francis and Kucera 1). For example, walk, walked, walking, walks. Conventionally denoted in small caps.

Homework 1: Data

Due: midnight Wednesday 9/8 in the Assignments tool in Canvas

Format:

Variable, based on experiment performed (see below).

Instructions:

Use the concepts we discussed in In-Class #1 and one or more of the data analysis tools we experimented with in In-Class #2 to perform your own data examination.

  1. Identify the question you are trying to answer:
  2. Describe your method:
  3. Perform your analysis (there may not be anything written for this question).
  4. Document your results:
  5. Interpret your results. List at least one significant finding and explain:

Tools*

*Note: If there is a different text or image analysis tool you wish to use for your analysis, check with me for approval.

Evaluation

Your data analysis will be evaluated on the following criteria:

Quiz 1

Due: The quiz is open from 5pm Wed 9/1 through 1:30pm Wed 9/8

Instructions:

Access Quiz #1 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Quiz #1 covers the "Introduction to Oral History" reading due for 9/8. The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN reading and notes. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

In-Class Exericse 3: Audio as Data--Practicing Oral History

Instructions:

In this exercise, we will practice what we've learned about collecting oral histories by interviewing each other. Follow the steps below to prepare for and then collect an oral history. Record your interview--save the recording to use for practice transcribing later in the term.

Part 1. Data Collection

  1. Create your intro script. The intro script should include
  2. your name, narrator's name
  3. date, time, recording location
  4. this is a Lourdes University project for the DMS 300 class in Fall 2021
  5. Create an informal outline of topics you would like to cover with your interviewee (you can use the brainstorming from last week to help get you started)
  6. Interview your partner (10-15 minutes)
  7. Take notes about what you hear.
  8. Switch interviewer and interviewee and repeat (10-15 minutes)
  9. Report to the class what you learned

Part 2. Analysis

  1. What were your own strengths and areas to improve as an interviewer:
  2. What were the strengths and areas to improve as an interviewer for your partner:

Part 3. Technology Test

At the end of class/after class, test submitting your audio file to our class drive using the link below. If you have different options for the file type as you transfer it from your phone to the drive, choose .mp3 format. Name your file with the interviewee's last name and the date of the interview in this format: lastname_2021-09-13

Click here to open the shared folder

Ideas for interview outline from 9/8:

In-Class Exericse #4: Developing and Interview Outline

Instructions:

In this exercise, we will work with Reinvest Toledo to develop an interview outline for the oral histories we will collect. Things to keep in mind:

Unit 2: Learning and Teaching New Technology

In-Class Exercise 5: Classification and Exploration of New Technology

Instructions:

In this exercise, we will start learning about teaching technology by using a genre theory approach to help understand new and unfamiliar technologies. Then, we will experiment with new technologies to understand how they could be usefully applied.

Part 1: Genre Analysis

Visit each of the sites below. Write a brief description of the site and categorize the it as a project, platform, tool, or some combination (which ones?) based on the definitions presented in class. Be prepared to explain why you made the classification you did in each case.

Refer to the definitions below to help you as needed.

Part 2: Genre Identification

Visit the two sites listed below. What traits to they have in common? How would you describe/name the category they belong to? What are the key traits of this category?

Part 3: Exploration

Once we've classified a technology, we will have a basic expectation of the functionality of that technology and how it might be applied. Sites like those analyzed in Part 2 are actually built around the idea of classification as the starting point for identifying and understanding technology and content.

Now, use that classification starting point to help learn a new technology.

  1. Choose one of the tools or projects from Part 1 to examine in more detail.
  2. Examine the interface and explain how it is organized.
  3. Examine the functionality of the tool/project and explain its capabilities
  4. Prepare a brief demonstration to show the class how this tool/project works

Part 4: Analysis

Reflect on your experience.

  1. Once you classified a tool/project, what assumptions were you able to make about it? How did these assumptions help you understand its functionality?
  2. Explain any difficulties you had in decoding the functionality of a tool/project.
  3. Explain the ways that the tools/projects were easy to use.
  4. How does classification help with learning?

Definitions

Platform:
An interface with a specific set of tools that can be used to host/display content. Platforms have administrative creation and editing capability for registered users.
Project:
Exhibition of primary literary, historical, artistic, or other material. Projects may focus on providing access (such as scanned versions of out of print text) or facilitate new types of analysis (such as mapping locations of a specific historical event or creating a searchable version of a text).
Tool:
An interface or app that performs a specific function. Tools usually require specific input (image file, comma separated value text, etc.) and produce a result.

In-Class Exercise 6: Reverse Engineering an Exercise

Instructions:

In this exercise we will analyze exercises to help learn how to combine materials and knowledge to create an exercise.

Part 1: Identification and Examination:

Review In-Class Exercise #5, this time evaluating the design of the assignment itself. Answer the following questions:

  1. What materials and tools are needed to complete the exercise?
  2. What types of activity are prompted by the assignment (Bloom's taxonomy for critical thinking)?
  3. Describe the organization/methodology of the assignment.
  4. What types of interaction are required to complete the assignment? (for example, what if this were a fully online assignment--would the written directions be sufficient?)
  5. How is success on this assignment measured?
  6. What objective(s) does this assignment meet?

Part 2. Analysis

Based on your observations and analysis of the 2 examples, answer the questions below.

  1. What is the difference between information and knowledge in these exercises? How does the methodology of the exercise help students create knowledge from information?
  2. How is technology used in these exercises? What do you think about the use of technology in teaching and learning more broadly based on these examples?
  3. How do assignment objectives factor in to the learning process, based on your anlaysis of these examples?

Part 3. Application

Start the preparatory work for Presentation 1, where you will create your own exercise.

  1. Access Text Analysis Portal for Research (TAPoR3)
  2. Examine the categories of tools and choose one to explore further
  3. Look at the possible tools in the set you choose and pick one to examine further. Be sure to choose one that you don't need special credentials to access.
  4. Examine the interface and explain how it is organized.
  5. Examine the functionality of the tool/project and describe its capabilities

You will use this tool next class to work on designing an exercise to teach it (or some specific function of your tool) to the rest of the class.

In-Class Exercise 7: Designing an Exercise

Instructions:

In this exercise you will prepare for your presentation. See Presenation #1 instructions for more information.

  1. Write objectives for your exercise. You can start with generalized objectives based on the assignment description to start, but as you refine your assignment, return to these objectives and make them more specific.
  2. Describe a methodology you will use to teach this tool.
  3. Explain what information inputs will be needed.
  4. Explain what activities will be peformed and the types of engagement these will foster.
  5. Explain what kind of knowledge will be generated.
  6. Describe how learning can be evaluated in this exercise.
  7. Return to your objectives: will the engagements and knowledge your assignment generates meet your objectives? If so, great. If not, determine whether the objectives need to be adjusted or the assignment needs to be modified and make the necessary changes.

Presentation: Teaching a New Skill

Due: in class 9/29

Format:

multimedia presentation and activity of 20-25 minutes

Instructions:

In this exercise, you will identify a DH tool or project that you can use to help the class meet a learning objective of your design. You should use your tool/project thoughtfully to help the class move from information to knowledge in a well-designed, interactive exercise that can be evaluated.

Each member of the group should speak/have a role in the presentation.

Evaluation Criteria:

Homework 2: Evaluating Teaching and Learning

Due: minight Tuesday 10/5 in the Assignments tool in Canvas

Format:

Completed worksheet. See prompts below.

Instructions:

In this assignment you will evaluate the exercise you designed and presented.

  1. Explain your assignment design:
  2. Did your assignment function as expected in the classroom? Explain.
  3. Explain the evaluation of your assignment:
  1. What was the evaluation criteria--i.e., how did you know if students met the objectives?
  2. How many students met the objectives?
  3. Reflect on these results:
  1. How would you improve this assignment in the future? Explain.

Evaluation Criteria:

Unit 3: Introduction to Classification and Databases

In-Class Exercise 8: Defining Classes

Instructions:

In this exercise, you will begin to learn about classification by analyzing a dataset and discussing how it could be classified.

Part 1: Challenging Assumptions

Consider the data provided and answer the following preliminary questions:

  1. What and the properties of these data items?--brainstorm as many as you can.
  2. Which properties might be meaningful for classification of these items? To answer this question, indicate what types of questions about the data you could answer if you tracked specific properties.

Part 2: Context

To design a sound classification system, you need to understand the purpose and uses of your data. It's like a rhetorical situation--remember, rhetoric is understanding the available means of persuasion and knowing how to choose the most effective for the situation. So too when thinking about a classification system: you need to understand the situation and ask some key questions about how the data will be used before determining your classification system.

Consider the following scenario:

Scenario

You work for a candy company that manufactures different types of candy and distributes it to retailers. You need to keep track of the candy inventory and fill orders, and you need to report on the inventory use to the manufacturing division so that they know how much of different types of candy to produce. Below are some sample requests from retailers:

  1. Knowing this context, what kind of properties do you need to track about the inventory of each candy? [input]
  2. What properties of the candy itself do you need to know? [input]
  3. What kinds of reports would you need to produce? [output]

After thinking through this new information, come up with a set of classes. Make some notes about your scheme, and be sure to identify important primary and secondary properties.

Guidelines for Classification

Definitions -- Classification

collection:
a group of objects/items. It may be classified or unclassified
classification:
assignment of something to a class; generall, the grouping together of objects into classes.
class:
a set of objects that share some property. For example, a literary genre is a class of texts.
member:
one object in a class.
one-dimensional classification scheme:
classification system based on a single differentiating property. For example, dividing all humans into "male" and "female" categories.
nominal classification scheme:
a type of one-dimensional classification scheme where the members of the class are not ordered in relation to each other.
ordinal classification scheme:
a type of one-dimensional classification scheme where the members of the class are sequenced or ordered in relation to each other (for example, students classified by freshman, sophomore, junior, senior)
n-dimensional classification scheme:
a classification system that has multiple axes or properties for classifying members of the scheme. Each property may be ordinal or nominal. For example, a student record lists all semesters a student has attended, all classes taken in each semester, and grades earned for each class.

In-Class Exercise 9: Conceptualizing a Database

Instructions:

In this exercise, we'll use our classification system developed in In-Class #8 to start creating a database.

Our candy company is designing a new order tracking system. The first step is to create a system for describing the stock items, identifying the customers, and creating orders for individual customers. The chief data analyst suggests these data tables:

  1. Candy characteristics
  2. Customer information
  3. Orders
  4. Order items

She also suggests a dynamic list as a support table with size/packaging options.

Participate in the discussion to help further define the fields for these tables.

Candy characteristics

Fields discussed last time:

1. Why might it be a good idea to separate this information from the "size/packaging" information?

2. Should "size" and "packaging options" be 1 field or 2? Think about the types of values that would be tracked for these and explain your answer.

Customer Information

What fields to we need? Let's keep it simple--just the basics.

Orders and Order Items: Topics

  1. create an index for order number using an inexpressive notation method. Explain
  2. create an index for order number using an expressive notation method; explain the rule(s) used to create the index terms systematically.

Support Table: Dynamic Controlled Vocabularies

How strong should the data validation be for the use of this/these controlled vocabularies?

Definitions -- Databases

index or identifier:
the property in a classification system that uniquely identifies a specific member. For example, a Dewey decimal number on a book in a library collection, or the title of a book and a collection of novels.
expressive notation:
the use of index terms that express meaning about classification system being used. For example the Dewey decimal system. Sometimes expressive systems are incompletely expressive-- that is, some properties are signaled by the index, but some are not.
inexpressive notation:
the use of index terms that uniquely identify members of the class but do not signify any information about the classification system. For example, the book title in a collection of novels.
controlled vocabulary:
using an agreed-upon set of terms to classify within the system to avoid duplication or orphan data. For example: LoC subject headings.
metadata database:
data that describes materials or files in a repository. A library catalog is an example of metadata: you can see a description of a specific primary material, but not the object itself.
primary database:
stand-alone document that does not link to or manage other files. A corpus and concordance are types of primary databases.
flat database:
a classification scheme that is defined by independent properties/axes that can be described for each member of the set. A flat database can be contained in a single table.
relational database:
a classification scheme that is defined by a series of datasets and described relationships among them. They are typically linked by a primary key, a unique index that may be expressive or inexpressive. All related data tables and the relational rules are necessary to describe the database.
independent relationship:
database relationship where the data in multiple tables can be correlated, but exist independently of each other.
dependent relationship:
database relationship where integrity is reinforced between records in two tables. For example, if a master record is deleted, all related records in the other table are also deleted.
content type:
the type of information that will be recorded for a specific property in a dataset. Each field of a database will have a content type.
field:
one cell of information in a record. A field has a specific content type.

In-Class 10: Building a Database

Instructions:

In this exercise, we will use the database plan generated by the class in In-Class #9 to start building the database. We will use Microsoft Access in class because this is the database software that is available on University computers.

This exercise will be completed over two class periods.

Part 1: Learn the Interface

  1. Follow the instructions to explore the table in design view. Note the different possible data types and how to create simple validation rules for entering data into a field.
  2. Follow the instructions to create a new table

Part 2: Structure

  1. Add indexes and primary keys to tables as needed based on the database plan developed last time.
  2. Work with the relationships pane as instructed to create a relationship between tables.

Part 3: Create an Input/Display Form

  1. Follow the instructions to use the Form Wizard to create a form based on the main table.
  2. Follow the instructions to add a subform based on the "order_items" table.
  3. Modify the input form for functional aesthetics.
  4. View the form, and test inputting some data

Part 4: Create a Query

In order to display the data in a useful way, the information from the main table and features table needs to be combined into one table, based on criteria you select. This functionality is accomplished through a Query. A language called SQL is used to author querys, but the coding is done automatically for you in Database programs like Access.

  1. Follow the instructions to create a new Query that draws information from multiple tables.
  2. After watching the examples of flitering and sorting, set your Query to show only one order.
  3. Run your Query. Then, switch to SQL View to see how these conditions are coded.

Part 5: Create a Report

Ultimately, collected data is only useful if it can be displayed in some purposeful way. This function can be accomplished with a report.

Follow the instructions to use a Report Wizard to create a report based on the Query made in Part 5.

Quiz 2

Due: The quiz is open from 5pm Wed 10/13 through noon Friday 10/22

Instructions:

Access Quiz #2 online through the Quizzes tool in Canvas. This is an untimed quiz. It is recommended that only a wired internet connection or reliable WiFi connection be used.

Quiz #2 covers the definitions and concepts related to databases discussed in Unit 3. You may wish to review the reference readings and definitions for this unit and have available the completed database before taking this quiz. The quiz includes multiple choice, true/false, and short answer questions.

This quiz is OPEN reading, notes, and database. You may retake the quiz one time if desired. The highest score of the two attempts will be recorded. Note: this quiz is created from a pool of questions, so a second attempt will have a different set of questions than the first.

Unit 4: Oral History and Digital Archiving Project with RT and TLCPL

Case Study Workshops

This term we will work on a case study project to help the Toledo Lucas County Public Library (TLCPL) create a curated digital collection based on the oral histories collected during the term. Professionals from TLCPL will work with us in the classroom. By week 12, we will have a live curated collection hosted on the TLCPL website that will be available for public use--in other words, you will be published digital scholars.

Workshop 1: Metadata

Workshop 2: Transcribing

Advance preparation required:

Reading:

Reference:

Topics:

Homework 3: Oral History Data

Due: midnight Friday 11/5 in the Assignments tool in Canvas

Format:

  1. Completed metadata row in class spreadsheet
  2. Submitted complete transcription

Part 1. Metadata

Use the skills from Workshop 1 to enter all of the metadata for your oral history in the class worksheet. Be sure to follow formatting conventions for each field, to complete each required field, and to double check your work.

Part 2. Edited Audio File

Use the skills from Workshop 2 to edit your audio file to remove extraneous sound from the beginning and end and enter appropriate metadata for your mp3 master. You may also need to convert your file to mp3, depending on the original recording format.

Part 3. Transcription

Use the skills from from Workshop 2 to create a complete transcription for your oral history. Be sure to use time codes and to follow best practices for formatting the data.

Evaluation Criteria:

Metadata
Audio File
Transcription

Unit 5: Creating and Launching and Exhibit

Case Study Workshops

Workshop 3: Putting the Project Online

  1. introduction to Omeka
  2. interface demonstration
  3. creating an item
  4. adding images
  5. adding sound files
  6. entering data

Workshop 4: Creating an Exhibit Page

  1. conceptualizing an exhibit
  2. best practices for titles and slugs
  3. adding blocks
  4. adding and formatting text
  5. adding external hyperlinks

Workshop 5: Writing an Exhibit Introduction

In this workshop, we will work collaboratively to create an introduction for our digital exhibit.

Workshop 6: Planning a Launch Event

  1. identify and allocate tasks
  2. outreach and marketing plan
  3. collaboration strategies

Workshop 7: Tracking and Evaluation

  1. designing outcomes
  2. data collection/tracking
  3. evaluating impact
  4. planning output

Homework 4: Omeka Item Record

Due: by midnight Friday 11/12

Submit item URL in Canvas

Format:

Completed record in the class Omeka site

Instructions:

Complete the work started in Workshop 3 to enter the data for your oral history into our Omeka site. Be sure to:

Evaluation Criteria

Note: This assignment will be evaluated as "complete" or "incomplete" after the initial due date. After the Peer Review and User Testing assignment, students will resubmit this assignment for a final grade based on the evaluation criteria below.

Homework 5: Omeka Exhibit Page

Due: by midnight Friday 11/12

Submit exhibit page URL in Canvas

Format:

Completed exhibit page in the class Omeka site

Instructions

Complete the work started in Workshop 4 to create an exhibit page the provides additional researched context for multiple items in our class database. Be sure to

Evaluation Criteria

Note: This assignment will be evaluated as "complete" or "incomplete" after the initial due date. After the Peer Review and User Testing assignment, students will resubmit this assignment for a final grade based on the evaluation criteria below.

Peer Review and User Testing

Review the work of one of your classmates and evaluate as indicated. Remember that your careful constructive feedback is helpful to your classmate to help them identify issues that can be fixed before final grading takes place.

Evaluate the criteria listed below. For any "No" responses, provide comments and suggestions.

How to complete the Review

  1. Go to the Discussions tool in Canvas
  2. Access the links posted by the classmate you are reviewing
  3. Complete the review--and remember, you're helping your classmate and improving our overall exhibit by providing honest, detailed feedback
  4. Discuss your review with your partner
Criterion YES NO Comments
Are all of the required metadata fields provided for each item?
Does the item description conform to the format for descriptions in the library collection?
Is at least one image file included?
Does the exhibit page introduction provide informational historical/cultural context for the item(s)?
Does the exhibit page introduction connect the context to the specific item(s)?
Is there other information you'd like to know about the item(s)?
Is there other information you'd like to know about the cultural/historical context?
Is the tone appropriate and consistent with the overall exhibit?
Does the exhibit page link to external sources for more information as appropriate?
Does the writing (items and exhibit page) conform to standard of Edited American English?
Is there a block with references provided at the end of the exhibit page?
Are the references complete and formatted correctly (MLA)
Other Comments

Service Learning Log

Due: midnight Wednesday 12/8 in Canvas Assignments

Format:

Excel spreadsheet of hours and tasks

Instructions:

The case study component of this class is a service learning project. All hours spent working on this project, including collecting the data, formatting the data and exhibit page, and any tasks related to the launch event (including attendance at the event) should be included in your service learning log. These hours will be recorded with your final grade at the end of the term.

Download the Service Learning Log Template from Canvas → Files → sl_log. Fill out the log as you work on the case study project.

In the Date column, enter the date the work was completed.

In the Time spent column, enter only the number of hours converted to a decimal and rounded to the nearest quarter hour. For example, 2 hours and 15 minutes would be entered as 2.25. 1 hour and 30 minutes would be entered as 1.5. This column will total automatically.

In the Task(s) column, briefly note significant tasks completed during the corresponding block of time.

Evaluation Report

Due: by midnight Wednesday 12/8

Format:

Word processed report that addresses the elements listed below.

Instructions:

Write a report that includes the following sections:

  1. digital collection summary: summarize your contributions to the digital collection, including describing your items and listing the researched sources (MLA format citations) used and highlighting key findings used to contextualize your items.
  2. event summary: summarize your contributions to the planning, promotion, and presentation of the curated collection.
  3. event promotion evaluation: evaluate how successful our event promotion was, based on the criteria developed by the class. Make recommendations for improving event promotion in the future.
  4. event evaluation: evaluate how successful our event was, based on the criteria developed by the class. Make recommendations for improving event promotion in the future.
  5. conclusion: conclude by analyzing the case study and event experience. Explain what skills and concepts you learned about and why that learning was meaningful to you. Identify strengths of this project and explain any improvements that you would recommend to improve the learning exeperience for future students.

Evaluation Criteria: