By any normal standard, I am a relatively tech-savvy person. When it comes to programming, my experience is…minimal. My HTML skills are relatively new and underdeveloped, although growing which each attempt to do something new. My project for CHI focuses on oral histories mapping the history of migration across borders in West Africa, a topic I have spent too many years thinking about. My comfort level was this topic is matched with my lack of comfort of making this project digital.
I bring this up because I am also currently teaching 19 MSU seniors to do digital work. With a great deal of help with LEADR, my students are using StoryMaps to tell digital stories about border regions across the world. Ranging from the Colombia-Venezuela border to Kashmir and back home to the border between Detroit and Windsor, they are using the border analysis skills of our class to do public storytelling digitally.
My class is not a digital humanities class, but we regularly use digital projects/scholarship in discussions of borders around the world. There are few topics as central to public discussions as borders and migration, the topic of my class. I am easing my students into digital tools to demonstrate their importance as storytelling tools, but also to demonstrate to my students the importance of public scholarship.
There is a tension in digital scholarship between free, open-source software and proprietary programs like StoryMaps. Rather than dig into these debates, I want to talk about the reasons I am using StoryMaps. Oftentimes open-source software requires a level of technical expertise difficult to develop in a semester, especially when the course does not focus specifically on the digital.
I hope that this project will serve as a first step into the digital scholarly world for my students, and maybe some of them will even continue to use them going forward. My own extension into the digital has changed my academic focus, and I hope for at least a few of my students, this will be the case as well.