Beyond the Classroom: Undergraduate Research and Digital Humanities
CUR 2016 Biennial Conference | Tampa, FL | June 23-28, 2016
Students may be “digital natives,” but how can we channel their informal interaction with digital environments into a rich research experience? This presentation shares digital tools that students can use for Internet research and explores the challenges of working on co-curricular collaborative digital humanities projects with undergraduates.
Undergraduate research is often constructed within a curricular context, focusing on the face-to-face experience between an instructor and student as crucial to mentoring and the transmission of inquiry and research skills. This presentation shares the experience of a collaborative digital humanities project conducted through the Internet. Because of its digital nature, the project invited students globally to participate as research assistants. Students were trained, received feedback on their work and participated in a research community almost entirely in a digital environment. As a result, new models of engaging students online emerged from the project. The project introduced students to an array of digital tools and trained them in skills that they could use in their curricular lives beyond the project. At the same time, the project encountered several challenges involved with motivating an undergraduate population outside of a course working on an unfunded project. The presentation will explore how the digital presents new opportunities for undergraduate research, especially in areas where faculty mentorship exists outside of the institution.
Are you a motivated, committed, detail-oriented person who can work independently? Want to use your love of Korean popular music for something important? Then it’s your lucky day! The 2016 KPK Global Recruitment is open!
Fostering a fun and engaging environment, KPK is the oldest aca-fansite and only community of scholars who work together to curate information about modern Korean popular music (K-pop) and offers the opportunity for student research assistants to learn how to do the same.
As research assistants, students create discographies and videographies for mini-profiles on K-pop artists using Google Slides and YouTube playlists. Using these digital tools, they develop information literacy skills, particularly the ability to locate and verify information. As members of a community of practice, they also receive valuable e-mentorship from experienced scholars and get to participate in scholarly discussions about K-pop in a supportive environment.
Applicants must have some knowledge of K-pop and should be able to write well in English. All positions are voluntary (non-paid). All successful applicants undergo a one-month training and probationary period. Subsequent appointments are three months and may be renewed.
Flitto is a global language translation social media site. Users can join (for free!), pick their native language, and then follow people who post messages. Other users who can translate will transcribe any messages. And get this: sometimes the messages are not just in print!Super Junior-M’s Henryhas posted recordings of his conversations with SHINee’s Taemin and EXO’s Xiumin. Below the recordings you’ll see the transcribed conversation in English (along with the Flitto user who transcribed the exchange).
Other Kpop Idols appearing on this awesome site include:
SHINee’s Onew, Jonghyun, and Key
Is your idol there? Check out Flitto to finally understand all those messages they left for you!
Flitto is also available on Google Play and iTunes (cost: free!)
KPK has a new member…..Jessica! She has joined KPK as a Compiler. Jessica’s favorite groups include Super Junior, Beast, 2PM, SHINee, FT Island, CN Blue, Big Bang, MBLAQ and Block B. Find out about Jessica’s K-pop journey in her bio under KPK Members!
You, too, can be like Jessica by applying to be a Compiler for KPK!
Collaboration is an often-cited characteristic of Digital Humanities (DH) projects (Jӧttkandt 2008, Liu 2009; Honn & Morse 2013); however, does that collaboration signal something more? What kinds of relationships are created due to (or outside of) those projects? What other problems are solved as a result of shared work in DH projects? Perhaps some answers to these questions are found in the idea of communities of practice.
Communities of Practice
Communities of practice (CoP) are groups of people who share a concern, problem, or passion about a topic and who expand their knowledge in these areas by meeting periodically. When they meet, they discuss these concerns, bring questions to the group for insight, introduce and explore new ideas, and share what they have learned with others in the group (Wenger, McDermott and Synder 2002). The ongoing result of CoP is a process of collective education within the context of a shared goal, and that education helps the group improve and resolve issues within their domain of work (Wenger, n.d.). CoPs also focus on or engage in:
common professional interests
knowledge discovery and sharing
assistance in practice
building or recognizing synergy and affinity
KPK as CoP
In the literature, CoP examples often are illustrated as belonging to the same profession or engaging in similar regular activities: a group of doctors, car thieves, or auto workers working in a manufacturing plant. In contrast, KPK members practice different professions (English professor vs. academic librarianship), but our shared identity as Kpop fans, common work environments (college campuses), similar professional activities (publishing, teaching and learning, service work) and topical concerns (Hallyu preservation and documentation) move us beyond our desire to collaborate on projects like KPOPIANA and bring us into a CoP. I have found that the KPK CoP is a dual one: our interactions develop our collaborative KPK projects and positively impact our discrete work as college faculty, too.
Since DH is constantly changing, KPK members meet virtually and in-person as often as we can to discuss this evolution and how it affects our Hallyu preservation work. These discussions usually center around technology discovery (e.g, “What tools will help us…?”), protocol documentation (e.g. “How should we deal with…?”), and knowledge creation (e.g., “What should we know about…?”). In equal measure, we also are concerned with professional development, scholarship, and pedagogy. More often than not, we have found that many solutions for KPK concerns have also been applicable to our daily practice of teaching or librarianship. As an example, Dr. Anderson and I originally used Screencast-O-Matic (a screen capture tool) to train KPK members in virtual environments; however, during many conversations about student engagement, we discovered that we were also using the tool in our independent areas of practice: Dr. Anderson uses Screencast-O-Matic to offer feedback to her students, while I use the tool to record best practices for information-seeking during research consultations with students and other faculty.
The Bigger Picture
As a CoP, KPK does not end with its current members. Because of the nature of our work, we are constantly seeking new insight from others who have lay and formal knowledge of Korean popular culture and best practices in DH. While we are a unique project, we want to learn what others are doing, what challenges they have experienced, and how they have overcome these challenges in the pursuit of scholarship and open access to information. We also are keen to collaborate with passionate individuals and groups who are committed to these principles, regardless of the subject matter.
KPK is more than a DH project: it’s a sounding board for the continuous improvement of higher education, a sandbox for pedagogy improvement, a town hall for voicing big ideas, and a warehouse for scholarly production. Our CoP interactions improve KPK’s operations and give us opportunities to enhance our larger academic networks. We take what we learn in our small group and apply that knowledge to training our colleagues, educating students, and increasing access to scholarly communication. In this way, we become progressive thought leaders on our respective campuses and (hopefully) positive influences on communities unknown to us in the first place. Doesn’t that make for an improved community overall? I think so.
Girl group Jewelry was formed by Star Empire Entertainment in the spring of 2001, consisting of four members Park Jung Ah, Lee Ji Hyun, Jung Yoo Jin, and Jun Eun Mi. The group has gone through several member changes, including tenure by Seo In Young (Elly). . . .
To see the enhanced profile, including discographies and videographies, click the image to go to KPOPIANA, KPK’s multimedia database on Korean popular music of the Hallyu era!
Korean rock group Jaurim (Purple Rain Forest) includes members Kim Yoon Ah, Kim Jin Man, Goo Tae Hoon, and Lee Sun Kyu. Before their breakout song “Hey Hey Hey” in 1997, Jaurim was well-known in South Korea’s independent music circles. Jaurim’s albums have been produced under the Soundholic Entertainment label, which is owned by Goo Tae Hoon. . . .Click here to continue reading on KPOPIANA, KPK’s multimedia database on K-pop.