This calendar has a list of suggested readings and activities. As we move forward and discuss needs and interests, we may introduce changes: Did you come across an article that you would really like to discuss with the class? Let’s add it or replace one of my suggested readings. Did you find or do you know of a digital memory project that you’d like to discuss with your peers and me? Bring it to our attention and we’ll make room for it in the syllabus. Do you think that the topic organization can be improved? We can move things around.

January 31- Contexts

• Introductions
• What do we mean by “memory”? What are “Memory Studies”?
• Discussion of syllabus and class routines

February 7- Why “memory”?

Readings & assignments

• Choose a day here to lead one reading discussion during the semester. In the same document, choose a day to discuss a digital project and select which projects you would like to review.
• Read these three texts and annotate two of them with Hypothes.is:
  
  • Blight, D. (2009). The memory boom: Why and why now? In P. Boyer & J. Wertsch (Eds.), Memory in Mind and Culture (pp. 238-251). Cambridge University Press.
  • Assmann, A. (2012). To remember or to forget: Which way out of a shared history of violence? In A. Assmann & L. Shortt, Memory and political change (pp. 53-71). Palgrave Macmillan. 
  • Rigney, A. (2018). Remembering hope. Transnational activism beyond the traumatic. Memory Studies, 11(3), 368–380.
• Watch Miriam Posner’s video “How did you make that?” and begin working on your first project review here (due on February 21). Follow these guidelines prepared by Brianna Caszatt during the Spring 21 semester.
• Class review of The Siege and Commune of Paris 1870-1871 (example: 858. An Archive of resistance)

February 14- Memory in the digital ecosystem (I)

Readings:

Read these two texts and annotate them with Hypothesis:

• Mutibwa, D.H. (2024). Radical left culture and heritage, the politics of preservation and memorialisation, and the promise of the Metaverse. Heritage , 7, 537–575. 
• Burkey, B. (2020). Repertoires of remembering: A conceptual approach for studying memory practices in the digital ecosystem. Journal of Communication Inquiry, 44(2), 178–197.
• Check also Freedom Archives (discussed in Mutibwa’s “Radical left culture”).

February 21- Memory in the digital ecosystem (II)

First project review due today.

Read these three texts and annotate two of them with Hypothesis:

• Liebermann, Y. (2021). Born digital: The Black lives matter movement and memory after the digital turn. Memory Studies, 14(4), 713-732.
• Fuentes, M. (2019). #NiUnaMenos (# NotOneWomanLess): Hashtag performativity, memory, and direct action against gender violence in Argentina. In Altinay, M. J. Contreras, M. Hirsch, J. Howard, B. Karaca, & A. Solomon, Eds., Women mobilizing memory (pp.172-191). Columbia UP.
• Khoury, S. (2020). (Re)producing the past online: Oral history and social media-based discourse on Cambodian performing arts in the aftermath of genocide. In Zucker, E., Simon, D. (eds). Mass violence and memory in the digital age. Palgrave Macmillan Memory Studies (pp. 95-122).

Begin to work on your second project review (due on March 6).

February 28- Monday schedule

March 6- Archives and protocols (I)

Second project review due today.

Readings:

Read these two texts. Annotate them with Hypothesis. 

• Baines, J. (2020). Archiving. In Baker, M., Blaagaard, B., Jones, H. & Pérez-González, L., Routledge encyclopedia of citizen media. Routledge.
• Caswell, M. (2021). Introduction and Imagining liberatory memory work. In Urgent archives: Enacting liberatory memory work (pp. 1-22 and 93-112). Routledge. (Note: See the review of SAAD in Volume 1 of Digital Memory Project Reviews).
• Christen, K., Anderson, J. (2019). Toward slow archives. Arch Sci  19, 87–116. 

And…

• Begin working on your third project review (due on March 20).

March 13- Archives and protocols (II)

• De Fazio, G. (2023). Can critical digital archives address “archival amnesty” toward lynching? The Racial Terror: Lynching in Virginia Project. In Nunes, C., & Gustavson, A., Transforming the Authority of the Archive: Undergraduate Pedagogy and Critical Digital Archives. Lever P (pp. 58-81).
• Lee Brown, M., Whaanga, H. and Lewis, J. E. (2023). Relation-oriented AI: Why indigenous protocols matter for the digital humanities. In Gold, M. and Klein, L. (ends.), Debates in the Digital Humanities 2023.
• Agostinho, D. (2019). Archival encounters: Rethinking access and care in digital colonial archives. Archival Science, 19(2), 141-165.

March 20- Digital oral history

• Third and last project review due today

• Readings:

Read these four texts and annotate two of them with Hypothesis:

• Thomson, A. (2007). Four paradigm transformations in oral history. The Oral History Review, 34(1), 49-71.
• Smyth, H. K. Nyhan, J. and Flinn, A. (2023). Exploring the possibilities of Thomson’s fourth paradigm transformation—The case for a multimodal approach to digital oral history? Digital Scholarship in the Humanities, 38(2), 720–736,
• Sloan, S. (2014). Swimming in the exaflood: Oral history as information in the digital age. In D. Boyd & M. Larson (Eds.), Oral history and digital humanities. Voice, access, and engagement (pp. 175-186). Palgrave Macmillan. 
• Tureby, M. T. and Wagrell, K. (2022). Crisis documentation and oral history: Problematizing collecting and preserving practices in a digital world. The Oral History Review, 49(2), 346-376.

March 27- Project proposals

No readings assigned for this week. Instead:

• Prepare your project proposal and share it with me via Google Drive by March 27. Your proposal is a work-in-progress, but it should show deep thinking, good planning, and awareness of available resources.
• Here’s a short thesis about curating digital memory projects that might also help: Friedman, M. (2014). Preserving memory in the digital age. Curatorial practices of 9/11 digital archives. [Undergraduate thesis, Univ. of Puget Sound]
• Sample projects: Whale Chat; More than Surviving (Majel Peters)
• Please complete these midterm evaluations (both are short!):
  • Your midterm self-evaluation (not anonymous)
  • Your midterm course evaluation (anonymous)

April 3- Transcultural, transnational, transmedia memory practices

Readings:

Read these three texts and annotate two of them with Hypothesis:

• Keightley E. (2022). Rethinking technologies of remembering for a postcolonial world. Memory, Mind & Media 1(17), 1-15.
• Kennedy, R. & Graefenstein, S. (2019). From the transnational to the intimate: Multidirectional memory, the holocaust and colonial violence in Australia and beyond. International Journal of Politics, Culture, and Society 32, 403–422.
• Rappaccioli, E. Y. (2022). AMA y No Olvida. Collectivizing memory against impunity: Transmedia memory practices, modular visibility, and activist participatory design in Nicaragua. International Journal of Communication 16, 309-330.

April 10- Gender, Queer witnessing

Readings:

Read these four texts and annotate two of them with Hypothesis:

• Watson, A., Kirby, E., Churchill, B., Robards, B., and LaRochelle, L. (2024). What matters in the queer archive? Technologies of memory and Queering the Map. The Sociological Review, 72(1), 99-117.
• Cowan, T. L. and Rault, J. (2018). Onlining queer acts: Digital research ethics and caring for risky archives. Women & Performance: A Journal of Feminist Theory 28(2), 121-142.
• De Kosnik, A. (2016). Print fans versus net fans : women’s cultural memory at the threshold of new media. In Rogue archives : Digital cultural memory and media fandom (pp. 193-220). The MIT Press.
• Chidgey, R. (2012). Hand-made memories: Remediating cultural memory in DIY feminist networks. In E. Zobl & R. Drüeke (Eds.), Feminist media: Participatory spaces, networks and cultural citizenship (pp. 87–97). Verlag. 

April 17- Intergenerational memory

Readings:

Read these three texts and annotate two of them with Hypothesis:

• Hirsch, M. (2008). The generation of postmemory. Poetics Today, 29(1), 103-128.
• Spencer, Z. & Perlow, O. (2018). Sassy mouths, unfettered spirits, and the neo-lynching of Korryn Gaines and Sandra Bland: Conceptualizing post traumatic slave master syndrome and the familiar “policing” of Black women’s resistance in twenty-first-century America. Feminism, race, transnationalism, 17(1), 163-183. [If interested, check the concept of “post traumatic slave syndrome,” by Joy DeGruy (5 min.) and Joy DeGruy’s website.]
• Marshall, D. J.,  Smaira, D. and Staeheli, L. D.  (2022). Intergenerational place-based digital storytelling: a more-than-visual research method. Children’s Geographies, 20(1), 109-121.

April 24- Spring Recess

May 1- Memory and digital games

Readings:

Read these four texts and annotate two of them with Hypothesis:

• Kansteiner, W. (2017). Transnational holocaust memory, digital culture and the end of reception studies. In T. Sindbæk Andersen & B. Törnquist-Plewa, The twentieth century in European memory. Transcultural mediation and Reception (pp. 305–343). Brill. 
• Boom, K. H., Ariese, C. E., van den Hout, B., Mol, A. A., and Politopoulos, A. (2020). Teaching through play: Using video games as a platform to teach about the past. In Hageneuer, S. (ed.), Communicating the Past in the digital Age. Proceedings of the International
  Conference on Digital Methods in Teaching and Learning in Archaeology (12–13 October 2018), (pp. 27-44). Ubiquity p. 
• Pötzsch, H. & Šisler, V. (2019). Playing cultural memory: Framing history in Call of Duty: Black Ops and Czechoslovakia 38–89: Assassination. Games and Culture, 14(1), 3-25.

May 8- Trauma

Readings:

Read the following three texts and annotate two of them with Hypothesis:

• Menyhér, A. (2020). Trauma studies in the Digital Age. In The Routledge Companion to Literature and Trauma (240-256).
• Liu, C. (2021, December 6). What is trauma in a Digital Age? U of New England, ME.
• Recuber, T. (2012).  The prosumption of commemoration: Disasters, digital memory banks, and online collective memory. American Behavioral Scientist, 56(4), 531– 549.
• Kansteiner, W. & Weilnböck, H. (2008). Against the concept of cultural trauma. In Erll & A. Nünning, The invention of cultural memory: A short history of memory studies (pp. 229-240). Walter de Gruyter.

May 15- Presentations of projects

What is left?

• Complete your course project by May 23 (please include the link in your self-evaluation), Click here are to read about what I will look at when evaluating your project. 
• Final self-evaluation
• Final course evaluation (anonymous, short and optional)