Dr. John Campbell in his article “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine” states that the discipline of History “stand[s] not weakened but in fact strengthened” by Digital History. Give your opinion of his conclusion in the blog below (minimum 150 words).
Due: Monday 13 February 2023 by 11:55pm
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Digital History at UWI 
According to The Open University’s Professor Arthur Marwick in his article The Fundamentals of History, history can be defined as the bodies of knowledge about the past produced by historians, as well as everything involved in the production, communication, and teaching of that knowledge. Gunja Sarkar (A New Frontier: Digital History) defined Digital History as a methodology and framework in the production of historical knowledge that ranges from using computer systems to model historical situations to the digitization of historical archives and virtual museum exhibits. Therefore, when Dr. Campbell states that the discipline of History “stands not weakened but in fact strengthened” by Digital History, I could not agree more. Yes it is true that the internet offers an unrestricted approach to who is able to publish a webpage or a document on history, which allows for varying and misleading accounts of historical knowledge, but I can argue that before this digital era, the occurrence of misleading information being distributed was also a possibility. For example, when I was in secondary school in the late 1980s and early 1990s, I was taught that the Kalinagos or Caribs were a brutal people who practiced cannibalism using published and approved for school text books, I was taught that the Kalinagos or Caribs were brutal warriors who practiced cannibalism, but nearly thirty years later in 2020, when I took a Caribbean Civilisation course at The UWI, we were taught that there was no conclusive evidence that they were cannibals, but because the Spaniards could not “tame” them, they used propaganda to make others afraid of the Kalinagos. Although misleading information is easily published in the digital era, users must be taught to use credible, scholarly sources, particularly for academic purposes, to determine the veracity of information; the digital availability and accessibility of having historical accounts can be very beneficial in helping users retrieve, compile, and compare information from a vast source when it is easily accessible, and it uses a fraction of the time than would have been required if this had not been possible.
Name: Arianna Ramoutar
Upon reading Dr Campbell’s conclusion, I do agree with him as digital tools and technologies have allowed historians to access and analyze vast amounts of data and information in new ways, enabling new avenues of research and analysis. It has the potential to significantly improve historical study by making it possible for people with limited resources to participate in the discourse and exploration of the past. Digital history should be seen as a tool that is complementary to traditional historical methods, rather than a replacement for them. For example, the use of digital databases, archives, and online resources can greatly increase the efficiency of historical research, enabling historians to find and examine a greater variety of primary sources than was previously available. Digital technologies can also help to broaden the scope of historical inquiry, making it more inclusive and representative of a wider range of perspectives and experiences. Additionally, they can provide new insights and perspectives on historical trends and patterns that may have been challenging to identify using more conventional research techniques. Overall, Dr Campbell’s conclusion that history is strengthened by Digital History is considered to be well-supported by evidence and is widely agreed upon within the field.
Name: Shemiah Superville
It can be said that Dr. John Campbell’s opinion that discipline of history is strengthened by digital history is the commonly shared opinion within the historical academic field. Through the advancement of technologies and the applications that have been introduced and grown with it, so too do the way in which history is research and analyzed. Modern technology now allows us to more easily access historical information through databases and historical archives which allows almost anyone anywhere to have that ease of accessibility. Additionally, this allows us to view historical information from new and different perspectives and enables us to more critically analyze the past. Digital history has also allowed individuals to work together no matter their location on the planet which can result in different and varying interpretations of historical events.
Unfortunately, digital history does have its drawbacks. There are challenges when it comes to the preservation of digital data with a focus on potential losses of data as well as the issue of accuracy of sources online. The internet can also have issues with various biases in its different algorithms which can paint significant historical events in a different light than what actually occurred which can greatly shape a historical narrative.
My opinion of digital history is that it has the possibility of greatly improving the study and understanding of the past but simultaneously we must be aware of its limitations and keep in mind that we must be critical and nuanced when it comes preserving digital historical information.
Ethan Rajcoomar-
Digital History is the use of digital media to expand historical analysis, preservation of historical facts and artifacts as well as for the use of research. Digital History harnesses the use of technology to simplify research processes, analysis and presentations. Digital History is a relatively new course in the University of the West Indies, St. Augustine Campus and many other universitas around the world. However, the idea of digital history is generally modern and technology has now began to advance to be able to accommodate the humanity. John F. Campbell, in his article, “Clio’s Matrix: Reflecting on digital History at the University of the West Indies, St. Augustine” explains the use of Digital History has its benefits and its disadvantages. While it can be beneficial for “ease of use and enhanced storage and presentation options”, the use of digital History has many downsides. Campbell highlights that the use of the internet can lead to “any and every one becoming a digital historian, meaning that information that is put onto the internet can be traced as well as many other issues. However, Campbell does highlight that Digitals History’s advantages far out ways the disadvantages.
Kareem Murray
In my opinion, the discipline of History is not weakened but instead strengthened by Digital History. This is due to the number of positives associated with Digital History. The benefits include the ease of access to information, more expressive depictions of History and more opportunities for aspiring historians.
With the introduction of Digital History, it is now easier to get information on different events in History. Before primary and secondary sources would normally be a tedious task as it could have been scatter in numerous places and very time consuming to track down. Now with Digital History you could simply search for these same books and interviews on the internet without even having to leave the comfort of your home.
Secondly, we get the opportunity to move from the lack of expression typically associated with telling History. Now History could be expressed with the use of videos, pictures, websites, and other various methods. This helps with the appeal to the younger generations that might find the traditional ways of expressing History bland.
Lastly, as Digital History moves away from the traditional methods of telling History. It also allows for aspiring historians to bring forward their respective versions of History. Although traditional historians tend to frown upon modern historians, the introduction of the modern historian gives of the chance to get unique point of views and narratives of History other than the standard way History is normally told.
Ultimately, History is strengthened by Digital History and these are just a few examples of how it is strengthened.
Digital history is a method for studying and presenting the past that makes use of modern communication tools like computers and the Internet. It uses fundamental aspects of the digital realm, like networks, databases, and hypertextualization, to produce and distribute historical knowledge. Although there are some downsides to digital history, there are more pros than cons. One such pro being the digitisation of sources, researchers no longer need to have the resources to leave the Caribbean or risk going to hotspots (like those in parts of Africa) to access them. Compilations of Caribbean and African sources for example, are now easily accessible through the Internet. Digital History also allows ease of use, and enhanced storage and presentation options. By utilizing many social computing networks and resources, digital History has expanded the teaching community, methodology, and audience outside the traditional classroom. Benefits from the effect of digital technology are occurring not just at the tertiary level but also at the secondary level. Indeed, the regional examination body (Caribbean Examinations Council, CXC), which had already encouraged its students to use websites devoted to history and Caribbean studies as well as other relevant social media platforms, had anticipated the UWI’s push into digital history.
Introduction
The article ‘Clio’s Matrix’ focuses on Digital History courses and its effect on the discipline of History. I concur with the authors position that “the discipline of History stands not weakened but in fact strengthened” by Digital History. This medium continues to strive within an ever-evolving digital environment.
What is Digital History?
Digital History examines the past with new communication technologies to develop course materials and data collection efforts (Steefeldt & Thomas III, 2009). It employs an open arena concept that stimulates scholarly production and communication amongst teachers and the learning community (Steefeldt & Thomas III, 2009) (Campbell, 2012). The methodological approach of the discipline is framed by hypertextual power used to define, query, and annotate associations of past human records (Steefeldt & Thomas III, 2009). It is therefore an approach of digitizing the past and representing it through the technology for people to experience, read, visualize and follow the content about a major historical phenomenon (Steefeldt & Thomas III, 2009).
Benefits
Digitization has greatly benefited History and other disciplines around the world by improving learning experiences and diversifying the discipline’s tools and skills.
Learners can now quickly access quantitative and qualitative source material via any online-connected digital device. Another advantage is an increase in publications and knowledge repositories. The combination of these elements improves the ability to complete any rigorous academic endeavor. Learning for millennials is made easier by the rapid availability of academic information.
Through electronic presentations and audio-visual data, new historical sources are also rapidly emerging. The dominance of historical sources is aided by digital learning tools. By utilizing these tools, practitioners can gain adequate knowledge of navigating programs while also unlocking a creative niche for capturing intended audiences.
The use of a website is another way history is represented differently. Web design and development is an important skill for modern historians.Websites allow a person complete creative independence and reign over how hypertextual information is presented. This is a critical skill, and understanding how to use web design tools is regarded as a necessary and substantial skill.
Social networking and academic platforms are used to communicate history. Online networking is undoubtedly the most beneficial. It entails having unlimited access to resources simply by participating in online discussion rooms.
The discipline of Digital History therefore stands equipped to handle the intricacy of the profession. According to Ayers, “The historical profession may be better suited to digital technology than any other humanistic discipline, The new technologies seem tailor made for history to handle the growing bulk and complexity of our ever more self-conscious practice” (Ayers, 2001).
References
1. Seefeldt, Douglas, and William G. Thomas III. “Digitalcommons@University of Nebraska – Lincoln.” University of Nebraska – Lincoln. History, Department of at Digital Commons,2009.https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1097&context=historyfacpub
2. Ayers, Edward L. “The Pasts and Futures of Digital History.” UR Scholarship Repository. American Association for State and Local History., 2001. https://scholarship.richmond.edu/history-faculty-publications/114/
3. Campbell, John F. “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine.” DIGITAL HISTORY AT UWI HIST 2807 DIGITAL HISTORY COURSE. The University of the West Indies, St Augustine, November 2012. https://shared.tle.courses.open.uwi.edu/pluginfile.php/254839/mod_resource/content/1/campbell-j-clios-matrix.pdf.
Digital History will continue to grow
By Darriah Thompson
Dr. John Campbell delves into the benefits and drawbacks of Digital History in his article “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine,” as well as the impact of introducing a course that teaches the relatively new discipline within an academic setting.
Campbell began by stating the positive effects that Digital History could have. It included better learning, the possibility of increasing Caribbean historical representation, and the introduction of new skills to historians.
Alternatively, Campbell expressed concern about who publishes online content and questioned the veracity of information and images displayed online. In my opinion, as with all research, the researcher must be able to distinguish between reliable and untrustworthy sources. Furthermore, historical boards and societies may deem it appropriate to develop guidelines and regulations to encourage new historians to follow as well as to direct researchers and students to reliable and accurate online sources.
At this point, whether it is welcomed or not, Digital History will continue to grow because the internet is now the most common source of information.
Upon reading the article “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Agustine” where Mr. Campbell states that the discipline of History “stand(s) not weakened but in fact strengthened” I couldn’t help but agree with him. By explaining the strengths and weakness of the ‘digital era’ he gives insight into the ways digitalizing history can immensely benefit the younger generation. He sheds light on the habits of this generation who are savvy to technology, and who find it easier to read an article or book online rather than visit a library to gather information about someone or something. Being someone from said generation I can wholeheartedly agree with that, not only is it easier but it is more convenient especially when doing research-based assignments. He also cautions about the falsification and invalidity of information published online, although a valid point when properly researching a topic one must be very cautious and be able to decipher between the truth and untruth. Given all this information backed up by research to prove it, one can easily understand that technology can and will continue to improve the knowledge of history and allow it to be easily discovered reaching a wider audience and faster. To end this discussion, I will leave with a question. “What do we really know about history?” To answer said question, we only know what was given to us, the information while valid can be entirely biased and based on one person’s perspective. Winston Churchill said this best “History is written by the Victors.” Implying that we only know half of a whole story.
Digital history can be defined as A method of studying and understanding the past that makes use of computer and communication technology to collect, analyse, and exchange historical data and stories.
In Dr. John Campbell’s article, “Cilo’s Matrix: Reflecting on Digital History,” his conclusion states that the discipline of history “stand[s] not weakened but in fact strengthened” by Digital History. I agree and understand that the benefits outweigh the drawbacks, but he also presents compelling counterpoints, such as the fact that digitized information has an advantage over undigitized data, making it less relevant. Even highlighting that the main issue was that old historians were subjective in their selection of sources giving a skewed idea of the story being told and not granting a full picture of the past. An example of this would be the digitizing of slave voyage records, which was mainly pulled from the source by David Eltis on CD-ROM (Eltis, 2000). Although useful, it does prevent subsequent searches from being made, which restricts the debate’s growth. He then goes on to highlight that it creates a narrative that the founders of these methodologies, figures, and estimates are irreproachable. which entails the flaw in his conclusion.
I disagree with this statement because the foundation of these sources is drawn from a small and limited point of view, and history has shown that information is intentionally left out for the benefit of the creator of these documentations. Due to the subjective view of the founder, it may not be a more accurate approach or one that gets rid of many of the common problems with historical writing. The underlying problem of determining truth from sources persists and, in certain situations, is even made more complicated.
Jonathon Julien
Satrohan Rajkumar
Digital history refers to the use of modern technologies such as computers, tablets, smartphones and other digital devices to access information that has been archived and shared on the internet. Dr. John Campbell in his journal “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine” stated that Digital History has positively impacted the discipline of History. This statement can be supported with the numerous benefits that digitization provides over the traditional pen and paper method of recording and sharing historical content. These benefits are geared not only to the traditional historian, but also to teachers, students and the general population with an interest in history.
For the traditional historian, benefits of digitization include access to historical content almost immediately with the use of the internet, eliminating the need to travel to other geographical locations to conduct research (Devi, 2005). It also reduces the financial expenditure of conducting research by removing travel expenses. It is physically safer for researchers as they do not need to access content located in dangerous locations. The quality of historical artifacts such as photographs, paintings and documents can be infinitely preserved digitally, thus eliminating the risk of loss of these artifacts from natural or accidental disintegration.
Although the authenticity of digital historical data can be argued, there are many methods currently available to tag, locate and reference legitimate sources of data such as Digital Object Identifiers or DOIs and graphical barcodes. Plagiarism is also eliminated due to the use of plagiarism detection software. Physical storage space of historical data sources is significantly reduced by digitization. Numerous sources of information can be accessed and utilized for academic research purposes as needed at any point in time and at any location with internet access (Devi, 2005).
For teachers, students and any person with an interest in history, digitization provides multiple modes of learning, making it easier for people with different learning abilities. In other words, digitization provides access to historical data not only by text but also by audio-visual means such as videos, voice recordings and photographs. These also increase the interest to learn history by making the content more appealing audibly and visually, in addition to being easily accessible with regards to time, location and finances and with less storage space needed as stated above for traditional historians (Greiner, 2021).
References
Devi, Satyabati. “(PDF) the Need for Digitization. – Researchgate.” ResearchGate, January 2005. https://www.researchgate.net/publication/215658181_The_need_for_digitization.
Greiner, Rasmus. “Audiovisual History.” Cinematic Histospheres, May 2021, 37–47. https://doi.org/10.1007/978-3-030-70590-9_3.
Shawn Tavares
To summarise based on my view, the University of the West Indies (UWI), St. Augustine, Trinidad and Tobago’s proposal for the first Digital History course was made in the winter semester of 2011 with the goal of attracting a diverse group of students from the humanities and social sciences who were curious about how technology is used in this traditional academic discipline.
Surprisingly, the field of history is really currently playing “catch up” in terms of technology with other disciplines that have already taken advantage of technology and its possibilities for non-linear methodologies to analyze and solve problems.
According to the course outline for the Digital History Course at UWI, the new historian must understand the significance of issues such as “digital technology on historical studies, blog entries, Digital preservation of sources,” and skills such as “web design and construction, historical communication via the Internet, and assessing academic blogs,” to name a few.
I also find it interesting and advanced that the usage of many social computing applications and platforms in digital history has broadened the teaching venue, methodology, and attraction beyond the university.
With the Internet as the principal medium for disseminating historical material within Digital History, the number and caliber of people who are published had increased.
The argument here is that closing down these new ‘digital historians,’ who may be unknown or not linked with well-known publishing firms or universities, would not be in the best interests of the historical discipline.
Indeed, the Internet today provides a unique opportunity for maybe increasing the speed of the historical dialectic as fresh “historians” emerge.
The main criticism of Digital History is its conceptual ramifications. With regards to the matrix defined what stood out to me was how racial preferences, for example, can influence the final assigned skin tone of a digital image, blemishes on the face could’ve been added or removed with facial enhancements, and “Too much” or “too little” of a subject’s nose or lips, for example, can be simply corrected to improve the reproducer’s aesthetics.
In terms of the matrix problem resolved, it is interesting how the keen historian who is armed with a powerful word processor, bibliographical software and who has access to the world wide web and its related
databases can create often-adequate historical narratives. Hopefully, I can also follow in similar footsteps with regard to my digital history project.
However, to close my discussion, I can agree that digital history is an approach for making history easier and more visually appealing. It is not always more accurate or solves many of the typical concerns involved with historical writing. The underlying difficulty of obtaining the truth from sources persists and, in certain circumstances, is even broadened.
Perhaps the most significant advantage of Digital History is that it allows historians to create genuinely multidimensional historical presentations.
Keon Doman
BLOG 1
This journal, entitled “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine,” presents a unique and dynamic controversial dissection of the interpretation and implications of the concept termed ‘Digital History.’ An approach for making history easier to present, access, and for displaying historical accounts and records in new ways is called digital history (Campbell 2012). Throughout the reading, there was a continuous conversation created by the discussion of Digital History and it’s relationship between: ‘Historical Researchers,’ and ‘Historical Records/Accounts.’ The article also speaks about the early beginnings and more recent or later developments in the utilisation of modern adaptations to systematic, cultural and legalistic approaches that seek to determine the authenticity of primary data recorded by researchers in the increasingly liberal world of publishing. The arguments for and against such egalitarian standards with respect to the positive and negative possibilities, implications, and impacts in such developments can have meaningful connections to the wider world of historical research and expansion.
My genuine outlook on this concept, especially in relation to what was expressed by the writer of the article revolves around my pre-existing knowledge of historiography. Historiography, in my own words can be described as ‘the examination of the research and presentations of different accounts of history, in relation to each other as well as the yet undiscovered and unexamined historical accounts.’ For example, even with the physical and irrefutable accounts of ‘Sugar plantation maps and databases’ being present, there will always be other accounts and historical artifacts, materials and new discoveries that can add to, magnify, explain and/or even add context to what already exists (Cartwright 2021). Much less, I am asking myself, “imagine the complexities, conveniences, contradictions and confusion” that is created by the large amounts of potentially unverified, yet published historical accounts on the internet; where tons of information exist?” Henceforth, my perception has not changed much with respect to my outlook on history itself, however, I am more enlightened as it pertains to my understanding of the meaning of this course, ‘Digital History.’
References
Campbell, Allan. 2012. “Life in Science.” Bacteriophage 2 (3): 137–38. https://doi.org/10.4161/bact.22762.
Cartwright, Mark. 2021. “Life on a Colonial Sugar Plantation.” World History Encyclopedia. July 6, 2021. https://www.worldhistory.org/article/1795/life-on-a-colonial-sugar-plantation/.
After thoroughly reading Dr. Campbell’s article entitled “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine” and evaluating his points, I could not help but agree with him. Campbell evaluating both the benefits and downsides of digital technology with respect to history and other disciplines. He provides an understanding of how digitalizing history might significantly help the upcoming generations by describing the advantages and disadvantages of the “digital era” in detail. He expresses that the newer generations would rather read online data than researching through books in libraries. I can confirm this statement being a member of Generation Z. With the world of information at the tip of my finger, what more could I want? While understand his warning regarding the fabrication and legitimacy of material available on the internet, young academics should be educated on how to find and verify reputable sources at their disposal. After reading and examining all supported research provided, I can only agree that technology can aid in advancing ones understanding of history while also being beneficial in reaching larger numbers quickly and efficiently.
Digital history is an approach to examining and representing the past that takes advantage of new communication technologies such as computers and the Web. It draws on essential features of the digital realm, such as databases, hypertextualization, and networks, to create and share historical knowledge.”
– Roy Rosenzweig Center for History and New Media at George Mason University
Dr. John Campbell in his paperClio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine looks at Digital history from two sides one being the digitisation of source material into online reference materials to form repositories for the use by information seeker at all levels and the other being a complex set of technical skills used to codify historical sources using contemporary technologies. This Digital History provide an easy to use entity to history and enhances storage and presentation options.This is done with the use of web sites/pages, digital archives or other software interfaces.He goes so far, as to say, “a blessing for those in the teaching and learning community”
He speaks about the important of the University of the West Indies (UWI) teaching Digital History and touching on subjects such as digital technology on historical studies, blog entries and digital presentation of sources and developing skill sets such as web
design and construction, historical communication via the Internet and assessing
academic blogs, that would in turn be fruitful in the field.
Digital History provides information to all from primary to PHD levels of learning in an ease to access way. I’m taking a deep divide into his view of this New Age field of study because ,as he clearly indicated,” All that glitters is not gold”.
One of the key issues he notes in the new Digital History is publication. The internet is accessible to everyone which means that everyone can be a “published historian” .This can create a carrying account of historic events where some may be misleading and down right incorrect even. He approaches this view with White,1993 argument , where the interpretation of history can be seen differently through varying eyes. As such all accounts of a historic event must be seen in order to obtain a holistic view, errors and all. He points out that without having this view, a person like JJ Thomas would not have made leaps in the field as an independent historian, to help gain clarity within Caribbean history.
Another matter to address is in the area of methodological implications, ergo the focus on ‘text’. History and therefore historians over the years have seen text as their Bible. Pen to paper, words written that have been argued and analyzed by known scholars in the field. These “New Historians” question the foundation on which the discipline stands on, critiquing parts of history already seen
as picture perfect interpretations. This changes the narrative and leaves open endings where they weren’t, opening text to interpretation through photography, audios, paintings and other digitized objects. He emphasizes the importance of including these things to create a holistic view of history, making Digital History an integral part of moving forward.
He notes a major concern within the UWI’s History Department is the authenticity of the sources themselves. For example, facial enhancements on photography can alter a person’s appearance and obscure a point in history. This can be done for painting, geographical suite, location and registers. This brings the question forth for Digital Historian, at what point does an ‘enhanced’ picture become a false source?
The last criticism listed is the fear that the electronic revolution would destroy the pillars of traditional learning and create a ‘watered down’ version of history. Dr.Campbell isn’t of this view but believes that there is strength in an abundance of sources. It strengthens our knowledge and ability to gather information, he stated that perhaps, “in the fact that what has changed is that the digital age has threatened to alter the face of power relations within the historical profession itself. This is a frightening threat for many already established historians.” The power that was held by a selected few scholars is now available for everyone and debunks the idea that sources lack authenticity due to programmes such as Digital Object Identifiers (DOI) declaring that,”The point here, ultimately, is that Digital History is a serious area of study employing an ever-expanding and legitimate set of methodology and safeguards.”
In conclusion he accentuates the fact that Digital History has played a huge part in the progression of Caribbean history.Compilations of Caribbean and African sources have now been made easily accessible through the internet. Digital History is a methodology for doing history easier and representing
it is different. None is to be seen as a more accurate way or a way that eliminates many
of the traditional issues associated with historical writing. The rudimentary issue of
deriving truth from the sources remains.Dr. Campbell states, “Perhaps the biggest advantage of Digital History is that it allows the historian the freedom to realize truly multidimensional historical presentations.” Digital History is in the future for historians.
Digital history is an approach to examining and representing the past that takes advantage of new communication technologies such as computers and the Web. It draws on essential features of the digital realm, such as databases, hypertextualization, and networks, to create and share historical knowledge.”
– Roy Rosenzweig Center for History and New Media at George Mason University
Dr. John Campbell in his paperClio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine looks at Digital history from two sides one being the digitisation of source material into online reference materials to form repositories for the use by information seeker at all levels and the other being a complex set of technical skills used to codify historical sources using contemporary technologies. This Digital History provide an easy to use entity to history and enhances storage and presentation options.This is done with the use of web sites/pages, digital archives or other software interfaces.He goes so far, as to say, “a blessing for those in the teaching and learning community”
He speaks about the important of the University of the West Indies (UWI) teaching Digital History and touching on subjects such as digital technology on historical studies, blog entries and digital presentation of sources and developing skill sets such as web
design and construction, historical communication via the Internet and assessing
academic blogs, that would in turn be fruitful in the field.
Digital History provides information to all from primary to PHD levels of learning in an ease to access way. I’m taking a deep divide into his view of this New Age field of study because ,as he clearly indicated,” All that glitters is not gold”.
One of the key issues he notes in the new Digital History is publication. The internet is accessible to everyone which means that everyone can be a “published historian” .This can create a carrying account of historic events where some may be misleading and down right incorrect even. He approaches this view with White,1993 argument , where the interpretation of history can be seen differently through varying eyes. As such all accounts of a historic event must be seen in order to obtain a holistic view, errors and all. He points out that without having this view, a person like JJ Thomas would not have made leaps in the field as an independent historian, to help gain clarity within Caribbean history.
Another matter to address is in the area of methodological implications, ergo the focus on ‘text’. History and therefore historians over the years have seen text as their Bible. Pen to paper, words written that have been argued and analyzed by known scholars in the field. These “New Historians” question the foundation on which the discipline stands on, critiquing parts of history already seen
as picture perfect interpretations. This changes the narrative and leaves open endings where they weren’t, opening text to interpretation through photography, audios, paintings and other digitized objects. He emphasizes the importance of including these things to create a holistic view of history, making Digital History an integral part of moving forward.
He notes a major concern within the UWI’s History Department is the authenticity of the sources themselves. For example, facial enhancements on photography can alter a person’s appearance and obscure a point in history. This can be done for painting, geographical suite, location and registers. This brings the question forth for Digital Historian, at what point does an ‘enhanced’ picture become a false source?
The last criticism listed is the fear that the electronic revolution would destroy the pillars of traditional learning and create a ‘watered down’ version of history. Dr.Campbell isn’t of this view but believes that there is strength in an abundance of sources. It strengthens our knowledge and ability to gather information, he stated that perhaps, “in the fact that what has changed is that the digital age has threatened to alter the face of power relations within the historical profession itself. This is a frightening threat for many already established historians.” The power that was held by a selected few scholars is now available for everyone and debunks the idea that sources lack authenticity due to programmes such as Digital Object Identifiers (DOI) declaring that,”The point here, ultimately, is that Digital History is a serious area of study employing an ever-expanding and legitimate set of methodology and safeguards.”
In conclusion he accentuates the fact that Digital History has played a huge part in the progression of Caribbean history.Compilations of Caribbean and African sources have now been made easily accessible through the internet. Digital History is a methodology for doing history easier and representing it is different. None is to be seen as a more accurate way or a way that eliminates many of the traditional issues associated with historical writing. The rudimentary issue of deriving truth from the sources remains.Dr. Campbell states, “Perhaps the biggest advantage of Digital History is that it allows the historian the freedom to realize truly multidimensional historical presentations.” Digital History is in the future for historians.
Digital history can be defined as “an approach to examining or representing the past that works with the new communication technologies of the computer, the internet network and software systems”. Douglas Seefeldt and William G Thomas May 1, 2009 historians.org. Having the above framework in mind, understanding the article entitled Clio’s matrix can be better put into perspective. This article in review was written by Dr. John Campbell. He was a noted historian who dedicated his life’s work into the inspiring and educating of the Caribbean via tutelage, extensive research, and several publications. “Clio’s Matrix”, a very frequently read paper speaking about the significance of digital history. Clio’s matrix highlights the advantages and disadvantages on the use of digital technology in recording and reserving history. He argues that there is a place for courses on digital history seeing that the world is changing. He also states that digitising was being integrated into everyday life by well-known companies such as Hewlett-Packer. The use of technology is in the expansion of sources and resources that are available. The relevance of digitising and digital history is a key factor in remaining current in today’s society.
By KEON DOMAN
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This journal, entitled “Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine,” presents a unique and dynamic controversial dissection of the interpretation and implications of the concept termed ‘Digital History.’ An approach for making history easier to present, access, and for displaying historical accounts and records in new ways is called digital history (Campbell 2012). Throughout the reading, there was a continuous conversation created by the discussion of Digital History and it’s relationship between: ‘Historical Researchers,’ and ‘Historical Records/Accounts.’ The article also speaks about the early beginnings and more recent or later developments in the utilisation of modern adaptations to systematic, cultural and legalistic approaches that seek to determine the authenticity of primary data recorded by researchers in the increasingly liberal world of publishing. The arguments for and against such egalitarian standards with respect to the positive and negative possibilities, implications, and impacts in such developments can have meaningful connections to the wider world of historical research and expansion.
My genuine outlook on this concept, especially in relation to what was expressed by the writer of the article revolves around my pre-existing knowledge of historiography. Historiography, in my own words can be described as ‘the examination of the research and presentations of different accounts of history, in relation to each other as well as the yet undiscovered and unexamined historical accounts.’ For example, even with the physical and irrefutable accounts of ‘Sugar plantation maps and databases’ being present, there will always be other accounts and historical artifacts, materials and new discoveries that can add to, magnify, explain and/or even add context to what already exists (Cartwright 2021). Much less, I am asking myself, “imagine the complexities, conveniences, contradictions and confusion” that is created by the large amounts of potentially unverified, yet published historical accounts on the internet; where tons of information exists?” Henceforth, my perception has not changed much with respect to my outlook on history itself, however, I am more enlightened as it pertains to my understanding of the meaning of this course, ‘Digital History.’
References
Campbell, Allan. 2012. “Life in Science.” Bacteriophage 2 (3): 137–38. https://doi.org/10.4161/bact.22762.
Cartwright, Mark. 2021. “Life on a Colonial Sugar Plantation.” World History Encyclopedia. July 6, 2021. https://www.worldhistory.org/article/1795/life-on-a-colonial-sugar-plantation/.
The article ‘Clio’s Matrix: Reflecting on Digital History at The University of the West Indies, St Augustine’ written by John F. Campbell purports that digital history is indeed a revolutionary and welcoming approach in the late 20th century. Furthermore, digital history has developed into a subfield of its own, alike contemporary, and oral history. This approach is not limited to the digitization of historical sources but expands to the codifying of these sources with the use of contemporary technologies. Alike other Caribbean scholars, Campbell asserts that the use of digital technology has provided enormous benefits, as primary and secondary sources become easily accessible to a wider online audience(2012). Traditional historical material is centered around the ‘great men’ and the ‘’first world countries’ and often disregards women, and states in the periphery deemed‘ developing’ and ‘ third world ‘ states. However digital history provides opportunities for historians to extend their reach and include the underrepresent, disenfranchised, oppressed and the powerless who are usually overlooked in the historical discourse. We in the Caribbean who are often ignored and silenced in the historical discource can now take a more active role today. Additionally with the utilization of digital history, gone are the days where historians must travel and incur high costs to access historical material. Here lies an additional benefit of digital history as not only does it expand to the voiceless, but it can advance historical knowledge. Despite all the benefits that digital history offers, it does not come without challenges. As Campbell concludes , digital history is not necessarily a more accurate approach to history or does it eliminate the traditional issues associated with historical writing(2012). To conclude the discipline of History stands not weakened but strengthened by digital history as this approach enriches historical interpretation, makes historical material easier accessible for the general population and informs and engages with the underrepresent and new audiences.
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Digital history is an approach that preserves historical information or matierial that have been examined by individuals, these information would be interpreted and queried amongst them and their relevant associates. In the modern era of history, digital history have been established; creating new communication channels and forums for historians and other individuals through the use of computers and other mobile devices. These devices compromises of internet network and numerous software programmes and systems which best facilitate any relevant database where necessary.
My opinion on Dr. John Campbell conclusion regarding the discipline of history stands not weakened but in fact strengthened is one to agree on in this matter. Reasons to support my agreement towards this is because digital history has tremendously widen historical advantages for both the milennial and older ages. In this development of digital history it has increased or produced a large increase of online historian publication, which eventually will lead to growing knowledge in individuals that needs more knowledge whether it be on any historical topics that are either regional or international. Digital history begins to widen it perspective to students in classrooms due to the fact that a large percentage of students are addicted to mobile devices which makes it convenient and easily accessible to aquire a higher academic performance in terms of history. Students would be open to developing new skills and disicpline such as designing websites, blogs and also learning about digital preservation of data and how to easily allocate it on the World Wide Web.
Students would not only be the ones at an advantage but also the older and middle age genertaion when it relays to accessing information at repositories, these information would now be easily accessible through the internet at any time.
NAME: TRISTAN MANNETTE
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“ Clio’s matrix’ : reflecting on digital history at the university of the west indies, st Augustine” is a blog piece which was written by an esteemed professor who resides at the university and it attempts to discuss exactly what digital history is as well as how the introduction of the technology has revolutionized history in its entirety, depicting changes in the way its researched, written and even shared. As presented by the author, digital history is a new area of academic endeavour which firstly emerged in 1993 and can be defined around its set of activities which involves the “ digitisation” of source materials into online reference materials that form data stores and archives to be used by any personnel online who wishes to invest in a particular area to obtain particular knowledge. Within the introduction of the digital history and technological advancements however, it was deemed that though there would have been many positive elements to the digitization of history such as ease of access to historical sources, there would also be the negative aspect of it, for instance, now having to evaluate some “ historical sources” online in a more in depth way as some sources may not be credible and sharing falsities. The blog also attempts to discuss exactly how digital history has made waves in different areas of life, especially at the university of the west indies. According to the post, the university has invested and developed workshops, training programs amongst others in an attempt to not only revolutionize the way history is being administered in UWI, but also to invoke and encourage further learning of history throughout the campus. Personally, this could not have been closer to the truth as I have seen various options and opportunities at UWI ( for instance this course ) which allows us the students to become more holistic especially in terms of our past. UWI has provided a stable and powerful avenue of access for us to not only seek our past, but to also use the past to aid us in investing in our future. To conclude, I do agree with many of the discussions has especially in such a technological time where it is very easy for one to pick up a computer or a device and go onto the web to “ pass” information from one to the next and deem it “ credible “sources. The notion given by the author that “ our electronic libraries and computerized courses stand not weakened but in fact strengthened by the surplus of resources that they now access and give access to as a result of the digital revolution.” Is also , according to my personal opinion, is definitely a true statement, as archives of history with both credible and noncredible sources are available now at our fingertips for our own interpretation and understanding and hence, within this fact, it surely serves to see that the digital age has rapidly expanded history and opens up avenues for further exploration.