Mukurtus metadata are media assets, communities and protocols, item sharing settings, category, creator, contributor, original date, original date description, cultural narrative, traditional knowledge, description, keywords, publisher, rights, traditional knowledge labels, licensing options, format, type, language, identifier, source, subject, people, transcription, geocode address, latitude, longitude, location description, and external links. Mukurtu empowers communities to manage, share, narrate, and exchange digital heritage relevant to culture and ethically minded ways. Omeka uses Dublin Core metadata. Not all metadata in Mukurtu are in Omeka. Omeka had less metadata and do not have specific information on it.
Lab 5
This week’s lab consisted of exploring the Dublin Core metadata fields on the Omeka platform and comparing those to the Mukurtu platform metadata fields. The Mukurtu platform organized the metadata fields into major categories such as Essentials, Core, Rights and Permissions, Additional Metadata, and Relations. Mukurtu matched Dublin’s Core fields; however, there were many more specific fields that included: Communities and Cultural Protocols where each digital heritage item had to belong to at least one community; Item Sharing Settings for the Cultural Protocols; Categories which were high-level descriptive terms for Digital Heritage items; Cultural Narratives and Traditional Knowledge that are community specific; Keywords to make items more discoverable; Traditional Knowledge Labels that are non-legal, social and educational tags for indigenous communities; Licensing Options that specify how a work may be used; Community Records and Book Pages that allow multiple media assets to be presented within a specific Digital Heritage item as well as more specific metadata such as People, Transcription, Geocode Address, Latitude, Longitude, and Location Description. I can clearly see how Mukurtu caters to specific cultural communities with these additional metadata fields.
I believe that the Mukurtu platform assumes it users will have an abundance of very specific and unique cultural, social, and indigenous Digital Heritage items that some users may want to protect from public manipulation but may be shared within a specific community (which would explain the Communities and Cultural Protocols field). On the other hand, Omeka assumes that the Digital Heritage items will be accessed and shared by the public at large, which explains the more general and broad metadata fields.
Lab 5
The Mukurtu website was quite different than the Omeka website. Mukurku had more options for people who might want to collect data differently, usually from the perspective of another people group. Their website actually has examples of the type of data they enable people to record, such as the Native Health Database, Plateau Peoples’ Web Portal, and Chugachmiut Heritage Archive. When it comes to recording data, Mukurku gives people a wider variety of options to categorize information. For example, the metadata fields that are unique to Mukurku are: original date description, cultural narrative, traditional knowledge, key words, longitude, latitude, location, community records. All of these categories total up to be almost twice as many as the Omeka website. It shows that Mukurka has thought through their categories more than Omeka, allowing for more diverse knowledge to be produced and shared by community groups who might not have had the ability otherwise.
Lab 4
Looking forward I am particularly interested in biblical analysis, into my career and in this class. I am also interested in Christian history, especially in the south. It might be cool to take a look at records of when and where churches in Tuscaloosa were founded.
Early schema might include founding year, guiding bible verses, and congregation size.
Lab 4
Given what we’ve been going over in class so far, I think that I’d like to look into a project having to do with text analysis. Moreover, I’d like to look at antisemitic texts and newspapers published during the time of the Holocaust and then in the same way apple does, create a map that allows the viewer to see where in the world the texts originate from.
To work through this project I’ll need to gather data from what I can only assume are archival collections. I think a good place to start would be with the Holocaust commissions around the United States.
Lab 4
For the final project, I am interested in creating a distribution map that shows the major religions throughout the country. I would make a point distribution to see where religion is clustered throughout the country and see obscurities like religion is low population areas. I am interested to see this because it could tell you a lot about culture of a certain area. You could also tell a lot about the types of people that live in certain areas. I would have to research places of worship in large cities through America. For example I would research the amount of Jewish temples in California place a dot at each one. If I do this throughout the country, it could tell an interesting story about religion in the United States.
Lab 4
There are two different DH projects that we looked at this week that I would be interested in doing, either a 3-D modeling project or a mapping project. The topic of my project would probably be an archaeological site, either related to the classical period or maritime archaeology.
The data I would need for these projects would depend on the type of project I ended up doing, although there is some overlap. In general, for either one of the projects, I would need academic journals and books, photographs, the locations of features in the site, historical texts related to the site, and several maps from different time periods. I could get some of this data through academic journals, other online sources, and the library.
Lab 4
Given what we have discussed in class so far, I am interested in looking at different ways to organize folklore for a particular culture or religious group. Since this is such a broad area of study, I think it would be most fruitful (and least overwhelming) to focus on a specific group to maximize the amount of relevant material sourced. I would like it to be a multimedia analysis that could include visuals, audio, and images …sort of like the DH project we looked at with the sounds and images. Due to my interests and comfortability with topics I will most likely look at Celtic folklore and try and organize it in a way that the plethora of material is more easily accessible. The data required for this project would be pretty much any and everything that I can find. I think that the more included in this project the more beneficial it will be to whoever is using it. Folklore covers a lot of different mediums so anything that is accurate and relative to Celtic folklore I intend to include in the project. My initial thoughts on where to find the data would be the National Folklore Collection or accessible images…as long as they don’t cost $400 to use.
Lab 4
I am being completely honest when I admit that I was a little overwhelmed by the thought of writing my digital humanities essay. However, after reading the required resource from our class textbook (Drucker Chapter 1, Part B) this week, I felt a little more confident when the steps were outlined very clearly about how to approach a digital humanities project. There were also many different options for analyzing and presenting data in Miriam Posner’s online reference article “How Did They Make That?” Based upon all the references and resources, I think I would be most likely interested in creating a map or analyzing text for my essay. I enjoy working with maps and finding patterns in texts (searching for common words and phrases) seems straightforward.
I am a double major in Geography and Religious Studies, so subjects relating to these fields would be within my comfort zone. For example, I might be interested in mapping visitation patterns in the most popular national parks (Yellowstone, Grand Teton, Glacier, or Yosemite). Should I choose to analyze text for my essay, I would likely focus on the Bible as a reference. For example, maybe research texts related to biblical covenants or the influence of women in the Bible. I have worked with both of these subjects before and think it would be great to research these topics from a digital humanities perspective.
I am familiar with data relating to the national park system and would be able access websites for park visitation easily. I would be interested in seeing if there are any other resources for national park visitation outside of the government databases. I have used a few different Bible reference sites, but I now know, after collecting information in this course, that there is data in many different forms that I have not even thought about that would be helpful for this essay should I choose to go in the text analysis direction. I will be thinking about choosing a specific direction and clearly defining my topic.
Lab 4
I would use digital pictures for data and do digital essay about how Scots Irish emigrated to America. I had Scottish ancestors and Irish ancestors. Scottish left to Ireland. I have many pictures of my ancestors. Digital pictures are of my ancestors and how they were emigrating to United States. I will get information of my ancestors by my dad. Data is in his research he did.