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RIT Museum Studies

preparing museum professionals for the 21st century

Fall 2018 Project #3

Students are preparing their third project, for which each student has flexibility in terms of content, methodology, and application. Students select 24 items to catalogue and disseminate via content management system or platform of their choice. See here. Continue reading “Fall 2018 Project #3”

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Digital Exhibits in Omeka, Timeline JS, Wordpress

The onsite exhibits The Stories They Tell 5 are one aspect of our collaboration with RIT Archives. For 2/3 of the semester, we work on the digital exhibits. This year, we are using Omeka, Timeline JS, and WordPress. See below for links:

Full Omeka exhibit hosted by RIT Archives.

Individual exhibit cases in Timeline format populated by each student:

Continue reading “Digital Exhibits in Omeka, Timeline JS, Wordpress”

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Welcome to the Museum Studies Digital Workspace at RIT

This site is one of the digital workspaces for museum studies students to disseminate their work. This site began in the Fall 2015, specifically as a means of dissemination for work created by students enrolled in the Cultural Informatics class. From September-December 2015, the site was used by Prof. Juilee Decker and the students enrolled in the Cultural Informatics course Prof. Decker developed and teaches. Continue reading “Welcome to the Museum Studies Digital Workspace at RIT”

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Course Reflection

Over the course of the semester, we have looked at so many different components to the exhibiting sphere, and quickly learned that everything is coming up digital.  As we have progressed through our learning and exploration of information technologies, it became quickly apparent that, while physical exhibition and collections are key, these digital tools are becoming more and more important to the exhibiting world.  As we move into this digital realm, the way that we look at objects and exhibit items is becoming easier and easier to manipulate to fit our desired aesthetics and stories we want to tell.  However, this also opens people up to being able to use digital tools to tell stories differently than one might see typically in museums exhibits.  These digital tools are opening up the world of cultural interpretation and exhibition, and this course has truly shown me how much of an impact these tools have on how we view objects and exhibits as a whole, and how easy it is to change the objects’ stories with the right tools.  I’m excited to see where these technologies take us in the future, but will perhaps always lend the slightest skeptical eye to the products that come out of them – but then again, old fashioned physical exhibits are filled with cultural bias and deemed the be-all end-all of history, so perhaps these digital tools will help formulate a true definition of history, free of bias?

Project 3 – Sam’s Plant Problem

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For Project 3, we moved on from RIT designated objects, to our own collections.  For this project, we needed to compile 24 of our own objects to catalog, and I could think of only one thing for mine: my overabundance of plants. Continue reading “Project 3 – Sam’s Plant Problem”

Experiencing; No Learning

Cultural Informatics was a course unlike any I’d ever taken. Perhaps for the first time in a course, I felt I wasn’t truly learning. By no means is this meant to be an insult, and should instead be taken as possibly the highest compliment I can give. Every moment of the class was busy, with almost no idle time, and rather than feeling like another lecture or project class, this course instead gave experience. Instead of learning, I felt active and engaged, always doing something, or working towards something.

Continue reading “Experiencing; No Learning”

Course Portfolio

I had no idea what to expect coming into this class. I knew there was going to be a variety of information technologies, but I never thought we’d experience so many. The course started with the analog and quickly traversed into the digital world. Creating a physical exhibition transformed into digital curation of multiple forms including Omeka and Timeline JS. All three projects were well rounded and I quickly became an expert of excel spreadsheets. This course truly made me more confident in learning in general and specifically in grasping new technological skills and platforms.

Jackson Portfolio| GLAM Renaissance

Reviewing the semester through our Final Paper/ “Portfolio” assignment made me reflect back on on many of my experiences with technology within museums and archives. Cultural Informatics made me look at how and why I’m choosing and using certain software to create digital exhibits, archive a finding aid, or use social media to share my experience within a GLAM with others.

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Myself standing next to the entryway panel at the Claude Monet exhibition at the Memorial Art Gallery.

 

Continue reading “Jackson Portfolio| GLAM Renaissance”

Project 3 – 24

Project 3: 24 Items revolves around the curation of textual and visual content, the dissemination of this content to a wider audience, and the demonstration of an understanding of metadata as well as front-end and back-end information and decision making.

Items, in this case, games, are given their own blog post containing title screen or advertisement art, metadata, and playtime. These blog posts are then given a category, a built-in feature of WordPress, and then these categories are turned into individual pages. The main menu then contains links to these pages.

Games are organized by primary genre.

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Project 3 – 24 Games

Project 3: Big Idea

The whole concept of my collection was to give the viewer or reader a sense of what shaped me and how I think and understand seemingly random topics. The book collection that I chose to cover was a series of books that covered very obscure topics ranging from the human mind and its potential to cryptids such as Bigfoot and other strange creatures. I really wanted to convey how these books shaped how I tackle these taboo topics and how when you present them in a manner where scientific evidence is used and complimented with stories of others experiences, make for compelling and believable scenes and scenarios. As crazy as it sounds I feel that it really helped shape how I want to have both an open as well as skeptical mind that has an interest in many  different thingIMG_20181202_154933.jpgs but nothing comes as a real shock.

 

Course Portfolio

Over the course of this course the topics ranged from archive collection, to blogs, to dashboards, to aggregate raw data of visitor engagement and interaction. Ill be honest I did not think that the course would be able to cover this many topics efficiently. With the use of hands on interaction, project interaction and creation, and conceptual theory of topics and idea we might encounter, I was bale to get a sense of how to tackle certain issues in the archival world. I also began to feel more comfortable with collections in general, I noticed that not only was I getting experience with working directly with objects and understanding how we can draw certain conclusions and narratives from them but I also began to understand how and why we keep these objects. Not only were they kept for preservation sake, they were kept to keep alive certain stories that defined our past, so clearly as to how we all got to really understand a lot of the people that impacted RITs current history that they got building named after them.

Jackson Project 03

Tiara’s Kitchen Pantry

(Click the Title to go to Project 03 interactive graphs)

 

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Above: Homemade Chicken and Rice

For my Project 03 I gathered and created a collection of 68 items to form Tiara’s Kitchen Pantry! This repository was created by using Tableau Public and Google Sheets. While this is not necessarily a software program to be used extensively on the back end, Tableau’s vibrant, interactive graphs are sure to delight.

Continue reading “Jackson Project 03”

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