Last month, I was invited to speak at a Sociological Review symposium on Music and Social Networks, hosted by the Mitchell Centre for Social Network Analysis and organised by Nick Crossley, the author of Networks of sound, style, and subversion: the punk and post-punk worlds of Manchester, London, Liverpool and Sheffield, 1975–80 (MUP, 2015). It was a brilliant event, and I wish I could have stayed for the whole thing. As I was extemporising from slides, I don’t have any proper notes to put up here – but I do at least have the livetweets. So here they are. They’re a pretty good record of a lot of my main points, provided you read ‘@dr_d_allington did X’ as ‘@dr_d_allington and his colleagues did X’ whenever the topic is music, and remember that those colleagues were the brilliant Anna Jordanous and Byron Dueck (or do I mean @annajordanous and @ByronRDueck?). I’ve inserted comments on the tweets where necessary.
Last week, I was lucky enough to attend Mark Banks’s AHRC-funded seminar, ‘Cultural work and cultural value‘. Unfortunately, I couldn’t stay for the whole thing, missing most of Daniel Ashton’s talk (which was shaping up to be very interesting by the time I had to run off) and all of Kate Oakley’s (which was guaranteed to be interesting, but which I missed every second of). So there was one fewer tweeter for their contributions. But there was a lot of tweeting overall, indicating the excitement and enthusiasm of the event. See below; that’s the point of this post. You will, I hope, find some hints of what was said by Mark himself on the value of work, Calvin Taylor on the history of the economic/aesthetic/ethical value trichotomy, Christina Hughes on valuing in the campaign to save Birmingham’s jewellery quarter, David Hesmondhalgh on the neo-Aristotelian conception of aesthetic/cultural value, and the aforementioned Kate Oakley and Daniel Ashton on, respectively, cultural policy and the training of cultural producers.
It’s a couple of weeks since Mark Banks and Susan Luckman’s CRESC-supported ‘Placing cultural work: (new) intersections of location, craft, and creativity’ symposium in Camden (click here for details). It was a fantastic event with a sizeable and highly engaged audience and all invited speakers, hence a remarkable degree of interconnection between presentations despite a wide thematic range (from Susan Luckman’s analysis of how craftspeople present themselves and their homes on Etsy to Ruth Bridgstock’s quantitative study of creative subject graduates’ career pathways in Australia to Nicola Thomas’s history of regional craft guilds in southwest England – not forgetting studies of boutique festivals by Marjana Johansson, the gendering of artistic identity by Stephanie Taylor, and Newcastle’s leftwing Amber film collective by Robert Hollands, plus Julia Bennett and Julie Brown’s account of new initiatives involving the Crafts Council). As for myself, I presented the first output from my ongoing ethnographic research in Hackney Wick. Here are the livetweets as a partial record of what was said.
Last month at the Open University, I not-quite-livetweeted Tim Hutchings’s excellent talk on digital bibles. Last week at King’s College London, I found myself – for the first time ever! – being livetweeted (actually livetweeted, no time delays). I’d been liveblogged before, but this was different. So forgive my gauche enthusiasm, but I can’t get over the novelty. It also formed a tidy little record of what I spoke about – as opposed to what I thought I might speak about, or what I promised to speak about. Thanks are due to everyone, but especially to Simon Rowberry.
Last Thursday, I attended Tim Hutchings’s ‘CyberBibles’ seminar, organised by Francesca Benatti for the Digital Humanities Research Network at the Open University (this is the same seminar series within which Ann Hewings and I spoke about the teaching of corpus linguistics a couple of months ago; like Ann and I, Tim is more of a social scientist than a humanist, but nobody seems to have complained so far about this dilution of things digitally humanistic). If you weren’t there, you missed a treat. On one level, this was an extraordinarily in-depth study of electronic reading and its differences from the reading of print, using a highly specific case study. On another level, the Bible will always be at the same time one of the most interesting possible case studies in textual culture and something rather more than a case study, regardless of whether you’re interested in the digital, print, or manuscript eras. On yet another level… no, this is just silly. I don’t have to say why it was an interesting topic; that should be obvious. And in any case, the current introductory preamble is in danger of overwhelming this entire blog article. Just read the rest, it won’t take long. It’s mostly tweets!
On 20 March this year, I joined my head of department, Ann Hewings, in contributing to a cross-faculty staff seminar on using e-learning and large datasets for digital literacy development with undergraduate students. Unsurprisingly, there was discussion of digital humanities resources: in particular, the online Old Bailey Proceedings, 1674-1913, introduced by Francesca Benatti, and the Open University’s own Reading Experience Database, discussed by its director, Shafquat Towheed. Two librarian colleagues, Katharine Reedy and Sam Thomas, also spoke, explaining the Open University’s award-winning Digital and Information Literacy framework – in effect, a cross-disciplinary, skills-based curriculum to be studied by every Open University student alongside the knowledge- and skills-based curricula associated with each qualification pathway – and arguing that literacy training of this sort is most effective when integrated with substantive course content. Sam was kind enough to illustrate this point mainly with online activities that she and I had developed together for U214 Worlds of English – the mid-level undergraduate module that Ann and I were scheduled to speak about. (Ann was the chair of the team that produced U214; I played various roles on the team, including co-ordinating the online activities.) However, from my point of view, the most interesting presentation was the long opening talk by Robin Goodfellow of the Open University’s Institute of Educational Technology. Robin’s ESRC-funded Literacy in the Digital University seminar series has provided valuable insights into the conceptual and ideological basis of digital literacy and digital literacy training, and I’ll cover his talk last because it serves to problematise what the rest of us were talking about.