On blogging (or, a note of encouragement to my students)
So, time to ramp up the blog again. Following the completion of my PhD research and dissertation last year, I was all out of words, and it was a relief to let the whole musing on museums thing lie for a while. Trouble is, the longer it’s left, the harder it feels to pick it up again. Where to start and why even bother? What could I possibly add to the already flourishing online debate? What’s the benefit? As of next week, however, I will be teaching digital museum mediation and museology to two classes here at Uni. of Copenhagen (again, but this time one class will be in Danish and one in English), and given that I am asking my students to blog, I should at least give it a go myself. Also, despite my hesitation (put it down to reservation, laziness, self-consciousness or lack of inspiration) I actually do miss the outlet, and simply need to get back into the swing of it again.
As a sort of warm up exercise, then, for blogging and for teaching, and with particular address to those of my students who find their way to my blog, let me begin by musing on blogging as a tool for research and reflection instead. Hence, as stated by Mortensen & Walker,
To blog is an activity similar in many ways to the work of the researcher. A weblogger filters a mass of information, choosing the items that interest her or that are relevant to her chosen topic, commenting upon them, demonstrating connections between them and analysing them. (2002:250)
Considering blogging a part of my research method, and including a selection of blog posts in my dissertation, I wrote about the topic in my methodology chapter:
In Thoughtful Interaction Design, Löwgren & Stolterman (2004) describe the sketch as a ‘conversation partner’ for the designer […], talking back and leading to new questions and considerations. In a similar fashion, my blog has allowed me to sketch thoughts and ideas in the process, communicating them not only to the world, but especially to myself. Moreover, the blog has supported my divergent research strategy. The relative swiftness – and relatively lax self-censorship – of the blogging process has thus given me an opportunity to consider a much wider spectrum of ideas than a rigorous study would normally permit.
Compared to the conventions of scholarly argumentation, the processual nature of the blog format inspires a freer form of expression. It thereby allows for the articulation of unfinished thoughts and open questions, as well as for expressing personal opinions or concerns. However, in contrast to a visual sketch, written language demands a particular structure, stringing concepts together to formulate a linear argument or coherent question. A scribbled short hand note-to-self can thus be deceptive, letting you think that you have captured an essence of thought. By contrast, making (parts of) my thought process public online has forced me to make more sense of the makings of this ‘essence’, to engage more deeply with the questions, the matters of concern I have grabbled with. Trying to explain – to myself, as well as to an invisible audience (boyd 2007) – why certain observations warrant attention, why certain concepts inspire or provoke me, taking guesses at their implication even if not always subjecting them to thorough analysis, has helped me to discover new facets and new dilemmas pertaining to each issue. (Baggesen 2015: 77) [references below]
The benefit of blogging for me, then, is that it helps me notice what I notice or find noticable about a text, an exhibition or an idea. It helps me reflect on and remember my observations, even if the analysis may not go as deep as that of an academic paper. Hence, for me it’s more of a personal notebook and less of a public platform, and my blog has been a very useful record of issues and examples, that I did not necessarily have any particular use for at the time, but which turned out to be valuable later on. Often, I don’t come to any conclusions about these issues on the blog, so in terms of using it to enter into the ongoing debate, my blog is not very strong. It even makes me feel a little vulnerable, putting all these half-baked thoughts into the open. Perhaps I should work on that, be more clear about having a particular message for a particular audience. And yet again, that could kind of defeat the object, or at least imply a taking a different approach, as the purpose of the blog thus far has not been to have a voice, but to hear myself think. The reason for doing this in public is simply that it enforces an aspect of discipline, sticking with a topic until at least it makes sense to me rather than dropping it when it gets tricky. Still, maybe I should start experimenting a bit more with what the blog could be used for, at least keep the option open.
Nevertheless, what I ask of my students is not that they find a public voice or provide definite insights into current museum issues, but that they try to use their blogs as tools for reflection, and see how it works for them. It’s meant to be a tool for learning and hopefully discovering what it is about museums and museology that makes them tick.
And hey, I know it’s tricky to get started, to find something to write about, and that you may feel sheepish about the result. It’s OK. A short post will do. If nothing else springs to mind, simply start by telling about a recent or memorable museum visit and zoom in on a detail that stood out for you. Share a photo, quote the program. See where it takes you, if description leads to reflection. If not this time, maybe next. You’ll be fine.
Baggesen, R. (2015). Mobile museology. An exploration of fashionable museums, mobilisation, and trans-museal mediation. PhD thesis, University of Copenhagen.
boyd, d. (2007). ‘Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life’. In Buckinham, D. (ed.), MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume. Cambridge, MA: MIT Press.
Löwgren, J. & Stolterman, E. (2004). Thoughtful Interaction Design: A design perspective on information technology. London & Cambridge MA: MIT Press.
Mortensen, T. & Walker, J. (2002). ‘Blogging thoughts: personal publication as an online research tool’. In Morrison, A. (ed.), Researching ICTs in Context, Oslo: InterMedia Report, 3/2002.
I’m one of those students. I’ll set up a blog for this particular purpose (why? I’m not sure, but I’ll post the link once it’s up), but for me my blog has been a little different experience than what you describe above.
I was a practicing librarian for over a decade, and over such a stretch of time my librarianship grew and morphed as a profession, and as a vocation. The ‘real work’ of a librarian is not an analytical one, and producing texts or argumentation serves little purpose in many of the roles I had. A professional blog, which I ran for six years or so, allowed me to gather my voice to one place, to collect the things I wanted to say, have them accessible for linking, and for Googling too, and decorate them with images.
For me writing is a struggle. Importantly having a blog helped me ‘tame’ text, and though I never particularly held back my writing on Usenet or BBS systems I frequented in my youth, blogging helped me keep a “think nothing of it” attitude to writing. Having an audience, but an undiscrete and somewhat imaginary one is pretty great.
My professional blog was never strictly analytical in nature, but taking the opportunity to sit down and building a text was a fantastic way to gather my thoughts outside of the daily grind. It helped me build an identity of my own, an identity complementary to the one my employer’s organizational graph afforded.
In short, blogging provided a textual channel for expressing my profession.