Research and Exams

As some of you already know, I spent 10 days earlier this month at the Folger Shakespeare Library in Washington. The Folger is a familiar name to anyone working in early modern studies, especially literary studies, and perhaps the real surprise is that this was my first visit. But, oddly, this year is the first time I've needed to work directly on Folger manuscripts, and thus have been able to make a cogent case for research funding. A successful application to the British Academy was critical in making this visit possible.

One of the hardest things in organising this visit was choosing the right time for it. The money all had to be spent between July 2009 and June 2010, and because of other commitments the two most obvious times for the journey -- last September and the Easter vacation -- weren't possible. As a result, it was very difficult to find a 10-day period when I could reasonably be away from the department. The time I identified fell between the start of the summer term, when I had to hold a revision lecture and several seminars, and the start of the exams. I was concerned in advance about whether it was really a good idea to be away from the university during this rather tense period.

My view now -- having come and gone, survived the volcano and coped with all those anxious student questions -- is that I could hardly have been away at a better time. Being so far away, and on a funded trip, meant that time which otherwise might have been spent inefficiently on email and admin had to be stewarded for research. I also don't underestimate the beneficial effects of Washington sunshine just before the stressful exam period. I'd recommend it (or the equivalent) to anyone.

Web 2.0 and Me: An Update

It's been a week or two since I last blogged about the Web 2.0 tools we've been learning about, but that doesn't mean I haven't been thinking about them. So here are my latest reflections on Mindmeister, Delicious and their selected ilk.

Re. Mindmeister, nothing much has changed. I went back on the site today, and didn't like it any better this time. I feel a little less clumsy about it than I did before, which I suppose is progress, but I can't see that I'd ever want to use it for my own purposes. I would, though, be happy to recommend it to students: especially those working on a group project. I still think that an individual researcher would be just as well off with pen(s) and paper. But if you don't already have the felt tips, Mindmeister might indeed be easier!

Re. Delicious, I still feel a bit cautious -- I very much share True Stories' misgivings. I did have a brief glimmer of second thoughts, a week ago, when the advantages of Delicious suddenly bore in upon me. I was working in a public library, and it occurred to me that having all my bookmarks easily accessible from this unfamiliar location might have been useful. Then I thought again: all I really wanted to do in the library was access my email, my blog and a few other sites that I know well and whose URLs I can easily remember. To do this much does not require a Delicious account. And I still maintain that I am unlikely to do much significant research -- i.e. work which genuinely requires access to my usual bookmarks -- while not accompanied by either my office computer or my own laptop.

The possibility of using Delicious for teaching-only purposes, however, does appeal to me, now I think about it, and I will blog about this on another occasions.

About wikis and podcasts I am much more enthusiastic. I'm still not really sure how I might use a podcast in practice, but I like the idea of doing so, and will think about how it could be done. I have something of a phobia about hearing recordings of my own voice, but I guess I can just try to overcome my inhibitions. (Well, that inhibition anyway ...)

Wikis, I think, offer lots of scope for teaching purposes. I know of a colleague of mine from another university who successfully applied for funds from the English Subject Centre to help her students set up a wiki of their own (on classical references in a modern poem). The students really enjoyed doing it, and it was a marvellously effective teaching tool. I could see myself doing something a bit like that in my third-year option on women's writing. But it would only work with committed students who were willing to share their ideas with the rest of the cohort. This would not be the case with everyone.

Publicity and Privacy

Many of us first-time bloggers have been much exercised by the issue of how much information we should be willing to disclose about ourselves on a publicly-accessible blog. Some of the others in the Tuesday group may recall that I quickly had second thoughts about the name I had chosen for my blog, once I realized how transparent it was and how readily I could be identified as its author. When I looked into the possibility of changing the name, though, it turned out to be more complicated than I’d expected, largely because so many of you had generously linked to my blog one way or another. It looked as if, even if I changed the name on my own site, the original name would leave traces elsewhere. This made the change seem pointless.

So I’ve kept the name, in all its transparency, and have since come to the conclusion that having a readily identifiable name is not necessarily a bad thing. The fact that I know that a reasonably knowledgeable reader could work out my identity very quickly means that I have an extra incentive to be quite circumspect in what I say here. If I thought my blog was safely anonymous, I might be much more indiscreet, which might then prove to be embarrassing if my identity were decoded by the wrong person.

The rule of thumb I have developed is that I should be willing to divulge on my blog anything I would be prepared to say to a well-informed student who’d expressed an interest. One of the things I find most attractive about blogs is the opportunity they provide for you to ruminate in (semi) public, thinking over the issues and – if you’re lucky – stimulating comments from others with similar interests. I am not interested in writing a blog which is just a dull stream of facts. The introspective aspect of the form is one of its chief advantages, in my view. But this, for me, has to be an introspection within limits.

Which is why I am prepared to say on my blog (but to say no more than this) that the reason I have not blogged for over a week is that I have been having family difficulties. I have been trying not to let these difficulties get in the way of my work, and the blogging, I’m afraid, has been the first casualty. I still see it as expendable – something I do for fun. It has not yet become central either to my teaching or my research.

Note that I say ‘yet’.

Delicious -- first report

Of all the new sites Bill introduced us to on Tuesday, Delicious is the one I can best see myself using. I would want to do so very cautiously, but I can see the benefit of sharing bookmarks with students in certain circumstances. The advantage of being able to access all my own bookmarks, wherever I am in the world, matters less to me, at least for the moment, since I do pretty much all my online work on one of two computers -- my own laptop and my office machine, both of which I have now fully equipped with bookmarks, favourites etc. But I can see, obviously, that being able to import from Delicious (can you do it that way round as well?) would be very useful next time I'm changing computers. And maybe by that stage I'll have fully adjusted to Web 2.0 and won't want to bother with old-fashioned favourites any more. Maybe.

Like a dutiful student, I went on to Delicious this afternoon, and started adding bookmarks. I decided against importing from the favourites on my own machine because I wanted to be very carefully selective and only add those bookmarks that I want to own up to in an academic environment. Hence lots of worthy URLs like the British Library manuscript catalogue and CERES (Cambridge English Renaissance Electronic Service). I was pleased to find that if I bookmarked EEBO (Early English Books Online), an essential resource for my research area which is only accessible via the elibrary, I could get access to it without the extra step of having to go through Shibboleth. This is all the more encouraging since one of the disincentives of using Delicious is the nuisance of having to log in. (Though perhaps I wouldn't have to log into Delicious every time if I were to download those buttons Bill mentioned.)

So, my preliminary conclusion: Delicious potentially very useful, but I will want to explore it further. One thing I haven't yet established is whether you can choose to make certain bookmarks available to one network and certain others to another. I might want, for instance, to recommend some bookmarks to my first-year students, and a different set to my special option students. (I do realise that I could distinguish the two sets of bookmarks by tagging and then ask students to sort them, but I can't help feeling that this last instruction might be enough to offset Delicious's many other advantages.) Or I might want to have a 'teaching' set of bookmarks, available to students, and another, non-overlapping set of 'research' bookmarks, available to other women's writing or manuscript specialists. Is this possible?

The Portly Earl

Aka, William Herbert, Earl of Pembroke. Known to the Bodleian Library -- location of this imposing bronze statue -- as one of its earliest benefactors. Known to early modernists and Shakespeareans as one of the dedicatees of the Shakespeare First Folio. Known to women's writing specialists as the son of Mary, Countess of Pembroke, and the lover of Lady Mary Wroth.

When I lived in Oxford, a certain gentleman of my acquaintance used to make appointments to meet his friends 'at the portly earl'. Usually this worked well, since many of his circle were hardworking postgrads who spent a lot of time in the Bodleian. But one person, knowing the gentleman's other habits, spent an increasingly puzzled hour searching the pubs of Oxford before realising his mistake.

I was in Oxford today on a short research visit. The Bodleian has recently been undergoing extensive renovations (the doors behind the statue, for instance, are new). But the Portly Earl survives it all.

Research afternoon

In between blogging this afternoon, this is what I've been reading. I'm supposed to be writing a chapter on Finch, but I more or less stopped work on it last autumn when teaching preparations became too pressing. Since then, I've had to write a conference paper, a research seminar paper, a chapter for a book and four book reviews, so last summer's research had begun to seem very far away. It's been good to get back to the Big Project again after so many months.

Worries about this blog

Ali has talked on her blog about the misgivings she felt in advance about getting involved in blogging. One of my own misgivings has always been a worry about time-wasting. I started reading blogs about four years ago (I'll write about this in another post), and would hate to add up all the time I've spent on blog sites since then. On the plus side, I do think I've gained a lot of useful knowledge, and the insight into other perspectives on the world has been fascinating. But then there are the opportunity costs -- all the other things I might have been doing instead. I just heard a few minutes ago about someone who's been learning Arabic in her lunch hour. Could I have learnt (even basic) Arabic in all the time I've spent on other people's blogs?

Right now, like most academics, I'm worrying about now getting time for research. Spending time writing my blog is almost inevitably going to take up valuable research time (since admin. and teaching deadlines are usually much harder to ignore). So ... I guess you can see where this is going: be prepared for some research-related blogging on this site! Two birds, one stone. (Or the humane equivalent, whatever it is.)