The Differing Forms of Public Archaeology: Where We Have Been, Where We Are Now, and Thoughts for the Future

McDavid, Carol; Brock, Terry

doi:10.1007/978-1-4939-1646-7_11

Cited by 18 publications

(14 citation statements)

References 52 publications

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“…McDavid (1998) noted: 'We wanted to learn if computers can be used to create "conversations" about archaeology and history among lots of different people.' This project's legacy is echoed in many community archaeology projects today, such as Terry Brock's (2018) All of Us Would Walk Together website, which provided opportunities for descendant communities and the general public to participate, share stories, and build family trees (see also McDavid & Brock, 2015).…”

Section: Confronting Authorship/authoritymentioning

confidence: 99%

“…Using what now seems like very simple web-based feedback forms, alongside non-web-based interviews and participation, the project invited dialogue, participation, and contributions from descendant communities, local communities, adults and children alike, anyone with an interest. McDavid (1998) noted: ‘We wanted to learn if computers can be used to create “conversations” about archaeology and history among lots of different people.’ This project's legacy is echoed in many community archaeology projects today, such as Terry Brock's (2018) All of Us Would Walk Together website, which provided opportunities for descendant communities and the general public to participate, share stories, and build family trees (see also McDavid & Brock, 2015).…”

Section: Disruptive Digital Archaeologiesmentioning

confidence: 99%

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EmboDIYing Disruption: Queer, Feminist and Inclusive Digital Archaeologies

Cook

2019

Eur. j. archaeol

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Inclusive approaches to archaeology (including queer, feminist, black, indigenous, etc. perspectives) have increasingly intersected with coding, maker, and hacker cultures to develop a uniquely ‘Do-It-Yourself’ style of disruption and activism. Digital technology provides opportunities to challenge conventional representations of people past and present in creative ways, but at what cost? As a critical appraisal of transhumanism and the era of digital scholarship, this article outlines compelling applications in inclusive digital practice but also the pervasive structures of privilege, inequity, inaccessibility, and abuse that are facilitated by open, web-based heritage projects. In particular, it evaluates possible means of creating a balance between individual-focused translational storytelling and public profiles, and the personal and professional risks that accompany these approaches, with efforts to foster, support, and protect traditionally marginalized archaeologists and communities.

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Section: Confronting Authorship/authoritymentioning

confidence: 99%

Section: Disruptive Digital Archaeologiesmentioning

confidence: 99%

EmboDIYing Disruption: Queer, Feminist and Inclusive Digital Archaeologies

Cook

2019

Eur. j. archaeol

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“…Wikipedia is not often utilized as a means of dissemination of archaeological information and outreach to the public, nor as a pedagogical tool. Nor have archaeologists realized Wikipedia's potential for incorporating more, and more diverse, voices in archaeological conversations: frequent calls to respect and encourage multivocality in archaeological interpretation (Atalay 2008; Hodder 2008; McAnany and Rowe 2015; McDavid and Brock 2015) can in fact be put to fairly immediate practice through Wikipedia. As a result, we see potential in not only training American undergraduate students to contribute well-sourced and detailed archaeological content (and to develop the tools to identify sub-par content), but also in encouraging contributions to Wikipedia by diverse communities of scholars and students worldwide.…”

Section: Broader Impactsmentioning

confidence: 99%

Public Archaeology's Mammoth in the Room: Engaging Wikipedia as a Tool for Teaching and Outreach

Grillo

Contreras

2019

Adv. archaeol. pract.

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Although archaeology has become increasingly concerned with engaging diverse publics, and has embraced the internet as a means of facilitating such engagement, attitudes towards Wikipedia have—understandably—been more ambivalent. Nevertheless, we argue here, Wikipedia's popularity and reach mean that archaeologists should actively engage with the website by adding and improving archaeological content. One way to do this is in the classroom: this paper provides a detailed how-to for instructors interested in having students create new Wikipedia content. We provide a case study in Wikipedia engagement from an advanced undergraduate course on African Archaeology, assess a program (Wiki Education) designed to help, and suggest further avenues for future outreach. We conclude that Wikipedia's utopian mission aligns with many of the goals of public archaeology, and argue that archaeology has much to gain by engaging with—rather than ignoring or even shunning—Wikipedia.

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“…Various archaeological groups have effectively utilized such platforms for some time (e.g., Day of Archaeology: Find Out What Archaeologists Really Do ; Looting Matters: Research on Antiquities and the Market; TrowelBlazers (2015): Women in Archaeology, Geology and Palaeontology ). Effective social media engagement is particularly apparent in the practice of public or community archaeology, which frequently relies upon Facebook, Twitter, blogs, and other forms of online engagement to open projects and data sets to the world (e.g., McDavid and Brock, 2015; Morgan and Eve, 2012; Pilaar Birch, 2013; Richardson, 2013, 2014b).…”

Section: Introductionmentioning

confidence: 99%

Archaeology and the MOOC: Massive, open, online, and opportunistic

Alcock

Dufton

Durusu-Tanrıöver

2015

Journal of Social Archaeology

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In 2013, Brown University launched Archaeology’s Dirty Little Secrets, a Massive Open Online Course (MOOC) that, in its two iterations to date, has reached a global audience of some 30,000 people. We first discuss course design, content, assessment practices, and metrics of success within the context provided by other digital archaeological endeavors, as well as reviewing the composition of the online audience. Drawing on this experience, in the second part of the article we explore various opportunities for public outreach and engagement made possible by this platform, not least the potential participatory role of a new online community in archaeological activity and advocacy.

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The Differing Forms of Public Archaeology: Where We Have Been, Where We Are Now, and Thoughts for the Future

Cited by 18 publications

References 52 publications

EmboDIYing Disruption: Queer, Feminist and Inclusive Digital Archaeologies

EmboDIYing Disruption: Queer, Feminist and Inclusive Digital Archaeologies

Public Archaeology's Mammoth in the Room: Engaging Wikipedia as a Tool for Teaching and Outreach

Archaeology and the MOOC: Massive, open, online, and opportunistic

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