Views Are My Own

For our final project, Jack, Emily, and I decided to make a documentary about digital identities. We decided interview UMW students and staff in order to see what people at UMW think a digital identity is and how their digital identity may differ from their “offline” identity. We conducted twelve interviews that involved about eight questions:

  1. What is a digital identity?
  2. How many different digital identities do you have?

-if more than 1 continue to question 3.

-if only 1, go to question 5.

  1. Which digital identity is your least favorite?
  2. Which digital identity is your favorite?
  3. What is your digital identity (your favorite one) like? How would you describe it/them?
  4. On a scale of 1-5, 5 being the same person to your real identity(personality) how similar is your digital identity to you?
  5. Why do you make your digital identity this way?
  6. Which do you prefer? Your digital identity or your in person identity?

Our questions turned out to just be guide lines, however, since the interviewees tended to answer more than question within their answers. Once we had conducted our interviews, we edited the documentary together using iMovie and Final Cut Pro in the Media Lab in the ITCC. Since we had twelve interviews to go through, we could not use everyone’s answer for every question, so we picked the most unique or common answers for the final version of the documentary. We took on quite an ambitious task, and after about seven to eight hours of editing, it turned out great! We are very happy with the final product, and although the video is already sixteen minutes long, it could have been much longer. 

We want to also thank Andy Rush in DTLT very much for letting us use all of the production equipment including a light kit, a lapel microphone, a camcorder, a DSLR camera, and a green screen.

Tools Used


Final Cut Pro



Google Drive-Google Doc, Google Spreadsheet

Doodle Poll

Canon (?) HD Camcorder

Canon EOS Rebel T5 DSLR Camera

2 Tripods

Green Screen

3 LED Film Production Lights

Sennheiser Lapel Microphone

BenSound Royalty Free Music

Incompetech Royalty Free Music


Lights, Camera, Action!

The week before Thanksgiving break, we interviewed roughly 10 people about digital identities in general and about their own digital identities. Our line up included students and staff, particularly staff members on DTLT since education technology is what they do. We even got Audrey Waters (the wrtoer who visited our class) to sit down with us for an interview. Our  set up was much more elaborate than anything I had used for a project before. Andy Rush let us use the green screen in the incubator classroom, light kit, lapel microphone, tripods, a camcorder, and a DSLR camera for our documentary. It was fantastic seeing him get excited about students using all of the equipment he makes available for students to use.

We filmed for 4 days and then began to edit the documentary using iMovie. In order to share all of the video files with Jack and Emily, I had to take all of the files we transferred from the memory cards on to my back up drive and upload them to Mega. I could not use Dropbox since it would not accept more than 1 file. As I discovered, Mega gives users with their free account 50GB, which was awesome since our video files were all over 500MB.


We aren’t  finished editing yet but I’m very excited to show the class what we have done for this final project.


Why I Censor My Social Media Accounts Less Than Before

As we discussed in class today, everyone has multiple personalities that use for different situations. We have a personality for our friends, family, classmates, Facebook, Twitter etc. We also talked about how most of us specifically censor our online personalities. Although I don’t think potential employers should look at your social media accounts as part of their ‘background check,’ I’ve come to accept that it could happen, and yet, the more I use social media, the more I see myself censoring my profiles less than I did before… 

I was that person freshman year of high school that didn’t have a Facebook. That was when I remember the whole social media thing really starting. Yes, there was Myspace and AIM before Facebook but I was never allowed to have those and to be honest, I barely knew they existed. So when everyone started getting Facebooks in 9th grade, I didn’t even bother to ask my mom since I knew she’d say no. I had some friends who went behind their parents’ backs to make accounts and I saw how  much they got in trouble, so I figured the whole thing wasn’t worth my time. I didn’t make my first social media account until the very end of 10th grade, and I am so glad I waited. If I made it earlier I’d probably still be Facebook friends with way more people from high school that I really don’t care about than I am now, and I’d probably have way more embarrassing photos online as well.

When I first got my Facebook, I kept it SUPER private and I would only make generic statuses or share generic links because I didn’t want all of my Facebook friends seeing my true personality. I wanted to “fit in” and I didn’t want to get unfriended due to my beliefs or opinions.  Originally, that’s why I made a Tumblr account-so I could post more personal things and express my feelings without people I know seeing it. That of course didn’t last since people I knew found me on Tumblr.

Things changed when once I came to college. Not all at once, but overtime I began to realize that if I want to be more vocal about things on Facebook, or if I want to rant on Tumblr, I can…and I shouldn’t worry about if there’s going to be any backlash, because if I’m sharing a viewpoint that I actually believe in, then I’m staying more true to myself. Nonetheless, I try to have some common sense when posting on social media. I think about the consequences of my posts, and if I think I handle the worst of the consequences, then why not? If an employer doesn’t like my viewpoints then maybe I don’t want to work for them anyways. If that person from high school is tired of seeing me share about certain things, then they can unfriend me.

All of that being said, personally, I feel I also have the advantage of not being interested in heavily partying or getting super drunk or doing things that might look “immoral” to future employers, relatives, co-workers etc, so maybe that’s why I don’t feel the need to completely censor my social media accounts. In addition to that, I also try to follow one simple rule: Don’t post about things you wouldn’t be able to also tell people in person.  That doesn’t mean that I should post super personal things, but it means that if I can’t own it, then maybe I shouldn’t post it. (I tend to be more extroverted online then in real person) Whether that be my love for cute dog pictures, my spiritual beliefs, or my participation in different fandoms. I want to be in control over what I am saying about myself online and not be subservient to society’s unwritten rules.

Mount St. Helens, the Fire Mountain Queen


I picked the 1980 eruptions of Mount St. Helens because I am writing about the volcano for my History 485 senior thesis. One of the sources I found during my research is a book by Bruce L. Foxworthy and Mary Hill entitled Volcanic Eruptions of 1980 at Mount St. Helens: The First 100 Days. The book was published by the United States Government Printing Office in 1982 and tells the story of the 1980 eruptions through the days leading up to, during, and following the eruptions. The entire book spans from March 20, 1980 to June 27, 1980, I however, I paraphrased from pages 37-86 for May 5, 1980 to  May 31, 1980. I tried to imagine myself as one of the USGS researchers there to study the mountain, so most of my tweets are just updates on the status of the mountain since during events today, people use Twitter as a kind of instant news source. This assignment also gave me the opportunity to learn more of the details about the 1980 eruptions of Mount St. Helens which will definitely benefit me as I write my History 485 thesis about Mount St. Helens.


Dickerson-Murray, Roberta. “My Mt. St. Helens Nightmare.” n.d.Where Were You When Mt St Helens Blew?. Personal Collection of Roberta Roberta.

Foxworthy, Bruce L. and Mary Hill. Volcanic Eruptions of 1980 at Mount St. Helens: The First 100 Days. Washington: United States Government Printing Office, 1982.

Reingold, Jessica. “Mount St. Helens Crater.” August 8, 2014. Personal Collection of Jessica Reingold.

Reingold, Jessica. “Mount St. Helens Scars.” August 8, 2014. Personal Collection of Jessica Reingold.


Alien Invasion

Here is our completed radio show! :)

All sound effects are from FreeSound.

Sound citations (in alphabetical order)

Afleetingspeck. “Sample Request: Fear.wav.” January 7th, 2012. FreeSound.  (Accessed September 29, 2014).

Corinator. “Censor Bleep.” June 7th, 2013. FreeSound. (Accessed September 29, 2014).

Cydon. “Spacebattle with laserwaepons001.wav.” September 9th, 2011. FreeSound. (Accessed September 29, 2014).

Harpoyume. “Explosion 3.aif.” December 19th, 2009. FreeSound. (Accessed September 29, 2014).

NoiseCollector. “sendtube.wav.”November 14th, 2008. FreeSound. (Accessed September 29, 2014).

Sironboy. “Woman Scream.”October 23rd, 2011. FreeSound.  (Accessed September 29, 2014).

Representations of Information/Communication Technology


1. Board spinners-GIF

2. Electronic billboard-GIF

3. Sky Writing-Video or GIF or Poster

4. Pop up ads-GIF

5. Propaganda posters-Image/Poster


1. Advertisements before the feature film in movie theaters-Video or GIF

2. News reports before the feature film in movie theaters- Video or GIF

3. Radio advertisements- Audio clip, mock radio advertisement

4. Trending hashtags on Twitter, Tumblr, Facebook: Video-specifically from here:

Example of #Ferguson:

5. TV commercials for cell phone plans (i.e. Sprint Framily Plan below): Video or Poster


Things to add to the text forms: GIFs, video clips, images, audio posts

We don’t think we should be limited to just one form of media. :)

6 assignments= 50%

8% Class wide 1)       Non-negotiable — Timeline/Database of representations of communication tech in popular media.

8% Pairs (both create and decipher) 2)      Recreating Cave paintings (7)

  1. Or conveying a message through other form of early communication: cuneiform, hieroglyphics, old Norse runes, smoke signals, Chinese calligraphy, etc.
  2. Compiling class collection electronically

8% Group 3)      Develop a radio broadcast or news anchor interview about a real or made-up event, present or past (5)

8% Individual 4)   Live Tweeting Past Historical Events (5)

  1. Then chart the tweets on a timeline/MapStory? (4)
  2. Measuring impact of twitter and other forms of communication

8% Group 5)      Propaganda campaign (5)

  1. Develop a propaganda campaign, create a false dictatorship (more here) (5)
  2. Media wall?

10% Depends on choice 6)      End of the semester projects – Choose 1

  1. Making an infographic or video to display in the ITCC on ethics in the Digital Age (2) (Individual)
  2. Documentary/video — video representation of the timeline of the entire class (Group)
  3. Infographic or other representation of research about the digital divide (2) (Individual)
  4. Late in the semester, something with the greenscreen. (Group)
  5. Final post — Timeline of your work this semester (with evlauations) (Individual)

Kindergarten, Media Wall, Dictatorship

These are the three assignments I would really like to do this semester.

  1. Finger Painting for Cave Painting
  2. Make a video representation of the timeline of the entire class
  3. Develop a propaganda campaign, create a false dictatorship
  • OR Develop a radio broadcast or news anchor interview about an event


The breakdown:

1. Finger Painting for Cave Painting


  • Different colors of paint
  • Large pieces of paper
  • Paper towels
  • Soap

I think it important to remember that communication does need the use of technology. People can communicate through hand signs, body language, and pictures. For the assignment, we would have to convey a story about a certain piece of communication technology, or a type of communication, and then the medium would be finger painting.


2. Make a video representation of the timeline of the entire class


  • iMovie or Final Cut Pro
  • Audacity
  • Mac OS
  • Creative Commons Images
  • Digital camera and/or camcorder*
  • Microphone

*if we take our own pictures or video for the representation of different technologies, eras, or types of communication

I think this assignment would make a nice addition to the timeline and database we are creating and it would be really cool to be able to showcase it on the media wall.


3. Develop a propaganda campaign, create a false dictatorship

  • OR Develop a radio broadcast or news anchor interview about an event

-As long as we could do at least one of these assignments, I would be really happy! ^_^

Tools/Software for both assignments:

  • iMovie or Final Cut Pro
  • Audacity
  • Mac OS
  • Digital camera
  • Camcorder
  • Microphone
  • Photoshop
  • Green Room
  • Projectors

The propaganda assignment would utilize a nearly all of the technology that the ITCC has to offer. From using the sound booth, to displaying content on the media wall and the other TVs across the various rooms, we could emulate what a real propaganda campaign would like it if the ITCC were run by a dictator. Since this kind of intense propaganda campaign actually has happened in other countries (i.e. North Korea, China) it would be cool to try to recreate it.


Developing a radio broadcast or news anchor interview about an event would also use everything the ITCC has to offer. Depending on which option the group chooses, the sound booth and/or the green room would definitely be a great space(s) to use for this assignment.


First post!

I am taking  this class for three major reasons:

1. It sounded really cool and counts for the History Major.

2. It counts for the Digital Studies minor.

3. I’ve taken classes with Dr. McClurken before and they are always great.


Aside from those main reasons, I am taking this course since because it goes along with other subjects I have studied throughout my time here at UMW. For example, I actually learned a little about African talking drums, as well as the use of call and responese in Music History over in Pollard. I have also learned a little about different ways Native Americans and Europeans communicated with each other in Native American History and in Native American Religions. This class also ties in well with the History of American Technology and Culture, which I have also taken. I also interned at Sprint this past summer, which is a large player in the Telecommunications Industry, and so even learning a little about the history of the company and the technology they use and how it has changed over time during my time there could definitely relate to the history of the Information Age.

All of that being said, here’s some of the topics/assignments I’d like to learn and work on during the semester:


  • Communication through cinema-showing news and propaganda before the feature film
  • Infographics and Social Media
  • Hieroglyphs
  • Native Americans and Storytelling
  • Communications satellites
  • The first Postal Offices
  • Billboards

Project Assignment Ideas (but not all of them!)

  • Small Individual Project- either a presentation on an approved topic, or an infographic on an approved topic
  • Group project- create a short biography for an inventor of a type of communication, or a group that used a type of communication
  • Group project- create a documentary on a type of communication
  • Class-wide  project- in addition to the timeline/database, create a complementary time-lapse video with bits information and pictures to show how communication has changed throughout a either different periods in history, or history overall, which could MAYBE be featured on the Media Wall