Plan for a Historian Digital Media Network

On March 3, 2016, I explored the idea of whether it makes sense to create a podcast network for historians. Eight weeks later, I am convinced that historians need a network. But we need more than a podcast network. We need a digital media network. Presently, digital media consists of blogs and online magazines, podcasts, and on-demand video. In the near future, virtual and augmented reality devices will enhance each of these media types with immersive experiences.

A digital media network offers historians the ability to cultivate and convey their work to wide and receptive public audiences. Digital media compliments books and articles by providing additional ways to disseminate ideas. A digital media network also provides historians with flexibility. Flexibility to present history in different media and flexibility to work in and develop new forms of media as they enter our digital world.

In this post, you will discover my plan to start a historian digital media network.

Overall Vision

If granted convenient access to the work of professional historians, the public will take an interest in history and historians’ work and become advocates for it. Convenient access to professional historical work will not only increase the ability of society to think historically, but having more advocates for history will help ensure that we have the funding we need for our research and the majors we need to keep our departments alive and fresh with talent.

The historian digital media network has a two-part mission: 1. To create wide public awareness about history and the work of professional historians by providing convenient access to history and historical research through digital media. 2. To educate historians how to use digital media to communicate history to people within and outside of the historical profession.

Plan of Execution

Given the rather large scope of this idea, I have been exploring models for how to execute it. The most promising models come from the technology sector.

Alphabet Inc.: This company made up of many companies started with just one company: Google, the wealthiest company in the world. Larry Page and Sergey Brin had big, long-term plans for what they wanted their business to do, but rather than execute all of their ideas at once, they started with one idea: how to improve people’s ability to search the internet.

Amazon: Today, Amazon stands as one of the largest logistics and technology companies in the world. But, before the company provided computing power on its AWS servers, warehouse and drop-shipping services, merchandise of all types, and digital media, Amazon.com provided one service: the ability to locate and purchase hard-to-find book titles.

Apple: Apple manufacturers high-quality computers and media devices and provides media delivery services. The second wealthiest company in the world started with three dudes in a garage who wanted to bring computers to the people. Their idea: shrink room-sized machines into personal, desktop kits.

All three of these companies are huge in size, scope, and profits. They achieved their success by starting off with one, small idea and executing that small idea well.

Similarly, I intend to start a historian digital media network with one, small idea and executing it well: podcasts.

Why Podcasts?

Podcasts are hot right now.

Since my last post, Edison Research released its “Infinite Dial 2016” report. The study revealed a large increase in the number of podcast listeners and an increase in the number of podcasts people listen to. Additionally, The New York Times announced that it is creating an audio division, Audible.com (an Amazon company) released the beta for its new short-form audio service, and Google Play Music finally launched its podcast directory and service. I also intend to start the network with podcasts because, at the moment, it is the media I most enjoy learning more about, working with, and the one I am finding the most success with.

Starting a digital media network with just podcasts is also a large undertaking. Ideally, the historian digital media network will convey history from all periods and subfields. However, launching a network with one podcast from every period and subfield won’t work. We won’t be able to build the audience we need to sustain a network with such a diversified strategy at the start. Therefore, we must begin with an even smaller piece and work our way toward the end goal.

Where to Start?

Listeners patronize networks because they offer consistent content in terms of quality, topic, and release schedule. Listeners are more likely to tune in to new shows if they already know and like the hosts and content of the podcasts they listen to. Therefore, I imagine building the network up and out much like we convey narrative in survey courses.

The network needs to start with one historical period and subfield. It will start by offering content about early American history. Ben Franklin’s World will serve as the network’s first podcast. It will be the base from which we launch other programs. New programs will tie into and build off of the geography and period of early American history because this consistent and related content approach will encourage listeners to sample new network programs.

How to Add New Shows?

Building out the network comes down to two factors: Money and historians.

I cannot build this network alone. I have many ideas for shows and how historians can utilize digital media of all types to convey their ideas, but presently, I need to keep my focus on Ben Franklin’s World. Its quality cannot drop. It is the cornerstone of the network and we must not take its audience for granted. Ben Franklin’s World will not only help us build the audience for the historian digital media network, it will help us fund it.

Ben Franklin's World has grown to a point where I could seek the corporate sponsorship of companies like MailChimp and Squarespace. (I have a different strategy for how to monetize the podcast, but that must wait for another post.) Once I monetize Ben Franklin's World, we will have funds to invest into new shows, which will need webpages, hosting, artwork, audio engineers, software, and recording equipment.

Aside from money, the network needs people. Not only should the network provide a space where the public can hear many different historian voices, but the network needs the labor of many historians to exist. Podcasting is fun, but it is a labor-intensive media. Therefore, I need to find enthusiastic people who share in the vision of a historian media network and find ways to realize the second goal of the network: to educate historians how to use digital media to communicate history to people within and outside of the historical profession.

Ben Franklin’s World could be used as an educational tool. I am confident I could bring in historians and graduate students to work on the backend of the show to gain experience in digital media (podcasting requires knowledge of blogging and video too). As colleagues gain experience with Ben Franklin's World, we could work on ideas for shows they would like to produce and work on launching them.

However, this is easier said than done. I haven’t yet figured out how to effectively bring in people to work on Ben Franklin's World in a virtual setting. I can demonstrate many of the technical aspects of podcasting via a shared-screen video conference, but providing hands-on experience and in-person discussion would be difficult and this type of work is best performed with hands-on practice.

Hands-on practice with the technology and with communication is key as the network must offer high-quality content to realize maximum success. Anyone can podcast, but not everyone can produce a high-quality podcast. Hands-on experience is critical to learning the art of the latter.

First Steps

Clearly, I still have a lot of details to work out and thinking to do. But, I am going to start building the network as I work out those details. I will finalize and implement my monetization strategy for Ben Franklin’s World. I will build the network's website, the gateway to all network content. And, I will survey my audience to see what periods and areas of history they would like to discover more about.

Rome was not built in a day and this network won’t be built in a day either. It’s going to take years. But, I am confident we will sort out the details as we go and hopefully within a few years the network will start to resemble a broad, inclusive platform for the profession. A platform that will help us spread ideas, promote historical thinking, and create advocates who will help support and advance our work.

Network Name

The network needs a name. What do you think it should be?

I am sitting on a couple of domain names, but I would love to know what you think.

A Traditional Historian in a Digital World: How I Write History for Podcasts

At NCPH 2016, someone asked the panelists of "Drafting History for the Digital Public" how we acquired the digital skills to work on our various projects. My answer: My historical training drives my digital work. For the next three days, colleagues asked me about my response and since the conference more questions have found their way into my inbox. Most of the questions inquire about the “specialized” and “technical” training I use to write history for digital audio.

Confession: I am a traditional historian using traditional historical skills to work in an accessible digital media.

Ben Franklin's World represents an interview-driven form of narrative history. The end product of each episode may be a digital audio file, but the historian’s traditional tools—research, analysis, interpretation, and writing—give birth to each episode.

In this post, you will take a behind-the-scenes tour of Ben Franklin's World to see how I use my traditional historical training to produce its digital audio content.

Research

Like most history books and journal articles, Ben Franklin's World episodes begin with questions and research.

Listeners determine most episode topics. They e-mail, tweet, Facebook message, and verbally request topics such as the American Revolution, Everyday Life, the Constitutional Convention, and George Rogers Clark. It’s helpful to know what aspects of early American history listeners want to explore, but as we learned in graduate school, what makes history fascinating is asking the right questions of broad topics. It’s up to me to come up with the historical questions each episode will explore.

How do I know what questions to ask and investigate? I research. I look at the historiography to see what arguments and interpretations of the broad topic exist and which historians to contact. After I schedule a guest, I prepare for each interview by reading their work or researching their project/historic site.

Analysis

Analysis plays a role in all stages of episode production. I use the historian’s ability to analyze information when I research episode topics, read guest books and articles, prepare interview questions, interview guests, edit episodes, and when I write episode intros, outros, and show notes.

When I read a book for the show, I read it for information and structure and reference both with the historiography. I facilitate this analysis by taking notes on argument, interesting facts, the historical questions the author asks, their answers to those questions, and how the historian structured their narrative as I read. Upon finishing a book, I review my notes and use my knowledge of the historiography to contextualize the information they contain. This comparison and contextualization allows me to determine what information we should highlight in the interview, how to ask questions that get at the desired information, and how to sequence the questions so that the questions and answers tell a coherent story about the topic of the episode.

It’s the same type of analysis we do when we study for comps, explore the secondary source literature for course reading assignments and lectures, and consider as we determine how to write up our research projects for books and articles.

Interpretation

Ben Franklin’s World seeks to create advocates for history and historical research by generating wide, public awareness about the work of professional historians. The project generates awareness by offering accessible interpretations of the modern historiography of early America.

Each episode contains two types of interpretation: The guest historian’s interpretation of the historical record and my interpretation of their interpretation.

My interpretation comes through in the questions I ask and how I edit each episode. Each question reflects information I want to highlight for listeners. The order in which I ask questions reflects the sequence of how I think listeners should explore or think about historical people, events, and themes.

Historians rely on this type of interpretation every time they offer a lecture, build an exhibit, lead a tour, write a synthesis narrative, or edit a collection of scholarly essays.

Writing

I cannot overstate the role good writing and editing skills have played in the success of Ben Franklin’s World. The reason that most Ben Franklin’s World episodes convey tight, coherent mini-narratives about early American history is my graduate advisor took the time to teach me how to write and edit my work.

Every episode of Ben Franklin’s World relies on a scripted structure and undergoes at least three rounds of editing.

Guest historians offer natural, unscripted responses just as I offer unscripted commentary and follow-up questions. However, I script out the intro and outro for each episode as well as 50 to 80 percent of the questions you hear me ask. This is not to say I read the scripts verbatim, but writing out my ideas ahead of time and referencing the script as I record is a large part of why each episode sounds tight and well organized-- “smooth,” as many listeners say.

Editing serves as the other reason why episodes sound tight and coherent. Each episode receives a minimum of three rounds of editing. I conduct the first and third rounds, my audio engineer (Darrell Darnell) conducts the second and possibly fourth rounds. We edit each interview in a program called Adobe Audition. Audition works like a word processor for audio files. I record each interview as a .wav file and Audition allows me to read the interview by displaying it’s waveforms. You read through audio files by listening to the interview and watching the waveforms.

The First Edit: I look and listen for long breath sounds, pauses, unnecessary tangents, misstated information, and whether I can improve the flow of an interview by restating a question, shortening an answer, or by moving around questions and answers. When I find a section I want to remove, I use Audition’s delete or cut feature much like we use the delete key in our word processor.

Occasionally, I find misstated information and I try to correct it. For example, one guest said “Rhode Island” when they meant “New Hampshire.” Neither of us heard this mistake during our conversation, but I caught it during the edit. As my guest said “New Hampshire” elsewhere in the interview, I used Audition’s copy and paste feature to replace the misstated “Rhode Island” with “New Hampshire."

I would classify the edits I make in this first round as content edits. I focus on the content of the episode and use the remove, copy, and paste tools to get the “text” of the episode how I want it.

The Second Edit: Darrell goes through the edited files and focuses on cleaning up the audio. He removes most of the ahs and ums, long breath sounds, and long pauses. He also levels the waveforms so the volume of the recording sounds even, adds my intro, outro, and bumper segments (show music), and adds compression to the file. Darrell is the magician behind the fantastic audio quality of each episode.

The Third Edit: At this point the file is equivalent to the page proofs of an article or manuscript. It’s just about ready for publication but it needs a final proof read. I listen through the file to determine whether we need to cut or add anything else from the episode and whether the audio has imperfections we need tweak. If I find a problem in the proof, I send the file back to Darrell and he fixes it.

Editing is the most time intensive part of producing episodes. To save time most podcasters either don’t edit or they hire out this work completely. Outsourcing all of the editing for a podcast about history doesn’t work. Unless the engineer has had historical training, they cannot write and edit historical content the way a historian can.

Conclusion

Historians' ability to research, analyze, interpret, and write makes us well suited to convey our scholarship through digital media. The only special training historians need to work in digital media is time: time to research the different voice(s) of the media they want to work in, time to read a few how-to books or blog posts about how to use software like WordPress or Audition, and time to ask questions of others who work in the same medium.

As we complete the second decade of the 21st century, we need to stop viewing “digital history” projects, like podcasts, as separate or “non-traditional" categories of the historical discipline. This outlook has created a mental hurdle that prevents many historians from trying and embracing new media; media which our traditional work is well suited for and which can extend the reach of our work beyond those who read our books and journal articles.

How to Bridge Academic and Public History

Do you consider yourself an academic or a public historian? How do you bridge public and academic history?

I get asked these questions quite often. People ask via e-mail messages and when we meet in-person at seminars and conferences.

In this post, you will discover how I work in both the academic and public history disciplines.

Two Disciplines, One Historian

The simple answer to how I work in both academic and public history: I am a historian.

Intellectually, I am an interdisciplinary historian. I trained as an academic because I wanted to better understand how historians produce historical knowledge and learn how I could participate in this process.

I also have a bit of training as a public historian. I worked as a seasonal interpretive ranger for the Boston National Historical Park for five years (2001-2005). In this role, I witnessed the “David McCullough Phenomenon”: The ability to generate interest in and create advocates for history through the effective communication of history.

The challenge of trying to adapt the "McCullough Phenomenon" for scholarly history fascinates me.

My interest in the entire process of history, from knowledge creation through knowledge dissemination, means I must work in both historical disciplines. I would be dissatisfied intellectually if I had to choose between parts of the process.

4 Ways I Navigate the Worlds of Academic and Public History

1. Network. I network a lot. I attend seminars and conferences about both academic and public history. I engage fellow #Twitterstorians on Twitter, and I network through e-mail; never underestimate the power of a thoughtful reply.

Of all the networking techniques I engage in, attending seminars and conferences is the most powerful way to cultivate relationships with colleagues because interactions happen face-to-face. Additionally, seminars and conferences offer fantastic opportunities to stay abreast of new historical research and interpretive techniques.

The best way to become a part of the academic and public history communities is to know what is going on within the disciplines and to interact with your peers.

2. Participation. I participate in the processes of both history disciplines.

As an academic historian, I produce scholarship and participate in peer review. I research historical questions, analyze and interpret evidence, and I write up my findings for academic journals and (hopefully soon) book publication. I also present my work at conferences.

As a public historian, I interpret scholarly history for non-specialist or public audiences. I distill both important historical research and the historical process and convey it in blog posts, newspaper and magazine articles, and through podcast episodes. I also volunteer at public history organizations when time permits.

3. Education. I try to keep up with scholarship and happenings in both academic and public history.

At present, I subscribe to 6 different journals: The William and Mary Quarterly, Journal of the Early American Republic, Early American Studies, The Public Historian, Journal of American History, and American Historical Review.

Honestly, I lack the time to read all of these journals, but at the very least I read the table of contents for each issue and skim articles that look intriguing or helpful.

Although I am behind in reading journal articles, I am fairly up-to-date with the book historiography for early America. The interview-driven format of Ben Franklin's World ensures that I read at least one history book per week.

I also read a fair number of history blogs each morning by individual historians, historical organizations, and mainstream media.

Knowing the literature of your field, and what is going on within the disciplines, will help you learn about and become a part of the professional communities. Knowing what is going on will also help you network and participate in conversations at your next conference or seminar.

4. Combine Interests. My public history project combines my interest in academic and public history. Ben Franklin’s World is both a public and academic history communications project.

Ben Franklin's World is where I grapple and engage with the challenge of history communication. Each episode represents an attempt to answer: How can I convey history and the historical process in a way that will appeal to a public audience? I want each episode to reveal the importance of history and historians’ work.

Concluding Thoughts

I am not sure if my four techniques will work for everyone, but this is how I bridge the disciplines.

A Note of Caution: If you have the same interdisciplinary historical inclinations that I have, you may find it difficult to find a job with an institution or organization. It has been my experience that both academic and public history organizations want their faculty and staff to focus on one aspect of the discipline. This is why I created my own job.

With that said, both disciplines are changing. In the future, we may see academic training include aspects of public history and public history training include aspects of academic history. It’s an exciting time to be a historian regardless of whether you prefer one side of the discipline to the other or, like me, enjoy them both.

Teaching History Communications & Internships at Ben Franklin's World

Of late, several professors have inquired whether I offer, or have considered offering, semester-long internships at Ben Franklin's World. Their requests relate that I could teach their students valuable digital communications skills they could use in either history or non-history jobs.

Teaching history communications is something I have thought about and something I may pursue in the future.

Teaching History Communications

My thoughts about how I would teach history communications come from thinking about how my involvement with Ben Franklin's World will change or end.

The podcast has been a successful history communications experiment. Within 15 months it has surpassed 500,000 downloads and become a top 8% podcast.

At the moment, I enjoy the intellectual, technical, and interpretive challenges the show offers. But it is not a project I see myself pursuing in its present form for my entire career.

I am a serial problem solver. I find a project or problem that interests me, study it, solve it, and move on to the next project or problem. At some point (I don't know when), I will move on from Ben Franklin's World to one of the other history communications project ideas I have or will have.

Knowing that I have a propensity to seek new challenges, I have started thinking about the long-term future of the podcast. I have three or four ideas about what the future might look like. With the exception of one scenario, all of the ideas involve ensuring that the podcast will continue to exist as a platform for early Americanists to communicate their work to the public.

***

One idea for Ben Franklin’s World would be to adapt the project for use as an in-classroom educational tool. This would allow me to keep tabs on the project and use it to train students in history communications. [1. I am aware of the many challenges associated with this scenario.]

I imagine a history communications course as a full-year commitment and one that is run more like a science lab than a traditional history course.

The first semester would be the equivalent of a how-to tutorial. We would discuss an interdisciplinary assortment of texts about history, writing, social media, marketing, broadcast journalism, and software and apply the ideas we discuss to podcast episodes in progress.

The second semester would be about the students taking what they have learned to develop their own history communications projects.

This course would offer a win-win situation. The students would benefit from having a working platform to learn on and a project for their job portfolio. I would be able to handoff and work on some of the numerous ideas I have for projects.

I also imagine that the profession would benefit from a course like this one as at least a few of the students’ projects would take off and ultimately provide historians with more communications infrastructure.

Internships at Ben Franklin's World

Although I have sketched the above course in my brain, there are three reasons why I can't adapt and offer it as an internship at present.

First, I don’t undertake any project unless I can do it right and I am not convinced that I can teach all of the skills the professors have asked for virtually and in one semester.

Trying to offer a virtual, semester-long internship would prove frustrating for me and the students.

Some of the software I use for social media and the podcast (which could also be used for websites, blogging, and videos) would be best taught in person so I can provide hands-on assistance.

Also, I can't see how I can offer both the context for how I do what I do and technical skills in one semester. There wouldn't be enough time and to teach one without the other doesn’t make sense to me.

Second, I already have students, thousands of them.

Ben Franklin's World has created a virtual, limitless classroom. Thankfully, not all of my listeners e-mail, tweet, or Facebook message me, but many do and their thirst for information keeps me busy.

Third, there are time and financial aspects of the professors’ requests that do not make sense for me.

Each correspondent has espoused the benefits of “free student labor.” Students would learn about my project while taking some of the work it requires off my plate.

Truthfully, even if I just taught technical skills, it would take me a semester to get a student to the point where they could reliably help me with the technical and time-consuming aspects of the project. For most of the semester they would slow me down. As a historian with many projects and students of my own, time is not a resource I have in abundance.

There is also the fact that professors get paid to teach valuable skills and knowledge to their students. I have valuable skills and knowledge these professors want me to teach their students. Why should they get paid to teach their students while I provide the same service for free?

***

I realize that all of the professors who e-mailed me value my work and skills. None of them intended to suggest that I teach their students for free. Their requests came from a place of interest in my work and a recognition that I could offer their students a history education with identifiable and marketable job skills.

However, the facts remain that I am not an institutionally supported professor and I do not presently have the resources to teach history communications effectively or add more teaching to my workload. Therefore, for the time being, I will not be offering any internships.

Digital Projects Income Report, December 2015 & January 2016

In an effort to help historians who wish to practice history online, here are my digital project income reports for December 2015 and January 2016. My apologies for being a bit late.

December 2015 & January 2016 Income Reports

In December and January, I attempted to earn income from my digital projects in two ways: Amazon affiliate income and crowdfunding donations.

Amazon Affiliate Income

Affiliate income from linked books on this blog, the Ben Franklin’s World website, and within the Ben Franklin’s World apps increased in December.

In November 2015, affiliate income from Amazon totaled $6.26.

Total Amazon Affiliate Income for December 2015: $31.86

***

Affiliate income decreased in January 2016.

In December 2015, affiliate income from Amazon totaled $31.86.

Total Amazon Affiliate Income for January 2016: $16.08

Crowdfunding

The Ben Franklin’s World Movement crowdfunding campaign continues.

I increased in-show mention of the campaign in December 2015 and January 2016. I also moved most of the mentions of the campaign to the pre-roll spot—the place in the show that occurs before the main content, which in the case of Ben Franklin’s World is the interview.

Crowdfunding Stats: December 1, 2015-January 31, 2016

Donors

New One-Time Donations: 1 New Monthly Recurring Donations: 2 New Annual Recurring Donations: 2 Total Number of New Donors: 5

Total Number of Campaign Donors: 46

Funds Raised to Date

Total Amount Donated: $2775 Total pledged for recurring monthly contributions: $140 Total pledged for recurring annual contributions (monthly contributions excluded): $500

Conclusion

I still have a lot of work to do with this campaign. There are more ways I could increase its visibility, I just want for time to do it. However, I am still pleased with how the campaign has progressed.

The $140 that comes in each month covers the final engineering costs of one episode. Three months ago, I paid for the engineering costs for all episodes.

***

I have two big projects that I intend to work on part-time: a media kit and a swag store.

Media kits outline program information for potential sponsors. They include details about the program, the demographics of its audience, and ad packages potential sponsors/advertisers can purchase. I intend to experiment with seeking sponsors among publishers and other groups, organizations, and companies who have products, events, and sites that would interest my audience.

Believe it or not, there might be demand for a Ben Franklin's World Swag Store.

Prior to placing an order for t-shirts to fulfill crowdfunding pledges, I posted two possible designs on both Twitter and Facebook. Much to my surprise, listeners started requesting the ability to buy t-shirts outside of the crowdfunding campaign and to purchase additional forms of Ben Franklin’s World merchandise. It seems as though people want to help the show by purchasing items that will both yield a small profit and advertise the podcast.