New fantasy app: GIGO for public databases and websites

Eva Martin, ex-slaveOne of the most important and powerful features of computational journalism is the ability to pull information from multiple databases and remix them in a variety of ways. Of course, that means that errors in those databases will be compounded and remixed as well. I wrote a bit about this problem in an October 27, 2009 post for Blogher:

“Last April, Amy Gahran blogged a Los Angeles Times story revealing that a crime map featured on the Los Angeles police department website was producing faulty data because of an error in the software that plotted the locations of specific crimes. Thus, crime clusters were showing up in low-crime neighborhoods, and some high-crime areas appeared deceptively safe. The error was particularly vexing for the high-profile news aggregator, Everyblock.com, which relied on the maps and as part of its coverage.”

The thing is, that kind of error is relatively easy to solve, compared to other kinds of errors that crop up in public records.

For example,  sometimes we learn that database information is erroneous long after it is created.  For example, police corruption scandals can throw years of crime data into doubt. In Philadelphia in the 1990s, revelations of drug dealing, and other criminal acts by officers in the city’s 39th precinct cast doubt on 1400 prior criminal convictions.  However, if I obtain records from the Philadelphia courts or district attorney’s office for that period, can I necessarily be sure that the appropriate asterisks have been retroactively applied to those cases?

Here’s a more challenging example — not about errors in a database, but potential errors in data interpretation. About 10 years ago, I taught an interdisciplinary humanities course for which I used the University of Virginia’s online exhibit drawn from the WPA slave narratives. It’s an invaluable collection that includes transcripts and even some audio recordings from the late 1930s. The collection has an equally invaluable disclaimer designed to help contemporary readers place the narratives in appropriate historical context:

Often the full meanings of the narratives will remain unclear, but the ambiguities themselves bear careful consideration. When Emma Crockett spoke about whippings, she said that “All I knowed, ’twas bad times and folks got whupped, but I kain’t say who was to blame; some was good and some was bad.” We might discern a number of reasons for her inability or unwillingness to name names, to be more specific about brutalities suffered under slavery. She admitted that her memory was failing her, not unreasonable for an eighty-year-old. She also told her interviewer that under slavery she lived on the “plantation right over yander,”and it is likely that the children or grandchildren of her former masters, or her former overseers, still lived nearby; the threat of retribution could have made her hold her tongue.

Even with the disclaimers, I found some students concluded that the slaves interviewed had not suffered that much in captivity. I had to help them to read the documents in historical and cultural context. As more primary documents become accessible to people who aren’t experts in the subject matter, the opportunity for misreading and missing the context of those documents multiply.

So I was thinking, what is there was a kind of wiki for collecting errors in public databases, enhanced with a widget that could be embedded in any website? Call it GIGO: Garbage In Garbage Out. Create an online form that would allow people to submit errors – with appropriate documentation, of course. Perhaps use the kind of vetting process, Hakia.com uses to come up with a list of credible sites in response to a given search request. (Here’s an example of a Hakia search on global warming.)  What do you think?

Black History Month Guessing Game in Scratch

Dr. Carter G. Woodson, founder of Black History Month
Dr. Carter G. Woodson, founder of Black History Month

The programmers at MIT’s Lifelong Learning Lab who created the Scratch programming language for novice programmers have come up with new “ask” and “answer” blocks. I decided to try them out by creating a guessing game about Black History Month.

I am thinking of creating some additional games using Carter G. Woodson to introduce other historical figures. Feedback is welcome.

Here are my project notes from the Scratch website:
Carter G. Woodson (1875-1950) was a son of slaves who became the second African American to earn a Ph.D. in History from Harvard University. At that time, history books did not include contributions made by Africans and people of African descent. To fix this problem, Woodson founded the organization known as the Association for the Study of African American Life and History in 1915. He began publishing books, magazines and journals about black history.

In February, 1926, Woodson started Negro History Week to encourage schools to teach students about this neglected subject. He chose February because of the birthdays of two men who played key roles in ending slavery in the United States: Abraham Lincoln (February 12) and Frederick Douglass (February 14). In 1975, the United States Congress decided that the entire month of February would be known as Black History Month.

Learn more about this project

Scratch as a Tool for Teaching Computational Journalism

Scratch in the Interactive Journalism Institute for Middle Schoolers

Scratch is a syntax-free programming  language  created at the Lifelong Learning Lab at MIT to entice novice programmers by making it relatively easy to create annimations, interactive stories and games.  Educators around the world are using Scratch to engage students from elementary school through college.

Our interactive journalism instittute for middle schoolers (funded by the National Science Foundation — grant CNS-0739713) has used Scratch as an essential element in both our instruction and in student work. As part of the preparation for the 2008 summer institute, I created short lessons in Scratch about specific journalism-related topics, including “news sense,” interviewing, and photo journalism. I think the photojournalism lesson is the most technically realized interactive lesson I did last year. Click on the image below to try it out.
Scratch Project

Our undergraduate researchers, who are more advanced “Scratchers” than I,  also created sample lessons, games and templates for stories and infographics.

This year, our PI Ursula Wolz and undergraduate research assistant Brett Taylor, developed a rubric for assessing the computational sophistication of scratch programs. Brett and another research assistant, Chris Hallberg, also created sample scratch lessons to teach specific skills, such as the broadcast command. I look forward to being able to share that information as soon as the team is finished analyzing the data generated from the use of the rubric.

In the meantime, here are some samples of interesting Scratch animations, games and infographics created by our middle schoolers can be viewed at our online magazine website, N.EW.S. (New Ewing Web Stories)