Tag: Grafton

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Blog #3 contextual research

Blog #3 on timelines

Timelines are relatively new sources of information, only formed as they are today in the middle of the 18th century (Grafton, 19). Grafton explains that the two sources of representation from a timeline are chronological, and geographical. Timelines help us to put events in a chronological order, clearly representing to us when each event happened. The linear passage of time is constantly moving, so putting each event in that order helps to make events more accessible. This allows us to view history in an orderly fashion, as without timelines, there would just be way too many scattered events to focus on. Instead, we are able to view events that happened on a specific date or time period. The geographical aspect of timelines allows researchers to know what events happened in each location. Specifically, we can view events happening at a particular location at the same time. Or we can look at the order of events in a certain location. By using both geographical and chronological modes of timelines, we are able to study the specific times and locations each event occured.

However, not every event should be studied in a chronological order. As Priestly stated, “historical narrative is not linear. It moves backward and forward making comparisons and subplots” (Grafton, 20). This was prevalent when viewing my timeline of John Willey’s life. Willey’s health began to deteriorate in 1804, however our timeline does not mention his suffrage again until 1843. This would lead many to believe that his health rebounded and he lived a healthy life. However, WIlley was constantly dealing with health issues throughout that period, he just maintained a positive outlook and continued his typical life. The line does tell the story of major events in Willey’s life, it just leaves out important aspects. But, when you do not have the time to research so much information, timelines “translate wonderfully from our weighty analytic  history books to thrilling narrative ones” (Grafton, 10). Lines are an excellent source of information for a quick overview, but they often require some more research to accurately understand the full story.

These two events are stacked on top of each other on our line, showing the quick timeframe between John Willey’s return to home and his passing away.

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Blog #3 contextual research

Blog #3

When events are placed in chronological order it presents a visual of the order in which the events took place. This is important because when readers are presented with new and important information containing multiple dates, it’s hard to mentally sort out that information. As Grafton points out, creating a chronological order for events represents history in a way that is contextual, visual, and memorable. In my opinion, a line is capable of telling both a story and chronology of events that took place.

The above image shows how the line is represented in a spatially.

Through the Timeline.js project, I was able to understand how particular events in time influenced the decisions of the people from the memoirs and how it affected their lives. Because our memoir had so many components, we created our timeline by stacking the data. As a result, a line was created through space by the website. Grafton wrote about how W.J.T. Mitchell said, “The fact is that spatial form is the perceptual basis of our notion of time, that we literally cannot ‘tell time’ without the mediation of space” (13). As a group, a few of the dates that we had overlapped each other. If this information wasn’t stacked and written out chronologically, it would’ve been difficult to understand. Grafton made this point evident in his introduction by saying, “by comparing individual histories to one another and the uniform progress of the years, the reader could see the hand of providence at work” (15).

In this image you can see how the dates are stacked based on their chronology.

For myself, the most difficult part of this project was finding contextual events that correlated with my memoir. Once we each found dates that we felt suited this project, the timeline created a chronological story that was easily and better understood. Though it was difficult, our information allowed our group to explore the relationship between ideas and modes of representation. Overall, the information that we found added to the development of our timeline and furthered our understandings of the Bethlehem memoirs.

 

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Blog #2 contextual research

Grafton & TimelineJS Analysis

Blog # 2

Through reading Grafton’s Introduction, I learned that the two modes of representation are chronology and geography. These two modes immensely help clarify historical events, but they also obscure events. With regards to determining all there is to know about a certain event, these two modes help immensely because we know exactly WHEN and WHERE that particular event happened. With this, we can make deductions or inferences about why that said event occurred.

Timelines are actually less than 250 years old (Grafton 14). All they really are is a way of visualizing the numbers that we use to record our history, but they can also restrict our outlook on life. Grafton says “The timeline seems among the most inescapable metaphors we have” (Grafton 14). It makes time way more linear than it has to be and almost completely removes the flexibility of our concept of time. It has been hard to come to terms with these ideas and modes of representation, but I have done it successfully. By telling us a one-way story, they have told us a chronology of our perception of the world, but have also erased our opportunity to perceive time as a story.

This concept is actually extremely relevant to my group’s project. We were assigned the Bethlehem memoirs to transcribe an analyze. Other groups’ assignments were the memoir of one person, but we had several different writers to transcribe. So as other groups would have one coherent timeline for all of their events, we had 4 or 5 separate, overlaying timelines.

With this in mind, conceptualizing the complex relationship between ideas and modes of representation was near impossible. We were just given seemingly unrelated transcriptions with no background. We had to use different sources to get a deeper understanding of what we read. For example, Professor Faull gave me a book titled “A Tale of Two Plantations”, which depicted the lives of slaves in the Mesopotamian slave plantation in Jamaica, and how the Moravian missionaries brought the Gospel to them.

 

Viewing the timeline as a rigid linearity would be ineffective, as there are multiple stories going on at once. Grafton says that our idea of time “is so wrapped up with the metaphor of the line that taking them apart seems virtually impossible” (Grafton 13). The key here is flexibility, and being able to perceive several chronologies at once. TimeLine JS made this flexible view possible by stacking the different events on top of each other as they occurred.

Overall, using TimeLine JS made analyzing these events easier in that it gave a way to compare the events throughout time. This has given a deeper meaning to all of our separate work; it has integrated everything we’ve worked for together.

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Blog #3 contextual research

Blog #3

Making a timeline to represent the Bethlehem memoirs has been an extremely challenging, yet rewarding experience. As Anthony Grafton writes, “We get them, our students get them, [timelines] translate wonderfully from weighty analytic history books to thrilling narrative ones” (10). Grafton’s point is exactly right, by creating the timelines, we have been able to represent our complicated memoirs in a single story that flows across time, rather than just a chronology.

Photo of the Fulneck Moravian Chapel included in the timeline

When my group and I first began our timeline, the complex relationship between ideas and modes of representation overwhelmed us. We all had an idea of when each of our Moravians lived, but information beyond that was not immediately available. Because of this, we had to dig beyond just a simple Google search and dive into complex databases and other academic platforms, such as Old Maps Online. Although searching through the databases was more difficult than simply searching on Google, the resulting information I uncovered was spectacular and certainly added to the strength of our timeline. Specifically, I was able to find more specific details about the Fulneck Moravian Settlement in which Joseph Lingard lived. I even discovered some pictures of buildings that were built in the settlement!

Example of how our individual memoirs were stacked in the timeline

However, a problem we ran into as a group was how to mesh our separate memoirs into a cohesive timeline. Grafton speaks to this issue when he writes, “the key problem in chronographics, it turned out, was not how to design more complex visual schemes…but, rather, how to simplify, how to create a visual scheme to clearly communicate the uniformity, directionality, and irreversibility of historical time” (19). As a group, and with the help of Professor Faull, we decided that it would be best to stack our timelines on top of one another, a decision that led to even more interesting findings. By stacking our timelines the two modes of representation have clarified historical events because we were able to physically see when the lives of our Moravians overlapped in place and time.

All in all, I feel that creating this stacked timeline was important for my group because it allowed us to further interact with our memoirs and see that our Moravians lived in the same places and at the same time. This timeline will not only help our group understand the lives of our Moravians, but also will help others. After all, “graphic representation is among our more important tools for organizing information” (10).