Social Tagging Medieval History
February 28, 2007 — mhemmentAn innovative use for social tagging has been applied to researching “Persons and Things in Medieval Europe,” a history course taught by Professor Dan Smail at Harvard. Using a tool called the Collaborative Research Tool (developed with the assistance of the Instructional Computing Group), student teams explore a sampling of all the genres of sources available from a given region, ranging from archaeological site reports and art to chronicles, private acts, and saints’ lives. The students are assigned groups of sources, in translation, from a given region and when they encounter passages of interest, they create and tag virtual note cards that are added to a database. Final research papers and even the lectures themselves are based on the primary sources compiled by students on the note cards.
Below is a sample virtual note card from the course:

Social tagging offers is a unique approach to collecting and analyzing the broadly distributed primary source materials for medieval European culture and society. By tagging key passages from a variety of works and entering them into a database, students can compare how different medieval texts describe, for example, dress or warfare. The note cards become the basis for a complex intertexual discourse on a broad range of medieval topics. Also, by having students tag the virtual cards using their own language, they begin to assimilate the primary sources in a more personal way. The tagging system also allows students to share their virtual cards with peers and view (in the form of a tag cloud) the overall tagging habits of the class as a whole.
Here is an example of a tag cloud with tags occurring 5 or more times:

This particular social tagging application is very well-defined—the user community is limited to students in the course, the sources that students read and tag are largely predetermined, examples of appropriate tags are provided (although students ultimately choose their own). Yet, these parameters help to ensure that a common understanding exists in the classroom in terms of what is being tagged, by whom, and for what purpose.
It would be interesting to see the results of sharing tags/note cards between courses in different academic departments or institutions. The research of art history students studying medieval dress in paintings, for example, would greatly be enriched by the primary sources tagged by Professor Smail’s students, and vice versa.









