Christina Mastroeni
Dr. Chandler
ENG 5002
March 23, 2015
Reaction Paper #1: A Brief Introduction to the Digital Archive of Literacy Narratives (DALN)
by Lewis Ulman
The Digital Archive of Literacy Narratives (DALN) was created with the intention of
allowing people to submit literacy narratives in an online format in a unique way. Cynthia Selfe
had this concept in mind when she arrived at Ohio State University. The DALN is also used as a
multiformat platform, “to perserve for the long term by an institutional host, and a publicly
available platform to multiple audiences for multiple purposes including but not limited to
research” (Ulman). Although the DALN had good intentions, getting IRB approval became a
difficult task. In addition to difficulties with the IRB, DALN also faced problems with access to
an open archive. This platform attempts to make its use easier by using metadata and other
special projects. However, the lack of accessibility can be problematic to the wide audience.
DALN is used as a multimedia platform that is open to a wide variety of audiences. This
allows people to submit literacy narratives in many forms such as: video, audio and text. Since
DALN attracts a wide audience, it is used for “big humanities” (Ulman). This would make
DALN available to scholars who can use it for learning literacy trends practices and history. It
would also be accessible to educators who can use it for instructional purposes. Currently
research is still a part of DALN, “but it no longer sits at the head” (Ulman).
Troubles with the IRB came with the intention for scholars to also use DALN to study
specialized groups such as women studies, and disabled workers. The IRB makes it known that
participates must be willing to volunteer. However, DALN is more complicated. Although
people may submit literacy narratives to be published, they may not wish to be part of a
study. The IRB raised more questions regarding goals, roles, responsibilities, and procedures for
volunteers, DALN responded with a comment stating that it would be a wide internet platform
accessible world wide. Because of this, contributions and submissions will all be voluntary. They
will be informed of this public platform.
Following the issue with the IRB, DALN then had to find a host that could cater to their
open access interest. Their first attempt was looking at the Ohio State University Libraries which
had opened a Knowledge Bank. This bank had a repository for its digital collections. Although
Knowledge Bank seemed ideal at first, DALN soon realized that the Knowledge Bank is closed
to only those to the Ohio State internet system. A second attempt was made to obtain open access
with OHIOLINK. Open to 88 Ohio collegiate libraries, this platform was developing a Digital
Resource Commons (DRC) called DSpace. The DRC allowed anyone worldwide to connect with
just an email, low maintenance for the project, and no additional funding. However, there were
predictions that DALN will need to find another home due to repositories run by individual
institutions.
By using metadata and special programs, searching for information has become easier.
Metadata, having the ability to summarize pieces of data on DALN, create an ease for the
researcher. DALN takes metadata a step further by allowing people to submit information in
different languages on submission forms. DALN also uses special programs to organize their
narratives into collections. Collections can be broken down in many ways. One way is by
associating collections with different groups or organizations.
Having a lack of accessibility put DALN into another predicament. Many of the literacy
narratives only feature a single medium of access. This goes against the multimedia platform
idea. Although many forms of media are represented, more than one are not often represented in
a narrative. Fortunately, this multimedia method is growing today through collaborative efforts
of Transcribe Ohio.
The last challenge mentioned in this article involves comprehension. Within 18 months
of DALN opening, it received over 800 literacy narratives. One of the co-directors was prepared
to teach a course on understanding this information. The idea of an exhibit is discussed with
hope to attract people and help them realize that there is more that what is on display. Creators of
DALN envisioned presenting exhibits on the website. Although exhibits from three
undergraduate classes have not been uploaded to the website, creators invited graduate students
and scholars to participate in a volume calls Stories That Speak to Us. The hope is to provide
visitors, and inspire them to create similar exhibits that share insight gained through DALN.
In regards to paradigms, this reading seems to cover the Transformative Paradigm.
Various versions of reality based on social positioning could be displayed through the different
literacy narratives that the wide audience submits. The knowledge is socially shared on this
platform that is accessible worldwide. The methodology is quantitative in the sense that anyone
can submit, yet qualitative in the sense that these are personal experiences as opposed to surveys.
Questions:
1. The IRB gave DALN many difficulties. Do you think these difficulties were necessary?
How would you feel if you submitted a piece of work into DALN and received
information about it possibly being part of a study?
2. What appear to be some advantages/disadvantages of DALN successfully attaining their
multimedia concept?
3. Do you think the Stories That Speak to Us volume will be successful in reaching out to
others and encouraging them to want to create something similar? What steps do you
think need to be taken to have this idea happen?