The #alt-ac Conversation I Wish We Could Have

“You know, what you really want to do is create a personal brand,” the career counselor announced, a PowerPoint display glowing behind her with the image of a man in a suit shaking hands with a woman in power heels. I looked at the audience members around me, and I saw eye rolls, wry smiles, and head shakes. I heard groans, whispering. We were an audience of humanities PhD students, attending an event on non-academic career paths, a hot topic given the changing academic job market and its move towards privatization and “adjunctification.” In this moment, looking around the room, it was clear to me what the problem was: this counselor did not know her audience.

After all, this was an audience intensely critical of corporate models and language; we’re inclined to critique and unpack phrases like “personal brand” and its neoliberal implications. We’re also an audience that has a “personal brand” already; we’re scholars and instructors. That’s how we’ve identified for years. We didn’t want to be in power heels and suits. That wasn’t the point of getting a PhD.

And yet here we all were, wondering whether we were looking into a future of hand-shaking in power suits. Certainly not all “alt-ac” conversations are about branding and marketing, but I’m increasingly aware of how many seem to elide what seems to be a central issue: how does a group of people whose identities are so enveloped in their work, change their work, and consequently how they identify themselves?

So, I want to propose some points of conversation that I wish #alt-ac communities could have. Personally, I’m excited that there’s so much open conversation about pursuing alternatives to academia with PhD, and I feel comforted knowing that it is possible to pursue stimulating work using the immensely valuable skills I’ve developed in graduate school. With that said, I still have questions…

  • How do I prepare myself for multiple careers without going crazy? There’s a large part of me that thrives off of doing a several things at once. I currently manage a UC Davis undergraduate student blog, teach, and consult with graduate student writers while – you know – preparing to write a dissertation. Frankly, I couldn’t be happier; I love everything that I’m doing and in a perfect world, I think I probably would want my “ideal job” to be something that combines all of these interests. With that said, I don’t quite know how to be a “perfect” academic alongside all of these other interests too. How do I churn out articles, attend conferences, and network in several industries at the same time? Is it possible? Somehow, I feel like that’s what I’m expected to do, and I’m not sure if I can actually meet those expectations. I’d love to hear if anyone else had insight on this.
  • What industries value the PhD in the humanities? Where can I go to avoid “PhD stigma?” I find myself continually troubled by the stigma I experience when I tell people I’m getting a PhD in the humanities. I’ve been shocked by a lot of the backlash I’ve received when I’ve explained my choice to people; responses range from mocking derision (a smirk and a statement like, “Good luck with that”), to confusion (“What are you going to do with that?”) to dismissal (“Oh, so you’re going to become a teacher. Great.”). I know these attitudes are pervasive and, like all stereotypes, they are rooted in some truth. That said, I have no regrets about going to graduate school. I know that I’m a better project manager, communicator, and collaborative worker than I ever was as an undergraduate. My perspective on communicating with different audiences, of refining my writing for different purposes, and of working in teams has deepened considerably. That’s not to mention how positive my work environment has been; I’m constantly inspired and motivated by mentors and colleagues who are engaged, positive, and thoughtful. So, where can I go in the future, who can I talk to about these immense skills I’ve gained, and perhaps most importantly, who will actually listen?
  • How do I find ways to re-identify? I’ve always thought of myself as a student and writer. My work has always been really enveloped in my values. There’s not much I enjoy more than hashing out ideas with another writer, working together to clarify their thoughts and deepen their insights. Though I know that I am more than my work, my work – as an instructor and as a learner – is largely how I self-identify. So, choosing a career beyond academia seems challenging in some ways because it forces me not just to look for new forms of income, but also to identify myself differently. So, how do we shift our expectations? How can we find some ways to maintain that core of who we (think we) are while still being able to – well – eat and pay rent?
  • How do I remain part of an academic community even if I’m no longer in academia? I’ve found that I really enjoy being a part of academic communities; I feel like I’ve found “my people” in many ways. I know that I always want to surround myself with people who value academic thought in the ways that I do. Are there ways to identify without feeling like an outsider or a fraud?

So, I’m aware of the number of resources out there, but it’s worth unpacking questions about identity and work and how we – well – can view work positively without being delusional. There’s a goal!

Dabbling in Text Visualization, Part 1

It’s no news that decision-making in academia is slow. Journals, conferences, edited collections, new haircuts – all of these things seem to take a while to happen in academic settings. So far, I’ve had the most experiences with waiting for conference acceptances (oh, and haircuts); I was shocked the first time I had to submit a proposal for a conference application nearly a year before the conference would actually happen.

The problem (problem?) is that I’m a bit of an opportunist when it comes to applying for things. So, I applied for a major conference in the rhetoric/composition community last year (read: CCCC) and got accepted! Hooray happy day!

But when that acceptance came in, it felt like – you know – it wouldn’t happen for a very long time. So, of course, that feeling that this very important thing is actually very far away was simply the beginning of a typical procrastination narrative: “Surely, I’ll have a much better idea of what exactly to do for this presentation if I wait, right?”

 

I mean, really, what was I thinking? Image courtesy of: HaHaStop.com.

 

Now, to be fair, I had done a little bit of work on this project for the UC Writing Conference, and Katie Arosteguy, a member from the panel I was on, put together a pretty sweet-looking Wix site for us to put up our contributions (i.e. I posted a PowerPoint with my presentation on it).

So, I had something to get me started, but the PowerPoint struck me as a bit anemic, even as I was presenting it.

A little bit of context: the presentation is trying to answer the question of whether students see the value in acquiring digital literacy skills, and whether these skills seem useful for them (from their perspective). I’m defining digital literacy skills as the ability to create a website (e.g. a WordPress page or a blog, not anything requiring coding knowledge), to read texts closely in virtual spaces (e.g. online, in PDF readers), and to navigate web-based research through library databases. I realize others have more nuanced definitions of what digital literacy means, but I developed mine based on the NCTE’s definition. Their definition is (rightfully, purposefully) broad, and I know that the skills I associate with “digital literacy” now will likely change over time.

OK, that said: after doing some interviews, organizing a focus group, and close reading some digital literacy narrative I ask them to write (more on that in a moment…), I’m finding that a lot of students are not really seeing the same importance of learning digital literacy as – well – many of their instructors are. In fact, the digital literacy narratives (yes, more on this in a moment, really) seem to reveal that a lot of students have (or are at least performing for the sake of assignment) a certain kind of shame about their use of digital devices to read, write, and communicate, calling their use of computers “addictive” and “unproductive.” Sure, activity like going on Facebook 24/7 is probably not the most productive use of time, but the kind of work they do on Facebook is often rhetorical and (seriously), many of them will probably need to navigate more social networks in the future to find jobs and network with people. 21st century stuff.

Now, I don’t want to assert that it’s a problem that students think/feel this way; I want to make some bigger claims about why they might be feeling this way. I’m not going to talk about those “why” claims here (perhaps they’ll appear in a post to come and/or I’ll post my presentation materials from CCCC here), but what I do want to write about here (and what has taken me a really long time to get to; sorry!) is how I want to represent these ideas.

Students from five different sections of freshman writing have to write a digital literacy narrative, and I wanted to see if the repeated tropes in the narratives I read in my section were similar to the ones in other sections. I really wanted to see whether there were any trends in the things those students were writing about.

So, I did something I had never done before: I entered the big bad world of data. I took an afternoon to mine a bunch of past UWP portfolios and put together a huge corpus of digital literacy narratives. How did I do that?

Why, through Voyant Tools!

voyant tools

Now, this tool is awesome. After entering in the URLs of a bunch of student portfolios, I was able to create an insta-corpus where I could look at lists of the most-often-repeating words and create visualizations of the data, like Word Clouds and Collocations. Once you enter in all of your data, your page looks something like this:

voyant tools2
I was looking at the patterns of a frequently used word, “obsession,” at the moment when I took this screen shot.

The most important thing I learned how to do while creating a textual visualization of my data was to use a “stop list.” This is a list of words that the corpus will ignore in its analysis, so that the analysis is not just spitting out data like, “Hey, look, the most frequently-used word in these narratives is ‘I’!” Isn’t that neat??”

Voyant Tools has its own stop list (in English and other languages), but I found myself adapting the stop list a lot, making sure that words appearing in WordPress templates (like the word, “WordPress”) were not analyzed. It was fun going through and pruning, making sure I could make as much sense of a large body of texts as possible (hey, is this what they all mean when they’re talking about Digital Humanities work? Side note for another time as well).

I’m really new to any kind of textual and linguistic analysis, so I’m sure there’s still a lot for me to learn, but I was surprised at how easy it was to find this tool and how simple it was to use. Check out how cool this word cloud is!

dignarrativewordle2

The collocation is actually even more interesting than this, but again, I think the analysis (and my impressions of how different doing analysis based on large bodies of text and visualizations) will have to wait for a Part 2 to this post…