It’s no secret that I’m a Tropy enthusiast. I often say that I would use and recommend Tropy even if I weren’t the principal investigator on the project. But this semester my work is divided between Tropy and teaching, on both the undergraduate and graduate level. And it turns out that pairing these things has enhanced both sides.
In both of my classes, my students use Tropy to collect primary sources for their projects, but I’m using Tropy in a slightly different way.
Keeping Track of Course Visuals
I’ve created a Tropy project for each of my courses this semester. In these projects, I keep track of all the images I use in my courses. For my undergrads, that’s predominantly visual aids that I use in my PowerPoints. Putting the images into Tropy has two salutary effects on my course organization: (1) It encourages me to put my images into a logical folder when I download them from the Internet (rather than leaving them in my Downloads, which I’m wont to do). And (2) it encourages me to record relevant metadata about them so that I can be very accurate about what my images are and where they came from.
I can keep all of my images in a unified folder in my file system, since I can use Tropy to categorize them into topics and even specific lectures. Using the “Show photo in folder” function, it’s easy for me to get back to the original file so I can put it into my PowerPoint.
Furthermore, I can record in the notes for each item how I used the images in class, or what I should do differently next time.
I’ve found this use for Tropy incredibly helpful as I’ve created new PowerPoints this semester but wanted to use visual materials I’d collected when I taught this class last semester. A little extra organization goes a long way for those last-minute PowerPoint needs.
Creating Primary Source Readers
For my graduate class, I use fewer visuals in PowerPoint, so my Tropy project isn’t full of that kind of material. Instead, it includes primary sources that we work with in class. When I teach with or about primary sources (which is often!), I place an emphasis on recording metadata as an ethical practice. So when we look at primary sources in class, I like to include the metadata for the items we’re looking at.
Ironically, in a digital history class, I sometimes find it more helpful to use pen and paper to think about digital history topics. But that doesn’t eliminate the need for metadata. Enter Tropy’s Print function.
Using the Print function, I can generate pages that include both the image of the source we’re talking about, and the metadata that tells the students what it is and where it came from. We can then look at a printed copy of the digital item and mark it up with colored pens and Post-it Notes. But all the time, the students know exactly what their source is and where it came from, because the information is right there on the page (and it’s nicely formatted).
I can also use the CSV export function to pull metadata out of a large Tropy project, which we can then use to think about the primary sources in aggregate. (We haven’t done this yet in class, but we’re going to in a few weeks.)
One of the common critiques of digital tool creation and use is that people start with the tool rather than the problem they need to solve. Being tool-focused leads to tunnel vision, lack of intellectual creativity, the list goes on. But in this case, the problems I needed to solve existed well before Tropy. It just happened that Tropy was able to provide the solution to my problems because some parts of it have outstripped the original charter for its creation. The product is the better for it, and it’s also more flexible in its uses.
Tropy has always been great for organizing photos from archival research trips—that’s what it is for, after all. But many of the features that are continually being added to Tropy make it even more valuable for other uses as well. I’m delighted that one of those uses is making this teacher’s life a little bit easier. New features that are coming down the pike will make it even better.