When I started blogging in 2016, I had not been an active reader of blogs. I liked the idea of reaching out to a broader public by blogging about my research project on the eponymously titled Migration and Belonging, not least because it was publicly funded, but what exactly would it mean to blog as a historian? How often would I need to upload a post and on what? Would I be able to handle the technical requirements? What pictures could I use? And how about other social media? I have been blogging and tweeting for some four years now. In 2017, I also began using Instagram for scholarly communication. Here I reflect on my experiences with academic blogging and other social media as a distinct form of producing knowledge—some meta-blogging, if you will.
As historian of science Lorraine Daston recently remarked, COVID-19 has thrown us back into a state of “ground-zero empiricism.” The manifold manifestations of COVID-19 and the many unknowns involved are provoking scientific speculation that is often based on nothing more than chance observations and personal anecdotes. The radical uncertainty of the current situation, writes Daston, has catapulted us back to the seventeenth century, with almost everything up for grabs, “just as it was for the members of the earliest scientific societies—and everyone else—circa 1660.”1
We are all historians of the present. At least we should be. Many fellow historians of knowledge are currently using a wide variety of media to share their experience and research in an effort to put the global response to the COVID-19 pandemic into context. Twitter is one medium where this conversation is especially lively, as Eileen Sperry has noted on Nursing Clio, a wonderful group blog that is also active on Twitter. One can find these parts of Twitter by searching for the relevant hashtags, for example, #histmed (history of medicine) and the much more generic #twitterstorians (historians on twitter).
In my initial academic encounters with Germany in the late 1980s and early 1990s, one of the things that impressed me was the availability of handbooks as well as specialized encyclopedias such as Geschichtliche Grundbegriffe. The textbook series Oldenbourg Grundriss der Geschichte was a new experience for me. Each volume offered a concise, chronologically organized survey (with key terms in the margins for rapid orientation), followed by a substantial historiographical discussion and bibliography. At the time, I did not appreciate the massive effort behind such compilation and systematization efforts. I just found these tools were quite practical for orienting myself in a given historical subject. Why didn’t we have such useful tools in the United States?