Items
Creator is exactly
Alex Hinely
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2020-01-11
Silent Bells & Quiet Halls: An Auditory Experience of the COVID-19 Pandemic
In almost every aspect of life, COVID-19 has put the world on mute. From canceled weddings and downsized gatherings to remote workspaces and quiet homes left behind by those we have lost, the overwhelming soundtrack of the pandemic is silence. When K-12 students in the United States transitioned to distance learning nearly 10 months ago, elementary, middle, and high school campuses were abandoned, leaving bells silenced and hallways quiet. From March to November, this silence came to define my work at Princeton Joint Unified School District in the rural town of Princeton, California. No longer did bells ring to mark the end of one period and the beginning of another, lockers no longer slammed shut as students rushed to gather their belongings, and students could no longer be heard gossiping, laughing, and playing during morning break. While this silence initially felt like summer vacation had merely arrived a few months early, the lack of auditory stimulation began to diminish morale and decrease productivity as work felt further removed from the students themselves, transforming human beings into pieces of data and names on a paper. I could often go an entire eight-hour shift without speaking to another person, frequently finding my voice raspy when I would pick up the phone for the first time in hours. Even among coworkers, passing conversations vanished and became simple one-line emails dealing only with the business at hand. As Zoom calls replaced in-person staff meetings and participants remained on mute, the noisy world in which I once worked fell even further away. When in-person learning became optional in November, the sound slowly began to return, but it had changed from what it once was. Growing accustomed to the silence over the long summer, I often found myself jolted in surprise at each unexpected bell or sound of students on the playground. The number of students has drastically lowered since we first closed in March, as many opt to remain home to avoid possible exposure, while lunchtimes are now staggered, and breaks are shortened to prevent spread, creating ominously quiet and often uncomfortable atmospheres. The unease and discomfort heard in students' softened voices displays that widespread uncertainty that has permeated every corner of society. It is my greatest hope that schools will return to "normal" for the 2021-2022 school year and that the sounds of carefree students once more fill the hallways and classrooms of Princeton Joint Unified School District. Silence has become an all-too-painful reality of the COVID-19 pandemic, and I look forward to the day that bells ring on their regular schedule, coworkers are free to converse with one another, and every student returns to campus. In images and articles documenting the pandemic, the overwhelming auditory silence that many of us are experiencing is often lost and forgotten. -
2020-08-23
Alex Hinely Internship Portfolio
As a second-year graduate student in the History MA program at Arizona State University, I found myself enrolling in the HST 580: Professional Experience course after viewing an online announcement outlining the unique experience of a remote internship. With prior experience as a digital archivist with the National Archives and Records Administration, the Smithsonian Institute, and the California Digital Newspaper Collection, in addition to years spent as an undergraduate research assistant at the UCLA Center for Korean Studies digitizing reels of microfilm, I initially believed this internship to be hours of busywork without much substance. I was quickly proven wrong, however. Unlike the previous archives mentioned, A Journal of the Plague Year is a living and breathing archive, recording stories as they occur. This constant fluctuation resulting from live submissions created a dynamic, and sometimes turbulent, workspace that required interns to possess flexibility, problem-solving, and innovation skills. Far from my initial understanding of the internship, the archive provided curatorial interns with a wide-ranging set of skills applicable in any professional environment. Using Omeka-S, Otter.ai, and Slack, interns learned to enhance accessibility to historical documents by curating and transcribing crowdsourced items into a searchable resource. Curatorial interns carefully handled thousands of photographs, articles, and recordings, while assisting with branding, legal compliance, and writing for diverse platforms. Through archival collaborations with international universities and institutions, interns were able to advance their communication skills to convey necessary, time-sensitive, and fluctuating information concerning the live curation of items. This interactive and innovative internship challenged my understanding of public history and pushed me to appreciate the archival process in a new light. As calls for submissions urged individuals to share their everyday experiences with the COVID-19 pandemic, I recognized the importance of documenting daily happenings and confronting historical silences. As a result, A Journal of the Plague Year reignited my determination to support rural K-12 students and ensure that their stories are documented alongside their urban and suburban counterparts. While I have no immediate plans to become a public historian, I have learned an innumerable amount of skills that will surely advance my career in the educational sector. -
2020-08-13
Distance Learning Parent Conferences
Unable to resume in-person instruction, for the time being, the first day of school for students at Princeton Joint Unified School District in Princeton, California looked quite different this year. Instead of having students on campus, parents were asked to attend a scheduled conference to pick up supplies, technology, and information. The white papers hanging around the perimeter of the gym list every student in attendance, and the items placed below each sign were left for students to use at home. Parents attending the meetings felt overwhelmed and frustrated by the inability to return in-person but recognized that the local school district did not make this decision. Over the summer months, distance learning strategies were completely overhauled to improve on the lackluster results of last spring. Teachers at Princeton Joint Unified School District will be offering live instruction throughout the day using several new platforms. Parent conferences will continue into next week before daily live instruction begins on August 20, 2020. -
07/24/2020
Claire Cunliffe Oral History, 2020/07/24
Claire Cunliffe, a high school mathematics teacher from Baltimore, Maryland, compares the early implementation of distance learning procedures among public and private school districts. While Claire reflects on the positive response to distance learning among students at private schools, including the increased ability for students to self-pace, she expresses concern over the lack of funding and limited resources available for students attending public schools. Claire makes the argument that technological unavailability among minority populations is exacerbating the opportunity gap among urban students. Reflecting on the conflicting responses of city and state leaders, including Governor Larry Hogan, Claire offers suggestions for reopening schools that ultimately place the decision in the hands of parents and healthcare professionals, instead of politicians. Claire conveys optimism that distance learning practices during the COVID-19 pandemic will permanently reshape the educational sector by encouraging interactive approaches to teaching, promoting community building among students, and displaying the benefits of incorporating digital elements into the classroom curriculum. -
07/24/2020
Stephanie Kelley Oral History, 2020/07/24
Stephanie Kelley, a seventh-grade science teacher from Carlsbad, California, discusses her school district’s decision to terminate in-person instruction, the implementation of distance learning strategies, and the future of K-12 education in the United States. As a nationwide debate over the effectiveness of distance learning ensues, Stephanie believes that technological platforms can be a powerful tool when utilized correctly. Stephanie shares how community building in the classroom at the beginning of the year helped establish higher levels of student trust and participation during virtual instruction. Beyond the classroom, Stephanie discusses her hobbies during the COVID-19 pandemic, including television, reading, and accompanying her husband to local dog parks. Looking ahead, Stephanie believes that schools in her region are not ready to fully reopen, citing a persistently high number of positive cases. Stephanie shares that public health officials should be listened to when deciding whether schools should close due to a pandemic. She also expresses extreme disappointment at the level of political interference in children’s education. -
07/11/2020
Alex Hinely Oral History, 2020/07/11
Alex Hinely was born and raised in Northern California. He attended the University of California, Los Angeles (UCLA), where he earned a Bachelor of Arts in sociology. Following graduation, Alex lived in various parts of the United States, including Florida and Rhode Island, before returning to his hometown of Colusa in Northern California. He now works as an information manager for a Princeton Joint Unified School District. In the fall of 2019, he began his studies at Arizona State University (ASU), where he is currently working on a Master of Arts in history. Throughout the COVID-19 pandemic, he split his hours working from home and campus and began an internship with “A Journal of the Plague Year” COVID-19 archive initiated by ASU. Alex shares a unique perspective as a school district employee, a student, and a curatorial intern. In this interview, he tackles the challenges of living in rural Northern California, where many seem to be disagreeing with California Governor Gavin Newsom, the challenges of social isolation, and how he believes the COVID-19 pandemic is progressing. -
07/11/2020
Morgan Keena Oral History, 2020/07/11
Morgan Keena, a seventh-grade social studies teacher from Meridian, Idaho, reflects on her personal experience with the COVID-19 pandemic. Addressing several topics, ranging from politics to parking lots, Morgan discusses distance learning, life in quarantine, and the response of the local officials. Suddenly bound to the confines of her apartment, Morgan vividly describes the difficulties associated with teaching students virtually and provides insight into at-home entertainment, including running, puzzles, and video conferencing with friends and family. Morgan examines the response of government officials in both Idaho and her home state of North Dakota, including Mayor Robert E. Simison, Mayor Lauren McLean, Governor Brad Little, and Governor Doug Burgum. Morgan also reflects on the experience of finding out her sister tested negative for COVID-19 after possible exposure at a bar in Scottsdale, Arizona. Looking ahead, Morgan expresses concern about members of the public not wearing masks and the prolonged process of developing a vaccine. -
2020-06-12
Abandoned Student Belongings
When the Princeton Joint Unified School District campuses unexpectedly closed on March 17, 2020, students were unable to collect personal belongings left in lockers and desks. As a school employee, I was tasked with collecting these items, placing them in plastic bags, and making them available for pick up. From the well-kept lockers of eager freshmen to the trash-filled desks of fifth graders, removing student belongings felt like an invasion of privacy, looting personal spaces thought to be their own. These belonging bags contain much more than physical items, however. They contain the last sense of normalcy for these students, the final laughs shared before an extended summer vacation, and the unfounded security in knowing that tomorrow will be just another school day. -
2020-03-12
School Office Coated with Q.T. Plus Virucidal Spray
Q.T. Plus Virucidal Spray was distributed to school staff members before campus closures to help stop the spread of COVID-19. The spray, intended to kill the virus, left a long-lasting sticky residue that quickly deterred its usage among employees. -
2020-04-30
Princeton High School Class of 2020 Banner Mock-Ups
Sample banners recognizing the Princeton High School Class of 2020 await administrative approval before public display. Non-traditional efforts to honor graduating seniors increased as COVID-19 social distancing restrictions lengthened, and traditional rites of passage proved inconceivable. #ASU -
2020-04-08
Distance Learning Packets Organized for Distribution
Boxes containing distance learning packets await distribution at Princeton Joint Unified School District. K-12 campus closures and limited internet access among students required the use of physical work packets to continue learning. #ASU -
2020-04-03
Donated Picture Books for Distance Learning
Picture books donated to Princeton Elementary School by the Colusa County Library sit on display for students to choose from. With the closure of school campuses and public libraries, students did not have access to borrowed books during the COVID-19 pandemic and relied on donations to continue their literary learning. #ASU #HST580 -
2020-03-20
Campus Closure and Event Postponement Announcements
Multiple notices posted near the entrance to Princeton High School informing students, parents, and community members of campus closures, meal service distribution, distance learning procedures, and postponed fundraisers. The sudden campus closures required the school district to quickly disperse large amounts of information to ensure continued student access to food and education. #ASU #HST580 -
2020-05-23
First Morning of Campus Closure at Princeton High School
The student quad on the Princeton High School campus stands empty on the first morning of closure. Normally filled with students and staff, the sudden desertion of campus felt eerie and apocalyptic. #ASU #HST580