“Picturing Milwaukee” is a set of collaborative multimodal digital projects documenting both the processes and products of the Buildings-Landscapes-Cultures (BLC) summer field school. As explained in the “What” section of this blog, BLC is a 5-week fieldwork practicum for students enrolled in the Architecture and Art History doctoral programs at the University of Wisconsin (Milwaukee and Madison) that is taught by faculty across “housing, urban and architectural history, cultural landscapes, urban and rural vernacular, and urban and architectural morphology.” The BLC blog spans from March 2012 to August 2019 and features some of the program's curriculum design, images of field school activities and sites, and students’ reflections on their analyses and personal experiences of conducting fieldwork.The BLC program arose from a 2008 symposium and “declaration” on the “Future of the Field @ the University of Wisconsin.” Some resulting summer field schools pre-dated the formalized “Picturing Milwaukee” project that began in 2012. The experiential curriculum, explained in the “Why” section of the blog, includes visits to sites within different Milwaukee neighborhoods and hands-on workshops in various field methods, including “a mix of environmental analysis, spatial mapping, oral history interpretation, ethnographic and observational studies, asset mapping, digital humanities, and archival research.” Through learning and practicing these methods, project participants collaboratively work to piece together individual building and neighborhood histories through engagement with the physical spaces, as well as conversations and observations with people who occupy and/or care for them.Some of the main BLC project goals include creating site inventories, publishing monographs, producing short documentaries, and serving as a model for “University-Community” collaborations elsewhere that “combine research, community engagement, and teaching.” Each summer, the field school focuses on a different Milwaukee neighborhood (Thurston Woods, Historic Water Tower, Washington Park, and Sherman Park, respectively), and over time, the project collaborators have produced multiple print and digital publications. The BLC blog under review is mostly text/image-based with some photographs, drawings, event flyers, and downloadable documents. The most frequent posts are from the 2012, 2013, and 2017 field schools, with none for 2015 and 2018, and one post for the 2019 field school. There is a horizontal menu of stand-alone pages summarizing the “What,” “Why,” “When,” and “Who” of the BLC. The emphasis of this blog are students’ experiences and reflections rather than the highlighting of the voices of their collaborators, which are more substantially documented in the “Picturing Milwaukee” family of additional blogs through excerpts of oral history interviews, short video documentaries, and other media representations. Some of the other sites include project descriptions in other languages, including Hmong and Mandarin. These other cohort-neighborhood blogs and supplemental materials provide more formal compendia of curated images, interviews, and written analyses.These individual sites, their structures, and their curated content allow students to publicly share their work products and learning experiences in a robust and interactive online environment. I imagine that during the actual time periods when students were actively engaged, these sites served as real-time repositories for the collected information and reflections. It is understandable why each summer or neighborhood project would have its own distinctive content, aesthetic, and organizational structure based on input from the residents, participants in the field school, methods used, and insights gained; however, I counted at least 15 related but distinct BLC blog sites with different content in addition to the main site under review. While the multiple blogs on different formats allow for presenting the creative distinctions among neighborhoods, stories, storytelling styles, and documentation methods, it is also cumbersome for an outside user to see, access, and understand the big picture of how they relate and fit together conceptually and over time.It is not clear who the intended audience is for the site under review, though it is implied that it is meant for participants in the field school as well as members of the university, neighborhoods, and the city at large. Individual people sometimes sign off as authors of posts, but it is not always apparent who is writing because many posts are by “Unknown.” Without consistent named attribution or stated positionality, it is also confusing to discern who the “author” represents, because sometimes it is an instructor/facilitator and sometimes it is a student. Navigability within this site can also be a challenge because the date label next to posts does not display the year unless one hovers over it, and there is no built-in archive of posts by year. The default “classic” view or standard blog layout displays the full text and images of the blog's entire catalog of entries in reverse chronological order, so reading retrospectively to make sense of the progression of the field school and participant reflections requires manual backtracking.Despite challenges of digitally navigating and cognitively connecting the multiple blog sites and project iterations, it is worth the effort to learn about the overall project, its purpose, its multiple stakeholders and participants, and how they all relate. The more I found and visited other linked sites in the BLC field school media ecology, the more they resembled multiple connected, overlapping digital neighborhoods representing not only the physical spaces and residents they focus on and feature, but also “neighborhoods” documented by different summer cohorts; multimodal forms of documentation, analysis, reflection, and production; academic disciplines and interdisciplinary theory and practice; and information about different histories and storytellers.For folklorists and ethnographers from all disciplines, such field methods and documentation practices are familiar terrain for teaching, conducting research, and collaborating with local communities, and both academic and community scholars increasingly utilize digital tools for sharing the processes and outcomes of learning, practicing, and analyzing through the “immersive environment” of place-based digital ethnography (Natalie Underberg-Goode and Carolyn Hopp, “Investigating Cultural Learning in Digital Environments through PeruDigital. Visual Ethnography” 5:19–34, 2016). “Picturing Milwaukee” and the BLC program creatively and effectively use free public blogging platforms to incorporate text, images, and other modes of media as representations of 3-D structures, community spaces, and social and environmental contexts, and their relationship to local histories, culture(s), and identities. Through such projects, “visitors can interact with materials in an exploratory way, tracing . . . . multilinear pathways through information” (Natalie Underberg-Goode, “Digital Storytelling for Heritage across Media,” Collections 13:111, 2017). I definitely recommend that interested virtual wanderers visit this Blogspot iteration of the ongoing “Picturing Milwaukee” projects and not stop there but continue exploring the multi-faceted digital gallery of blogs, media, narrators, and neighborhoods, and the overall impressive set of insights and outcomes produced by its many collaborators.