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Historical Thinking, Digital Methods: The New Pedagogy CHRISTIAN JAMES MLS CANDIDATE, UNIVERSITY OF MARYLAND COLLEGE

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Presentation on theme: "Historical Thinking, Digital Methods: The New Pedagogy CHRISTIAN JAMES MLS CANDIDATE, UNIVERSITY OF MARYLAND COLLEGE"— Presentation transcript:

1 Historical Thinking, Digital Methods: The New Pedagogy CHRISTIAN JAMES MLS CANDIDATE, UNIVERSITY OF MARYLAND COLLEGE PARK @CSCOTTJAMES

2 Virtual Symposium on Information & Technology in the Arts & Humanities PRESENTATION – CHRISTIAN JAMES Historical thinking, digital methods: The new pedagogy SPONSORED BY ASIS&T SIG-AH & SIG-VIS HOSTED BY SJSU ASIS&T

3 Historical Thinking, Digital Methods: The New Pedagogy CHRISTIAN JAMES MLS CANDIDATE, UNIVERSITY OF MARYLAND COLLEGE PARK @CSCOTTJAMES

4 Recent Books and Essays in Historical Instruction and Theory ◦John Fea, Why Study History? (Baker, 2013) ◦James Grossman, “Habits of Mind,” American Scholar (Winter 2015). ◦James Grossman, “The New History Wars,” New York Times (1 September 2014). ◦T. Mills Kelly, Teaching History in the Digital Age (University of Michigan, 2013) All draw from Sam Wineburg, Historical Thinking and Other Unnatural Acts (Temple University Press, 2001).

5 A caveat: This is a review essay, not necessarily the state of the field. Historical Thinking Digital Methods This essay – recent selected works

6 So what is “historical thinking?” ◦Idea that “the past is a foreign country” (Hartley, 1953) ◦Mentalité (Annales school) ◦“Unnatural” - students must be trained to perform it ◦Empathy – “ability to understand and share the feelings of another” – students (and historians) should have it to understand this strange past ◦Primary sources – students and historians need to use them to understand the past ◦NOT a laundry list of facts delivered by lecture – instead, an active exploration ◦Concept not invented by Wineburg, but popularized by him

7 Historical Thinking, Digital Methods: Sam Wineburg ◦Following Historical Thinking and Other Unnatural Acts, collaborated with Roy Rosenzweig, others on historicalthinkingmatters.org. historicalthinkingmatters.org ◦Intends to use unique technological aspects of the web to enhance the educational experience, exposure to historical thinking ◦A collaboration with the Center for History and New Media

8 Historical Thinking, Digital Methods: John Fea ◦History Department Chair, Messiah College ◦Historical Thinking as a practical asset in preparing students for democracy and a diverse workforce ◦A leader in Digital Harrisburg project ◦Digital exhibits ◦Geotagging ◦Wrangling Census data

9 Historical Thinking, Digital Methods: T. Mills Kelly ◦Digital literacy ◦Undergraduates need to learn how to research and present their findings in a digital environment ◦Lying about the Past course ◦Wikipedia hoax ◦Technology as way to explore nature of historical evidence

10 Historical Thinking, Digital Methods: James Grossman ◦Director of the American Historical Association ◦Echoes need for undergraduate student research ◦“most direct and powerful way to grasp the value of historical thinking is through engagement with the archive” ◦‘hands-on’ work includes digital projects ◦Need to prepare high school students for this type of undergraduate work by reforming both high school and college history courses

11 Historical Thinking, LIS Methods? The Question of Convergence ◦Information Literacy ◦Fea, Kelly and Wineburg’s concern with critically evaluating sources – dovetails with information literacy, information-seeking behavior/strategies, etc. ◦Information Systems ◦Project-based coursework for Fea, Kelly’s courses require fluency in information systems (CMS, wikis, etc.) ◦Does this reflect “convergence” between history and LIS field? (Trant, 2009)? ◦Need for collaboration between professionals in both fields Source: Dana Longley (flickr user danahlongley

12 Questions for Further Research ◦What are the affordances of digital media, and do they support (or impede) historical thinking and/or empathy? ◦Need to be more explicit about this connection - not just two things coinciding ◦Do these affordances support or impede historical thinking more than the other, or are these equally countervailing forces? ◦What is ‘empathy,’ anyway – is the dictionary definition relevant to digital pedagogy? ◦Empathy and its Discontents ◦Is empathy ever truly possible, or effective? ◦Difference between K-12 and undergraduate education, technology use?

13 References Andrews, T., & Burke, F. (2007, January). What does it mean to think historically? Perspectives on History. Retrieved from http://www.historians.org/publications-and-directories/perspectives- on-history/january-2007/what-does-it-mean-to-think-historicallyhttp://www.historians.org/publications-and-directories/perspectives- on-history/january-2007/what-does-it-mean-to-think-historically Bahde, A., Smedberg, H., & Taormina, M. (2014). Using primary sources: Hands-on instructional exercises. Santa Barbara: ABC-CLIO. Bates, M. (1989). The design of browsing and berrypicking techniques for the online search interface. Online Review 13(5): 407–424. Bloom, P. (2014, September 10). Against empathy. Boston Review. Retreived from http://bostonreview.net/forum/paul-bloom-against-empathy http://bostonreview.net/forum/paul-bloom-against-empathy Bradley Commission on History in Schools. (1988). Building a history curriculum: Guidelines for teaching history in schools. Washington, D.C.: Lynde and Harry Bradley Foundation.

14 References Burdick, A., Drucker, J., Lunefeld, P, Presner, T., & Schnapp, J. (2014, May 12). The immense promise of the digital humanities: The book as technology. The New Republic. Retrieved from http://www.newrepublic.com/article/117711/digital-humanities-have-immense-promise- response-adam-kirsh http://www.newrepublic.com/article/117711/digital-humanities-have-immense-promise- response-adam-kirsh Cohen, D., & Rosenzweig, R. (2005). Digital history: A guide to gathering, preserving, and presenting the past on the web. Philadelphia: University of Pennsylvania Press. Retreived from http://chnm.gmu.edu/digitalhistory/introduction/ http://chnm.gmu.edu/digitalhistory/introduction/ Degler, C. (1980). Remaking American history. Journal of American History 67(1), pp.7-25. Fea, J. (2013). Why study history? Ada: Baker Publishing Group. Grossman, J. R. (2014). The new history wars. New York Times (2014, Sept. 1). Accessed at http://www.nytimes.com/2014/09/02/opinion/the-new-history-wars.html http://www.nytimes.com/2014/09/02/opinion/the-new-history-wars.html

15 References Grossman, J. R. (2015, Winter). Habits of mind. American Scholar. Retreived from https://theamericanscholar.org/habits-of-mind/#.VQeEAOGGNqB https://theamericanscholar.org/habits-of-mind/#.VQeEAOGGNqB Kelly, T. M. (2013). Teaching history in the digital age. Ann Arbor: University of Michigan Press. Lowenthal, D. (1985). The past is a foreign country. Cambridge: Cambridge University Press. Kuhlthau, C. (1993). A principle of uncertainty for information seeking. Journal of Documentation 49: 339-355. Martin, D., Wineburg, S., Rosenzweig, R., & Leon, S. (2008). Historicalthinkingmatters.org: Using the web to teach historical thinking. Social Education 72(3): 140-143, 158. Morris, S., Mykytiuk, L. J., & Weiner, S. A. (2015). Archival literacy for history students: Identifying faculty expectations of archival research skills. American Archivist 77(2): 394-424.

16 References Trant, J. (2009). Emerging convergence? Thoughts on museums, archives, libraries and professional training. Museum Management and Curatorship 24(4): 369-386. Wineburg, S. (1999). Historical thinking and other unnatural acts. In Wineburg, S. (Ed.) Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press, 2001. Yakel, E. (2003). “Archival intelligence and user expertise.” American Archivist 66(1): 51-78. Zelnik, E. (2015, March 17). Sympathy management, or how not to “pull a Genovese.” U.S. Intellectual History. Retrieved from http://s-usih.org/2015/03/sympathy-management-or-how- not-to-pull-a-genovese.htmlhttp://s-usih.org/2015/03/sympathy-management-or-how- not-to-pull-a-genovese.html

17 Virtual Symposium on Information & Technology in the Arts & Humanities QUESTIONS? Please use the chat to type your question (we will come back to questions previously asked during speaker presentations). Please use the ‘raise hand’ feature if you’d like to ask your question directly. Click ‘talk’ to use the mic.


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