Incorporating Digital Literacy into History Methods Courses


In the History and American Studies 2009 Departmental Strategic Plan my department said that, in addition to other skills and literacies, we wanted all majors to develop the following abilities:

n  Digital Literacy
o   The ability to find reliable, scholarly, information on topics:
§  Within gated, subscription databases and in the larger, disorganized online world.
§  In online archives, museums and institutions of higher education.
o   The ability to assess and evaluate the reliability of online sources bringing to this newer source of information the skills of judicious, critical skepticism that have long been an indispensable historical tool.
o   The ability to produce creative, scholarly materials for the digital world that require the same level of rigor historians have applied to writing and publishing traditional papers, presentations, and monographs

When we developed learning outcomes for the history major, we incorporated these concepts into 8 of the 14 objectives, including the most obvious one:
  • Ability to utilize technological resources in research, data analysis, and presentation.
Now, we are looking at revising our department's long standing methods course, HIST 299, into a two semester class (HIST 297 -- Colloquium and HIST 298 -- Practicum) for a number of reasons, among them the desire to be able to fully integrate all of the aspects we believe necessary to be a successful history major in our upper-level classes, in graduate school, and beyond.

At our last department meeting, the department agreed to include the following ideas, concepts, and assignments into the two classes:   


HIST 297
n  Finding and evaluating sources online
o   How do we find and evaluate online materials for scholarly uses? How does one begin to sift through the massive content that is available in a systematic and/or creative way? What are the pitfalls and perils, the promises and potentialities of the online information experience?
§  Learn library databases
§  Advanced scholarly searching
§  Evaluating sources online
n  Discuss new forms of scholarly communication and methodology, including digital history projects, collaborative writing, blogs, text-mining/topic modeling, mapping/GIS [1]  
n  Digital identity
o   How should we present ourselves to the online world (personally, professionally, and intellectually)?
n  Potential assignments for HIST 297:
o   E-portfolio/digital resume
o   Website review (e.g, along the lines of the Journal of American History website reviews)
o   Public writing (reflective blogs or individual/group resource sites on historical topics)
o   Some kind of public history assignment


HIST 298


n  Review, as needed, concepts of source location and evaluation (focusing on primary sources), digital identity, and new forms of scholarly methods and communication.
n  Potential assignments
o   Minimum level:
§  Public writing (Research log or resource site on topic)
o   Innovative level:
§  Multimedia version of their research project.
§  Contribute to a larger digital project in a small way
·       Partnered with James Monroe Papers, James Monroe Museum, and/or Library’s Special Collections, students could make small contributions to larger projects, getting a sense for what goes on behind the scenes and contributing to a larger good.
·       Or students could participate in crowd-sourced transcription projects, such as the War Department Papers or Jeremy Bentham’s papers.


We'll have to see how it actually plays out in classes, but I'm glad to see our department working on practical ways to implement digital fluency into the core classes of our curriculum.



[1]Here I’m talking about, at minimum, exposure to the complex new approaches to research in the some exposure to the complex new approaches to research in the discipline offered by recent advancements in computing, including text-mining or GIS (if only because that those methods are influencing a new generation of scholarship that students will need to understand to assess). As they become more accessible and widely used, there will be more opportunities for students to also engage in the application of these tools in their own work.

Vote now on the UMW decade sites

The research sites on the 1930s, 1940s, 1950s, and 1960s that my US Women's History students have created as part of our project to re-create the Mary Washington college classroom experience are now up on the course site.

Please check the sites out, and vote for the site that you think provides the best set of resources for our class to actually re-create the classroom experience.

Thanks!


Vote now on the UMW decade sites

The research sites on the 1930s, 1940s, 1950s, and 1960s that my US Women's History students have created as part of our project to re-create the Mary Washington college classroom experience are now up on the course site.

Please check the sites out, and vote for the site that you think provides the best set of resources for our class to actually re-create the classroom experience.

Thanks!


The Assignment for Recreating the historical MWC Classroom

As I discussed in this post, my US Women's History since 1870 class will be working on a project in which the ultimate goal is to be able to recreate a class session or two from the middle of the 20th Century.

Here is the assignment that I developed for the course, in three stages.  Note the use of individual and group work, online and IRL activities, and deep research in the archives of the school.

As always, I'd appreciate any comments or suggestions.  [The full course syllabus is here.]


MARY WASHINGTON CLASSROOM EXPERIENCE RESEARCH PROJECT
This project will be based around researching Mary Washington College classes in the 1930s, 1940s, 1950s, & 1960s (including course topics, pedagogical approaches, majors, gender stereotypes, technology, and clothing).  As our class lectures and readings look at the experiences of women in the United States in the late 19th and 20th Centuries, our parallel goal will be to understand what college meant to women who came to Mary Washington in the four decades in the middle of the 20th Century.
Each group of 6-7 of you will have a decade to research, using a variety of online and archival sources, as well as interviews with alums from these decades.  Rather than writing a traditional individual research paper, you’ll keep a research blog and work with your group to create a research site collecting together the information that you’ve found.
Primary source resources (many available in UMW Special Collections)
  • The Bullet
  • Course Catalogs
  • Academic Department and Faculty Files
  • Student Handbooks
  • Photographs (Centennial Collection online plus those digitized, but not online yet)
  • Alumni/Faculty Interviews (talk to me about interview waivers)
  • Resources from Historic Preservation (?)
  • Scrapbooks/Aubade/Alumni Magazine/President’s files
Secondary Sources
  • Crawley, William B. University of Mary Washington: A Centennial History, 1908-2008. Fredericksburg, VA: University of Mary Washington, 2008.
  • Key UMW faculty and staff (Parsons, McClusky, Thaden, Snyder)
Decade-based Research Groups
I will assign each of you to a group of 5-7 each with a different decade at MWC to research, using a variety of online and archival sources, as well as interviews with alums from these decades.  Each person will keep their own research log/blog and work with their group to create a research site collecting together the information that you’ve found.
Part I — Individual Research Logs
Each student will take a particular set of primary sources (or will interview alumni) and research classroom experiences for their group’s decade.  Each student will share her/his work in progress in the form of four individual research log-style blog posts posted before class starts on four consecutive Tuesdays (1/31, 2/7, 2/14, 2/21).
Part II — Group Research Project
Building on the research done by each of the group members, each group will construct a site for their decade in UMWBlogs.  The design, format, and presentation of these sites will be determined by the group, with a broad audience in mind.  These sites are due by 11:59 PM on Monday, March 12.
Grading for Parts I and II – 30% overall, with an individual grade for research logs and group grade for the research project.
Part III – Class re-creation
Based on those group research sites, we will collectively decide (with the help of some alums), which decade we will then use for the final project, a re-creation of a course session or two from that decade.  The form these class sessions will take is still yet to be determined (depending in part on the decade picked), but they will involve everyone in some way in preparation and presentation.  Specific tasks will be determined after the decade is chosen.  This recreation will take place during the week of April 17.
Grading for Part III – 10%, with individual grades defined by student’s participation in the re-creation process.
PLEASE NOTE: Throughout these projects, all ideas, phrases, and quotes must be cited using footnote-style citations and bibliographies done using the Chicago Manual of Style (16th Edition) or Turabian’s newest Guide (7th Edition).   

The Assignment for Recreating the historical MWC Classroom

As I discussed in this post, my US Women's History since 1870 class will be working on a project in which the ultimate goal is to be able to recreate a class session or two from the middle of the 20th Century.

Here is the assignment that I developed for the course, in three stages.  Note the use of individual and group work, online and IRL activities, and deep research in the archives of the school.

As always, I'd appreciate any comments or suggestions.  [The full course syllabus is here.]


MARY WASHINGTON CLASSROOM EXPERIENCE RESEARCH PROJECT
This project will be based around researching Mary Washington College classes in the 1930s, 1940s, 1950s, & 1960s (including course topics, pedagogical approaches, majors, gender stereotypes, technology, and clothing).  As our class lectures and readings look at the experiences of women in the United States in the late 19th and 20th Centuries, our parallel goal will be to understand what college meant to women who came to Mary Washington in the four decades in the middle of the 20th Century.
Each group of 6-7 of you will have a decade to research, using a variety of online and archival sources, as well as interviews with alums from these decades.  Rather than writing a traditional individual research paper, you’ll keep a research blog and work with your group to create a research site collecting together the information that you’ve found.
Primary source resources (many available in UMW Special Collections)
  • The Bullet
  • Course Catalogs
  • Academic Department and Faculty Files
  • Student Handbooks
  • Photographs (Centennial Collection online plus those digitized, but not online yet)
  • Alumni/Faculty Interviews (talk to me about interview waivers)
  • Resources from Historic Preservation (?)
  • Scrapbooks/Aubade/Alumni Magazine/President’s files
Secondary Sources
  • Crawley, William B. University of Mary Washington: A Centennial History, 1908-2008. Fredericksburg, VA: University of Mary Washington, 2008.
  • Key UMW faculty and staff (Parsons, McClusky, Thaden, Snyder)
Decade-based Research Groups
I will assign each of you to a group of 5-7 each with a different decade at MWC to research, using a variety of online and archival sources, as well as interviews with alums from these decades.  Each person will keep their own research log/blog and work with their group to create a research site collecting together the information that you’ve found.
Part I — Individual Research Logs
Each student will take a particular set of primary sources (or will interview alumni) and research classroom experiences for their group’s decade.  Each student will share her/his work in progress in the form of four individual research log-style blog posts posted before class starts on four consecutive Tuesdays (1/31, 2/7, 2/14, 2/21).
Part II — Group Research Project
Building on the research done by each of the group members, each group will construct a site for their decade in UMWBlogs.  The design, format, and presentation of these sites will be determined by the group, with a broad audience in mind.  These sites are due by 11:59 PM on Monday, March 12.
Grading for Parts I and II – 30% overall, with an individual grade for research logs and group grade for the research project.
Part III – Class re-creation
Based on those group research sites, we will collectively decide (with the help of some alums), which decade we will then use for the final project, a re-creation of a course session or two from that decade.  The form these class sessions will take is still yet to be determined (depending in part on the decade picked), but they will involve everyone in some way in preparation and presentation.  Specific tasks will be determined after the decade is chosen.  This recreation will take place during the week of April 17.
Grading for Part III – 10%, with individual grades defined by student’s participation in the re-creation process.
PLEASE NOTE: Throughout these projects, all ideas, phrases, and quotes must be cited using footnote-style citations and bibliographies done using the Chicago Manual of Style (16th Edition) or Turabian’s newest Guide (7th Edition).   

Re-Creating the College Classroom of the Past

I just sent the following email to one of my classes for the Spring.


Hello all,

Thanks for signing up for History 328: US Women’s History since 1870.  I wanted to give you a little preview of my plans for our class next semester because the research projects in the class are going to be a little different than that of other history classes (even for those of you who took HIST 327 this fall).

First of all, in many ways, the general structure of the class is going to be fairly standard.  We’ll have lectures on Tuesdays and part of Thursdays, and discuss readings on Thursdays.  There will be a mid-term and a final based on those lectures, discussions, and readings.

What’s different is that the rest of your grade, roughly 40%, will be based on a series of projects we’ll be working on in groups and as a class.  These projects will be based around researching Mary Washington College classes in the 1930s, 1940s, 1950s, & 1960s (including course topics, pedagogical approaches, majors, gender stereotypes, technology, and clothing).  As the class lectures and readings look at the experiences of women in the United States in the late 19th and 20thCenturies, our parallel goal will be to understand what college meant to women who came to Mary Washington in the four decades in the middle of the 20thCentury.

Each group of 6-7 of you will have a decade to research, using a variety of online and archival sources, as well as interviews with alums from these decades.  Rather than writing a traditional individual research paper, you’ll keep a research blog and  work with your group to create a research site collecting together the information that you’ve found.

Based on those sites, we will collectively decide (perhaps with the help of some alums), which decade we will then use for the final project, a re-creation of a course session or two from that decade.

Now, if this project is not the kind of thing you’ll be interested in working on, you may want to look for another class.  But I hope you’ll each at least be intrigued by the idea and perhaps even excited by doing something that is original, fun, and creative, while tying in to the themes we’ll be discussing more broadly for US women in the class.

Have a terrific break and I’ll see you in January.

Dr. McClurken

I'm very excited about this project, so any suggestions you have for the process, the approach, the research sites, or anything else will be greatly appreciated.

Re-Creating the College Classroom of the Past

I just sent the following email to one of my classes for the Spring.


Hello all,

Thanks for signing up for History 328: US Women’s History since 1870.  I wanted to give you a little preview of my plans for our class next semester because the research projects in the class are going to be a little different than that of other history classes (even for those of you who took HIST 327 this fall).

First of all, in many ways, the general structure of the class is going to be fairly standard.  We’ll have lectures on Tuesdays and part of Thursdays, and discuss readings on Thursdays.  There will be a mid-term and a final based on those lectures, discussions, and readings.

What’s different is that the rest of your grade, roughly 40%, will be based on a series of projects we’ll be working on in groups and as a class.  These projects will be based around researching Mary Washington College classes in the 1930s, 1940s, 1950s, & 1960s (including course topics, pedagogical approaches, majors, gender stereotypes, technology, and clothing).  As the class lectures and readings look at the experiences of women in the United States in the late 19th and 20thCenturies, our parallel goal will be to understand what college meant to women who came to Mary Washington in the four decades in the middle of the 20thCentury.

Each group of 6-7 of you will have a decade to research, using a variety of online and archival sources, as well as interviews with alums from these decades.  Rather than writing a traditional individual research paper, you’ll keep a research blog and  work with your group to create a research site collecting together the information that you’ve found.

Based on those sites, we will collectively decide (perhaps with the help of some alums), which decade we will then use for the final project, a re-creation of a course session or two from that decade.

Now, if this project is not the kind of thing you’ll be interested in working on, you may want to look for another class.  But I hope you’ll each at least be intrigued by the idea and perhaps even excited by doing something that is original, fun, and creative, while tying in to the themes we’ll be discussing more broadly for US women in the class.

Have a terrific break and I’ll see you in January.

Dr. McClurken

I'm very excited about this project, so any suggestions you have for the process, the approach, the research sites, or anything else will be greatly appreciated.

Info Age Assignment # 3 — The advertisements

[Though I still need to go back and blog about the first two assignments in my History of the Information Age senior seminar (the creation of our class timeline and the first set of projects to be placed in that timeline), I decided to go ahead and post about this assignment anyway.]

For this assignment, the class split into four groups, each to work on their own fictional advertisement.  The goal of this assignment was to have students explore what went into advertisements in the 1930s, 1940s, 1950s, and/or 1960s.  We read several pieces on the history of advertising as part of our weekly class reading on the history of communication and information, and students did further research before they actually created their projects.  [Some of the ads juxtapose topics that are chronologically out of the time period of the ad style, but I think that actually helped, in that it forced students to do more than just copy previous advertisements.]

Students threw themselves into researching the way that advertising was done in terms of themes, colors, wording, images, stories, tone, even font.  And at the end I think that they learned quite a bit about the difficulty and possibility of communicating in ways that go beyond text itself.

Check them out and let us know what you think.

Info Age Assignment # 3 — The advertisements

[Though I still need to go back and blog about the first two assignments in my History of the Information Age senior seminar (the creation of our class timeline and the first set of projects to be placed in that timeline), I decided to go ahead and post about this assignment anyway.]

For this assignment, the class split into four groups, each to work on their own fictional advertisement.  The goal of this assignment was to have students explore what went into advertisements in the 1930s, 1940s, 1950s, and/or 1960s.  We read several pieces on the history of advertising as part of our weekly class reading on the history of communication and information, and students did further research before they actually created their projects.  [Some of the ads juxtapose topics that are chronologically out of the time period of the ad style, but I think that actually helped, in that it forced students to do more than just copy previous advertisements.]

Students threw themselves into researching the way that advertising was done in terms of themes, colors, wording, images, stories, tone, even font.  And at the end I think that they learned quite a bit about the difficulty and possibility of communicating in ways that go beyond text itself.

Check them out and let us know what you think.