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.

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.

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.

Pushing Boundaries

I’ll make this public here, partly to keep myself honest, partly to explain why there may be fewer* posts here.

I often say that one of my goals in teaching is to push students beyond their comfort zones, that discomfort is where real learning occurs, and that I want students to become comfortable with being uncomfortable.  One of the parallels to that, however, that I’ve also made clear in the teaching presentations I’ve made to faculty is that the concept applies to us as well.    We need to get outside of what we are comfortable with and to learn new skills while remembering what it is like to be a student.

In that vein, and because I’ve really always wanted to join in the fun that many of my students and my good friends at UMW’s DTLT are having, I’m going to participate in DS106 this summer as a student.  The course (phenomenon?) that began at UMW a few years ago had its origins as a face-to-face course in Digital Storytelling in Computer Science.   DS106 has become much more than that, and runs at various points throughout the year with both students taking a formal class with grades and credits and a host of open, online only participants (like me).

I’ve created a separate site for my various projects to come out of the 10 week course at http://ds106.mcclurken.org/.

*I’m aware that some of you are laughing right now at the idea of “fewer” posts here, given the sporadic nature of my blogging.

Pushing Boundaries

I'll make this public here, partly to keep myself honest, partly to explain why there may be fewer* posts here.

I often say that one of my goals in teaching is to push students beyond their comfort zones, that discomfort is where real learning occurs, and that I want students to become comfortable with being uncomfortable.  One of the parallels to that, however, that I've also made clear in the teaching presentations I've made to faculty is that the concept applies to us as well.    We need to get outside of what we are comfortable with and to learn new skills while remembering what it is like to be a student.

In that vein, and because I've really always wanted to join in the fun that many of my students and my good friends at UMW's DTLT are having, I'm going to participate in DS106 this summer as a student.  The course (phenomenon?) that began at UMW a few years ago had its origins as a face-to-face course in Digital Storytelling in Computer Science.   DS106 has become much more than that, and runs at various points throughout the year with both students taking a formal class with grades and credits and a host of open, online only participants (like me).

I've created a separate site for my various projects to come out of the 10 week course at http://ds106.mcclurken.org/.



*I'm aware that some of you are laughing right now at the idea of "fewer" posts here, given the sporadic nature of my blogging.

Pushing Boundaries

I'll make this public here, partly to keep myself honest, partly to explain why there may be fewer* posts here.

I often say that one of my goals in teaching is to push students beyond their comfort zones, that discomfort is where real learning occurs, and that I want students to become comfortable with being uncomfortable.  One of the parallels to that, however, that I've also made clear in the teaching presentations I've made to faculty is that the concept applies to us as well.    We need to get outside of what we are comfortable with and to learn new skills while remembering what it is like to be a student.

In that vein, and because I've really always wanted to join in the fun that many of my students and my good friends at UMW's DTLT are having, I'm going to participate in DS106 this summer as a student.  The course (phenomenon?) that began at UMW a few years ago had its origins as a face-to-face course in Digital Storytelling in Computer Science.   DS106 has become much more than that, and runs at various points throughout the year with both students taking a formal class with grades and credits and a host of open, online only participants (like me).

I've created a separate site for my various projects to come out of the 10 week course at http://ds106.mcclurken.org/.



*I'm aware that some of you are laughing right now at the idea of "fewer" posts here, given the sporadic nature of my blogging.

Lecture: Teaching and Learning with New Media

I've not posted on this blog in a while (see ProfHacker.com and http://mcclurken.org/ for other goings on).

However, I was honored to be asked to give one of the inaugural lectures in the Teaching Excellence series begun this year by UMW's Center for Advancing Teaching and Learning.

What follows is the video and a list of the links mentioned in the talk.

Thanks to all for the opportunity and the questions. Let me know in the comments if you have any questions.






Overview

  • What is New Media?
  • My Goals in using New Media tools
  • Examples of Classroom Use
  • Assessing the Impact
  • What Can You Do?
  • What is New Media? http://en.wikipedia.org/wiki/New_media

    UMWBlogs

  • Blogging – Teresa Coffman (EDUC) and Steve Greenlaw (ECON)
  • Blog as course management toolSue Fernsebner’s Freshman Seminar: Toys as History
  • As site for collecting hard-to-find research sources for students –Steve Harris’s Hist 485: Researching Russian and Soviet Resources
  • UMWers & New Media

    Low Levels of Technology Use

  • Wiki for discussions in all my courses
  • Blogs as Individual/Group Reflections
  • Blogs as Research Logs (Historical Methods/Digital History)
  • More Intensive Uses of New Media Tools

  • Examples of Individual digital projects — US History in Film
  • Class Museum of history of technology projects (http://historyoftech.umwblogs.org/)
  • See also Krystyn Moon’s 19th-Century Museum – http://amst312.umwblogs.org/
  • Adventures in Digital history course
    Digital Toolkit
    • 2008 Class & Projects http://digitalhistory.umwblogs.org
    • – Historical Markers Project (HMP) — [6]
    • – James Farmer Project (JFP) — [7]
    • – James Monroe Papers Project (JMPP) — [8] and [9]
    • – Alumni Project (AP) — [10]

    Adventures in Digital History 2010 — http://dh2010.umwblogs.org

    • UMW Images Project
    • Life and Legacy of Mary Ball Washington
    • James Monroe’s Letters as Minister to France
    • City of Hospitals: Fredericksburg in the Civil War

    Student Impact Survey — From November 2009Contact me directly for details

    Lecture: Teaching and Learning with New Media

    I've not posted on this blog in a while (see ProfHacker.com and http://mcclurken.org/ for other goings on).

    However, I was honored to be asked to give one of the inaugural lectures in the Teaching Excellence series begun this year by UMW's Center for Advancing Teaching and Learning.

    What follows is the video and a list of the links mentioned in the talk.

    Thanks to all for the opportunity and the questions. Let me know in the comments if you have any questions.






    Overview

  • What is New Media?
  • My Goals in using New Media tools
  • Examples of Classroom Use
  • Assessing the Impact
  • What Can You Do?
  • What is New Media? http://en.wikipedia.org/wiki/New_media

    UMWBlogs

  • Blogging – Teresa Coffman (EDUC) and Steve Greenlaw (ECON)
  • Blog as course management toolSue Fernsebner’s Freshman Seminar: Toys as History
  • As site for collecting hard-to-find research sources for students –Steve Harris’s Hist 485: Researching Russian and Soviet Resources
  • UMWers & New Media

    Low Levels of Technology Use

  • Wiki for discussions in all my courses
  • Blogs as Individual/Group Reflections
  • Blogs as Research Logs (Historical Methods/Digital History)
  • More Intensive Uses of New Media Tools

  • Examples of Individual digital projects — US History in Film
  • Class Museum of history of technology projects (http://historyoftech.umwblogs.org/)
  • See also Krystyn Moon’s 19th-Century Museum – http://amst312.umwblogs.org/
  • Adventures in Digital history course
    Digital Toolkit
    • 2008 Class & Projects http://digitalhistory.umwblogs.org
    • – Historical Markers Project (HMP) — [6]
    • – James Farmer Project (JFP) — [7]
    • – James Monroe Papers Project (JMPP) — [8] and [9]
    • – Alumni Project (AP) — [10]

    Adventures in Digital History 2010 — http://dh2010.umwblogs.org

    • UMW Images Project
    • Life and Legacy of Mary Ball Washington
    • James Monroe’s Letters as Minister to France
    • City of Hospitals: Fredericksburg in the Civil War

    Student Impact Survey — From November 2009Contact me directly for details

    Lecture: Teaching and Learning with New Media

    I've not posted on this blog in a while (see ProfHacker.com and http://mcclurken.org/ for other goings on).

    However, I was honored to be asked to give one of the inaugural lectures in the Teaching Excellence series begun this year by UMW's Center for Advancing Teaching and Learning.

    What follows is the video and a list of the links mentioned in the talk.

    Thanks to all for the opportunity and the questions. Let me know in the comments if you have any questions.






    Overview

  • What is New Media?
  • My Goals in using New Media tools
  • Examples of Classroom Use
  • Assessing the Impact
  • What Can You Do?
  • What is New Media? http://en.wikipedia.org/wiki/New_media

    UMWBlogs

  • Blogging – Teresa Coffman (EDUC) and Steve Greenlaw (ECON)
  • Blog as course management toolSue Fernsebner’s Freshman Seminar: Toys as History
  • As site for collecting hard-to-find research sources for students –Steve Harris’s Hist 485: Researching Russian and Soviet Resources
  • UMWers & New Media

    Low Levels of Technology Use

  • Wiki for discussions in all my courses
  • Blogs as Individual/Group Reflections
  • Blogs as Research Logs (Historical Methods/Digital History)
  • More Intensive Uses of New Media Tools

  • Examples of Individual digital projects — US History in Film
  • Class Museum of history of technology projects (http://historyoftech.umwblogs.org/)
  • See also Krystyn Moon’s 19th-Century Museum – http://amst312.umwblogs.org/
  • Adventures in Digital history course
    Digital Toolkit
    • 2008 Class & Projects http://digitalhistory.umwblogs.org
    • – Historical Markers Project (HMP) — [6]
    • – James Farmer Project (JFP) — [7]
    • – James Monroe Papers Project (JMPP) — [8] and [9]
    • – Alumni Project (AP) — [10]

    Adventures in Digital History 2010 — http://dh2010.umwblogs.org

    • UMW Images Project
    • Life and Legacy of Mary Ball Washington
    • James Monroe’s Letters as Minister to France
    • City of Hospitals: Fredericksburg in the Civil War

    Student Impact Survey — From November 2009Contact me directly for details

    Digital History and Undergraduate Digital Literacy

    As so many of my posts, this began as a comment on someone else's blog that grew unwieldy as a comment.... In this case, I was joining a discussion about teaching undergraduates digital history begun by the wise Mills Kelly at edwired and continued in the comments by Sterling Fluharty of PhD in History and others. Mills expresses concern about the lack of attention to the question of undergraduate teaching in a recently published panel discussion in the Journal of American History about "The Promise of Digital History" . [As Mills points out, it's quite a useful panel other than this glaring omission of teaching undergraduates.]

    So, my comment (and now this post) is an attempt to explain from my perspective why digital history is important to teach to undergraduates.

    My goal in teaching undergraduates digital history is to offer students new ways of approaching their own research and thinking and writing. Our department has agreed that "digital literacy" is core to our expectations for our undergraduates (along with critical thinking and reading, the creation of original ideas, the deployment of evidence to support one's arguments, and the ability to present those arguments in sophisticated written and oral forms).

    Now, I know the notion of "digital literacy" has been overused and has multiple definitions, but I actually like the phrase for people's familiarity with it and for that very richness of meanings. So, I've viewed the goals of my undergraduate digital history course through some of those definitions.
    • One goal of my digital history course is to teach the most conventional form of digital literacy: How does one find and evaluate online materials for scholarly (and non-scholarly) uses? How does one begin to sift through the massive content that is available in an systematic and/or creative way? What are the pitfalls and perils, the promises and potentialities of the online information experience?
    • Another facet of digital literacy is the notion of digital identity: This is a class that, through individual and group online presence (often blogs and wikis, but many other tools are available as well), explicitly engages students in discussions of their digital identity. How should we present ourselves to the online world (personally, professionally, and intellectually, but also individually and in groups)? [In future iterations it might even encourage them to create their own centralized online presence that wouldn't necessarily be housed by the university (or restricted by a single course). We've been engaged recently at UMW in a number of discussions related to this notion of enabling students to take control of their digital identity. See Jim's post and comments for one take.]
    • Increasingly I have become convinced that a key, but often overlooked, aspect of digital literacy is a willingness to experiment with a variety of online tools, and then to think critically and strategically about a project and to identify those tools that would be most useful to that project. [Note that I'm NOT talking about training in a specific tool or even a set of tools. This is not an MS Word or Blackboard skills class. This digital history class offers students a "digital toolkit" from which to choose. There certainly needs to be some basic exposure and technical support, but part of the goal is to get students to figure out how to figure out how a new tool (system, software, historical process) works on their own.]
    • Broadening the previous point, one of my desires for students is for them to be comfortable with being uncomfortable as they try new things. Figuring how to deal with constantly changing technology is something we all are dealing with, yet in higher education we often put students in new situations only when they first begin. Before long, they've got the process and procedures down and can churn out 8-10 page papers in their sleep. Yet what kind of preparation is that for the larger world? I know, I know. There are much larger philosophical and practical and even political issues at work here. But my point is simply that it's good for college classes to shake students (and faculty) out of their comfort zone. Real learning happens when you're trying to figure out the controls, not when you're on autopilot.
    • Finally, I think digital literacy for undergraduates in history should encompass at least 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.
    Now, one of the issues raised by Sterling on Mills's blog post was whether the goal of an undergraduate history class was to train students for particular jobs. My response to that is both practical and pedagogical. No, I don't see this course as preparing them for particular jobs. However, I do see the class as preparing students to be adaptable citizens and workers, with a sound grounding in who they are (on- and off-line) and a willingness to try new things, to be comfortable with being uncomfortable. Having said that, I've had several alums of my first digital history class get jobs that were direct results of the skills (and portfolio of projects) gained in the class. In some cases it was because of a specific tool that they'd worked with; in others it was because of the package they were able to present to their potential employers. Certainly those students felt like the class had been worth it for them.

    Finally, although I've been talking specifically about one class, aspects of these ideas have made their way into most of my classes, as well as those of several of my departmental colleagues, including that of our methods class for majors. Still, I suspect there will be a need for (at least) one class in my department that is explicitly focused on Digital History for a long time to come.



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