Your SlideShare is downloading. ×
Digital history
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Digital history

380
views

Published on

Presentation fro MEGA Nov 19, 2009

Presentation fro MEGA Nov 19, 2009

Published in: Education

1 Comment
2 Likes
Statistics
Notes
No Downloads
Views
Total Views
380
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
4
Comments
1
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. What is digital history?
    Digital
    History
  • 2. Revision of the history of Battle of Agincourt
    Story in New York Times
    http://www.nytimes.com/2009/10/25/world/europe/25agincourt.html
    Online database of soldiers in later Medieval England
    http://www.icmacentre.ac.uk/soldier/database/
  • 3. Questions
    How do students engage online historical resources?
    What are some of the understandings and dispositions needed to work effectively with online historical resources?
    Why would students want or need to use online historical resources?
  • 4. How do students engage with online historical sources?
    New ways of thinking historically
    Reading online
    Searching and retrieving information
    questions
  • 5. questions
    Historical thinking
    SCIM-C - David Hicks, Peter Doolittle and Tom Ewing
    http://historicalinquiry.com
    Work on New Literacies
    http://newlitcollaborative.ning.com/video/classroom-innovation
    New Literacies Collaborative http://newlit.org
  • 6. questions
    What are some of the understandings and dispositions needed to work effectively with online historical resources?
    Understandingof historical context
    Critical visualand media literacies
    Willingness to be creative and playful
  • 7. An approach
    Looking at the nature of online historical thinking
    Novice learners in disciplinary contexts
    A role disciplinary habits of mind
    Contextualized ways of thinking
  • 8. Some activities
  • 9. Specifics
    Middle grades students
    Browsing for interesting images and describing interest in terms of personal experiences or prior knowledge
    Conducting a visual analysis of one or more of the images from the collection
    The activities focused on three ways of knowing
    Discrete or “tested” knowledge
    Online reading
    Visual literacy
    Students’ uses of online historical resources analyzed according to,
    Browsing engagement
    Rationale for image selection
    Quality of description of interests
    Depth of visual analysis
  • 10. instruction
    Fact-based questions
    Where is Roanoke Island?
    When was the Roanoke Colony founded?
    Do you know what happened to the “Lost” Roanoke Colony?
    Have you seen or heard about the John White drawings of people, plants, flora and places on Roanoke?
    Have you ever heard of the Theodore DeBry engravings that used John White’s drawings?
    Locate images that are interesting and explain your thinking?
    Describe what you see in the images given what you already know about the Lost Colony, Native American, European explorations, and North Carolina history
  • 11. what we found
    Qualitative findings
    Well informed browsing habits were personalized and reflective of unique ways of understanding.
    Vignette
    Lewis first viewed “Arrival of the English” and seemed to be able to navigate the website with no problem. After a few promptings from (the teacher guide), Lewis began to talk aloud as he looked at the pictures. He viewed “Native American Body Paint” next. His initial thoughts when looking at this picture were that the man was at war. Lewis thought the most interesting aspect of the photo was the clothing. Lewis often selected images based on their titles. He also choose the images based on what sounded interesting to him. Another image Lewis viewed was the “Native American Priest.” He inferred that both figures in this image were from the coast due to the setting. He also inferred that the image was most likely set when the sun was going down due to the orange hues seen.
  • 12. what we found
    Qualitative findings
    Well informedbrowsing habits were personalized and reflective of unique ways of understanding.
    Vignette
    Lewis viewed “Aged Native American Man.” He selected this picture because he noticed that the man was dressed differently. He inferred that rank may be a factor in his dress. He noticed the size difference; the figure was larger in the image than the Native Americans in the background. According to Lewis , this suggested that the man in the image was “better than everyone else in the tribe.” He thought the figure may be praying to as Lewis put it, “who they believe in.”
  • 13. what we found
    Visual literacy was more important than factual or discrete knowledge (i.e. knowledge measure on most standardized tests) in this measure of online historical thinking.
    Online historical thinking requires specialized (personalized) ways of knowing that suggest pedagogical tailoring and adaptation
    Students’ work with online historical resources is a literacy issue.
  • 14. questions
    Why would students want or need to use online historical resources?
    History frames the present and shapes the future
    History helps us understand ourselves
    History harbors beauty
  • 15. shape of
    online
    sources
  • 16. shape of
    online
    sources
    Libraries
    Millions of resources
    Hundreds of collections
  • 17. shape of
    online
    sources
    Scholarly groups
    Thousands of books,
    manuscripts, and
    articles
  • 18. shape of
    online
    sources
    Specialized
    collections
  • 19. shape of
    online
    sources
    Small collections
    Single documents
    Narrative
  • 20. shape of
    online
    sources
    Commercial
  • 21. shape of
    online
    sources
    Accessing content across
    sources
    http://learndigitalhistory.blogspot.com/2009/09/online-historical-resources-study-in.html
  • 22. About
    new ways of thinking historically,
    reading online, and
    searching and retrieving information
  • 23. what we’re doing
    http://www.dhpp.org/
  • 24. what we’re doing
    http://www.plantationletters.com
    http://plantation.ning.com/
  • 25. where we’re going
    Lincoln Telegrams
  • 26. where we’re going
    Reg Murphy photos
  • 27. how can you be involved?
    Documents in the attic
    Digital redux
  • 28. how can you be involved?
    http://teachingdigitalhistory.ning.com/
  • 29. Thank You
    John Lee
    john_lee@ncsu.edu
    http://www4.ncsu.edu/~jklee/