Teaching Digital Skills in an Archives and Public History Curriculum

Wosh, Peter J; Hajo, Cathy Moran; Katz, Esther

doi:10.11647/obp.0024.04

Cited by 2 publications

(3 citation statements)

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“…Peter J. Wosh, Cathy Moran Hajo, and Esther Katz observe that digital history is a necessity for public history graduates. 58 In a survey, their graduates attested to the importance of digital literacy. 59 Public history professors who have incorporated digital projects into the curriculum have also observed the need for more training.…”

Section: Analysis and Lessons Learnedmentioning

confidence: 99%

“…58 In a survey, their graduates attested to the importance of digital literacy. 59 Public history professors who have incorporated digital projects into the curriculum have also observed the need for more training. 60 Furthermore, this case study brings to light larger implications of addressing historical inequalities and the digital divide among underserved students.…”

Section: Analysis and Lessons Learnedmentioning

confidence: 99%

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Toward Metaliteracy and Transliteracy in the History Classroom: A Case Study Among Underserved Students

Cobourn

Brown²,

Warga

et al. 2022

The American Archivist

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In the last twenty years, scholars have reimagined information literacy to better address an overly saturated world of information and the growing participatory culture of Web 2.0. Outside of library and information science (LIS), researchers have promoted transliteracy—the intersection between information, visual, digital, and other literacies—to help students find and assess information. Within the LIS discipline, metaliteracy has provided a foundation to rethink information literacy frameworks, redefining students as creators who produce and share information. Relatively few studies exist, however, on how to leverage literacies in support of student digital scholarship projects. Likewise, digital humanities professors promote metaliteracy in the classroom, yet fewer scholars create digital humanities projects or write case studies about them outside of research institutions, prestigious private colleges, and larger, well-established public history programs. This case study examines a class project for a small undergraduate Introduction to Public History course at Texas A&M University–Corpus Christi (TAMU–CC), a regional university with a comparatively large population of historically underserved students. Working with one archivist, two librarians, and the professor, students established a digital home for the ongoing South Texas Stories oral history project. Through this project, students learned and practiced various aspects of primary source literacy, information literacy, visual literacy, and digital literacy. The authors argue that such digital projects promote both metaliteracy and transliteracy, offering students a holistic learning experience during which they can practice their skills and that these types of projects are feasible at all kinds of institutions, even those with largely historically underserved populations.

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Section: Analysis and Lessons Learnedmentioning

confidence: 99%

Section: Analysis and Lessons Learnedmentioning

confidence: 99%

Toward Metaliteracy and Transliteracy in the History Classroom: A Case Study Among Underserved Students

Cobourn

Brown²,

Warga

et al. 2022

The American Archivist

View full text Add to dashboard Cite

show abstract

“…DID3 represents an especially rich contemporary environment for examining collaborative interdisciplinary research (IDR) practices and skills (Garwood and Poole, 2018;Poole and Garwood, 2018a, b). content (Bjork, 2012;Hirsch, 2012;Rehbein and Fritze, 2012;Spiro, 2012;Wosh et al, 2012). Concordantly, DH pedagogy inspires students and faculty members critically, openly, collaboratively, collectively and symbiotically to explore existing or to carve out new research and scholarly areas across disciplines (Battershill and Ross, 2017;Cordell, 2016;Hirsch, 2012;Johanson and Sullivan, 2012;Kuhn and Callahan, 2012;Mahony and Pierazzo, 2012;Rehbein and Fritze, 2012;Rockwell and Sinclair, 2012;Saklofske et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Pedagogy and public-funded research: an exploratory study of skills in digital humanities projects

Garwood

Poole

2019

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Purpose Public-funded research in digital humanities (DH) enhances institutional and individual research missions and contributes open data to a growing base of globally networked knowledge. The Digging into Data 3 challenge (DID3) (2014–2016) is an international, interdisciplinary and collaborative grant initiative, and the purpose of this paper is to explore skills that faculty and students brought to projects and others they acquired and shared on collaborative teams. Design/methodology/approach Rooted in the naturalistic paradigm, this qualitative case study centers on semi-structured interviews with 53 participants on 11 of the 14 DID3 projects. Documentary evidence complements empirical evidence; analysis is constructivist and grounded. Findings Hailing from diverse academic research institutions, centers and repositories, participants brought 20 types of discipline-based or interdisciplinary expertise to DID3 projects. But they reported acquiring or refining 27 other skills during their project work. While most are data-related, complementary programming, management and analytical skills push disciplinary expertise toward new frontiers. Project-based learning and pedagogy function symbiotically; participants therefore advocate for aligning problem-solving skills with pedagogical objectives at home institutions to prepare for public-funded DH projects. A modified content analysis juxtaposes DID3 skills with those advanced in 23 recent DH syllabi to identify commonalities and gaps. Originality/value Pedagogy has an important yet under-researched and underdeveloped role in public-funded DH research.

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Teaching Digital Skills in an Archives and Public History Curriculum

Cited by 2 publications

References 0 publications

Toward Metaliteracy and Transliteracy in the History Classroom: A Case Study Among Underserved Students

Toward Metaliteracy and Transliteracy in the History Classroom: A Case Study Among Underserved Students

Pedagogy and public-funded research: an exploratory study of skills in digital humanities projects

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