In the first half of class tomorrow evening we will have an overview of the use of RefWorks by a librarian. In the second half of class (assuming we don't all freeze on the way from the library to our classroom) we will be discussion the introduction and chapter 1 of both Cohen and Rosenzweig's Digital History (2006) and Kelly's Teaching History in the Digital Age (2013).
- How is the experience of reading texts for class online different from the experience of reading a printed book or article? How did you take notes? How did you access the footnotes?
- How do we (historians, students, other people) make arguments about history?
- What is historical thinking?
- Compare the visions of the two books and set them in their historical moment.
- What is a meaningful scholarly historical interpretation? How can such a thing be presented on the web?
Questions specific to Kelly's writing
- What was Kelly’s student’s argument (p. 3) in the alteration of the Nurenburg video?
- How have you seen digital technologies used effectively in teaching history?
- What do Kelly’s chapter titles mean?
Questions specific to Cohen and Rosenzweig's writing
- What is XML? Opportunity to look things up on Webopedia
- What possibilities and liabilities do DC & RR see for history on the internet?
- pp. 10-11: why is it important to store digital records in their original form?
- What should historians do about the problems of the web?
- What are the implications of having digital scholarship locked behind paywalls?
- What problems of search do DC & RR raise?
- p. 29: how does the public “think differently about documents than librarians and archivists?
- p. 31 what is the role of interpretation in DC & RR’s discussion?
- What has changed since DC & RR wrote? Sort out lasting themes from transient ideas.
- What standards do they offer that we can use to assess historical websites?
- What advice do they offer for readers pursuing their own DH projects?