DOCSLIB.ORG

History Paper I

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History Paper I 31 M.A. SEMESTER - I HISTORY PAPER-I RESEARCH METHODS IN HISTORY SUBJECT CODE : 73413 © UNIVERSITY OF MUMBAI Prof. Suhas Pednekar Vice-Chancellor, University of Mumbai, Prof. Ravindra D. Kulkarni Prof. Prakash Mahanwar Pro Vice-Chancellor, Director, University of Mumbai, IDOL, University of Mumbai, Course and Programme : Anil R. Bankar Co-ordinator Associate Professor of History and Head Faculty of Arts, IDOL, University of Mumbai Course Writer : Dr. Vincent D'mello Head, Dept.of History and I/c Principal, St. Joseph College, Virar, Dist. Palghar : Dr. Prakash Masram Assistant Professor Department of History, University of Mumbai, Mumbai : Dr.Ajaykumar Lokhande Dept. of History, K.V.Pendharkar College, Dombivali, Dist. Thane : Dr. R. N. Sharma Former Head, Dept. of History, R.K.T. College, Ulhasnagar, : ArunSingh Assistant Professor, St. Xavier's College, Mumbai Editor : Dr. Prakash Masram Assistant Professor Department of History, University of Mumbai, Mumbai April 2021, Print - 1 Published by : Director, Institute of Distance and Open Learning , University of Mumbai, Vidyanagari, Mumbai - 400 098. DTP Composed : AshwiniArts Vile Parle (E), Mumbai - 400 099. Printed by : CONTENTS Unit No. Title Page No. SEMESTER I Module - I 1. History : Definitions and Scope 01 2. Importance of History 19 3. History and Auxiliary Sciences 26 Module - II 4. Nature andTypes 47 5. Methods of Data Collection 60 6. Classification and Organisation of History 77 Module - III 7. Authenticity & Credibility of Source 89 8. Heuristic 97 9. Hermeneutics 106 10. Causation 116 Module - IV 11. Interpretation and Generalization of Sources 125 12. Citation Methods, Bibliography and Technical Aids 137 13. Qualitative and Quantitative Methods in History 149 M.A. PART - I SEMESTER – I PAPER - I RESEARCH METHODS IN HISTORY Objectives: to teach students the basic scientific methodology and tenets as implemented in history writing. Module 1. History: Meaning and Nature a) History: Definitions and Scope b) Importance of History c) History and Auxiliary Sciences 2. Sources of History a) Sources – Nature and Types b) Methods of Data Collection c) Classification and Organisation of Sources 3. Problems in History writing a) Authenticity and Credibility of Sources b) Heuristics and Hermeneutics c) Causation 4. Historical Research and Methods a) Interpretation and Generalization of Sources b) Citation methods, Bibliography and Technical aids c) Qualitative and Quantitative Methods in History References: Agarwal, R. S., Important Guidelines on Research Methodology, Delhi, 1983. ‘Folklore, Anthropology and History’, Indian Historical Review, iii, no. 2, Jan 1977 Barzun, Tacques, Graff, Henry F. The Modern Researcher, Third Edition, New York, 1977. Bloch, March, The Historian’s Craft, Trans. Sarah Mathews, Weidenfeld& Nicholson, London, 1980. Burke, Peter, Varieties of Cultural History, Cornell University Press, 1997. Cannon John, ed. The Historian at Work, London, George Allen and Unwin, 1980. Carr, E. H., What is History? Macmillan, London, 1961. Chattopadhyaya, Debiprasad (ed.) History and Society, Calcutta, 1978. Chitnis K. N, Research Methodology in History, published by Mrs. R. K. Chitnis, A1/23 Rambag Colony, Navi Path, Pune – 1979. I Clark, G. Kitson, Guide for Research Students Working on Historical Subjects, OUP, Cambridge, 1972. Colin Renfrew and Paul Bahn, Archaeology: Theories, Methods and Practice (5th edition, Thames and Hudson, 2008). Collingwood, R. G. The Idea of History, Oxford University Press. Oxford 1978. Devahuti (ed.), Problems of Indian Historiography, Delhi, 1979. Elton G,R. – The Practice of History, The Fontana Library, London, 1969. Elton, G. R., Essays in Indian History: Towards A Marxist Perception, New Delhi, 1995. Gardiner, Patrick, The Philosophy of History, OUP, London, First Edition 1974 Reprinted 1984. Gilbert J. Garraghan, A Guide to Historical Method, Fordham University Press, New York, 1946. Gopal, S. and Thapar, R. (eds.) Problems of Historical Writing in India, Proceedings of the seminar held at the India International Centre, New Delhi, 21st - 25th January, 1963. Gottschalk, Louis, Understanding History, New York, Second Edition, 1969. Habib, Irfan, Interpreting Indian History, North-Eastern Hill University, Shillong. Harvey, David, The Condition of Post Modernity, Cambridge, First Edition 1990, Reprinted 1994. Haskell, Francis, History and its images: art and the interpretation of the past (New Haven and London, Yale University Press, [1993] 3rd reprint edn. 1995). Jenkins, Keith, Rethinking History, London, 1991 Lanaglosis C. V. &Segnobosis, Introduction to the study of History, Duckworth 1925. Lord Acton – Lectures on the Study of History, New York, 1961. Majumdar, R. C., Historiography in Modern India, Bombay, 1970. Maratha Howell and Walter Prevenier, From Reliable Sources: An Introduction to Historical method, Cornell University Press: Ithaca,2001. Marwick, Arthur.,The Nature of History, London, First Edition 1970, Reprinted 1976. Mc Dowell, W. H. Historical Research.A Guide for writers, Dissertation. Thesis Art book,2005. McCullagh, C. Behan, The Truth of History, London, 1998. II McCullough C. Behan, Justifying Historical Description, Cambridge University Press, New York, 1984. Munslow, Alun, Deconstructing History. Routledge : London 2006. Portelli, Alessandro, The Death off LuigoTrastulli and Other Stories: Form and Meaning in Oral History ,CUNY Press, 1990. Roberts Alice, The Incredible Human Journey: The story of how we colonized our planet ,London, Bloomsbury, 2009. Sarkar, Sumit, Writing Social History, Oxford University Press, USA, 1995. Secord Jim., Tools and Techniques for Historical Research, London, 1848. Sheikh Ali, History: Its Theory and Method, Macmillan India Ltd., Madras 1978. Thompson, E.P. Customs in Common: Studies in Traditional Popular Culture, The Free Press, New York, 1991. Wilhelm Dilthey , Meaning in History, ed. H. P. Rickman, Allen and Unwin, London, 1967. III Module I UNIT- 1 HISTORY: DEFINITIONS AND SCOPE Unit Structure: 1.0 Objectives 1.1 Introduction 1.2 Meaning and Definitions of History 1.3 Nature of History 1.3.1 A study of the present in the light of the past 1.3.2 History is the study of man 1.3.3 History is concerned with man in time 1.3.4 History is concerned with man in space 1.3.5 History is a dialogue between the events of the past and progressively emerging future ends 1.3.6 Continuity and coherence are the necessary requisites of history 1.3.7 Relevant 1.3.8 Comprehensiveness 1.3.9 Objective record of happenings 1.3.10 Multisided 1.3.11 Time and Place relevance 1.3.12 Correlation among past, present and future 1.3.13 Scientific study of past 1.3.14 Study of human struggle, development and transformation of human civilization 1.3.15 Not only narration but, analysis and synthesis as well 1.3.16 Integration of science and literature 1.4 Scope of History 1.4.1 Features of the scope 1.4.2 Limitations of the scope 1.5 Summary 1.6 Questions 1.7 Additional Readings 1 1.0 OBJECTIVES : After the completion of this unit, the student will be able to: Define and comprehend the meaning of History. Asses the nature of History. Evaluate the scope of History. Know the importance of History. 1.1 INTRODUCTION: History is a dynamic and multifaceted subject. It is reckoned as the mother of all subjects. History has its types according to place, time and subject. Pre-historic, ancient, medieval and modern are the types of history on the basis of ‘time’. Economic, military, social, cultural, political etc. are the types of history according to ‘subject’. Local, regional, national and international are the types of history on the basis of ‘place’. International history emphases on the study of such events and happenings which made their impact on the entire human community worldwide e.g. French revolution, world war I, world war II. Events and happenings which made their impact on the subsequent countries are studied in national history. E.g. in Indian context, national revolt of 1857, Non- cooperation movement. Regional history focuses on the happenings and events happening their impact limited up to a particular region or state e.g. History of Marathas. Local history comprises of history which includes significant happenings limited to local area and influencing local community. In modern times, local history research is gaining special emphasis. Reflections of dynamic social, political, economic transformations are replicated in local history. History in conventional terms is the recognition of past events and past life with its merits and demerits. In this unit we will be dealing with meaning, nature and scope of history, and importance of history. We shall consider the Auxiliary Sciences as detailed in this unit. 1.2 MEANING AND DEFINITIONS OF HISTORY: History is the analysis and interpretation of the human past enabling us to study continuity and changes that are taking place over time. It is an act of both investigation and imagination that seeks to explain how people have changed over time. Historians use all forms of evidence to examine, interpret, revisit, and reinterpret the past. These include not just written documents, but also oral communication and objects such as buildings, artifacts, photographs, and paintings. Historians are trained in the methods of discovering and evaluating these sources and the challenging task of making historical sense out of them. History is a means to understand the past and present. The different interpretations of the past allow us to see the present differently and therefore imagine-and 2 work towards-different futures. It is often said to be the ‘queen’ or ‘mother’ of the social sciences. It is the basis of all subjects of study which fall under the category of Humanities and Social Sciences. It is also the basis of the study of philosophy, politics, economics and even art and religion. No wonder, it is considered an indispensable subject in the complete education of man. The first meaning of history is ‘tale, story,’ and the second meaning is ‘a chronological record of significant past events.’ The opening of tales for children-‘Once upon a time’-captures both the story and time nature of history...
Load more

Recommended publications
  • Creation of an Hgis Database
    A PRACTIUM ON UNCERTAINTY: CREATION OF AN HGIS DATABASE A Thesis by JESSE ANDREWS Submitted to the Graduate School at Appalachian State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS DECEMBER 2017 Department of Geography and Planning A PRACTIUM ON UNCERTAINTY: CREATION OF AN HGIS DATABASE A Thesis by JESSE ANDREWS December 2017 APPROVED BY: Kathleen Schroeder, Ph.D. Chairperson, Thesis Committee Kara Dempsey, Ph.D. Member, Thesis Committee Jessica Mitchell, Ph.D. Member, Thesis Committee Kathleen Schroeder, Ph.D. Chairperson, Department of Geography and Planning Max C. Poole, Ph.D. Dean, Cratis D. Williams School of Graduate Studies Copyright by Jesse Andrews 2017 All Rights Reserved Abstract A PRACTIUM ON UNCERTAINTY: CREATION OF AN HGIS DATABASE Jesse Andrews B.A., University of North Carolina Greensboro Chairperson: Kathleen Schroeder Integrating Geographic Information Systems (GIS) historical sources and geospatial technology offers a fruitful new approach to mapping, analyzing, and modeling the past. This project employs sources freely available online to create a historical geodatabase of the A Line of the Mexican National Railroad circa 1910. The project utilizes satellite imagery, census data, historical maps, train schedules along with postcards and photography from the period, to reconstruct the rail line and its stations shortly before the Mexican Revolution. These sources are combined in a GIS to create a highly accurate map and associated historical database of the system as it existed in the first decade of the 20th Century. The database suggests the potential of future scholarship combining GIS software, satellite imagery, and online source materials.
    [Show full text]
  • Teaching the Voices of History Through Primary Sources and Historical Fiction: a Case Study of Teacher and Librarian Roles
    Syracuse University SURFACE School of Information Studies - Dissertations School of Information Studies (iSchool) 2011 Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles Barbara K. Stripling Syracuse University Follow this and additional works at: https://surface.syr.edu/it_etd Recommended Citation Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). School of Information Studies - Dissertations. 66. https://surface.syr.edu/it_etd/66 This Dissertation is brought to you for free and open access by the School of Information Studies (iSchool) at SURFACE. It has been accepted for inclusion in School of Information Studies - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other’s perspective rather than from one’s own) are essential building blocks for learning in the 21 st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding. This case study was designed to investigate the idea
    [Show full text]
  • Past Looking: Using Arts As Historical Evidence in Teaching History
    Social Studies Research and Practice www.socstrp.org Past Looking: Using Arts as Historical Evidence in Teaching History Yonghee Suh Old Dominion University This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching of history and why? Data were collected from three sources: interviews, observations, and classroom materials. Grounded theory was utilized to analyze the data. Findings suggest these teachers use the arts as historical evidence roughly for three purposes: First, to teach the spirit of an age; second, to teach the history of ordinary people invisible in official historical records; and third, to teach, both with and without art, the process of writing history. Two of the three teachers, however, failed to teach historical thinking skills through art. Keywords: history, history instruction, art, interdisciplinary approach, thinking skills, primary sources. Introduction Encouraging historical thinking in students is not a new idea in history education. Since the turn of the 20th century, many historians and history educators have argued that history consists of not only facts, but also historians’ interpretation of those facts, commonly known as the process of historical thinking, or how to analyze and interpret historical evidence, make historical arguments, and engage in historical debates (Bain, 2005; Holt, 1990; VanSledright; 2002; Wineburg, 2001). Many past reform efforts in history education have shared this commitment to teach students to think historically, in part by being engaged in the process of historical inquiry (Bradley Commission on History in Schools, 1988; National Center for History in the Schools, 1995).
    [Show full text]
  • Method and Meaning in Canadian Environmental History
    00_fm.qxd 2/5/08 9:00 AM Page i Method and Meaning in Canadian Environmental History EDITED BY Alan MacEachern The University of Western Ontario William J. Turkel The University of Western Ontario 00_fm.qxd 2/5/08 9:00 AM Page iii Dedicated to 51°50'1.93" N 122°33'22.54" W and 46°10'26.32" N 63°18'20.75" W 00_fm.qxd 2/5/08 9:00 AM Page iv Contents Geographical and Temporal Coverage Chart . vi Alan MacEachern, “An Introduction, in Theory and Practice” . ix Section I: Approaching Environmental History . 1 Graeme Wynn, “Travels with George Perkins Marsh: Notes on a Journey into Environmental History” . 2 Donald Worster, “Ice, Worms, and Dirt: The Power of Nature in North American History”. 24 Section II: Reading Landscapes. 35 Peter E. Pope, “Historical Archaeology and the Maritime Cultural Landscape of the Atlantic Fishery” . 36 Carolyn Podruchny, “Writing, Ritual, and Folklore: Imagining the Cultural Geography of Voyageurs”. 55 Section III: Manipulating Scale . 75 Lyle Dick, “People and Animals in the Arctic: Mediating between Indigenous and Western Knowledge” . 76 Liza Piper, “Colloquial Meteorology” . 102 R. W. Sandwell, “History as Experiment: Microhistory and Environmental History” . 124 Section IV: Learning by Looking . 139 Colin M. Coates, “Seeing and Not Seeing: Landscape Art as a Historical Source”. 140 Catriona Mortimer-Sandilands, “Finding Emily”. 158 Section V: Finding the Nation in Nature . 181 John F. Varty, “Trust in Bread and Bologna: Promoting Prairie Wheat in the Twentieth Century”. 182 Alan MacEachern, “Lost in Shipping: Canadian National Parks and the International Donation of Wildlife” .
    [Show full text]
  • Postmodernism and Historiography
    Durham E-Theses 'How warped the mirrors': postmodernism and historiography Olson, Ryan Scott How to cite: Olson, Ryan Scott (2002) 'How warped the mirrors': postmodernism and historiography, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/3971/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 'How Warped the Mirrors' Postmodernism and Historiography Ryan Scott Olson The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. 2 1 JAN 200~l Submitted for the Master of Arts degree University of Durham Department of Theology 2002 The Copyright of this thesis rests with the author. No quotation of its contents should be published without his prior written consent and information derived from it should be acknowledged.
    [Show full text]
  • Rationality and History
    Rationality and History By Georg G. Iggers (Lecture which he gave at East China Normal University, 2007) I The past two decades have seen a lively theoretical discussion internationally on how history is to be written and at the same time a conscious reorientation in the writing of history itself. The term "postmodernism" has at times been applied to the new theoretical outlook and the new historiography.1 The discussion has raised certain very fundamental questions regarding the nature of historical inquiry similar to those which have been asked regarding other forms of intellectual activity. These questions have revolved around the assumptions which have underlain historical writing - and philosophical thought - since the beginning of the Western tradition of secular history. There were two assumptions which were central to this tradition from Herodotus and Thucydides to the very recent past, namely, that there is a distinction, even if not necessarily an absolute dividing line, between fact and fiction, and similarly that there is a difference between rational thought and free imagination, even if the two may intersect In dealing with the problems of reality and rationality raised in those segments of recent philosophic thought which have identified themselves as post-modern or deconstructionist,2 this article proceeds from the assumption, rejected by this thought, that a historical text must be understood with reference to the context to which it refers and that this context contains an element of objectivity not fully identical with the subjectivity of the historian and an element of rationality which presumes elements of intersubjectivity in the methods of historical inquiry.
    [Show full text]
  • Evaluating Oral Histories for Restoration Ecology
    Edith Cowan University Research Online Theses : Honours Theses 1999 Evaluating oral histories for restoration ecology Margaret Robertson Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses_hons Part of the Natural Resources and Conservation Commons Recommended Citation Robertson, M. (1999). Evaluating oral histories for restoration ecology. https://ro.ecu.edu.au/ theses_hons/512 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses_hons/512 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. EDITH COWAN UNIVERSITY LIBRARY Evaluating Oral Histories for Restoration Ecology By Margaret Robertson A thesis submitted in partial fulfilment of the requirements for the award of Bachelor of Science (Environmental Management) Honours Faculty of Health, Communication and Science Edith Cowan University Date of Submission - 27 April 1999 .· USE OF THESIS The Use of Thesis statement is not included in this version of the thesis.
    [Show full text]
  • Facebook: a Source for Microhistory? 2016
    Repositorium für die Medienwissenschaft Mechtild Stock Facebook: A Source for Microhistory? 2016 https://doi.org/10.25969/mediarep/11954 Veröffentlichungsversion / published version Sammelbandbeitrag / collection article Empfohlene Zitierung / Suggested Citation: Stock, Mechtild: Facebook: A Source for Microhistory?. In: Kathrin Knautz, Katsiaryna S. Baran (Hg.): Facets of Facebook: Use and Users. Berlin: de Gruyter 2016, S. 210–240. DOI: https://doi.org/10.25969/mediarep/11954. Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Creative Commons - This document is made available under a creative commons - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 Attribution - Non Commercial - No Derivatives 4.0 License. For Lizenz zur Verfügung gestellt. Nähere Auskünfte zu dieser Lizenz more information see: finden Sie hier: https://creativecommons.org/licenses/by-nc-nd/4.0 https://creativecommons.org/licenses/by-nc-nd/4.0 Mechtild Stock Chapter 8. Facebook: A Source for Microhistory? Abstract: In this chapter, we discuss whether social networking services (SNSs), especially Facebook, are sources for microhistory. It can be shown that SNSs indeed form a valuable source for historical science. Due to the huge amount of data content in SNSs, the greatest problem the researcher faces is being over- whelmed with unmanageably large datasets. We propose to structure the data- sets by applying informetrics and statistical methods as a means of producing a quantitative history. We do this by working with a single case study, Kerpener und Ex-Kerpener. This Facebook group addresses Kerpen (a small town in Germany) as well as its historical development. The aim of this moderated group is to preserve historical images and videos and to make them publicly accessible.
    [Show full text]
  • On the Essence of History
    ISSN 2039-2117 (online) Mediterranean Journal of Social Sciences Vol 6 No 6 S5 ISSN 2039-9340 (print) MCSER Publishing, Rome-Italy December 2015 On the Essence of History Alexey Malinov Department of Russian philosophy, St. Petersburg State University, 7/9 Universitetskaja naberezhnaja Sankt-Peterburg, 199178, Russia; [email protected] Doi:10.5901/mjss.2015.v6n6s5p223 Abstract The purpose of the article is to consider the specificity, or essence of history in its relation to the other sciences, both to the Humanities and natural science. History studies society and human being in the past and in the process of development. It exists on the joint of the past and the present; it connects ontological reality of a fact with the interpretative potential of contemporariness. History gives the opportunity to find sense in the sequence of facts and in the kaleidoscope of events. However, the past is mediated with a historical source, which is always loaded with sense, i.e. preinterpreted. History constitutes the new senses on this basis and by means of interpretation. Thus, the result of the historical research consists in the senses and meanings expressed in a specific way – in the narrative. Keywords: history, sense, society, development, reconstruction, narration 1. Introduction The answer to the question “What is history?” is the most fully understood through history itself. The definition of history can lack versatility, while the history of history shows the essence of history itself in the most adequate way. The object of studying history is society and man not only in their material but in spiritual displays as well.
    [Show full text]
  • Chapter 3 Primary Sources
    CHAPTER 3 PRIMARY SOURCES CHAPTER 3 _____________________________________________________________________ PRIMARY SOURCES _____________________________________________________________________ The variety of historical evidence is nearly infinite. M. Bloch, The Historian’s Craft, (Manchester University Press, 1954), p.66. Rather than just relying on second-hand accounts of events historians consider that it is essential to use material contemporary to the events they are studying - primary material - to reconstruct the past for themselves. Primary sources are fundamental to history, but they are often fragmentary, ambiguous and difficult to analyse and interpret. Identifying, locating, accessing and understanding primary sources is much more complex than dealing with secondary sources. There are many different types of primary sources and diverse opinions exist among historians as to the validity and relative weight to be accorded to each of them. Some branches of history rely heavily on one or two types of source, while others are more eclectic in their approach. Debates arise as a result of different interpretations of the same primary sources, and are fuelled by the discovery of new evidence. Primary sources are open to multiple interpretations; you should not assume that any group of historians will agree about the meaning of historical evidence simply because they have all seen the same manuscripts or looked at the same set of photographs. This chapter provides an introduction to three important skills relating to the use of primary sources by historians; locating, assessing and linking primary sources. A fourth vital skill, the actual writing of historical accounts based on primary sources, is addressed in Chapter 7 of this book. LOCATING PRIMARY SOURCES _____________________________________________________________________ While it is relatively easy to locate and get hold of secondary sources through the use of library catalogues, electronic searches and Inter-Library Loans, there can be many more difficulties involved with primary sources.
    [Show full text]
  • Download It Immediately to Google Drive and Record an Entry for the Image in a Corresponding Spreadsheet
    HISTORIANS’ EXPERIENCES USING DIGITIZED ARCHIVAL PHOTOGRAPHS AS EVIDENCE Alexandra M. Chassanoff A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School Information and Library Science. Chapel Hill 2016 Approved by: Christopher A. Lee Sandra Hughes-Hassell Matthew Kirschenbaum Ryan Shaw Helen Tibbo ©2016 Alexandra M. Chassanoff ALL RIGHTS RESERVED ii ABSTRACT Alexandra M. Chassanoff: Historians’ Experiences Using Digitized Archival Photographs as Evidence (Under the direction of Christopher A. Lee) Widespread digitization has presented scholars with unprecedented access to archival sources. In particular, the availability of archival photographs through online collections has been championed as an opportunity to fill in underrepresented histories absent from archival collections. Yet the degree to which scholars are using digital visual sources, and how they are using them, is relatively unexplored in the literature. In part, this can be attributed to the difficulties of modeling visual information use; no empirical models currently link scholarly interpretive practices to how scholars actually use visual materials. This dissertation sought to address these gaps in the literature by examining the experiences of one group – self-identified historians using digitized archival photographs as evidence in their scholarly activities. This study uses an embedded case study approach to explore how and why historians use images in the construction of their arguments. Fifteen participants were recruited during the spring and summer of 2015. I conducted semi-structured interviews with each participant, eliciting descriptions about their image practices and specific experiences related to image use.
    [Show full text]
  • The Postmodern Condition: a Report on Knowledge
    The Postlllodern Condition: A Report on Kno-wledge Jean-Fran�ois Lyotard Translation from the French by Geoff Bennington and Brian Massumi Foreword by Fredric Jameson Theory and History of Literature, Volume 10 £P Manchester University Press . .� � orip��?�;� l c.:�-•-"� t3o Thk book wu F �u rt�pport sur I� savoir, copyright© 1979 by Les Editions de Minuit. English translation and Foreword copyright© 1984 by the University of Minnesota. All rights reserved. Published in the United Kingdom by Manchester University Press. Oxford Road Manchester M13 9PL Printed in the United States of America. British LibruyCatalopaing in Publication Data Lyotard, jean-Fran�is The postmodem condition- (Theory and history of literature) 1. Knowledge, Theory of I. Title 11. La condition postmodeme. English Ill. Series 001 Z361 ISBN 0·7190-1454-9 ISBN o-7 1 90-1450-6 pbk. "Answering the Question : "What Is Postmodemism?" appears in this book counesy of the University of Wisconsin Press (English translation of this essay by Regis Durand copyright© 1983 by University of Wisconsin Press; the essay appears in lhab Hassan and Sally Hassan , eds., lnno11ation/R�no11ation !Madison: University of Wisconsin Press,198 3) ) and counesy of jean Piel, editor of Critiqu�. where the essay originally appeared as "Reponse a Ia question: qu'est-ce que le postmodc:rnc:?" in Critiqu�. number 419 (April 1982). Contents Foreword by Fredric jameson vii Introduction xxiii 1. The Field : Knowledge in Computerized Societies 3 2. The Problem : Legitimation 6 3. The Method: Language Games 9 4. The Nature of the Social Bond: The Modern Alternative 11 S.
    [Show full text]