Doing Digital History As a Public Historian: the Implications and Uses of the Growing Digital History Field for Public History
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
Digitalizing Historical Collections Through Data Bases- Digital Applications Towards Promotion of Historical Research
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) e-ISSN: 2279-0837, p-ISSN: 2279-0845. PP 01-04 www.iosrjournals.org Digitalizing Historical Collections through Data Bases- Digital Applications towards Promotion of Historical Research Dr. Vidya .H.N Associate Professor Department of History Government Arts , Commerce and Post Graduate College Hassan-573201 Karnataka state [email protected], 9448870802 Abstract: This paper examines the emerging trends of application of digital tools to historical research and focuses on introducing digital training towards making historical research reach youth. Digital history is an approach to examine and representing the past that works with the new communication technologies of the computer internet network and software systems. It is an open arena of scholarly production and communication encompassing the development of new course materials and scholarly data collection efforts. Hence a digital historian encounters research issues relating to collection of historical sources, management of historical sources , exploration of historical sources , manipulation of historical sources and proper collaboration of historical sources. Hence there is a need to adopt a careful and completely informed approach in the use of digital tools for historical research. There is a need for a long term policy framework to develop new initiatives through training to historical scholars. There is a need for developing in house expertise for managing digital historical research. History teachers need awareness in using them appropriately. This needs to be evolved as national policy as higher education sector can play a key role in the evolution of such a policy. Keywords: Digitalizing historical collections, data bases, digital applications , promotion of historical research I. -
M.A. Public History Student Handbook
MASTER OF ARTS CONCENTRATION IN PUBLIC HISTORY GRADUATE STUDENT HANDBOOK ASSEMBLED BY Graduate Director and Director of Public History Department of History Middle Tennessee State University Revised and in effect Fall 2018 DEPARTMENTAL POLICIES AND GUIDELINES DESCRIBED IN THIS HANDBOOK SUPPLEMENT UNIVERSITY POLICIES AND ACADEMIC REGULATIONS, AS ARTICULATED IN THE GRADUATE CATALOG Revised 4/23/19 TABLE OF CONTENTS page 1. CORE COURSES 3 2. SELECTION OF PUBLIC HISTORY SPECIALIZATION 3 3. SELECTION OF MAJOR FIELD AND ADVISOR 4 4. NON-MAJOR FIELD ELECTIVES 4 5. PROFESSIONAL PORTFOLIO REQUIREMENT/GUIDELINES 5 6. PUBLIC HISTORY INTERNSHIP 7 7. THESIS AND NON-THESIS OPTIONS 10 8. SUMMARY OF COURSE REQUIREMENTS 10 9. MAINTAINING SATISFACTORY PROGRESS 11 10. DEGREE PLAN 11 11. COMPREHENSIVE EXAMINATIONS: NON-THESIS OPTION 11 12. THESIS 14 13. GRADUATION PROCESS/PAPERWORK 17 14. SUPPORT FOR CONFERENCE TRAVEL & THESIS RESEARCH 17 15. GRADUATE ASSISTANTSHIPS 17 16. SELECTED STUDIES AND ADVANCED PROJECTS COURSES 18 17. DISTANCE LEARNING POLICY 18 FORMS AND GUIDELINES: SUBMIT ALL FORMS TO THE HISTORY DEPARTMENT - GRADUATE PROGRAMS EXECUTIVE AIDE M.A. PUBLIC HISTORY DEGREE PROGRAM CHECKLIST 19 INTERNSHIP AGREEMENT FORMAT FOR HIST 6570 21 INTERNSHIP REPORT REQUIREMENTS FOR HIST 6570 24 REPORT OF M.A. COMPREHENSIVE EXAMINATION 26 REPORT OF M.A.P.H. PORTFOLIO REVIEW 27 THESIS PROPOSAL ACCEPTANCE FORM 28 M.A. THESIS GUIDELINES 29 SAMPLE THESIS APPROVAL PAGE 32 REQUEST FOR STUDENT TRAVEL ASSISTANCE FORM 33 REQUEST FOR STUDENT TRAVEL REIMBURSEMENT 34 2 1. CORE COURSES: M.A. PUBLIC HISTORY Two courses are required for all students seeking a Master of Arts degree from the History Department: HIST 6010 and HIST 6020. -
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 -
(2008-2018): a Case Study on the Greek Public History Magazine “The Illustrated History”1
Representations of the Greek-German relationship in the decade of crisis (2008-2018): a case study on the Greek public history magazine “The Illustrated History”1 Germanos Vasileiadis, University of Western Macedonia Kostis Tsioumis, Aristotle University of Thessaloniki Ifigeneia Vamvakidou, University of Western Macedonia Ilias Sailakis, University of Western Macedonia Abstract Germany’s tough negotiating tactics during Greek economic crisis, in which harsh austerity measures were imposed in Greek citizens, had produced a bad mood between the relations among the two states and their citizens. This mood is strengthened by the mass media, changing the Greek conception about Germany and E.U. in general. In this research we study on the magazine named as "The History Illustrated" which is the first Greek magazine of public historical material published since 1968 by Papyros editions. Public history as a “nonacademic narrative” plays an important role in the modern construction of national or historic consciousness which create the image of the “other”. The research material is analysed as a multimodal, narrative and visual “text” which describes the past events in many diverse forms of historical narratives. We focus on the choices of the editor using the method of narrative analysis, so as to exact results about what image is formed about Germany and Europe. The research material is structured on (5) references- covers and 15 historical texts that are representing the Greek-German relationship (Issue 506: August 2010, 524: February 2012, 535: January 2013, 540: June 2013, 544: October 2013). Keywords crisis, public history, Greece- Germany 1 If this paper is quoted or referenced, we ask that it be acknowledged as: Vasileaidis, G., Tsioumis, K., Vamvakidou, I., & Sailakis, I. -
Introduction to Public History History 397Z - Fall 2015 - Syllabus
Introduction to Public History History 397Z - Fall 2015 - Syllabus Tu Th 2:30-3:45 in Herter 118 Elizabeth Sharpe Visiting Lecturer Office in Herter 637 Office Hours Thurs 3:45-5:00 or by appt. [email protected] Course Overview The purpose of this course is to introduce the practice of public history and its intellectual foundations. Through class discussions and assignments, we will examine the activities of public historians and the issues they face in their work. Public history encompasses a variety of occupations which all involve, to some degree, collecting, preserving, and interpreting history for the public. Public historians are well-trained historians who may work as museum curators and educators, historic site interpreters, archivists, oral historians, community activists, film and digital media producers, or historic preservationists. They may be employed at nonprofit organizations, cultural institutions, corporations, government agencies, and as independent consultants. The practice of public history typically takes place outside of the traditional academic arena and its audience is the general public—children and adults alike. Yet, the two arenas overlap and public and academic historians often work collaboratively. In addition to looking at the many areas of public history, we will examine related theoretical constructs like heritage, community, commemoration, and memory, and we will explore the many methods of engaging audiences. Class activities and assignments will include practicing some of the basic methods -
Public History Messiah College
HIST 393: Public History Messiah College Fall 2013 instructor: James LaGrand Tuesdays & Thursdays office: Boyer 264 2:45-4:00 p.m. telephone: ext. 7381 Boyer 338 email: [email protected] office hours: Mon., Wed., & Fri., 10:00-11:00 a.m.; Thursdays, 1:20-2:35 p.m., & by apt. DESCRIPTION AND OBJECTIVES: The field of public history has emerged within the history profession over the last several decades and continues to increase in popularity in part because it has helped historians answer two questions that perpetually face them. First--How can historians find fulfilling careers in positions in which they can use their skills and training? And second--How can historians communicate and share developments within the field of history with a wider public beyond that found in college classrooms and at academic conferences? Historians should always be working toward finding answers to these two questions, and many have found the field of public history provides a unique opportunity to do so. Developments in recent years have demonstrated that the public is interested in history and continues to think about it and consume it--but not necessarily as presented by academic historians. Museums, historical theme parks, living re-enactments, television documentaries, and the like have enjoyed great popularity in recent years. Yet too often, historians in colleges and universities have allowed themselves to become ignored and irrelevant, even as history in general enjoys great popularity. Public history has the ability to improve this situation. This course in public history will be run as a seminar--with a primary focus on reading, independent work, presentations of independent work, and discussion. -
Introductory Digital History Training for Mid-Career Historians
Scholars as Students: Introductory Digital History Training for Mid-Career Historians Sharon M. Leon and Sheila A. Brennan, Co-Directors Roy Rosenzweig Center for History and New Media, George Mason University August 31, 2015 Table of Contents Overview 1 Rationale 1 Institute Goals 5 Application Process and Participant Selection 8 Staffing 11 Two Weeks in August 12 Evaluation 15 Post-Institute Activities 17 Looking Forward 18 Appendix A: Institute Team 20 Appendix B: Curriculum 21 Appendix C: Application and Evaluation Forms 63 Overview Mid-career college and university faculty generally have achieved a significant level of expertise in their field of study. At the same time, research suggests that experts may not be so clear about every step of the cognitive work they undertake to attack a new research question or problem. In fact, the more expert an individual is, the less easy it is for that person to surface their process and articulate it for someone else. Only by being consciously pushed to consider, reconsider, and articulate these methodological assumptions, can we open a flexible space for new approaches that can complicate and compliment existing habits of mind. Together, these ideas make up some of the underlying approach that the team at the Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University (Mason) took to design and in conducting the Doing Digital History <http://history2014.doingdh.org/> (Doing DH) two-week intensive summer institute for mid-career American historians. Funded by the National Endowment for the Humanities (NEH) Office of Digital Humanities as an Institute for Advanced Topics in the Digital Humanities in August 2014 and under the direction of Sharon M. -
Annual Meeting of the National Council on Public History
THE MIDDLE: WHERE DID WE COME FROM? WHERE ARE WE GOING? April 19-22, 2017 // Indianapolis, Indiana Annual Meeting of the National Council on Public History Aerial View of a Parade on Monument Circle, Bretzman Collection, Indiana Historical Society, P0338. IUPUI Graduate Program in Public History Established in 1984, the Graduate Program in Public History at Indiana University – Purdue University Indianapolis (IUPUI) trains historians in the research, analytical, and communications skills needed to apply their work in the public arena. Students benefit from a combination of classroom instruction and practical experiences that prepare them for a wide range of public history occupations. Campus adjacent to downtown Indianapolis, which serves as a learning laboratory for public history students. Program highlights include: • A nationally-recognized public history degree program, with opportunities for students to pursue additional qualifications and certifications in Library Science, Museum Studies, and Documentary Editing • Two academic years of half-time paid internships in local institutions provide significant practical training (interns also receive a substantial tuition remission and health insurance) • Situated near several long-time partner institutions and research repositories (including the Indiana Historical Society, Indiana State Library and Historical Bureau, and Eiteljorg Museum of American Indians and Western Art) Graduate public history courses include: Digital Humanities, Historical Administration, Historic Preservation, -
Narrative (PDF)
Digital Edition Publishing Cooperative for Historical Accounts Abstract and Overview The Digital Edition Publishing Cooperative for Historical Accounts will offer publication and access services to a wide range of editors and users interested in the information contained in historical accounting records. This hub will allow editors to upload their transcriptions from multiple formats—including Excel, Drupal, XML/TEI—without the need for encoding expertise. As outputs, the hub will offer visualizations of current interest to editors—price timelines, commodity pie charts and network diagrams that can be exported to editors’ own websites. In addition, the hosted data will be converted to Resource Definition Framework (RDF), which will make it discoverable for data mining for historians who seek to take advantage of the semantic web and for researchers in fields other than history. This publishing cooperative will leverage relationships developed under Modeling semantically Enhanced Digital Edition of Accounts (MEDEA), a primarily European-based project funded through a 2015 Bilateral Digital Humanities award from the National Endowment for the Humanities and the German Research Foundation. The cooperative will share technical expertise and establish a platform for publication of digital editions that include textual and numerical representations; visualizations of accounting information; and data representation referencing a shared MEDEA bookkeeping ontology. The proposed platform will replicate a system developed at the Centre for Information Modeling (Zentrum für Informationsmodellierung—ZIM), Austrian Centre for Digital Humanities, at the University of Graz: the Humanities Asset Management System (Geisteswissenschaftliches Asset Management System—GAMS), a FEDORA Commons-based infrastructure for data enrichment, publication, and long-term preservation of digital humanities data. -
Best Practices in Public History for Undergraduate Students
Best Practices in Public History Public History for Undergraduate Students Prepared by the NCPH Curriculum and Training Committee 1, October 2009 Adopted by the NCPH Board of Directors October 2009 Introduction: Nationwide, history departments introduce public history to undergraduate students in a variety of ways. Some departments introduce public history to students as a field, subfield or research method, while other departments offer a major, minor, emphasis, concentration or certificate in public history. Still others offer a class or two on public history theories and/or practices.2 Clearly, the needs and resources of departments are as diverse as their approaches to public history. Below are some recommendations for undergraduate public history “programs” that are flexible.3 These recommendations should provide guidelines but should not be followed as a recipe for a “one-size fits all” approach to introducing undergraduates to public history. Undergraduate training in public history should be designed around the local resources available, the unique interests of department faculty, and the needs of the students. Undergraduate programs that offer public history should keep the following four basic priorities in mind: (1) Provide students with strong training in the basic skills of the historian; (2) Provide students with a solid grounding in historical content; (3) Introduce students early in their studies to the wide variety of careers that incorporate some component of public history; and (4) Encourage students to participate in field-based research, service learning, and/or internships. There are many different reasons why history departments should consider introducing public history at the undergraduate level. The number of undergraduate history majors is on the rise in departments across the country, but students graduating with history degrees and going on to graduate study in history is declining. -
Journal of the Text Encoding Initiative, Issue 5 | June 2013, « TEI Infrastructures » [Online], Online Since 19 April 2013, Connection on 04 March 2020
Journal of the Text Encoding Initiative Issue 5 | June 2013 TEI Infrastructures Tobias Blanke and Laurent Romary (dir.) Electronic version URL: http://journals.openedition.org/jtei/772 DOI: 10.4000/jtei.772 ISSN: 2162-5603 Publisher TEI Consortium Electronic reference Tobias Blanke and Laurent Romary (dir.), Journal of the Text Encoding Initiative, Issue 5 | June 2013, « TEI Infrastructures » [Online], Online since 19 April 2013, connection on 04 March 2020. URL : http:// journals.openedition.org/jtei/772 ; DOI : https://doi.org/10.4000/jtei.772 This text was automatically generated on 4 March 2020. TEI Consortium 2011 (Creative Commons Attribution-NoDerivs 3.0 Unported License) 1 TABLE OF CONTENTS Editorial Introduction to the Fifth Issue Tobias Blanke and Laurent Romary PhiloLogic4: An Abstract TEI Query System Timothy Allen, Clovis Gladstone and Richard Whaling TAPAS: Building a TEI Publishing and Repository Service Julia Flanders and Scott Hamlin Islandora and TEI: Current and Emerging Applications/Approaches Kirsta Stapelfeldt and Donald Moses TEI and Project Bamboo Quinn Dombrowski and Seth Denbo TextGrid, TEXTvre, and DARIAH: Sustainability of Infrastructures for Textual Scholarship Mark Hedges, Heike Neuroth, Kathleen M. Smith, Tobias Blanke, Laurent Romary, Marc Küster and Malcolm Illingworth The Evolution of the Text Encoding Initiative: From Research Project to Research Infrastructure Lou Burnard Journal of the Text Encoding Initiative, Issue 5 | June 2013 2 Editorial Introduction to the Fifth Issue Tobias Blanke and Laurent Romary 1 In recent years, European governments and funders, universities and academic societies have increasingly discovered the digital humanities as a new and exciting field that promises new discoveries in humanities research. -
What Is Digital History? a Look at Some Exemplar Projects
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Department of History History, Department of 5-2009 What is Digital History? A Look at Some Exemplar Projects Douglas Seefeldt University of Nebraska - Lincoln, [email protected] William G. Thomas III University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/historyfacpub Part of the History Commons Seefeldt, Douglas and Thomas, William G. III, "What is Digital History? A Look at Some Exemplar Projects" (2009). Faculty Publications, Department of History. 98. https://digitalcommons.unl.edu/historyfacpub/98 This Article is brought to you for free and open access by the History, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Department of History by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. From the “Intersections: History and New Media” forum in the May 2009 issue of Perspectives on History What is Digital History? A Look at Some Exemplar Projects By Douglas Seefeldt and William G. Thomas Both of us came into the history profession in the early 1990s and went through graduate school just before the remarkable emergence of the World Wide Web. Of course, we can see now that a communication revolution was taking place during those years and that it was changing the way we do historical scholarship and teaching. After the development of browsers like Mosaic Netscape and Netscape Navigator in 1994, the web grew at an astonishing rate into a global information network. Even at the early stages of the web’s growth, history was all over the web.