evaluating online digital historical resources for world civilization studies virtual presentation...

Evaluating Online Digital Evaluating Online Digital Historical Resources for Historical Resources for World Civilization StudiesWorld Civilization Studies

Virtual Presentation by L. Daniele Bradshaw, for Global Learn Asia Pacific

2010

Definition and InformationDefinition and InformationDigital historical resources are

collections of images, artifacts, and primary/secondary source texts.

Libraries, universities, historical societies, individuals, and others have created digital resources that facilitate research and exploration (Ayers, 1999).

Many are stored as Internet collections.

The World Wide Web is the primary delivery mechanism for digital historical documents.

The quality and range of documents available on the Web has significantly increased (Rosenzweig, 2001; Lee & Molebash, 2004).

Benefits of Digital Historical Benefits of Digital Historical ResourcesResourcesDigital historical resources can

facilitate critical historical inquiry.

Web-based digital resources can empower users to construct an understanding of history.

Benefits of Digital Historical Benefits of Digital Historical ResourcesResourcesThe narratives, accounts, or

presentations in these resources can also promote historical inquiry (Berson & Balyta, 2004; Lee, 2002; Lee & Molebash, 2004; Mason et al., 2000).

Benefits of Digital Historical Benefits of Digital Historical ResourcesResourcesDigital historical resources can

help users understand the nature of evidence and the constructed role of historical and social interpretations (Bolick, Hicks, Lee, Molebash, & Doolittle, 2004; Waring, 2007).

Importance of Critical Importance of Critical Historical InquiryHistorical InquiryCritical historical inquiry benefits

learners, regardless of subject domain or grade level (Brown, 2000; Tally & Goldenberg, 2005).

It is important to take a critical stance towards online information, such as in digital historical resources (Alvermann, 2001; Labbo, 1999; Leu et.al., 2004; Lee, Doolittle, & Hicks, 2006).

Importance of Critical Importance of Critical Historical InquiryHistorical InquiryUsers need to implement

meaning-making strategic abilities to navigate and assemble knowledge from Internet resources (Lemke, 1998; Peters & Lankshear, 1996).

Engaging in Critical Historical Engaging in Critical Historical InquiryInquiryCritical historical inquiry can

involve the following tasks:◦Examining bias and discriminating

between quality information and other data (Berson & Berson, 2004).

◦Assessing an author’s point of view (Dutt-Doner, Cook-Cotone, &Allen, 2007).

Engaging in Critical Historical Engaging in Critical Historical InquiryInquiry(continued)

◦Comparing information in the online resources to prior background knowledge (Dutt-Doner, Cook-Cotone, &Allen, 2007).

◦Reviewing written texts, visual applications, and spoken words to question the beliefs, attitudes, and values (Holum & Gahala, 2001).

◦Analyzing and understanding historical information in the context of experience and situational influences (International Reading Association, 2002).

Engaging in Critical Historical Engaging in Critical Historical InquiryInquiryCritical historical inquiry can also

involve discerning the meanings of multimedia, visual imagery, virtual environments, and text (Holum & Gahala, 2001; Kinzer, 2003).

Engaging in Critical Historical Engaging in Critical Historical InquiryInquiryWarnick discusses four characteristics

of online digital discourse:◦Shifts in the nature of persuasive

strategies used in online discourse;◦ Individuation of content tailored to users'

interests;◦ Increased use of all forms of interactivity;◦Changes in conceptions of text and

authorship (Warnick, 2005).These characteristics of online digital

discourse have implications for critical inquiry of digital historical resources.

Engaging in Critical Historical Engaging in Critical Historical InquiryInquiryInternet content is dynamic and

information pathways are often hypertextual and changeable (Leu, D, Kinzer, C., Coiro, J., & Cammack, D., 2004). ◦This is important to remember when

examining digital historical resources.

Discussion of World Discussion of World Civilization Online Digital Civilization Online Digital ResourcesResourcesBradshaw will facilitate this

interactive participant forum. In a collaborative learning forum,

participants can review information on the same topic from different Web pages.

Then, participants can compare and contrast information.

This will lead to a discussion on viewpoints and sources (Labbo, 1999).

Discussion of World Discussion of World Civilization Online Digital Civilization Online Digital ResourcesResourcesParticipants will also discuss the

assumptions, forms of authority, or modes of signification that are produced through this medium (Frechette, 2002).

The role of hypertext is to allow digital responsiveness to the needs of a reader (Reinking, 1987). Participants will explore the role of the hypertext in the world civilization websites.

Discussion of World Discussion of World Civilization Online Digital Civilization Online Digital ResourcesResourcesThe Internet is a huge source of

digital historical resources. Using the discussion questions as

a starting point, we will explore some Internet world civilization resources.

Participants, feel free to share any additional sites that we can explore.

Discussion of World Discussion of World Civilization Online Digital Civilization Online Digital ResourcesResourcesPlease show the highest respect

for the cultures we discuss and for the other participants. This is an academic forum.

Note: The discussion questions are intentionally broad. This provides latitude for a range of responses. Thank you for your respectful participation.

Discussion of World Discussion of World Civilization Online Digital Civilization Online Digital ResourcesResources Compare and contrast the information on the

websites. You may choose to stay within a particular region, or you may explore them all. Let’s discuss these questions:◦ What are your viewpoints on these resources?

◦ How is the world civilization information presented on these websites?

◦ If you have prior knowledge, how does the information compare to what you already know?

◦ What are some of the assumptions, forms of authority, or modes of signification that are produced in these websites?

◦ Hypertext (linking to additional information) facilitates digital responsiveness to a reader. However, the reader has to be able to make sense of that particular information pathway (Reinking, 1987). What is the role of the hypertext in the world civilization websites?

Accessing the Website Accessing the Website LinksLinksJust press the “Control” button as

you “right click” on the link.◦OR

Please highlight the entire URL link that you want to see. Then, “right click” on it. Then, scroll to “open hyperlink.” This will also open the websites for you.

Websites for DiscussionWebsites for Discussion

Middle EastPBS Global Connectionshttp://www.pbs.org/wgbh/globalconnections/mideast/themes/geography/index.html

Oriental Institute of the University of Chicago

http://oi.uchicago.edu/OI/MUS/ED/TRC/MESO/mesohome.html


AfricaBBC-The Story of Africahttp://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.shtml

Smithsonian Natural History Web: African Voices

http://www.mnh.si.edu/africanvoices/


IndiaThe British Museumhttp://www.ancientindia.co.uk/

index.html

BBC-Ancient Indiahttp://www.bbc.co.uk/history/

ancient/india/


ChinaAsia for Educatorshttp://afe.easia.columbia.edu/

CNN-Visions of Chinahttp://www.cnn.com/SPECIALS/

1999/china.50/imperial.icon/


PersiaNational Geographic-Persiahttp://ngm.nationalgeographic.com/

2008/08/iran-archaeology/del-giudice-text

The British Museumhttp://www.thebritishmuseum.ac.uk/

forgottenempire/


GreeceEmory University-Odyssey Online-

Greecehttp://www.carlos.emory.edu/

ODYSSEY/GREECE/home.html

BBC Ancient History-Greekshttp://www.bbc.co.uk/history/

ancient/greeks/


Roman EmpireThe Roman Empirehttp://www.pbs.org/empires/

romans/index.html

Emory University-Romehttp://carlos.emory.edu/

ODYSSEY/ROME/homepg.html


American HistoryNational Museum of American

Historyhttp://americanhistory.si.edu/

Teaching American Historyhttp://

www.teachingamericanhistory.org/

Additional ReferencesAdditional References Alvermann, D.E. (2001). Effective literacy instruction for adolescents.

Executive Summary and Paper Commissioned by the National Reading Conference. Chicago, IL: National Reading Conference.

Ayers, Edward L. (1999). The past, present and future of digital history.

Virginia Center for Digital History. Retrieved from http://jefferson.village.virginia.edu/vcdh/PastsFutures.html

Berson, M. & Balyta, P. (2004). Technological thinking and practice in

the social studies: transcending the tumultuous adolescence of reform. Journal of Computing in Teacher Education, 20 (4), 141-150.

Bolick, C. M., Hicks, D., Lee, J. K., Molebash, P., & Doolittle, P. (2004).

Digital libraries: The catalyst to transform teacher education. AACE Journal, 12 (2), 198-217. Retrieved from http://dl.aace.org/16346

Dutt-Doner, K. M., Cook-Cottone, C., & Allen, S. (2007). Improving classroom instruction: understanding the developmental nature of analyzing primary sources. RMLE, 30(6). Retrieved from http://www.nmsa.org/Publications/RMLEOnline/Articles/Vol30No6/tabid/1271/Default.aspx

Additional ReferencesAdditional References Frechette, J. (2002). Developing media literacy in cyberspace: Pedagogy

and critical learning for the twenty-first century classroom. Westport, Connecticut: Praeger Publishers.

Holum, A. & Gahala, J. (2001). Critical issue: Using technology to enhance

literacy instruction. North Central Regional Educational Laboratory. Retrieved from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm

International Reading Association. (2002). Integrating Literacy and

Technology in the Curriculum. Retrieved from http://www.reading.org/downloads/positions/ps1048_technology.pdf

Kinzer, C.K. (2003). The importance of recognizing the expanding

boundaries of literacy. Reading Online, 6 (10). Retrieved from http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/kinzer/index.html

Labbo, L. (1999). Toward a vision of the future role of technology in literacy

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History Teacher, 35 (4), 503-518. Lee, J. K., Doolittle, P., & Hicks, D. (2006). Social studies and history

teachers’ uses of non-digital and digital historical resources. Social Studies Research and Practice, 1(2), 291-311. Retrieved August 13, 2008 from http://socstrp.org/issues/ PDF/1.3.2.pdf

Lee, J.K. & Molebash, P. (2004). Outcomes of various scaffolding strategies on student teacher’s digital historical inquiries. Journal of Social Studies Research, 28 (2), 25-35.

Leu, D, Kinzer, C., Coiro, J., & Cammack, D. (2004). Toward a theory of new

literacies emerging from the internet and other information and communication technologies. In R. Ruddell, & N, Unrau, (Eds.), Theoretical Models and Processes of Reading. International Reading Association. Retrieved from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/leu

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