Teaching History in the Digital Age (Digital Humanities) - Softcover

Kelly, T. Mills

4.09

33 ratings by Goodreads

9780472036769: Teaching History in the Digital Age (Digital Humanities)

Softcover

ISBN 10: 0472036769 ISBN 13: 9780472036769

Publisher: University of Michigan Press, 2016

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Although many humanities scholars have been talking and writing aboutthe transition to the digital age for more than a decade, only in the lastfew years have we seen a convergence of the factors that make thistransition possible: the spread of sufficient infrastructure on campuses,the creation of truly massive databases of humanities content, anda generation of students that has never known a world without easyInternet access. Teaching History in the Digital Age serves as a guide for practitioners onhow to fruitfully employ the transformative changes of digital media inthe research, writing, and teaching of history. T. Mills Kelly synthesizesmore than two decades of research in digital history, offering practicaladvice on how to make best use of the results of this synthesis in theclassroom and new ways of thinking about pedagogy in the digitalhumanities.

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Review:

"Kelly's book may be directed at history teachers, but its message is more widely relevant. The operations that he explores--thinking critically about the way history (and other cultural knowledge) is constructed, learning how to find and evaluate information online, analyzing and making sense of what one finds, contributing to knowledge through new-media tools and forums--are all things most of us would love to master if only we had the right guidance and sufficient time."
--Mary Taylor Huber, Change: The Magazine of Higher Learning
"It is superb; something everyone interested in digital history will have to read."
--Stanley Katz, Princeton University
"History educators have for the most part been slow to embrace the digital world inhabited by their students in their teaching. This book is part practical attempt to encourage and assist them to do so; part reflective meditation on what history 'is' and how historians think about fostering higher learning through history; and part impassioned appeal for historians to recast what they do in the classroom in the light of a changed student population."
--Alan Booth, University of Nottingham

About the Author:

T. Mills Kelly is Professor and an Associate Director of the RoyRosenzweig Center for History and New Media at George MasonUniversity.

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