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My Final Project
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My experience in 397
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REVIEW - Research/Creation Project 02-43-397-01/History on the Web
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Final Project
Nov. 14 assignement
1. How do academics use the internet for historical research?
Academics are using the internet now to further their academic research. Nowadays, there are multiple sources that are capable for helping these researchers, such as Google according to Patrick Leary. Historians have an open field when it comes to research, due to the digitization of millions of records available to them with the touch of a button. Not to mention just about any archive are becoming easier to find and often to access them you do not need any credentials. However, Google is not the only source that can be used by academics, Wikipedia is easy to navigate however can be very misleading. This website can be edited very easily by just about anyone with a computer, therefore it can be used as a way to find sources.
How do historians teach history using the internet?
Historians can use the internet to teach history in multiple ways. It can be used to teach the past in many ways, obviously with archives and documents uploaded online. However, as this class is an example, the internet is always changing therefore in the process of learning on the internet the student may be learning alongside the teacher the positive and negative aspects of using internet as a teaching tool.
What is the connection between the library and the internet?
Both the library and the internet have a massive database collection that is useful to all historians and academics for research. Both are very useful tools that are now, more than ever, being considered when regarding historical context or any form of research in general. Many people believe that libraries are more credible and useful when it comes to research, however do not take the time to realize that several of the people that create these collections in a library could be adding them online. Although you should always be aware of your sources if citing for academic research purposes, many libraries, museums and universities publish their articles, databases and collections online to share and feed the interest of the public. However, libraries are not always the best credible source as many still have very outdated sources that, even 10-15 years can make a large impact on research.
Discussion
Compared to 20 years ago, our generation’s main source of research is technologically based and very rarely non-digitized, concrete resources. How will our generation be affected if libraries and all forms of non-digitized sources become completely obsolete?
Historical Research and the Internet
How do academics use the internet for historical research?
Academics use the internet for historical research in two key ways: to gain information regarding cultural contexts of words, phrases and customs allowing them to find the answers to some of their questions in places that they would not have otherwise thought to look (Leary) and, as in the case of many students, as a means of accessing sources in a convenient way in addition to a place to store these sources where they are easily accessible (Broussard). Database and google searches allow one to find references to the answers they are seeking in articles and places that they would not have thought were relevant based on the title of the work and the abstract that may exist or the thesis. This is particularly useful in a situation where the historian is looking for an explanation of a cultural aspect that they would otherwise have to spend hours or maybe even days scouring sources trying to find its explanation in order to better understand the time period and its implications (Leary). On the other hand, the ability to bookmark a source for later reference or simply re-searching the source in question makes sources easily accessible but this also comes with its own problems regarding the availability of these sources in the future as a result of a change in database formatting or what have you causing the link to change and even the way in which one searches these sources (Broussard).
How do historians teach history using the internet?
In the beginnings of the use of the internet in scholarly research, historians were skeptical about this idea of the internet and the ability for anyone to publish anything rather fact based or not meaning that the information could be false and, therefore, would not make good sources for academic writing. As a result, historians largely ignored the existence of internet sources focusing more on the written and physical sources giving really no instruction on internet sources. Now, things have changed. The focus is internet sources and using them to teach students about critically analyzing sources for their biases and usefulness as historians have traditionally done for centuries in regards to physical sources (Jacobs and Nelson). The internet provides a new way of learning that should not be swept aside but should be embraced and used to better the study of history (The Digital Humanities Manifesto).
What is the connection between the library and the internet?
The connection between the library and the internet is an important one. The library was the first to recognize the importance of internet sources for academic research and was the first to promote the use of such sources. The library, particularly university libraries, are the ones who determine which sources are accessible to its students and, therefore, affects the availability of sources. They make the important decision about which databases are most beneficial to its faculties and students and makes them accessible to them through the purchasing of subscriptions. This is an asset to students as much as it is a disadvantage. Making these sources accessible is great but the decision itself of which databases should be made available is a detriment in itself. Choosing one database over another means that those sources that the two do not share are now inaccessible to students and can affect the paths that they take on the topics that they choose. This is a necessary evil as funding is limited but it is one that librarians have to be aware of when choosing these sources (Broussard).
History on the Web: November 14, 2016
How do academics use the internet for historical research?
Academics use the internet for historical research in a variety of ways that involve a blend of tradition and non-tradition research methods and tools. In the traditional sense, academics use scholarly online databases, those databases obtain a collection of primary sources or peer reviewed secondary works. This traditional online research process is highlighted in Meredith Broussard’s article titled, The Irony of Writing Online About Digital Preservation, where she used EBSCO, an online database that archives various primary sources (newspapers) and secondary sources. In terms of the non-traditional use, academics use the internet as a ‘stepping-stone’ in their research process, which then leads the researcher to an online paper trail of further works. Patrick Leary used this ‘stepping-stone’ research method when he hit a roadblock while analyzing through Punch magazine and could not understand one of the magazine’s cartoon caption, ‘Please to remember the grotto!’ Leary then entered the phrase into Google’s search engine where he was able to find a ‘hit’ that linked the caption’s understand to a passage from Thomas Holmes’s London’s Underworld. Leary continues to explain how ‘Google quickly became my first port of call for tracking down unfamiliar allusions met with my research on Victorian periodicals’. It is this non-traditional research method of using Google that acts as ‘stepping-stone’ for academics, which then in return provides an online paper trail for researchers to have the convenience of understanding the context of various primary sources without having to spend countless hours sifting through scholarly journals or monographs to do so. As Leary summarizes, “Google and other search engines are not, therefore, merely the future of scholarly discovery: they are its present.”
How do historians teach history using the internet?
Historians teach history using the internet be fully engaging their students in the complete process of what goes into producing scholarly history on the web. As the perfect case study was intricately explained in Dr. Nelson and Dr. Jacobs’ article titled, History, Play and the Public: Wikipedia in the University Classroom, they created an online assignment, where within groups of 2-5, had to create a new Wikipedia page entry while following Wikipedia’s guidelines. The goals are the project were students would learn ‘how different popular tastes are in history from what they study in university (i.e., what gets traffic and editorial attention on Wikipedia); how historical authority functions in a supposedly ‘radical democracy’; and how useful (or not) collaborative work is in Web 2.0.’ The learning process of the hands on approach also continued when students came across ‘edit wars’ within their page entries, where anonymous users could freely edit the students page entries at any given moment and, in return, became an informal history lesson on the ‘real push and pull of historiographical debate.’ Furthermore, the hands on approach exposes and teaches students the importance of the mounting concerns that go into understanding the known, and more importantly, unknown factors of producing history on the web. Thus, supplying both students and instructors with newfound ‘critical thinking skills about history and the formal and informal study of history.’
What is the connection between the library and the internet?
The main connection between the library and the internet is centered around the process of curation, and how researchers and archivists of the internet and the library construct a sound method of doing so. As stated in The Digital Humanities Manifesto 2.0, the ‘Digital Humanists recognize curation as a central feature of the future of the Humanities disciplines.’ It is this factor of concern of how digital creations are curated in a manner that researchers with relatively ease can access the millions of digital pieces of information to further produce historical knowledge. Issues such as how to do just that, and the factors that come along with it—cost, methods, and personal—that Meredith Broussard made note of in her article titled, The Irony of Writing Online About Digital Preservation. Broussard linked the common practices of how libraries catalog and preserve scholarly materials in order that researchers will be able to use them with ease, to the technical and licensing issues of archiving digital materials that directly effect researcher. Both libraries and the internet hold numerous sources that provide researchers with endless amounts of information, and it is through that connection, as Broussard established, which what we deem worthy of curating for present and future researchers.
Discussion Question:
As it is common practice within university history departments to provide the ‘standard’ survey classes that cover the narrative of western nations or the historiography of the discipline itself, do you think there is now a need in the digital age to provide ‘History on the Web’ type classes to teach undergrads the key issues concerning how history is produced, archived, and made available online?