As 2018 comes to a close, I can’t help but reflect on this year and its meaning for a place that has become near and dear to my heart (and in-progress dissertation): New Orleans. Founded by the French in 1718, Louisiana’s largest city has been celebrating its tricentennial for months and in a way that only New Orleans can. Ranked number one on the New York Times “52 Places to Go in 2018” list, New Orleans continues to attract first-timers curious to discover “America’s most foreign city.” Repeat visitors, myself included, just can’t get enough, although my trips have taken me beyond Bourbon Street, from the attic of the city’s colonial-era Ursuline convent to the notarial archives of Orleans Parish, hidden within a twenty-story office building a stone’s throw from the Superdome. My own excursions aside, how exactly have we gone about celebrating, remembering, and thinking about the history of early New Orleans in 2018? What does the future hold?
This week, The Junto will feature a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Rachel Herrmann talks about the challenge of access. Jessica Parr, Joseph Adelman, and Ken Owen will also contribute.
Let me preface this post by saying that I’d hesitate to call myself a digital humanist; I don’t code or map or mine texts. As Lincoln Mullen pointed out a while back, however, digital practices exist on a spectrum. There are some things I do for my own research and in the classroom—tweeting, running my department’s social media accounts, using Amazon’s “Look Inside” feature to chase up a footnote so as not to use up one of my precious Interlibrary Loan requests, and of course, blogging for The Junto—that digital humanists also do. These approaches have been helpful in my teaching for three problems related to access to sources. Continue reading
It’s commencement season around the United States, so we wish a hearty congratulations to all of our readers (and our students) graduating this month. Now, straight on to the links!
Welcome to another installment of The Week in Early American History. Continue reading
Joel Barlow and Noah Webster graduated from Yale together in 1778 with little sense of what they might do next. Their experience will be familiar to graduates of our own day, except, of course that it was in the middle of a Revolutionary War. “We are not the first men in the world to have broke loose from college without fortune to puff us into public notice,” Barlow wrote to Webster. But if ever virtue and merit were to be rewarded, he went on, “it is in America.” Both men would have their faith in America sorely tested over the following decades, as they struggled to gain entry into established social elites that were themselves experiencing tension and transformation. Continue reading