Several years ago, I attended a seminar on digital pedagogy. I thought it might be worthwhile to explore new opportunities out there for social media in the classroom. It was indeed an eye-opening experience, though not in the way I had hoped. Seminar leaders regaled us with software package after software package filled with whistles, bells, alerts, gimmicks, everything, they claimed, one would need to connect with this generation of “digital natives” (their term, not mine.) Students these days spend so much time on social media, they claimed, that faculty need to learn to connect with them online in order to really engage. “Here’s a program that allows you to text your students!” “Here’s another that allows you to collect data on how much time your students spend on homework!” “Here’s a program where you can instant message your student and remind them to study!” Continue reading →
Diego Rivera and Bertram D. Wolfe, “Portrait of America,” 1934
When John Adams looked back on the American Revolution (something he liked to do), he reflected that, “The Revolution was in the Minds and Hearts of the People.” The colonists’ drive to independence marked a new era of American history, Adams thought, when “Thirteen Clocks were made to Strike together; a perfection of Mechanism which no Artist had ever before effected.” Scholars have struggled to frame the experience of the Revolution in picture and on the page. How can we use digital tools to curate collections of revolutionary culture and #vastearlyamerica for use in the classroom?
As funding budgets shrink, many historians face increased pressure to make the most of their time in distant archives. For a number of years now, a lot of researchers have favored a good digital camera, which (theoretically) allows for a faster gathering of primary source materials than traditional note-taking methods. Of course, as historian Larry Cebula humorously observed, failure to exercise good digital stewardship with your own personal archives can have disastrous consequences.
Over the past few years, I’ve become (to my great surprise) an avid listener of audiobooks. What initially began as a means to keep me awake and alert during a series of near-monthly drives back and forth from Virginia to northern New Jersey has become, over time, what I prefer to listen to in almost all circumstances: on my morning run, on my daily commute, during the several short walks I take across campus throughout the week, and even occasionally at day’s end, as I lay in bed trying to unwind before falling asleep (with my headphones in, this is a far less intrusive means of me “reading” for my slumbering wife). Continue reading →
This post is co-written by Katy Lasdow and Eric Herschthal, contributors to The Junto and Rapporteurs for the Columbia University Seminar on Early American History and Culture.
Earlier this month at the Columbia University Seminar on Early American History and Culture, scholars in New York City got a glimpse of the most pressing issues facing the field as seen through the eyes of the new editors of early American history’s flagship journals. Joshua Piker, the recently named editor at The William and Mary Quarterly, joined Catherine Kelly, now in charge of the Journal of the Early Republic, to discuss what concerned them most as they entered their freshman year on the job. Their concerns ranged from the challenge Atlantic history posed to what it traditionally has meant to be an early American journal, to the way technology—JSTOR, Project MUSE, even blogs like us here at The Junto—has forced academic publications to rethink their role in a more egalitarian digital world. Continue reading →