Primary Sources and the Historical Profession in the Age of Text Search, Part 5: Theory and Method in the Digital Age

AHA Session 302
Sunday, January 7, 2018: 11:00 AM-12:30 PM
Diplomat Ballroom (Omni Shoreham, West Lobby)
Chair:
Stephen Robertson, Roy Rosenzweig Center for History and New Media
Papers:
Mapping the Invisible Intermediaries: Historians’ Craft and Digital Search
Lara E. Putnam, University of Pittsburgh
Rethinking Social Science under Digital Conditions
Jason Rhody, Social Science Research Council
Source Criticism and Digitized Visual Culture: Tales from Digital Islamic Art History
Hussein Keshani, University of British Columbia Okanagan
Too Much Information: Transparency, Metadata, and Search in the Age of Web Archives
Ian Milligan, University of Waterloo
Comment:
The Audience

Session Abstract

Moderated by Anne Kelly Knowles (University of Maine), this roundtable discussion on Theory and Method in the Digital Age is intended to advance necessary conversations around the current state of undergraduate and graduate training and how we understand the basic work of historians. It asks: What are the implications for preparing historians to work with digitized materials? In what ways is the ‘Age of Text Search’ altering or extending the theoretical approaches that have informed and shaped the writing of history and the training of historians? Discussants will offer brief opening remarks, to be followed by extended Q&A involving discussants, moderator, and audience alike.

This session is part of a series of sessions, "Primary Sources and the Historical Profession in the Age of Text Search," organized by the National Historical Publications and Records Commission (NHPRC) of the U.S. National Archives and Records Administration and the AHA staff. 
The Digital Age, the Age of Text Search, the Digital Turn--whatever we choose to call it, there is no question that the emergence of digital history is reshaping how historians work, how they are trained, and how they teach. This multi-session series poses fundamental questions about the current state of and future directions for the training of historians and history teachers in the Digital Age, about the kinds of collaborations required for the substantive practice of digital history, and about the role of historians in advocating for and the multiple benefits of participating directly in projects that expand the digital historical infrastructure that will serve the needs of the profession and future historical research.


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