Esther Cyna, Teachers College, Columbia University
Scott Saul, University of California, Berkeley
How can digital history projects exist in the classroom? By engaging students in archival research or encouraging them to conduct oral histories, our projects all speak to the question of broader sharing of historical research. They also challenge typical scholarship-making. Whether by having students share their research findings with the local community or on a public digital platform, the projects have chosen an approach to pedagogy that has transformed the teaching and learning of history.
The digital humanities component of the three examples of history pedagogy will be the focus of our presentation: all three projects, Educating Harlem and the "Harlem Stories" course sequence, Sacred Staten Island, and "The Berkeley Revolution" all draw from physical and digital archives, and aim at sharing student work on a digital platform. The local emphasis of the three projects will allow us to raise questions about scale and digital humanities projects, and the impact of working toward digital and / or public projects in the classroom, and what we have learned in the process.
Melissa Borja, email@example.com
Esther Cyna, firstname.lastname@example.org
Scott Saul, email@example.com
Michael J. Kramer, firstname.lastname@example.org