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ICT Literacy in History

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

 GENERAL:

Association of College & Research Libraries. (2008). Guidelines, standards, and frameworks. http://www.ala.org/acrl/standards/

Association of College & Research Libraries. (2013). Information literacy in history. http://wikis.ala.org/acrl/index.php/Information_Literacy_in_History 

Common Core State Standards and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).

 

MERLOT LINKS:

Key terms: history, social studies, economics, political science, historical aspects of specific subjects (e.g., art)

  • Humanities / History
  • Academic Support Services/ ICT literacy
  • Academic Support Services/Library and Information Services

https://www.merlot.org/merlot/History.htm 

 

LIBGUIDES:

 

OTHER WEBSITES and ARTICLES:
  • Anderson, S., & Hamilton, J. (2016). The theory and practice of 21st century pedagogies in the oral history classroom. Oral History Education, 142-149.
  • Bahde, A. (2013). The history labs: Integrating primary source literacy skills into a history survey course. Journal Of Archival Organization, 11(3/4), 175-204. doi:10.1080/15332748.2013.951254 
  • Brush, T., & Saye, J. (2014). An instructional model to support problem-based historical inquiry: The Persistent Issues in History Network. Interdisciplinary Journal of Problem-Based Learning, 8(1), 3. http://docs.lib.purdue.edu/ijpbl/vol8/iss1/3/
  • Clyde, J., & Wilkinson, G. R. (2012). More than a game...Teaching in the gamic mode: Disciplinary knowledge, digital literacy, and collaboration. History Teacher, 46(1), 45-66. http://www.societyforhistoryeducation.org/pdfs/ClydeandWilkinson.pdf
  • Daniel, D. (2012). Teaching students how to research the past: Historians and librarians in the digital age. The History Teacher, 261-282. http://www.societyforhistoryeducation.org/pdfs/Daniel.pdf
  • Gould, J. G., & Gradowski, G. (2014). Using online video oral histories to engage students in authentic research. Oral History Review, 41(2), 341-350. doi:10.1093/ohr/ohu031 
  • Goulding, J. (2015). Improving online source analysis in history education: Trialling the Ethos model. Historical Encounters, 2(1), 89-101. http://hermes-history.net/hej/index.php/HEJ/article/view/43
  • Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359–388.
  • Hicks, A., & Howkins, A. (2015). Tipping the Iceberg: A collaborative approach to redesigning the undergraduate research assignment in an Antarctic history capstone seminar. The History Teacher, 48(2), 339-370. http://scholar.colorado.edu/cgi/viewcontent.cgi?article=1034&context=libr_facpapers
  • Ijaz, K., Bogdanovych, A., & Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904-929.

    Kong, N. N., Bynum, C., Johnson, C., Sdunzik, J., & Qin, X. (2017). Spatial information literacy for digital humanities: The case study of leveraging geospacial information for African American history education. College & Undergraduate Libraries, 24(2–4), 376–392.

  • Konstantinov, O., Kovatcheva, E., Fol, V., & Nikolov, R. (2012). Discover the Thracians-An approach for use of 2D and 3D technologies for digitization of cultural heritage in the field of e-learning. http://hdl.handle.net/10525/2054
  • Lambert, J., & Stewart, V. (2015). Engaging students in powerful social studies teaching and learning with multimedia. Oregon Journal of the Social Studies, 3(1), 76-89. http://www.oregonsocialstudies.org/wp-content/uploads/2013/01/OJSS-Journal-0301.pdf#page=79
  • Lane, L. M. (2014). Constructing the Past Online: Discussion Board as History Lab. The History Teacher, 47(2), 197-207. http://www.societyforhistoryeducation.org/pdfs/F14_Lane.pdf
  • Lindquist, D. H. (2012). The images of our time: Using iconic photographs in developing a modern American history course. The Social Studies, 103(5), 192-197. http://dx.doi.org/10.1080/00377996.2011.606437
  • Narayana, M. (2019). The spatial turn in history: Implications for curriculum in higher education (Doctoral dissertation, Concordia University). https://spectrum.library.concordia.ca/986198/7/Narayana_PhD_S2020.pdf
  • Nygren, T., & Vikström, L. (2013). Treading old paths in new ways: Upper secondary students using a digital tool of the professional historian. Education Sciences, 3(1), 50-73. http://www.mdpi.com/2227-7102/3/1/50/htm
  • Oliver, K. M., & Purichia, H. R. (2018). Analyzing historical primary source open educational resources: A blended pedagogical approach. Contemporary Issues in Technology and Teacher Education (CITE Journal), 18(2).
  • Öztürk, I. H. (2012). Wikipedia as a teaching tool for technological pedagogical content knowledge (TPCK) development in pre-service history teacher education. Educational Research and Review, 7(7), 182-191. https://www.researchgate.net/profile/Ibrahim_Oeztuerk/publication/257420444_Wikipedia_as_a_teaching_tool_for_technological_pedagogical_content_knowledge_(TPCK)_development_in_pre-service_history_teacher_education/links/02e7e5253fd33a3def000000.pdf
  •  Sebbowa, D., Ng'ambi, D., & Brown, C. (2015). Using wikis to teach history education to 21st century learners: A hermeneutic perspective. Critical Studies in Teaching and Learning (CriSTaL), 2(2). http://cristal.epubs.ac.za/index.php/cristal/article/view/34#.VqaLNVlc8Zw
  • Shep, S., Lenihan, R., McKinley, D., Plummer, M., & Dudding, M. (2017). Moving beyond the threshold: Investigating digital literacies and historical thinking in New Zealand universities. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 12(2), 313-332.
  • Shuldman, M., & Fontaine, P. (2015, March). The video production process as an instructional strategy and a tool for student engagement: The case of education. In Society for Information Technology & Teacher Education International Conference (Vol. 2015, No. 1, pp. 8155-8160). http://www.editlib.org/p/150065/
  • Smith, B., & Corrigan, J. (2014). Mobile (izing) Educational Research: Historical literacy, m-learning, and technopolitics. McGill Journal of Education/Revue des Sciences de l'Education de McGill, 49(3), 583-602. http://www.erudit.org/revue/mje/2014/v49/n3/1033548ar.html
  • Weiner, S. A., Morris, S., & Mykytiuk, L. J. (2015). Archival Literacy Competencies for Undergraduate History Majors. The American Archivist, 78(1), 154-180. http://americanarchivist.org/doi/abs/10.17723/0360-9081.78.1.154
  • White, K. (2017). Visualizing oral histories: A lab model using multimedia DH to incorporate ACRL framework standards into liberal arts education. College & Undergraduate Libraries, 24(2-4), 393-417.

    Young, C. (2018). Embracing the digital revolution in the history classroom. Teaching History: A Journal of Methods, 43(2), 2-16.


 

LEARNING ACTIVITIES IDEA STARTERS:
  • Ask students to create a timeline of a school of historical thought (e.g., Marxism, Cliometics) Ask students to make a visual timeline of a country’s borders. 
  • Ask students to annotate a Google map in terms of historical landmarks. 
  • Ask students to research the origins of a custom, and compare it to other cultures. 
  • Ask students to compare propaganda: the same cause using different primary sources (e.g., World War I posters, pamphlets, advertisements, speeches, music, film), and then compare propaganda for the same cause by different countries (e.g., Germany, United States, United Kingdom). 
  • Ask students to compare different periodicals’ perspective on a historical event. 
  • Ask students to trace changing perspectives about a controversial event (e.g., Vietnam War) through one newspaper (e.g., Wall Street Journal) or magazine (e.g., Time). Then ask students to compare different periodicals’ changing viewpoint over time. This activity could be visualized as a timeline with degrees of positive or negative attitudes on the Y axis. 
  • Ask students to create a virtual museum of artifacts for a specific aspect of history (e.g., ethnic group, event, gender roles). 
  • Ask students to research the history of intellectual property law (both copyright and patents/trademarks) in different countries. 
  • Ask students to interview personnel in different jobs related to a history major. 
  • Ask students to research the same historical topic in two database aggregators (e.g., America: History and Life, Historical Abstracts, JSTOR), and compare the process and results. 
  • Ask students to compare history-related database aggregators (e.g., American Periodicals, Brepolis Medieval Bibliographies, Dissertations and Theses, Handbook of Latin American Studies, L’Annee Philologique, Times Digital Archive) in terms of content, scope, process. 
  • Ask students to analyze and compare film depictions of a historical time period or event (e.g., movies about the French Revolution). 
  • Ask students to research the impact of technology on an aspect of history (e.g., warfare, elections). 
  • Ask students to create an infographic about a topic in history. 
  • Ask students to analyze paintings of historical figures, and their figurative/symbolism connotations (e.g., size, stance, angle, clothing, use of color, “props”, background). 
  • Ask students to create a virtual museum exhibit about an aspect of fashion history. 
  • Ask students to investigate different perspective about an historical event using primary sources (e.g., the Library of Congress’s American Memory collections: http://memory.loc.gov/ammem/index.html)
  • Ask students to research immigrant experiences using primary sources (e.g., the Library of Congress American Memory collections at http://memory.loc.gov/ammem/index.html).
  • Ask students to role-play different leaders during a summit (e.g., reinact the summit at Yalta, simulate a Middle East peace summit). 
  • Ask students to create a propaganda speech for an historical event (e.g., election of Caesar as a military tribune). 
  • Ask students to research the history of coinage for a geopolitical region, and note how it reflects and impacts socio-economic-political trends. 
  • Ask students to research the history of fashion as it reflects socio-economic trends. 
  • Ask students to create migration maps that show patterns over time (e.g,. Cambodians, Indians). 
  • Ask students to research the impact of communication channels (e.g., bards, hieroglyphics, papyrus, printing, typewriter, paperbacks, radio, television, film, Internet) on history. McLuhan is a good first resource. 
  • Ask students to research the impact of historic educational systems (e.g., Socratic, Latin grammar schools, boarding schools) reflected and impacted politics. 
  • Ask students to compare different types of education within the same historical period and geopolitical region (e.g., monasteries, apprenticeships, chivalric education, royal tutors); compare educational systems across cultures for the same historic period. 
  • Ask students to compare gender roles across cultures for the same historical period, or within cultures across historic periods. 
  • Ask students to research how scientific and medical discoveries and practices impacted socio-economic-political trends over time. 
  • Ask students to research how diseases impacted socio-economic-political trends over time. 
  • Ask students to research how natural disasters and climate changes impacted socio-economic-political trends over time.