24. transforming perception, comprehension, and taste.”[12] Students may not be aware of all these transformations, but they certainly feel the loss of ownership of their work when they click Wikipedia’s “Submit” button. For me the article’s [previous] editor was the one being “anti-woman.”[19]. Digital Primary Sources.

Celebrating 150 years of Finnish Immigration to Minnesota" exhibit presents eleven topics that reflect our archival collection strengths on Finnish Americans.

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My desired outcome was that the students should see how knowledge creation on Wikipedia is as much about style as it is about substance. This exercise will also introduce students to the wealth of primary sources available at the Smithsonian … Cf. Considering the low opinion some reference librarians and historians have of genealogists, historians might be surprised to find genealogy forums to be self-regulating regarding the black Confederate myth. Uncover the everyday lives of African Americans spanning two turbulent centuries, Discover the changing shape of exploration throughout the ages, Explore extensive collections sourced from The National WWII Museum, New Orleans, From the Gilder Lehrman Institute of American History, New York, Sources from the Edward E. Ayer Collection at the Newberry Library, Chicago, Two centuries of North American Indigenous journalism, Sources from the Everett D. Graff Collection of Western Americana at the Newberry Library, Chicago, Official British documents from The National Archives, UK. .

5 (2004): 37–48, http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/WideOpenSpacesWikisReadyorNot/157925; Cathlena Martin and Lisa Dusenberry, “Wiki Lore and Politics in the Classroom,” in Cummings and Barton, Wiki Writing, 213–14. 8. . 26. Critical Point of View: A Wikipedia Reader, Standing Soldiers, Kneeling Slaves: Race, War, and Monument in Nineteenth-Century America, Race and Reunion: The Civil War in American Memory, Ghosts of the Confederacy: Defeat, the Lost Cause, and the Emergence of the New South, 1865–1913, In the Presence of Mine Enemies: War in the Heart of America, 1859–1863. Let’s see how long this version lasts; don’t make any more edits. My final comment during the Wikiblast follows: Hi everyone—in the space of a class, we’ve made 30 substantial edits to the page (and many minor ones); increasing its size from 13.8 kb to 23.4 kb—that’s the equivalent of about four pages of text. 3. We intend to add to this section with each issue of the AHR and make the complete list available online. fully support[ed] my references to women as . [12], At your computer, examine the article at http://en.wikipedia.org/wiki/Ottawa_Valley (the Wikipedia entry for Ottawa Valley). How do contributors resolve debates about history? What interests me is . 8. To control third party cookies, you can also adjust your browser settings.

Robert Wolff’s essay “The Historian’s Craft, Popular Memory, and Wikipedia” explores what we can learn from analyzing debates over editing Civil War history in the multiauthor Wikipedia platform. However, the other blogger and I have history degrees which is not the be-all-to-end-all on the situation, but it does help us when we are working with source materials. Wikipedia user H20, http://en.wikipedia.org/w/index.php?title=User:H2O&action=history. . Ruediger Glott, Philipp Schmidt, and Rishab Ghosh, Wikipedia Survey—Overview of Results, Collaborative Creativity Group, UNU-MERIT, United Nations University, March 2010, http://www.wikipediastudy.org. The Proceedings of the Old Bailey, 1674–1913, That Noble Dream: Tthe “Objectivity Question” and the American Historical Profession, Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web, Beyond the Battlefield: Race, Memory, and the American Civil War. 17. The DPLA is a incredible resource of historical primary source material. 21. Herein lies an important challenge for professional historians as they confront the digital age. 3. . It further places that narrative within the context of a significant historiographic divide between scholars who have viewed the Civil War as irrepressible (i.e., as the inevitable consequence of the regional differentiation between an agrarian, slave-labor South and an increasingly industrial, free-labor North) and those who have argued that the conflict was repressible (i.e., the result of blundering politicians and/or reckless agitators in both regions). Finally, I hoped that they would perceive how the NPOV provisions could lead to particular kinds of rhetoric and judgments regarding knowledge credibility and suitability (and could thus situate this kind of writing firmly within the continuum of historiographic writing). Particularly strong in 19th century U.S. resources. 28. In one weeks-long iteration of this rhetorical dance, Connie Ward takes issue with some bloggers’ insistence that real historians do history for a living: “I’m as much a historian as Corey [Meyer], [Kevin] Levin, [Andy] Hall and [Brooks] Simpson.

Landmark Documents Organized by Era . As such, it may tell us as much about memory—how events are remembered—as it tells about history. “School and University Projects,” Wikipedia, http://en.wikipedia.org/wiki/Wikipedia:School_and_university_projects. Eddieinman, “Re: Simpson—Prof. We also use some non-essential cookies to anonymously track visitors or enhance your experience of this site.

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