Clio Wired

An Introduction to History & New Media

Week 13


  1. Danah Boyd, “Chapter 7: literacy: Are today’s youth digital natives?” It’s Complicated: The social lives of networked teens(New Haven: Yale University Press, 2014), 176-198
  2. Dan Cohen, “Pragmatic as Well as Prescient: Digital History Education at George Mason University,” Perspectives (May 2009)
  3. Mills Kelly, “Chapter 5: Making: DIY History?Teaching History in the Digital Age (Ann Arbor: University of Michigan Press, 2013)
  4. Adam Rabinowitz, “Reading Herodotus spatially in the undergraduate classroom, Part III,” Hestia (July 22, 2014)
  5. Allison Marsh, “Omeka in the Classroom,” Literary and Linguistic Computing 28, 2 (2013): 279-282
  6. Nicholas Trepanier, “The Assassin’s Perspective: Teaching History with Video Games,” Perspectives (May 2014)
Discussion Leader: Jefferson Byrd

1 comment for “Week 13

  1. Jefferson Byrd
    November 24, 2014 at 4:08 am

    -In Danah Boyd’s It’s Complicated, she refers to the concept of digital natives and digital immigrants, what do these terms refer to? Why does she think these are dangerous ideas?

    -How does Boyd explain the concept of media literacy? How does she suggest using Wikipedia to teach students media literacy?

    -How does Boyd claim people think about Google? How is Google’s search algorithm politicized?

    -Can you think of something you have seen on Youtube that corresponds with what Mills Kelly calls the “emerging sensibility of a malleable past?”

    -What sort of digital skills (and history skills) do you think Kelly’s students could learn from his fake history course?

    -What traditional skills do you think Adam Rabinowitz’s students could have learned from using GEPHI to map out the characters in Herodotus’ Histories?

    -What lessons did Rabinowitz learn about effectively incorporating digital technology into his classroom?

    -What did Allison Marsh learn about so-called digital natives when she designed a public history course that used Omeka?

    -Having used Omeka yourself, did any of Marsh’s complaints about it or her students difficulties with it ring true to you?

    -What does Nicholas Trepanier argue that historical video games can teach students about historiography?

    -What have you, as students, gotten out of Clio I? What lessons do you feel have been the most useful?

    -Which of the digital tools we have used this semester could you envision being used in an undergraduate history course and how?

    -Since most of us had to learn through boring, old fashioned lectures and textbooks, is it fair to give students today the option to learn through cool technology and video games etc? Shouldn’t they have to slog through it like we did?

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