Group items tagged

"This white paper is the product of the Arguing with Digital History Workshop organized by Stephen Robertson and Lincoln Mullen of George Mason University, with funding from the Andrew W. Mellon Foundation. The two-day workshop, which involved twenty-four invited participants at different stages in their careers, working in a variety of fields with a range of digital methods, was conceived with a focus on one particular form of digital history, arguments directed at scholarly audiences and disciplinary conversations. Despite recurrent calls for digital history in this form from digital and analog historians, few examples exist. The original aim of the workshop was to promote digital history that directly engaged with historiographical arguments by producing a white paper that addressed the conceptual and structural issues involved in such scholarship. Input from the participants expanded the scope of the white paper to also elaborate the arguments made by other forms of digital history and address the obstacles to professional recognition of those interpretations. The result was a document that aims to help bridge the argumentative practices of digital history and the broader historical profession. On the one hand, it aims to demonstrate to the wider historical discipline how digital history is already making arguments in different forms than analog scholarship. On the other hand, it aims to help digital historians weave the scholarship they produce into historiographical conversations in the discipline."

Dated, largely descriptive, but still useful discussion of digital storytelling in the classroom. Touches on issues like digital literacy/multimedia skill development. Implies connections between creative and scholarly output.

"Librarians, technologists, and other information professionals from the Center for Research Libraries, the Government Publishing Office (GPO), the University of North Texas, the University of California at Santa Barbara, the University of Missouri, University of North Carolina at Greensboro and Stanford University are undertaking a two year project to address national concerns regarding the preservation of electronic government information (PEGI) by cultural memory organizations for long term use by the citizens of the United States. The PEGI project has been informed by a series of meetings between university librarians, information professionals, and representatives of federal agencies, including the Government Publishing Office and the National Archives and Records Administration. The focus of the PEGI proposal is at-risk government digital information of long term historical significance."

Boyer outlines four types of scholarship, with implications for DP&S' work. Boyer notes that scholarship is often equated with research, and argues here for a more flexible, open-minded approach to definitions of scholarship, reminding us that "scholarship in earlier times referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn." The crux of his argument is what he sees as the relationship between theory and practice, which enable and reinforce one another. Outlining four types of scholarship-discovery, integration, application, and teaching-Boyer makes it clear that scholarship is more than siloed, disciplinary research. It also includes those activities which make the findings of scholarship comprehensible to others, and the application of those findings to specific problems beyond the Ivory Tower. In Boyer's four-part model, discovery is essentially research, i.e., the creation of new knowledge. Integration involves drawing connections between existing knowledges, and making those knowledges intelligible to audiences outside the academy. Application is the use of scholarly understanding to answer questions and solve problems. It overlaps to some extent with the notion of service, though not all service is scholarship: "To be considered scholarship, service activities must be tied directly to one's special field of knowledge and relate to, and flow directly out of, this professional activity. Such service is serious, demanding work, requiting the rigor-and the accountability-traditionally associated with research activities." Teaching, the final component of Boyer's model, is self-evident, and for him "teaching, at its best, means not only transmitting knowledge, but transforming and extending it as well."

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