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Some general comments on the "Twitter Experiment" by Monica Rankin (UT Dallas) There has been a lot of interest in the "Twitter Experiment" video posted by Kim Smith chronicling my U.S. History class at U.T. Dallas and our use of twitter in the classroom. I have fielded a number of inquiries from educators across the United States and even overseas who are interested in finding ways to use social networking in an educational setting. This write-up is intended as an informal summary of my use of twitter in the classroom. I hope it will help to clarify my experience and I welcome additional questions and commentary, particularly suggestions for how to improve this type of classroom interaction. The class: I used twitter in the basic U.S. History II survey course at U.T. Dallas in the spring 2009 semester. This is a "core" course requirement in the state of Texas. It generally enrolls students from all majors across campus. At the beginning of the semester, there were 90 students enrolled in my class. The class met in a large auditorium-style classroom on Monday, Wednesday, and Friday from 11:30-12:20. I had one graduate student teaching assistant to help with grading and other administrative duties for the class.

Prints & Photographs Online Catalog The Prints & Photographs Online Catalog (PPOC) provides access through group or item records to more than 50% of the Division's holdings, as well as to some images found in other units of the Library of Congress. Many of the catalog records are accompanied by digital images--about one million digital images in all. Montage, clockwise from top left: Destitute pea pickers in California, "Migrant Mother" by Dorothea Lange; "I want you for the U.S. Army", by James Montgomery Flagg; Modern Gengi: viewing in the snow, by Toyokuni Utagawa; T.S. Eastabrook House, Chicago, IL; Caricature curiosity, by George Moutard Woodward Not all images displayed in this catalog are in the public domain. The Library offers broad public access to these materials as a contribution to education and scholarship. It is the researcher's obligation to determine and satisfy copyright or other use restrictions when publishing or otherwise distributing materials found in the Library's collections. In some collections, only thumbnail images display to those searching outside the Library of Congress because of potential rights considerations. See the Library's Legal Notices for more information.

Interesting chapter on giving 'photographic power and expression' to de-colonised people

Middle Eastern Photography

In his second month as a professor at Arizona State University, Tim McGuire was standing in front of 13 students teaching "The Business of Journalism" when his inner voice interrupted. "You dummy," he recalls thinking, "you are teaching a history course." It was fall 2006, and he was talking about the production of a daily newspaper, but not about the parallel production of a 24-hour-a-day Web site. He was explaining the collapse of the print classified advertising market, but not the striking success of Google search advertisements. Skip to next paragraph Education Life Go to Special Section » The course, new to the curriculum, was in desperate need of a revision already. Mr. McGuire, a 23-year veteran of The Star Tribune in Minneapolis, was in need of a re-­education himself. "I knew what I knew until I realized there was an earthquake underfoot," he says. He immersed himself in Internet business models. He started a blog. The course was renamed "The Business and Future of Journalism." He quickly learned that today's journalism students don't enroll to hear, in Mr. McGuire's words, "old newspaper farts telling them that the business is doomed." "They know the model is broken," he says. "They think, We'll just have to fix it." And so he started this semester by outlining an intimidating theme for the course: "How do we pay for journalism?"

national press photographers association on amateur photography.