Digital sources are excellent examples of how our current world is experiencing a digital revolution similar to the early modern world’s print revolution. Information can now be accessed and created more easily and faster than ever before. With the myriad advantages that come from open-access, there are also a number of disadvantages, namely digital illiteracy. Although digital tools can be helpful to students when applied correctly, students often do not know how to wield them. Despite the fact that most of our students are digital natives – people who grew up with knowledge of and access to personal computers, information technology, and nearly constant technological innovation – there is an alarming amount of digital illiteracy among students. Therefore, in addition to using digital sources in my classes, I organize activities and assignments that foster digital literacy. Students learn how to identify digital sources, use them, and even participate in the making of digital sources.
In this section you will find examples of digital history projects my students have done (or are currently doing). All use open-access platforms that teach students historical skills like evidence selection, bias identification, writing, and analytical skills. Similarly, it teaches students important organizational skills and, depending on the project, about working together in teams and peer evaluation. At the same time, students learn how to use platforms like Google Docs and Omeka that will help them in a variety of career settings.
Each project has a brief description and detailed instructions.