academic literacy, Active Online Reading, Cambridge, critical reading, digital history, digital reading, history, Newspapers, online learning, online reading, primary sources, QAA, reading, students | Leave a Comment on Teaching Active Online Reading at Cambridge University’s History Faculty Library

Teaching Active Online Reading at Cambridge University’s History Faculty Library

In this post, Paul Cooke, History Faculty Librarian at the University of Cambridge, offers some really interesting insights into how he teaches students to engage productively with digital texts in History. Paul can be contacted on Pkc24[at]cam.ac.uk. Find out more about the History Faculty Library here: https://www.hist.cam.ac.uk/seeley-library Researchers and students at the University of Cambridge areContinue reading Teaching Active Online Reading at Cambridge University’s History Faculty Library

active learning, Active Online Reading, asynchronous, Blackboard, critical reading, digital history, digital reading, EMC, history, History UK, online learning, online reading, pedagogy, Post-Pandemic Pedagogy, QAA, reading, research, social annotation, students, survey, Talis, Talis Elevate | Leave a Comment on Post-pandemic reading

Post-pandemic reading

The Post-Pandemic Pedagogy project, which I’ve been working on with Marcus Collins (Loughborough), Aimee Merrydew (Keele) and others for the past year (funded by the EMC, History UK and the RHS), involved a survey of History staff and students at UK universities. We asked them about their experiences and perceptions of teaching and learning duringContinue reading Post-pandemic reading

Active Online Reading, digital history, digital literacy, history, OCR, primary sources, Reflections, research, resources, sources | Leave a Comment on The Keyword Conundrum: How We Read Primary Sources

The Keyword Conundrum: How We Read Primary Sources

In addition to student reflections on their reading practices (see here for our first one), academic members of the Active Online Reading project are sharing insights into various aspects of their own reading pedagogies and practices. Dr Jon Chandler (UCL) is the first to offer his thoughts – on the reading of primary sources. ItContinue reading The Keyword Conundrum: How We Read Primary Sources

assessment, digital history, digital literacy, E-learning, history, Humanities, mapping, online learning, Visual literacy | Leave a Comment on An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape

An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape

Unfortunately, it’s taken me a while to get the second interview in this series written up. In any case, I’m very please to be able to share my discussions with Dr Katherine Fennelly, an historical archaeologist at the University of Sheffield, about her use of digital mapping technologies when teaching in the School of HistoryContinue reading An interview with Katherine Fennelly – Digital Mapping of the 18th and 19th-century British Landscape

active learning, digital history, digital literacy, E-learning, Making Digital History, Medieval, online learning, student as producer, Student research, students, University of Sheffield, wikipedia | Leave a Comment on An interview with Charles West – Using Wikipedia to Teach Medieval History and Digital Literacy

An interview with Charles West – Using Wikipedia to Teach Medieval History and Digital Literacy

The Making Digital History project is particularly concerned with approaches to teaching history online that involve students in constructing things for themselves (including their own knowledge and understanding via more ‘traditional’ text-based approaches) in digital spaces and sharing the results of their endeavours beyond their tutors and peers. I thought it would be interesting toContinue reading An interview with Charles West – Using Wikipedia to Teach Medieval History and Digital Literacy