I learned that there are many examples of digitized primary sources online. Not only are they offered by Library of Congress, but also by regional, state, and local sources as well. Such primary sources can be photos, manuscripts, notes, maps, sound recordings, films, and more. Everyone creates primary sources, and usually does so on a daily basis.
The keys to analzying primary sources are to observe, reflect, and raise questions. That process can go in any order. It seems that the main key is to be able to continue raising more focused and knowledgeable questions, and to actually pursue answers to those questions.
The course has inspired to learn more about history. Not only can digitized primary sources help people learn more about history, they can help people learn more about where they (and their ancestors) came from, who they are, and where they and their world might be heading. Digitized primary sources can also help people become more skilled at analyzing their own primary sources, and all media they encounter. Observing, reflecting, and questioning can be applied to learning about anything one sees or hears (not just forms of media), such as trees or bird sounds in a park.
Kids seem to be extremely knowledgeable and skilled on everything related to technology. However, it seems that many are not actually very skilled when it comes to searching for, and analyzing, primary sources. All age groups can learn from history, and training in learning how to search for, and analyze, primary sources.
At this point, I find myself wondering what else is out there. Who else is offering digitized primary sources online? Which subjects and formats are they offering? How much more will be online in years to come? How much access do the poorest areas of the U.S. have to computers, the Web, and to software that allows one to analyze, present, and share primary sources? How much will that access improve in years to come?
Now, I need to learn more history in order to better search for, analyze, and present primary sources that I find. Which eras, events, and topics in history do I wish to study? How many digitized primary sources are out there for me to examine and learn from, in relation to my future academic interests?
Sunday, October 28, 2012
Tuesday, October 16, 2012
Sharing, Analyzing, and Synthesizing
I read the following two articles:
Lincoln, M. (2007). All but her life: Holocaust survivor Gerda Klein shares with learners, young and old, the lessons of history. School Library Journal, 53(11), 52-54.
Johnson, M.J. (2004). Primary sources in the library: From object to inquiry. Library Media Connection, 22(6), 18-20.
From the Lincoln piece, I learned that primary sources can be very powerful in inspiring students and teachers to seek more information on a historical topic. A couple of exhibits on the Holocaust inspired teachers and students to read more about the Holocaust, and one of its survivors. When students become excited about primary sources, teachers need to offer them opportunities to build upon that enthusiasm. I am thinking that the power of primary sources is in their authenticity. They make history real to present-day eyes. Educators took advantage of students’ enthusiasm by giving them the idea to read the memoir of Gerda Klein (who nearly died in the Holocaust).
The power and authenticity of the Holocaust and Klein greatly motivated students to read her book, talk about it (through an online blog), and to go to great lengths to hear her speak. The students’ enthusiasm seemed to rub off onto educators, organizations, and citizens. Everyone started talking about what they knew and read about the Holocaust. I think that occurred because adults and students want students to be excited about learning. I think that people enjoy talking about what they know and are more likely to talk if they know there is demand for their words. When students are excited about primary sources, they need to be able to talk about their excitement and build upon it by having the knowledge and support to seek more information on the topic (primary and non-primary sources) and analyze (and share) the information they find. A great way for students to share the information they find is through the creation of their own primary sources based on what they learned (Johnson, 2004). The use of technology to display those new creations could greatly inspire new ideas, positive feedback, and great amounts of motivation to continue reading, thinking, and researching (Johnson, 2004).
Students can practice identifying and analyzing primary sources by looking at various primary (and non-primary) sources in the classroom (Johnson, 2004). That seems like a great idea because it could get students excited about primary sources and give them the motivation to seek more primary sources (and non-primary sources on the topic) on their own. That motivation could help them get through the process of learning how to search for primary sources. When teachers and librarians work together to share ideas on how to research, analyze, and help students make primary sources meaningful to themselves, powerful learning can result (Johnson, 2004).
As I tried to search for certain documents in the James Madison Collection, and as I examined the assigned slave documents, I realized that the text within such scanned documents are generally not searchable and may not be searchable for a very long time (if ever). I fear that today’s youngsters may be becoming too dependent on online text-searching tools in order to find information within texts. I am thinking that my job as an educator is to tell students ahead of time that many primary source texts cannot be analyzed in that manner. The best “shortcut” is to use one’s brain to analyze texts critically, and to do research in order to have more information with which to search for such documents using the limited search options they offer. For example, if I want to search for primary source text (as related to James Madison) that focuses on a certain event, it would be good for me to do my background research (by possibly using other resources) in order to know the dates and relevant persons associated with that event.
The request for 2 questions that required analysis and synthesis (in the slavery assignment) has me seeing that it is not only important for students to be able to read and understand texts in primary source documents, but it is also important for students to realize that there is yet a higher level of thinking and application. They must be able to put themselves in historical situations. They need to be able to connect with the words and consider their meaning from the time they were said (or written), through today, and into the future. I am thinking that it is generally up to the teacher to get this line of thinking started. This line of thinking helped me make the reading more real and more applicable. Application makes things memorable, especially when applied to one’s own life and interests. In the future, I plan to utilize the technique in order to give students the great feelings of responsibility, power, and achievement. By reading, analyzing, and making contemporary meaning of old texts, those texts remain alive. I am thinking that they remain powerful because the needs and interests of Americans have basically changed little (even since Revolutionary times). Students may not be writing an actual constitution, but anyone could learn general communication and planning skills from a Founding Father, such as Madison. A person does not have to be a slave in order to learn from, and connect with, a former slave’s feelings of being scared, being poor, feeling dominated, and feeling overworked. I think that a key lesson is for students to learn that such lessons are not necessarily about finding exact matches with today and tomorrow, but instead, can be about generalizing and cultivating proportional and parallel relationships to what has been read. In other words, one may not know what it’s like to lose a parent, but reading about that may make one think about the concept of pain and loss, how losing that puppy years ago still greatly hurts today, and how losing a parent might feel in comparison to that.
Similarly, one must consider what the photographer and subject(s) are thinking when a photo is shot. What might be going on around them? The photo analysis tool seems very helpful in providing guidance to students in asking questions while looking at photographs. I think that the key part of the photo analysis tool's 3 part process is the "Reflect" step, which asks the viewer to move beyond simply listing what he or she sees in the photo. It asks him or her to consider the bigger picture of synthesis. How can the image help one connect the past, with the present, and with the future? How and why did individuals create the pictured environment and how did that environment (along with other factors) cause them to change that environment later? I learned that it is a good idea to move between the 3 steps as necessary (not necessarily in order). The key is to keep looking at the image, asking basic questions, and expanding upon those questions by looking at wider implications of what is seen in the image. I learned to keep digging. There is so much more to most photographs than what initially meets the eye. In one class photo, I did not see a pipe in a man's mouth until I looked at the photo for quite a while. Therefore, I think it's a good idea to ask students to look at a photo for at least a certain amount of time. That should help them have an experience like I did with finding that pipe. I am thinking that five minutes would be a good amount of time for many photos (but more for photos that have more subjects in them).
Before beginning the last three modules, I had not really thought that so many handwritten letters by Founding Fathers could be seen so easily online. I also had not thought that so many slave-related documents could be seen online. The impressive things about the documents is that many exhibit clear print and that actually understanding them is not terribly difficult if one devotes some focus, re-reads, and raises some questions. English has not changed a whole lot since Revolutionary times. The assigned slave readings are great examples of how students need to learn that research includes making connections and highlighting differences between sources. The readings helped me to understand that no two documents are exactly alike. Nothing should ever be stereotyped. One should always consider both what a document says, and, what it does not say (and why). When looking at documents, one must always consider reasons for why one spoke, why they said what they said, and why they did not say certain things. Students could be asked about examples when and why they decided to say things that were not exactly true, forgot information, and deliberately left out details when describing something.
Lincoln, M. (2007). All but her life: Holocaust survivor Gerda Klein shares with learners, young and old, the lessons of history. School Library Journal, 53(11), 52-54.
Johnson, M.J. (2004). Primary sources in the library: From object to inquiry. Library Media Connection, 22(6), 18-20.
From the Lincoln piece, I learned that primary sources can be very powerful in inspiring students and teachers to seek more information on a historical topic. A couple of exhibits on the Holocaust inspired teachers and students to read more about the Holocaust, and one of its survivors. When students become excited about primary sources, teachers need to offer them opportunities to build upon that enthusiasm. I am thinking that the power of primary sources is in their authenticity. They make history real to present-day eyes. Educators took advantage of students’ enthusiasm by giving them the idea to read the memoir of Gerda Klein (who nearly died in the Holocaust).
The power and authenticity of the Holocaust and Klein greatly motivated students to read her book, talk about it (through an online blog), and to go to great lengths to hear her speak. The students’ enthusiasm seemed to rub off onto educators, organizations, and citizens. Everyone started talking about what they knew and read about the Holocaust. I think that occurred because adults and students want students to be excited about learning. I think that people enjoy talking about what they know and are more likely to talk if they know there is demand for their words. When students are excited about primary sources, they need to be able to talk about their excitement and build upon it by having the knowledge and support to seek more information on the topic (primary and non-primary sources) and analyze (and share) the information they find. A great way for students to share the information they find is through the creation of their own primary sources based on what they learned (Johnson, 2004). The use of technology to display those new creations could greatly inspire new ideas, positive feedback, and great amounts of motivation to continue reading, thinking, and researching (Johnson, 2004).
Students can practice identifying and analyzing primary sources by looking at various primary (and non-primary) sources in the classroom (Johnson, 2004). That seems like a great idea because it could get students excited about primary sources and give them the motivation to seek more primary sources (and non-primary sources on the topic) on their own. That motivation could help them get through the process of learning how to search for primary sources. When teachers and librarians work together to share ideas on how to research, analyze, and help students make primary sources meaningful to themselves, powerful learning can result (Johnson, 2004).
As I tried to search for certain documents in the James Madison Collection, and as I examined the assigned slave documents, I realized that the text within such scanned documents are generally not searchable and may not be searchable for a very long time (if ever). I fear that today’s youngsters may be becoming too dependent on online text-searching tools in order to find information within texts. I am thinking that my job as an educator is to tell students ahead of time that many primary source texts cannot be analyzed in that manner. The best “shortcut” is to use one’s brain to analyze texts critically, and to do research in order to have more information with which to search for such documents using the limited search options they offer. For example, if I want to search for primary source text (as related to James Madison) that focuses on a certain event, it would be good for me to do my background research (by possibly using other resources) in order to know the dates and relevant persons associated with that event.
The request for 2 questions that required analysis and synthesis (in the slavery assignment) has me seeing that it is not only important for students to be able to read and understand texts in primary source documents, but it is also important for students to realize that there is yet a higher level of thinking and application. They must be able to put themselves in historical situations. They need to be able to connect with the words and consider their meaning from the time they were said (or written), through today, and into the future. I am thinking that it is generally up to the teacher to get this line of thinking started. This line of thinking helped me make the reading more real and more applicable. Application makes things memorable, especially when applied to one’s own life and interests. In the future, I plan to utilize the technique in order to give students the great feelings of responsibility, power, and achievement. By reading, analyzing, and making contemporary meaning of old texts, those texts remain alive. I am thinking that they remain powerful because the needs and interests of Americans have basically changed little (even since Revolutionary times). Students may not be writing an actual constitution, but anyone could learn general communication and planning skills from a Founding Father, such as Madison. A person does not have to be a slave in order to learn from, and connect with, a former slave’s feelings of being scared, being poor, feeling dominated, and feeling overworked. I think that a key lesson is for students to learn that such lessons are not necessarily about finding exact matches with today and tomorrow, but instead, can be about generalizing and cultivating proportional and parallel relationships to what has been read. In other words, one may not know what it’s like to lose a parent, but reading about that may make one think about the concept of pain and loss, how losing that puppy years ago still greatly hurts today, and how losing a parent might feel in comparison to that.
Similarly, one must consider what the photographer and subject(s) are thinking when a photo is shot. What might be going on around them? The photo analysis tool seems very helpful in providing guidance to students in asking questions while looking at photographs. I think that the key part of the photo analysis tool's 3 part process is the "Reflect" step, which asks the viewer to move beyond simply listing what he or she sees in the photo. It asks him or her to consider the bigger picture of synthesis. How can the image help one connect the past, with the present, and with the future? How and why did individuals create the pictured environment and how did that environment (along with other factors) cause them to change that environment later? I learned that it is a good idea to move between the 3 steps as necessary (not necessarily in order). The key is to keep looking at the image, asking basic questions, and expanding upon those questions by looking at wider implications of what is seen in the image. I learned to keep digging. There is so much more to most photographs than what initially meets the eye. In one class photo, I did not see a pipe in a man's mouth until I looked at the photo for quite a while. Therefore, I think it's a good idea to ask students to look at a photo for at least a certain amount of time. That should help them have an experience like I did with finding that pipe. I am thinking that five minutes would be a good amount of time for many photos (but more for photos that have more subjects in them).
Before beginning the last three modules, I had not really thought that so many handwritten letters by Founding Fathers could be seen so easily online. I also had not thought that so many slave-related documents could be seen online. The impressive things about the documents is that many exhibit clear print and that actually understanding them is not terribly difficult if one devotes some focus, re-reads, and raises some questions. English has not changed a whole lot since Revolutionary times. The assigned slave readings are great examples of how students need to learn that research includes making connections and highlighting differences between sources. The readings helped me to understand that no two documents are exactly alike. Nothing should ever be stereotyped. One should always consider both what a document says, and, what it does not say (and why). When looking at documents, one must always consider reasons for why one spoke, why they said what they said, and why they did not say certain things. Students could be asked about examples when and why they decided to say things that were not exactly true, forgot information, and deliberately left out details when describing something.
Monday, October 1, 2012
Search Skills & Research Methods
When the course began, I basically knew nothing about the Library of Congress’ Web site. I had not visited the site in years. I assumed they had a few things digitized and published online. However, the Interactive Multimedia Module was very helpful in showing me that, in fact, Library of Congress has digitized millions of images, sound recordings, video recordings, documents, newspapers, music, and more. I was also surprised to learn that the site includes artifacts from around the world. Seeing the actual artifacts has me thinking about how primary sources seem unappreciated in our society. I am thinking that adults and kids tend to blend all types of sources together (primary and secondary). Primary sources are special and allow us to analyze. From the Interactive Multimedia Module, I learned that searching for such sources is not easy, but should be considered a challenge that can be fun, can increase self-esteem, and can greatly aid in learning.
The Library of Congress’ site is quite intimidating. The site is a mix of digitized, online items and information on items that are not available online. Therefore, I am thinking that it is important to remember that, and to immediately start searches for digitized items by clicking on “Digital Collections” at the top of the Library of Congress’ homepage.
I am seeing the “Featured Digital Collections and Services” page (on the “Digital Collections” homepage) as being a place that one could use to get an idea of the digitized items on the site and gain some ideas about search queries.
However, I am thinking that the best way to execute searches is by using the search box at the top of the screens within the “Digital Collections” pages. I think it is very handy to know that once a person is in the “Digital Collections” area of the site, the search box will only search those pages of the site. I am thinking that it is very important that when facing a site with so much information, from so many sources (and in so many formats), and with so many links and collections, it is important to have such a straight-line search plan to use (especially if one gets confused or lost). I am thinking that teachers and librarians should explicitly create and teach such straight-line plans to help students and patrons use any such complex Web site. I am thinking that the comfort of having a solid searching plan to fall back on will give much confidence to individuals to start searching.
Bell (2010) raised very interesting theories that today’s K-12 students, while looking as if they are very skilled at using technology in every way, are mostly just skilled at using social networking tools and Google. She believed that young students are not skilled at formatting effective queries and at using primary source databases. That reminds me of how people in my parents’ generation seem to think that I grew up using computers all the time. I’m 35. I hardly used computers until I was a college student (starting in 1995). I have learned what I have learned about computers because I have used them a lot during the past 17 years. I have worked hard, on my own, to learn about computers. I have also learned from others. Bell (2010) mentioned that it is up to teachers to teach kids how to search and use primary source databases. She said if the teachers do not know how to search and use primary source databases, who will teach the kids how to use them? I have to admit that I had fallen into the trap of assuming that today’s kids are all very tech savvy in every way. Just because a person wants to use something, or does use something, does not mean that the person can use that thing well. From now on, I will not assume anything about kids (as I do with adults) and will make sure they know the basics of technology and searching before teaching them advanced skills.
A helpful item from the Library of Congress’ site is the method for “Analyzing Primary Sources”. I am thinking that the general ideas of the method: “Observe, Reflect, and Question,” could be used to analyze any source of information (primary and secondary sources). I am thinking that the method could (and should) be taught in schools regardless of whether the Library of Congress site or primary sources were the focus. I am thinking that it promotes good learning because it results in focused and informative questions (for future research) at the end. I am thinking that the key to enthusiastic research is to have such questions. Similarly, I use the Web often, because the information I learn from it each day raises new questions (and new questions that I am confident the source can help to offer answers for). The same type of thing has occurred in my formal schooling during the last several years. I keep taking classes because many of my classes have raised subjects that I have found interesting and useful (and I want to learn more about them).
An interesting thing that I have learned from class discussions is that the students tend to bring unique backgrounds (where they grew up, occupation, interests, hobbies, where they live, etc.) to the class and these backgrounds seem to appear in the parts of the site (and the artifacts) they discuss. For example, I have found myself focusing on artifacts from North Carolina (especially western North Carolina) and resources related to presidents and law. I think it is no coincidence that I lived my entire life in (western) North Carolina and have always had interests in U.S. presidents and law. Similarly, I think it was no coincidence that an educator who works at a public school in Chicago found a photo of a past education leader from Chicago. Therefore, I am thinking that educators should inspire students to start searches by focusing on people, places, and concepts they know quite a lot about (to gain confidence) and then use that knowledge to expand into topics they know less about (to gain a wider worldview and compare things). I am thinking that it is important for educators to know that each student will come to class ready to focus on his or her own unique background and interests, and that the educator must be ready to inspire (and offer helpful ideas) in helping to promote the student’s research into ideas of the student’s choosing. For example, if a project asks students to write about the history of Illinois, it might be a good idea to inspire and allow a student who has a great interest in law to write about the history of law in Illinois. If the student was from Texas, the student could also compare the legal histories of those two states.
After looking at the provided self-assessment, I have learned that it is important for educators to know how to search for, analyze, and present (through the use of technology), information from personal research based upon primary sources. Educators should also be able to instruct students and colleagues in how to do all of those things in their lives as well. I am thinking that it is important not to eliminate the usage of secondary sources, because those sources can provide examples of how others have analyzed primary sources. I am thinking that such examples (if taught) can provide great ideas on how to analyze primary sources. I am thinking that can also help students understand and appreciate different viewpoints on what can be seen when examining primary sources. For example, I have learned a lot from listening to commentators analyze particular events (such as recent political conventions and sporting events). Multiple individuals can see the same event, yet come up with very different opinions about which parts were most important and why.
The self-assessment has helped me to understand that technology can and should be used in the presentation of research results. This assignment is a good example of how one can complete an assignment while becoming more skilled at technology at the same time. As a student, it has been inspiring for me to see students and instructors use technologies to present their projects. After seeing that, I have wanted to learn how they created the presentations (using the technological tools). However, what if students do not have access to technological tools to create presentations? I have also learned that it is important to be able to connect findings (and conduct research) across fields. How does a document by Abraham Lincoln connect to past or present sociology, psychology, law, and political science? I am thinking that such analysis and presentation would result in student and audience learning much more, not only about Lincoln, but about past and present American society (and human nature).
In conclusion, no one should assume that anyone has any particular skills in using technology, especially on the subjects of analyzing Web sites, conducting Web searches, or using presentation technology. Each individual is unique and each individual should gain inspiration and support to research and present topics of his or her interests. Students should be offered straight-line plans to conduct research, but should also be encouraged to explore new ways of finding, analyzing, and presenting information. Students should be encouraged to listen to new data and theories/opinions across fields and to connect them as much as possible.
Reference:
Bell, M.A. (2010, January 1). Belltones: What kids know (and don’t know) about technology.
The Library of Congress’ site is quite intimidating. The site is a mix of digitized, online items and information on items that are not available online. Therefore, I am thinking that it is important to remember that, and to immediately start searches for digitized items by clicking on “Digital Collections” at the top of the Library of Congress’ homepage.
I am seeing the “Featured Digital Collections and Services” page (on the “Digital Collections” homepage) as being a place that one could use to get an idea of the digitized items on the site and gain some ideas about search queries.
However, I am thinking that the best way to execute searches is by using the search box at the top of the screens within the “Digital Collections” pages. I think it is very handy to know that once a person is in the “Digital Collections” area of the site, the search box will only search those pages of the site. I am thinking that it is very important that when facing a site with so much information, from so many sources (and in so many formats), and with so many links and collections, it is important to have such a straight-line search plan to use (especially if one gets confused or lost). I am thinking that teachers and librarians should explicitly create and teach such straight-line plans to help students and patrons use any such complex Web site. I am thinking that the comfort of having a solid searching plan to fall back on will give much confidence to individuals to start searching.
Bell (2010) raised very interesting theories that today’s K-12 students, while looking as if they are very skilled at using technology in every way, are mostly just skilled at using social networking tools and Google. She believed that young students are not skilled at formatting effective queries and at using primary source databases. That reminds me of how people in my parents’ generation seem to think that I grew up using computers all the time. I’m 35. I hardly used computers until I was a college student (starting in 1995). I have learned what I have learned about computers because I have used them a lot during the past 17 years. I have worked hard, on my own, to learn about computers. I have also learned from others. Bell (2010) mentioned that it is up to teachers to teach kids how to search and use primary source databases. She said if the teachers do not know how to search and use primary source databases, who will teach the kids how to use them? I have to admit that I had fallen into the trap of assuming that today’s kids are all very tech savvy in every way. Just because a person wants to use something, or does use something, does not mean that the person can use that thing well. From now on, I will not assume anything about kids (as I do with adults) and will make sure they know the basics of technology and searching before teaching them advanced skills.
A helpful item from the Library of Congress’ site is the method for “Analyzing Primary Sources”. I am thinking that the general ideas of the method: “Observe, Reflect, and Question,” could be used to analyze any source of information (primary and secondary sources). I am thinking that the method could (and should) be taught in schools regardless of whether the Library of Congress site or primary sources were the focus. I am thinking that it promotes good learning because it results in focused and informative questions (for future research) at the end. I am thinking that the key to enthusiastic research is to have such questions. Similarly, I use the Web often, because the information I learn from it each day raises new questions (and new questions that I am confident the source can help to offer answers for). The same type of thing has occurred in my formal schooling during the last several years. I keep taking classes because many of my classes have raised subjects that I have found interesting and useful (and I want to learn more about them).
An interesting thing that I have learned from class discussions is that the students tend to bring unique backgrounds (where they grew up, occupation, interests, hobbies, where they live, etc.) to the class and these backgrounds seem to appear in the parts of the site (and the artifacts) they discuss. For example, I have found myself focusing on artifacts from North Carolina (especially western North Carolina) and resources related to presidents and law. I think it is no coincidence that I lived my entire life in (western) North Carolina and have always had interests in U.S. presidents and law. Similarly, I think it was no coincidence that an educator who works at a public school in Chicago found a photo of a past education leader from Chicago. Therefore, I am thinking that educators should inspire students to start searches by focusing on people, places, and concepts they know quite a lot about (to gain confidence) and then use that knowledge to expand into topics they know less about (to gain a wider worldview and compare things). I am thinking that it is important for educators to know that each student will come to class ready to focus on his or her own unique background and interests, and that the educator must be ready to inspire (and offer helpful ideas) in helping to promote the student’s research into ideas of the student’s choosing. For example, if a project asks students to write about the history of Illinois, it might be a good idea to inspire and allow a student who has a great interest in law to write about the history of law in Illinois. If the student was from Texas, the student could also compare the legal histories of those two states.
After looking at the provided self-assessment, I have learned that it is important for educators to know how to search for, analyze, and present (through the use of technology), information from personal research based upon primary sources. Educators should also be able to instruct students and colleagues in how to do all of those things in their lives as well. I am thinking that it is important not to eliminate the usage of secondary sources, because those sources can provide examples of how others have analyzed primary sources. I am thinking that such examples (if taught) can provide great ideas on how to analyze primary sources. I am thinking that can also help students understand and appreciate different viewpoints on what can be seen when examining primary sources. For example, I have learned a lot from listening to commentators analyze particular events (such as recent political conventions and sporting events). Multiple individuals can see the same event, yet come up with very different opinions about which parts were most important and why.
The self-assessment has helped me to understand that technology can and should be used in the presentation of research results. This assignment is a good example of how one can complete an assignment while becoming more skilled at technology at the same time. As a student, it has been inspiring for me to see students and instructors use technologies to present their projects. After seeing that, I have wanted to learn how they created the presentations (using the technological tools). However, what if students do not have access to technological tools to create presentations? I have also learned that it is important to be able to connect findings (and conduct research) across fields. How does a document by Abraham Lincoln connect to past or present sociology, psychology, law, and political science? I am thinking that such analysis and presentation would result in student and audience learning much more, not only about Lincoln, but about past and present American society (and human nature).
In conclusion, no one should assume that anyone has any particular skills in using technology, especially on the subjects of analyzing Web sites, conducting Web searches, or using presentation technology. Each individual is unique and each individual should gain inspiration and support to research and present topics of his or her interests. Students should be offered straight-line plans to conduct research, but should also be encouraged to explore new ways of finding, analyzing, and presenting information. Students should be encouraged to listen to new data and theories/opinions across fields and to connect them as much as possible.
Reference:
Bell, M.A. (2010, January 1). Belltones: What kids know (and don’t know) about technology.
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