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a born-digital, open-review volume edited by Jack Dougherty and Kristen Nawrotzki

Part 3: Practice What You Teach (and Teach What You Practice)

1 Leave a comment on paragraph 1 0 When we initially proposed this book on our website, the first comments we received came from readers who demanded that we pay more attention to the teaching of historical writing. We listened and intentionally revised the scope of the volume to include essays on ways that new technologies affect how historians “think, teach, author, and publish.” Several contributors leaped at the opportunity to share insights on digital writing from their history classrooms, often with richly detailed class assignments and examples of student writing. Collaborators Thomas Harbison and Luke Waltzer explore tensions between content coverage and “doing history” more deeply with their students in a media-rich curriculum in “Towards Teaching the Introductory History Course, Digitally.” Adrea Lawrence takes us into her graduate classroom in “Learning How to Write Traditional and Digital History” to compare how student authorship and understanding varied as they worked with both old and new media. Finally, Amanda Seligman explains why she is “Teaching Wikipedia Without Apologies” and challenges educators who oppose it by integrating her expertise in historical encyclopedia writing into her undergraduate history class.

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Source: http://writinghistory.trincoll.edu/teach/