Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g51HQKO02822; Sat, 1 Jun 2002 13:26:20 -0400 (EDT) Date: Sat, 1 Jun 2002 13:26:20 -0400 (EDT) Message-Id: <3CED3CE3@webmail> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: cubanso <cubanso@gse.harvard.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2184] oral history sources X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset=ISO-8859-1 X-Mailer: WebMail (Hydra) SMTP v3.61 Status: O Content-Length: 4857 Lines: 96 Hi folks, I am forwarding some online sources that look great and which I got from H-NET. They concern oral history research. I especially recommend the Linda Shopes website. While this posting does not directly pertain to women and literacy, I would hope some of you find these resources valuable for teaching and researching women's issues. Thank you, Sondra "MAKING SENSE OF ORAL HISTORY" (Linda Shopes) http://historymatters.gmu.edu/mse/oral/ "MAKING SENSE OF FILMS" (Tom Gunning) http://historymatters.gmu.edu/mse/film/ "MAKING SENSE OF MAPS" (David Stephens) http://historymatters.gmu.edu/mse/maps/ Through the Internet, teachers and students can access incredibly rich primary resources--such as voices from the past, early film clips, and maps--in ways unimaginable a decade ago. This new world of resources offers exciting opportunities and brings new challenges. How can students learn to read oral history as "evidence" of the past? How can teachers who are new to maps or film learn to analyze and contextualize them? How can we make these resources central to our understanding of the past? *History Matters* and the Visible Knowledge Project present three new guides for using online primary sources to help answer some of these questions. These guides are the first in a series of eight interactive essays designed to help students critically evaluate a range of primary sources, including photographs, music, advertisements, and letters and diaries. Each guide presents an overview of the source, including how historians use it. The guide then uses explanatory text and interactive examples to consider what critical questions to ask when working with these materials. For example, **Reading or listening to oral history interviews: "Who is talking?" "Why are they talking?" **Investigating maps: "How do you make a round map out of a flat world?" "Who made this map and why?" **Watching early films: "Is the film authentic?" "How was the film shot and edited?" The guides then challenge students to practice their new skills. In oral history, for example, by listening to different versions of the same event from three different family members. For film, comparing a film clip to a response written by a 1920s moviegoer. With maps, exploring the impact of map scale on the kinds of information one can gather. The questions are followed by an extended sample interpretation, an annotated bibliography, and a guide to finding and using oral history, film, and maps online. *********************************************** WRITTEN AND PRODUCED BY: Linda Shopes (Making Sense of Oral History) is a historian at the Pennsylvania Historical and Museum Commission. She has worked on, consulted for, and written about oral history projects for more than 25 years. She is co-editor of *The Baltimore Book: New Views of Local History* and is past president of the Oral History Association. Tom Gunning (Making Sense of Film) is a Professor in the Art Department and the Cinema and Media Committee at the University of Chicago. Author of D. W. Griffith and the Origins of American Narrative Film (University of Illinois Press), and the recently published The Films of Fritz Lang: Allegories of Modernity and Vision (BFI), he has written numerous essays on early and international silent cinema, and on the development of later American cinema, in terms of Hollywood genres and directors as well as the avant-garde film. David Stephens (Making Sense of Maps) is professor of geography at Youngstown State University. He holds a Ph.D. in geography from the University of Nebraska. His recent research interests have focused on the use of primary documents to understand the processes of early settlement in the northeastern Ohio and western Pennsylvania. *History Matters: The U.S. Survey Course on the Web,* (http://historymatters.gmu.edu) offers a range of resources for teachers and students, including primary documents, an annotated guide to the best U.S. websites, online discussions of historical subjects, and model teaching resources. *History Matters* is created by the Center for History and New Media (CHNM) at George Mason University (http://chnm.gmu.edu) and the American Social History Project/ Center for Media and Learning (ASHP/CML) at the City University of New York Graduate Center (http://www.ashp.cuny.edu/). The Visible Knowledge Project at Georgetown University (http://crossroads.georgetown.edu/vkp/) is a five-year project aimed at improving the quality of college and university teaching through a focus on both student learning and faculty development in technology-enhanced environments. Sondra Cuban NCSALL, National Center for the Study of Adult Learning and Literacy Harvard University, Graduate School of Education 101 Nichols House, 7 Appian Way Cambridge, MA 02138 (617) 495-1712 sondra_cuban@harvard.edu
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