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Author: Charles A. D'Aniello Publisher: Greenwood ISBN: Category : Education Languages : en Pages : 786
Book Description
Drawing upon the work of historians and librarians who teach bibliographic skills and the general literature of bibliographic instruction, this sourcebook discusses a diversity of instructional issues, designs, and concerns. It presents a collection of approaches to teaching bibliographic skills to history students at three levels: undergraduates, advanced undergraduates, and graduate students. Each topic is covered by an expert. The work opens with two chapters discussing (1) Historical Methodologies and Research and (2) History and Interdisciplinary History. Attention is then directed to bibliographic instruction in history, with chapters on finding and using historical materials and bibliographic instruction in history. Other chapters consider special topics--including catalogs and indexes, reference sources, sources for interdisciplinary research, electronic information sources, and using the finding aids to archive and manuscript collections. The work concludes with an extensive and wide ranging annotated bibliography of books, articles, and other literature. Thoughtful and convenient, this book is a rich source of instructional insights, ideas, and designs. In its totality, it presents bibliographic and library research skills as an integral part of the historical enterprise.
Author: Charles A. D'Aniello Publisher: Greenwood ISBN: Category : Education Languages : en Pages : 786
Book Description
Drawing upon the work of historians and librarians who teach bibliographic skills and the general literature of bibliographic instruction, this sourcebook discusses a diversity of instructional issues, designs, and concerns. It presents a collection of approaches to teaching bibliographic skills to history students at three levels: undergraduates, advanced undergraduates, and graduate students. Each topic is covered by an expert. The work opens with two chapters discussing (1) Historical Methodologies and Research and (2) History and Interdisciplinary History. Attention is then directed to bibliographic instruction in history, with chapters on finding and using historical materials and bibliographic instruction in history. Other chapters consider special topics--including catalogs and indexes, reference sources, sources for interdisciplinary research, electronic information sources, and using the finding aids to archive and manuscript collections. The work concludes with an extensive and wide ranging annotated bibliography of books, articles, and other literature. Thoughtful and convenient, this book is a rich source of instructional insights, ideas, and designs. In its totality, it presents bibliographic and library research skills as an integral part of the historical enterprise.
Author: Geoff Timmins Publisher: SAGE ISBN: 9780761947738 Category : Business & Economics Languages : en Pages : 268
Book Description
'This book, informed by exceptionally wide inquiry into current history teaching practices in the English-speaking world, is a real achievement. The authors convey current context and challenges with great insight, and they move through possibilities in sequencing, content, skills and assessment, without strident comment, extending our knowledge of options and pitfalls in the process' - Peter N. Stearns, Provost, George Mason University 'Comprehensive, persuasive, and at all times accessible in style and argument, this text both encourages and empowers university historians to review and enhance their teaching practices. All key facets of programme development are explored with reference to an extensive and well-chosen range of international examples. The chapter on the historian's skills and qualities of mind is one of several that I will be referring to frequently' - Jeanine Graham, Senior Lecturer, History, University of Waikato '... the varied findings make fascinating reading ... this book should be required reading for everyone involved in teaching history: there is plenty here for us all to learn from' - ESCalate 'In providing such a clear, informative and thoughtful exploration of the current state of history in higher education, and in helping to raise the quality of critical debate about its future, this book contributes greatly to the growing scholarship of teaching and learning in the discipline. It should also become a vital resource for all historians who wish to honour the old dictum that, in teaching as in research, the one duty we owe history is to rewrite it' - Professor Paul Hyland, Director of History in the Subject Centre for History, Classics and Archaeology '[E]xtremely useful... provides a thought-provoking and useful discussion concerning the task of actually teaching history at university level... This timely book needs to be read widely, and the many issues it raises should command our closest attention' - Higher Education Review Over the last 10 years or so, history as an academic discipline has become steeped in controversy and introspection. Additional areas of interest have opened up, fresh perspectives and approaches have been offered, and new teaching and learning strategies have been advocated. There has been an increasing emphasis on producing well-qualified graduates equipped with the skills, knowledge and attitudes to cope with the changing demands of the world of work. This book suggests how these issues may be managed. The authors identify and discuss the underlying principles, and consider ways in which they can be applied at module and programme levels. The Teaching & Learning in the Humanities series, edited by Ellie Chambers and Jan Parker, is for beginning and experienced lecturers. It deals with all aspects of teaching individual arts and humanities subjects in higher education. Experienced teachers offer authoritative suggestions on how to become critically reflective about discipline-specific practices.
Author: James Arthur Publisher: Routledge ISBN: 1134624298 Category : Education Languages : en Pages : 261
Book Description
Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools.
Author: Ann R Hawkins Publisher: Routledge ISBN: 1317315588 Category : Literary Criticism Languages : en Pages : 199
Book Description
Offers a variety of approaches to incorporating discussions of book history or print culture into graduate and undergraduate classrooms. This work considers the book as a literary, historical, cultural, and aesthetic object. These essays are of interest to university teachers incorporating textual studies and research methods into their courses.
Author: Lawrence J. McCrank Publisher: Information Today, Inc. ISBN: 9781573870719 Category : Computers Languages : en Pages : 1216
Book Description
Historical Information Science is an extensive review and bibliographic essay, backed by almost 6,000 citations, detailing developments in information technology since the advent of personal computers and the convergence of several social science and humanities disciplines in historical computing. Its focus is on the access, preservation, and analysis of historical information (primarily in electronic form) and the relationships between new methodology and instructional media, techniques, and research trends in library special collections, digital libraries, data archives, and museums.
Author: Peter N. Stearns Publisher: NYU Press ISBN: 0814781411 Category : Education Languages : en Pages : 493
Book Description
A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.
Author: Charles A. D'Aniello
Author: Charles A. D'Aniello
Author: Geoff Timmins
Author: Paul G. Cappuzzello
Author: James Arthur
Author: Ann R Hawkins
Author: 
Author: Eileen Power
Author: Lawrence J. McCrank
Author: Maria Edgeworth
Author: Peter N. Stearns