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| the information literate historian: The Information-Literate Historian Jenny L. Presnell, 2024 The Information-Literate Historian provides a thorough overview of the research process for historians. Presnell admirably guides students of history through the process of conducting research - all the way from identifying basic research terminologies to discussing various kinds of sources to providing numerous examples of how to locate said sources. The sheer amount of information within this text is impressive, especially given its relatively short length. Presnell's prose is clear and concise, but also accessible to students looking to undertake historical research. The utility of The Information-Literate Historian is such that I would assign it without hesitation to both undergraduate students and first-year graduate students as a reference tool-- |
| the information literate historian: The Information-literate Historian Jenny L. Presnell, 2007 Suitable for history students, this primer is a guide to doing research in order to write a research paper, create a website, or do a PowerPoint presentation. It talks about how to do research on the Internet and how to differentiate between reliable and unreliable historical information on the Web. |
| the information literate historian: Clio Wired Roy Rosenzweig, 2011-01-27 In these pathbreaking essays, Roy Rosenzweig charts the impact of new media on teaching, researching, preserving, presenting, and understanding history. Negotiating between the cyberenthusiasts who champion technological breakthroughs and the digital skeptics who fear the end of traditional humanistic scholarship, Rosenzweig re-envisions the practices and professional rites of academic historians while analyzing and advocating for the achievements of amateur historians. While he addresses the perils of doing history online, Rosenzweig eloquently identifies the promises of digital work, detailing innovative strategies for powerful searches in primary and secondary sources, the increased opportunities for dialogue and debate, and, most of all, the unprecedented access afforded by the Internet. Rosenzweig draws attention to the opening up of the historical record to new voices, the availability of documents and narratives to new audiences, and the attractions of digital technologies for new and diverse practitioners. Though he celebrates digital history's democratizing influences, Rosenzweig also argues that the future of the past in this digital age can only be ensured through the active resistance to efforts by corporations to control access and profit from the Web. |
| the information literate historian: Away Down South James C. Cobb, 2005-10-01 From the seventeenth century Cavaliers and Uncle Tom's Cabin to Civil Rights museums and today's conflicts over the Confederate flag, here is a brilliant portrait of southern identity, served in an engaging blend of history, literature, and popular culture. In this insightful book, written with dry wit and sharp insight, James C. Cobb explains how the South first came to be seen--and then came to see itself--as a region apart from the rest of America. As Cobb demonstrates, the legend of the aristocratic Cavalier origins of southern planter society was nurtured by both northern and southern writers, only to be challenged by abolitionist critics, black and white. After the Civil War, defeated and embittered southern whites incorporated the Cavalier myth into the cult of the Lost Cause, which supplied the emotional energy for their determined crusade to rejoin the Union on their own terms. After World War I, white writers like Ellen Glasgow, William Faulkner and other key figures of Southern Renaissance as well as their African American counterparts in the Harlem Renaissance--Cobb is the first to show the strong links between the two movements--challenged the New South creed by asking how the grandiose vision of the South's past could be reconciled with the dismal reality of its present. The Southern self-image underwent another sea change in the wake of the Civil Rights movement, when the end of white supremacy shook the old definition of the Southern way of life--but at the same time, African Americans began to examine their southern roots more openly and embrace their regional, as well as racial, identity. As the millennium turned, the South confronted a new identity crisis brought on by global homogenization: if Southern culture is everywhere, has the New South become the No South? Here then is a major work by one of America's finest Southern historians, a magisterial synthesis that combines rich scholarship with provocative new insights into what the South means to southerners and to America as well. |
| the information literate historian: The Historian Elizabeth Kostova, 2005-06-01 The record-breaking phenomenon from Elizabeth Kostova is a celebrated masterpiece that refashioned the vampire myth into a compelling contemporary novel, a late-night page-turner (San Francisco Chronicle). Breathtakingly suspenseful and beautifully written, The Historian is the story of a young woman plunged into a labyrinth where the secrets of her family’s past connect to an inconceivable evil: the dark fifteenth-century reign of Vlad the Impaler and a time-defying pact that may have kept his awful work alive through the ages. The search for the truth becomes an adventure of monumental proportions, taking us from monasteries and dusty libraries to the capitals of Eastern Europe—in a feat of storytelling so rich, so hypnotic, so exciting that it has enthralled readers around the world. “Part thriller, part history, part romance...Kostova has a keen sense of storytelling and she has a marvelous tale to tell.” —Baltimore Sun |
| the information literate historian: History John H. Arnold, 2000-02-24 There are many stories we can tell about the past, and we are not, perhaps, as free as we might imagine in our choice of which stories to tell, or where those stories end. John Arnold's Very Short Introduction is a stimulating essay about how we study and understand history. The book begins by inviting us to think about various questions provoked by our investigation of history, and explores the ways these questions have been answered in the past. Concepts such as causation, interpretation, and periodization, are introduced by means of concrete examples of how historians work, giving the reader a sense of the excitement of discovering not only the past, but also ourselves. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable. |
| the information literate historian: Book Was There Andrew Piper, 2012-10-12 Andrew Piper grew up liking books and loving computers. While occasionally burying his nose in books, he was going to computer camp, programming his Radio Shack TRS-80, and playing Pong. His eventual love of reading made him a historian of the book and a connoisseur of print, but as a card-carrying member of the first digital generation—and the father of two digital natives—he understands that we live in electronic times. Book Was There is Piper’s surprising and always entertaining essay on reading in an e-reader world. Much ink has been spilled lamenting or championing the decline of printed books, but Piper shows that the rich history of reading itself offers unexpected clues to what lies in store for books, print or digital. From medieval manuscript books to today’s playable media and interactive urban fictions, Piper explores the manifold ways that physical media have shaped how we read, while also observing his own children as they face the struggles and triumphs of learning to read. In doing so, he uncovers the intimate connections we develop with our reading materials—how we hold them, look at them, share them, play with them, and even where we read them—and shows how reading is interwoven with our experiences in life. Piper reveals that reading’s many identities, past and present, on page and on screen, are the key to helping us understand the kind of reading we care about and how new technologies will—and will not—change old habits. Contending that our experience of reading belies naive generalizations about the future of books, Book Was There is an elegantly argued and thoroughly up-to-date tribute to the endurance of books in our ever-evolving digital world. |
| the information literate historian: Self-Taught Heather Andrea Williams, 2009-06-03 |
| the information literate historian: Technology and the Historian Adam Crymble, 2021-04-13 Charting the evolution of practicing digital history Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars. Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era. |
| the information literate historian: Thinking About History Sarah Maza, 2017-09-18 What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza’s Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it. Designed for the classroom, Thinking About History is organized around big questions: Whose history do we write, and how does that affect what stories get told and how they are told? How did we come to view the nation as the inevitable context for history, and what happens when we move outside those boundaries? What is the relation among popular, academic, and public history, and how should we evaluate sources? What is the difference between description and interpretation, and how do we balance them? Maza provides choice examples in place of definitive answers, and the result is a book that will spark classroom discussion and offer students a view of history as a vibrant, ever-changing field of inquiry that is thoroughly relevant to our daily lives. |
| the information literate historian: Going to the Sources Anthony Brundage, 2017-04-27 It’s been almost 30 years since the first edition of Going to the Sources: A Guide to Historical Research and Writing was first published. Newly revised and updated, the sixth edition of this bestselling guide helps students at all levels meet the challenge of writing their first (or their first real) research paper. Presenting various schools of thought, this useful tool explores the dynamic, nature, and professional history of research papers, and shows readers how to identify, find, and evaluate both primary and secondary sources for their own writing assignments. This new edition addresses the shifting nature of historical study over the last twenty years. Going to the Sources: A Guide to Historical Research and Writing includes: A new section analyzing attempts by authors of historical works to identify and cultivate the appropriate public for their writings, from scholars appealing to a small circle of fellow specialists, to popular authors seeking mass readership A handy style guide for creating footnotes, endnotes, bibliographical entries, as well as a list of commonly used abbreviations Advanced Placement high school and undergraduate college students taking history courses at every level will benefit from the engaging, thoughtful, and down-to-earth advice within this hands-on guide. |
| the information literate historian: The Landscape of History John Lewis Gaddis, 2002-11-14 What is history and why should we study it? Is there such a thing as historical truth? Is history a science? One of the most accomplished historians at work today, John Lewis Gaddis, answers these and other questions in this short, witty, and humane book. The Landscape of History provides a searching look at the historian's craft, as well as a strong argument for why a historical consciousness should matter to us today. Gaddis points out that while the historical method is more sophisticated than most historians realize, it doesn't require unintelligible prose to explain. Like cartographers mapping landscapes, historians represent what they can never replicate. In doing so, they combine the techniques of artists, geologists, paleontologists, and evolutionary biologists. Their approaches parallel, in intriguing ways, the new sciences of chaos, complexity, and criticality. They don't much resemble what happens in the social sciences, where the pursuit of independent variables functioning with static systems seems increasingly divorced from the world as we know it. So who's really being scientific and who isn't? This question too is one Gaddis explores, in ways that are certain to spark interdisciplinary controversy. Written in the tradition of Marc Bloch and E.H. Carr, The Landscape of History is at once an engaging introduction to the historical method for beginners, a powerful reaffirmation of it for practitioners, a startling challenge to social scientists, and an effective skewering of post-modernist claims that we can't know anything at all about the past. It will be essential reading for anyone who reads, writes, teaches, or cares about history. |
| the information literate historian: Using Images to Teach Critical Thinking Skills Diane M. Cordell, 2015-11-10 Learn how to teach visual literacy through photography—an easy way for you to combine student interest with resources at hand to enhance a key learning skill. Research indicates that 75 to 90 percent of classroom learning occurs through the visual system, making visual literacy a key component of information literacy and of critical thinking—a requirement throughout the Common Core standards. It's no surprise then that visual literacy is increasingly recognized as a competency that should be part of every student's skill set. Fortunately, this critical skill can be incorporated into existing curriculum, and this book shows you how to do just that. Written for K–12 classroom teachers and librarians, this all-you-need-to-know volume discusses the importance of visual literacy in education and examines how it helps address current learning standards. The book shows you how to use photography and digital images to cultivate critical thinking, inquiry, and information literacy; provides examples of the use of photographic images in the classroom and in real life; and addresses how students can be ethical practitioners in a digital world. In addition, the book includes sample lessons you can easily implement, regardless of your level of technical and photographic expertise. A resource list of photo editing, curation, and museum sites is included. |
| the information literate historian: Fifty Key Thinkers on History Marnie Hughes-Warrington, 2014-09-04 Fifty Key Thinkers on History is an essential guide to the most influential historians, theorists and philosophers of history. The entries offer comprehensive coverage of the long history of historiography ranging from ancient China, Greece and Rome, through the Middle Ages to the contemporary world. This third edition has been updated throughout and features new entries on Machiavelli, Ranajit Guha, William McNeil and Niall Ferguson. Other thinkers who are introduced include: Herodotus Bede Ibn Khaldun E. H. Carr Fernand Braudel Eric Hobsbawm Michel Foucault Edward Gibbon Each clear and concise essay offers a brief biographical introduction; a summary and discussion of each thinker’s approach to history and how others have engaged with it; a list of their major works and a list of resources for further study. |
| the information literate historian: Writing History William Kelleher Storey, 2004 Bringing together practical methods from both history and composition, Writing History provides a wealth of tips and advice to help students research and write essays for history classes. The book covers all aspects of writing about history, including finding topics and researching them, interpreting source materials, drawing inferences from sources, and constructing arguments. It concludes with three chapters that discuss writing effective sentences, using precise wording, and revising. Using numerous examples from the works of cultural, political, and social historians, Writing History serves as an ideal supplement to history courses that require students to conduct research. The second edition includes expanded sections on plagiarism, interviewing, and topic selection, as well as new sections on searching and using the Internet. |
| the information literate historian: Oral Tradition Jan Vansina, |
| the information literate historian: Education Fever Michael J. Seth, 2002-09-30 In the half century after 1945, South Korea went from an impoverished, largely rural nation ruled by a succession of authoritarian regimes to a prosperous, democratic industrial society. No less impressive was the country's transformation from a nation where a majority of the population had no formal education to one with some of the world's highest rates of literacy, high school graduates, and university students. Drawing on their premodern and colonial heritages as well as American education concepts, South Koreans have been largely successful in creating a schooling system that is comprehensive, uniform in standard, and universal. The key to understanding this educational transformation is South Korean society's striking, nearly universal preoccupation with schooling-what Korean's themselves call their education fever. This volume explains how Koreans' concern for achieving as much formal education as possible appeared immediately before 1945 and quickly embraced every sector of society. Through interviews with teachers, officials, parents, and students and an examination of a wide range of written materials in both Korean and English, Michael Seth explores the reasons for this social demand for education and how it has shaped nearly every aspect of South Korean society. He also looks at the many problems of the Korean educational system: the focus on entrance examinations, which has tended to reduce education to test preparation; the overheated competition to enter prestige schools; the enormous financial burden placed on families for costly private tutoring; the inflexibility created by an emphasis on uniformity of standards; and the misuse of education by successive governments for political purposes. |
| the information literate historian: Reading Like a Historian Sam Wineburg, Daisy Martin, Chauncey Monte-Sano, 2015-04-26 This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, Reading Like a Historian, in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis. |
| the information literate historian: The Turkey Andrew F. Smith, 2006-09-22 Food historian Andrew F. Smith presents the turkey in ten courses, beginning with the bird itself (actually, several species of it) in the wild. The Turkey subsequently includes discussions of practically every aspect of the icon, including its arrival in early America, how it came to be called turkey, its domestication and mating habits, the expansion of the bird's territory into Europe, conditions in modern turkey processing plants, and the surprising boom-or-bust cycles in turkey husbandry. The bird's ascension to holiday mainstay - and the techniques of stuffing - are also discussed. As one of the easiest foods to cook, the turkey's culinary possibilities have been widely explored if little noted. The second half of this book is a collection of more than a hundred historical and modern turkey recipes from across America and Europe.--BOOK JACKET. |
| the information literate historian: Media and Information Literacy Curriculum for Educators and Learners UNESCO, 2021-09-30 |
| the information literate historian: Why Learn History (When It’s Already on Your Phone) Sam Wineburg, 2018-09-17 A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization |
| the information literate historian: U.S. History As Women's History Linda K. Kerber, Alice Kessler-Harris, Kathryn Kish Sklar, 2000-11-09 This outstanding collection of fifteen original essays represents innovative work by some of the most influential scholars in the field of women's history. Covering a broad sweep of history from colonial to contemporary times and ranging over the fields of legal, social, political, and cultural history, this book, according to its editors, 'intrudes into regions of the American historical narrative from which women have been excluded or in which gender relations were not thought to play a part.' The book is dedicated to pioneering women's historian Gerda Lerner, whose work inspired so many of the contributors, and it includes a bibliography of her works. The contributors include: Linda K. Kerber on women and the obligations of citizenship Kathryn Kish Sklar on two political cultures in the Progressive Era Linda Gordon on women, maternalism, and welfare in the twentieth century Alice Kessler-Harris on the Social Security Amendments of 1939 Nancy F. Cott on marriage and the public order in the late nineteenth century Nell Irvin Painter on 'soul murder' as a legacy of slavery Judith Walzer Leavitt on Typhoid Mary and early twentieth-century public health Estelle B. Freedman on women's institutions and the career of Miriam Van Waters William H. Chafe on how the personal translates into the political in the careers of Eleanor Roosevelt and Allard Lowenstein Jane Sherron De Hart on women, politics, and power in the contemporary United States Barbara Sicherman on reading Little Women Joyce Antler on the Emma Lazarus Federation's efforts to promulgate women's history Amy Swerdlow on Left-feminist peace politics in the cold war Ruth Rosen on the origins of contemporary American feminism among daughters of the fifties Darlene Clark Hine on the making of Black Women in America: An Historical Encyclopedia |
| the information literate historian: The Methods and Skills of History Michael J. Salevouris, 2016-09-21 Widely acclaimed for its accessibility and engaging approach to the subject, the fourth edition of The Methods and Skills of History combines theory and instruction with hands-on practice, making it a comprehensive guide to historical research and writing. Combines theory with hands-on practice in its introduction to historical methods Includes a series of field-tested exercises designed to make the research and writing of history more meaningful and accessible to readers Features expanded coverage of writing history and up-to-date coverage of online research Designed to strengthen students’ critical thinking and communication skills |
| the information literate historian: Embracing the Past—Forging the Future Wm. Andrew Schwartz, John M. Bechtold, 2015-09-17 The times they are a-changin'. As such, our theology needs to adapt--to be responsive to the changing landscape. The idea for Embracing the Past--Forging the Future: A New Generation of Wesleyan Theology came from our assessment that Wesleyan theology has yet to fully adapt to this changing landscape, and that the future of Wesleyan theology requires the bringing together of old and new voices. The difficult task of balancing between continuity and change--keeping up with the developments of our culture and staying true to the roots of our tradition--requires the dual focus of looking forward and backward simultaneously. In this volume, we have brought together contributions by young Wesleyan scholars (graduate students and junior faculty) as a way of illustrating and articulating a new generation of Wesleyan theology. These younger voices demonstrate the desire to push Wesleyan theology in new directions. Additionally, we have included contributions from senior scholars who have been doing important work and who have already made significant contributions to Wesleyan theology. This is not simply the old guard but the voices of scholars who continue to make a profound impact on Wesleyan theology. |
| the information literate historian: The Historian's Toolbox Robert Chadwell Williams, 2007 The first part of the book is a stimulating intoduction to the key elements of history-evidence, narrative, judgement-that explores how the study and concepts of history have evolved over the centuries. The second part guides readers through the workshop of history. Unlocking the historian's toolbox, it reveals the tricks of the trade including documents, sources, footnotes, bibiliographies, chronologies, and more. This section also covers issues of interpretation, speculation, professional ethics, and controversial issues such as plagiarism, historical hoaxes, and conspiracy theories. |
| the information literate historian: Think Like a Curator Donna R. Braden, 2025-04-01 Most history museums—large and small, indoor and outdoor—have a staff member with the title of curator, or at minimum, have tasks that can be classified as curator’s work. But, understanding what is involved in doing this work is more complicated than it seems. This book will help you to “think like a curator.” Written by an author who has spent 45 years doing this type of work at one of the largest history museums in the country, this book guides the reader through curatorial methodology in today’s world with topics that include: reading objects; shaping collections; engaging in rigorous research; the curatorial role in exhibitions and historic site interpretation; the basics of curatorial writing; and curators as leaders. It gives special focus to applying DEAI lenses, as well as aligning with institutional mission and goals, incorporating audience perspectives, and using conceptual and systems thinking. Both succinct and substantial, this book includes easy explanations, step-by-step process guides, practical tips, real-life examples, activities, and source lists. |
| the information literate historian: Modern Historiography Michael Bentley, 2005-08-19 Modern Historiography is the essential introduction to the history of historical writing. It explains the broad philosophical background to the different historians and historical schools of the modern era, from James Boswell and Thomas Carlyle through to Lucien Febure and Eric Hobsbawm and surveys: the Enlightenment and Counter Enlightenment Romanticism the voice of Science and the process of secularization within Western intellectual thought the influence of, and broadening contact with, the New World the Annales school in France Postmodernism. Modern Historiography provides a clear and concise account of this modern period of historical writing. |
| the information literate historian: Librarians, Historians, and New Opportunities for Discourse Joel D. Kitchens, 2012-05-15 This book stimulates informed dialogue between librarians and historians regarding the changing nature of history and the resultant needs for a wider variety of collections and library services, including inter-library loan, library instruction, outreach, and reference. Today's history scholars and students utilize information in many different formats, including print, microforms, and digital, with each having its own format-specific requirements. For historians, the library is an essential resource that serves as their laboratory. Librarians need to recognize the changing needs of this group—arguably among the heaviest users of library materials and services. Librarians, Historians, and New Opportunities for Discourse: A Guide for Clio's Helpers addresses the concerns and typical operational decisions of librarians in academic libraries regarding reference, instruction, and collection management. The book looks at the role of the librarian holistically, paying special attention to how history is researched and taught, and how this affects librarians. After reading this book, librarians will better understand this group of patrons who are so dependent on library resources for their research and teaching; conversely, historians will grasp the pressures on librarians making the difficult transition between the print and the digital age. As a result, every reader will be capable of having a more informed dialog with the other half, regardless of their status as a librarian or a historian. |
| the information literate historian: A Companion to the Study of History Michael Stanford, 1994-07-19 This book guides students through all the central historical concepts, theories, methods and problems confronting those engaged in the serious study of history. |
| the information literate historian: A Family History of Illness Brett L. Walker, 2018-03-15 While in the ICU with a near-fatal case of pneumonia, Brett Walker was asked, “Do you have a family history of illness?”—a standard and deceptively simple question that for Walker, a professional historian, took on additional meaning and spurred him to investigate his family’s medical past. In this deeply personal narrative, he constructs a history of his body to understand his diagnosis with a serious immunological disorder, weaving together his dying grandfather’s sneaking a cigarette in a shed on the family’s Montana farm, blood fractionation experiments in Europe during World War II, and nineteenth-century cholera outbreaks that ravaged small American towns as his ancestors were making their way west. A Family History of Illness is a gritty historical memoir that examines the body’s immune system and microbial composition as well as the biological and cultural origins of memory and history, offering a startling, fresh way to view the role of history in understanding our physical selves. In his own search, Walker soon realizes that this broader scope is more valuable than a strictly medical family history. He finds that family legacies shape us both physically and symbolically, forming the root of our identity and values, and he urges us to renew our interest in the past or risk misunderstanding ourselves and the world around us. |
| the information literate historian: How to Study History Norman F. Cantor, 1986 |
| the information literate historian: A Guide for Writing about Theology and Religion Mari Rapela Heidt, 2012 This resource reviews the basics necessary for good scholarly religious writing, including how to correctly cite texts from various traditions; how to refer to people and rituals properly; and what common grammar, punctuation, and usage errors to avoid-- |
| the information literate historian: America and Iran John Ghazvinian, 2021-01-26 A NEW YORK TIMES NOTABLE BOOK OF THE YEAR • A hugely ambitious, “delightfully readable, genuinely informative” portrait (The New York Times) of the two-centuries-long entwined histories of Iran and America—two powers who were once allies and now adversaries—by an admired historian and former journalist. In this rich, fascinating history, John Ghazvinian traces the complex story of the relations between these two nations back to the Persian Empire of the eighteenth century—the subject of great admiration by Thomas Jefferson and John Quincy Adams—and an America seen by Iranians as an ideal to emulate for their own government. Drawing on years of archival research both in the United States and Iran—including access to Iranian government archives rarely available to Western scholars—the Iranian-born, Oxford-educated historian leads us through the four seasons of U.S.–Iran relations: the spring of mutual fascination; the summer of early interactions; the autumn of close strategic ties; and the long, dark winter of mutual hatred. Ghazvinian makes clear where, how, and when it all went wrong. America and Iran shows why two countries that once had such heartfelt admiration for each other became such committed enemies—and why it didn’t have to turn out this way. |
| the information literate historian: How to Read a Book Mortimer J. Adler, Charles Van Doren, 2014-09-30 Investigates the art of reading by examining each aspect of reading, problems encountered, and tells how to combat them. |
| the information literate historian: Undergraduate Research in History Molly Todd, 2022-03-30 Undergraduate Research in History offers a blend of theory and practice for undergraduate researchers in history, relevant to new routines of the digital age. Explaining how research conducted by undergraduate students fits into the broader contexts of the discipline of history and the expanding realm of undergraduate research, this book presents the major phases of substantive research projects, and offers practical advice for work in specific historical areas as well as in interdisciplinary projects. The volume addresses key issues facing researchers, including finding relevant sources, funding research projects, and sharing results with diverse audiences. Supported by dozens of examples of real-world undergraduate research projects, this book is an indispensable reference for any student embarking on historical research and for professors guiding and collaborating with undergraduate researchers. |
| the information literate historian: Making Sense in History Andrew Szanajda, 2007 Making Sense in History provides a guide for history students and teachers. This work provides descriptions and analysis of several approaches for writing history. While the focus is on how history has been written, the methods that are researched in the book are suitable as a reference work for college-level history students and teachers. It provides an overview of how research has been undertaken, and how authors throughout history have written history. Most works of this type deal with either the philosophy of history, methodology for writing history, or historiography. This work combines. |
| the information literate historian: Writing Local History Today Thomas A. Mason, J. Kent Calder, 2024-06-02 Writing Local History Today guides local historians through the process of researching, writing, and publishing their work. Thomas A. Mason and J. Kent Calder present step-by-step advice to guide aspiring authors to a successful publication and focus not only on how to write well but also how to market and sell their work. Highlights include: Discussion of how to identify an audience for your writing project Tips for effective research and planning Sample documents, such as contracts and requests for proposals Tips and guidance for working with publishers Discussion of how to use social media to leverage your publication Discussion of the benefits and drawbacks to self-publishing The second edition updates literature, databases, and websites in the field This guide is useful for first-time authors who need help with this sometimes-daunting process, or for previously published historians who need a quick reference or timely tips. |
| the information literate historian: Journal of the Civil War Era William A. Blair, 2013-06-01 The Journal of the Civil War Era Volume 3, Number 2 June 2013 TABLE OF CONTENTS Editor's Note William Blair Articles Stephen Cushman When Lincoln Met Emerson Christopher Phillips Lincoln's Grasp of War: Hard War and the Politics of Neutrality and Slavery in the Western Border Slave States, 1861–1862 Jonathan W. White The Strangely Insignificant Role of the U.S. Supreme Court in the Civil War Review Essay Yael Sternhell Revisionism Reinvented? The Antiwar Turn in Civil War Scholarship Professional Notes Gary W. Gallagher The Civil War at the Sesquicentennial: How Well Do Americans Understand Their Great National Crisis? Book Reviews Books Received Notes on Contributors The Journal of the Civil War Era takes advantage of the flowering of research on the many issues raised by the sectional crisis, war, Reconstruction, and memory of the conflict, while bringing fresh understanding to the struggles that defined the period, and by extension, the course of American history in the nineteenth century. |
| the information literate historian: The Knowledge We Have Lost in Information Philip Mirowski, Edward M. Nik-Khah, 2017 An enlightening examination of the role of information in modern economics and how it influences policy and politics. |
| the information literate historian: Falsehood and Fallacy Bethany Kilcrease, 2021-04-07 Falsehood and Fallacy shows students how to evaluate what they read in a digital age now that old institutional gatekeepers, such as the media or institutions of higher education, no longer hold a monopoly on disseminating knowledge. Short chapters cover the problems that exist as a result of the current flow of unmediated information, Fake News, and bad arguments, and demonstrate how to critically evaluate sources – particularly those that appear online. Kilcrease provides a range of tools to help students evaluate the legitimacy of what they read. She discusses how to be on the lookout for bad arguments and logical fallacies and explains how students can produce clear and convincing academic writing. Exercises are included throughout the book to test student knowledge. Written in a positive style and full of useful tools and exercises, Falsehood and Fallacy embraces the idea that everyone is a writer and has aptitude for further growth. |
Provide information "on", "of" or "about" something?
Sep 15, 2020 · The documents contain information of great importance. The intercepted information was of little merit. This doesn't speak about the subject, the actual content of the …
plural forms - Information or Informations? - English Language …
May 28, 2014 · Information is a non-countable noun (you can't have 4 informations), so it is neither singular nor plural ...
grammaticality - Information on? for? about? - English Language ...
Aug 18, 2015 · The phrase "information for" can be used as well, but that generally means something different, and would be structured accordingly. – J.R. ♦ Commented Sep 17, 2015 …
"The information were successful updated." or "The information …
Jan 17, 2016 · "The information" is singular. Both . The information was successfully updated. and . The information was updated successfully. are correct. The word "successfully" is modifying …
phrase meaning - "for your information" or "for your notification ...
Jun 17, 2016 · Consider, "For your information, I DO have a PHD in Warp Field Dynamics, and I have 21 years of experience working with star ship engines." When you hear this, you can tell …
What are other phrases for "full of information"?
Jan 24, 2022 · I'm thinking of the following: info-packed / information-packed knowledge-packed I guess these are grammatically acceptable but probably there are better choices.
word choice - "For your reference" or "For your information"
For your information (frequently abbreviated FYI) For your situational awareness (not as common, may be abbreviated FYSA) For reference; For future reference; For your information in the …
phrase usage - "in more details" or "in detail" - English Language ...
Oct 8, 2020 · "in detail" describes the level of specificity and means that you are explaining the fine or small but important parts or provide complete information or descriptions - as in you will …
indian english - For your information or for your kind information ...
Jun 15, 2017 · When saying For your information, you are giving someone some information to 'keep' with their records, either physical or mental, so to speak. For your kind information …
Useful vs Helpful - English Language Learners Stack Exchange
Aug 12, 2019 · This booklet provides useful information about local services. Whilst . Helpful, is the willingness of somebody or the usefulness of something to help you achieve an objective. …
Provide information "on", "of" or "about" something?
Sep 15, 2020 · The documents contain information of great importance. The intercepted information was of little merit. This doesn't speak about the subject, the actual content of the …
plural forms - Information or Informations? - English Language …
May 28, 2014 · Information is a non-countable noun (you can't have 4 informations), so it is neither singular nor plural ...
grammaticality - Information on? for? about? - English Language ...
Aug 18, 2015 · The phrase "information for" can be used as well, but that generally means something different, and would be structured accordingly. – J.R. ♦ Commented Sep 17, 2015 …
"The information were successful updated." or "The information …
Jan 17, 2016 · "The information" is singular. Both . The information was successfully updated. and . The information was updated successfully. are correct. The word "successfully" is modifying …
phrase meaning - "for your information" or "for your notification ...
Jun 17, 2016 · Consider, "For your information, I DO have a PHD in Warp Field Dynamics, and I have 21 years of experience working with star ship engines." When you hear this, you can tell …
What are other phrases for "full of information"?
Jan 24, 2022 · I'm thinking of the following: info-packed / information-packed knowledge-packed I guess these are grammatically acceptable but probably there are better choices.
word choice - "For your reference" or "For your information"
For your information (frequently abbreviated FYI) For your situational awareness (not as common, may be abbreviated FYSA) For reference; For future reference; For your information in the …
phrase usage - "in more details" or "in detail" - English Language ...
Oct 8, 2020 · "in detail" describes the level of specificity and means that you are explaining the fine or small but important parts or provide complete information or descriptions - as in you will …
indian english - For your information or for your kind information ...
Jun 15, 2017 · When saying For your information, you are giving someone some information to 'keep' with their records, either physical or mental, so to speak. For your kind information …
Useful vs Helpful - English Language Learners Stack Exchange
Aug 12, 2019 · This booklet provides useful information about local services. Whilst . Helpful, is the willingness of somebody or the usefulness of something to help you achieve an objective. …
