Expanding the Power of Primary Sources: With Web 2.0

By Anderson, Mary Alice | Multimedia & Internet@Schools, July-August 2010 | Go to article overview

Expanding the Power of Primary Sources: With Web 2.0


Anderson, Mary Alice, Multimedia & Internet@Schools


When inquisitive students use Web 2.0 tools in combination with primary sources, they are no longer just viewing, reading, or listening to digital primary sources--they are interacting with each other in new ways and creating new resources.

WHEN third grade students in a Spring-Ford, Pa., elementary school study local history, they will engage with digital photos of swords, breeches, surveyors' tools, and other Revolutionary War artifacts found at nearby Valley Forge. They will access the photos on a Google site developed for the project, use a graphic organizer to organize their observations and "thinking questions," and collaboratively share what they learned from the artifacts using Edmodo, a Web 2.0 discussion tool designed for education.

EDMODO

The students will learn even more about their history-rich area while participating in a Summer in the City project. Denise Emel, the school's media specialist, created a Google map of area historical sites that students and their families can visit to learn more about primary sources close to home. Additional information about local history sites is posted on Edmodo, along with a customized Google map so students and their parents can learn and share ideas with one another over the summer. In the fall, students will create scrapbooks to document their experiences. (See Figure 1.)

When the "Young Historians" at history teacher Steve Strieker's high school in Janesville, Wis., study the Great Depression, they reflect on a current situation impacting many of them. Using Edmodo, students anonymously share how the recent closing of the local General Motors (GM) plant is affecting their families. The plant closing has provided a connection to another avenue for accessing primary sources. Strieker explained: "The recent closing of the GM plant in 2008 sent the local newspaper into a reflection mode and resulted in some terrific interviews with longtime autoworkers' remembrances of Janesville's GM history. These are saved, of course, digitally in the local paper's newspaper archives. I have been involved informally in my classes documenting this history. I have students record their experiences as this transition to life after GM is underway. They are powerful primary sources that I have digitally saved for my future students to look back on for rich Janesville history." Strieker's project provides a powerful way to show students that primary sources aren't just a thing of the past, as young historians are also creating them even now. (See Figure 2.)

VOICETHREAD

VoiceThread, another popular Web 2.0 tool, has powerful potential to foster engaged discussion about a primary source photo, map, broadside, document, movie, or audio file. Any digital primary source that can be uploaded or hyperlinked can be a discussion centerpiece. Adult learners or K-12 students can contribute to an ongoing discussion by adding comments using their voice, keyboard, webcam, or even a telephone. Discussion possibilities surrounding connections between works of literature and selected primary sources are limitless.

[FIGURE 1 OMITTED]

[FIGURE 2 OMITTED]

For example, using primary source photos from Ansel Adams's Photographs of Japanese-American Internment at Manzanar (http://memory.loc.gov/ammem/col lections/anseladams/index.html), secondary students can participate in a situational/normal photo analysis of a selected photo that depicts a similar situation at the Minidoka Internment Camp depicted in Jamie Ford's novel Hotel at the Corner of Bitter and Sweet (Ballantine Books, 2009). Younger students could view and discuss selected photos of children at Manzanar playing baseball to further understand Ken Mochizuki and Dom Lee's Baseball Saved Us (Lee & Low Books, 1995). (See Figure 3.)

Iowa media specialist Stephanie Stocks was excited to discover the Iowa Civilian Conservation Corps Museum in a nearby state park. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Expanding the Power of Primary Sources: With Web 2.0
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.