AS RICH INFORMATION:
ACCESS AND ANALYSIS
Cheryl L Mason and David Hicks
Taking the view that 'history is an active and constructive meaning-making process', Cheryl Mason and David Hicks present a discussion, in a US context, of the ways in which information and communication technology (ICT) can be used as a medium for providing access to rich information from a variety of primary sources presented in multiple forms. The chapter addresses a number of issues about the experiences of learning and teaching history with digital resources for capturing, storing, analysing and presenting information. Using the Virginia Center for Digital History as an example, they demonstrate the ways in which pupils can 'do history' when they access and engage with primary sources such as letters, photographs, newspaper accounts and official records, to help them follow lines of enquiry which answer some questions and raise others. The role of the teacher in supporting pupils in their use of connected resources and modelling approaches to thinking with such rich resources is discussed. The context of these experiences is clearly embedded in the history curriculum in the USA, yet for readers in other countries addressing other curricula, it clearly illustrates key issues and principles of access and analysis when making meaning with sources of rich information.
'Easily the most boring class was History of Magic, which was the only one taught by a ghost. Professor Binns had been very old indeed when