Assignment Resources

Page Contents

Blogs and Social Media

Baker, Ashley A., and Emily Ryalls. “Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom.” Feminist Teacher 25, no. 1 (2014): 23–38. https://doi.org/10.5406/femteacher.25.1.0023.

  • The authors of this paper demonstrate the importance of online class spaces for teaching feminism and feminist activism. The authors state, “Key to feminist pedagogy is that instructors connect theory to practice” and introduce activism into the classroom. They illustrate these ideas by discussing their use of a blog activism project in an introduction to gender studies course.

Puotinen, Sara. “Syllabus that models using class blogs and Twitter as an assignment.” University of Arizona. 2010. https://undisciplined.room34.com/wp-content/uploads/2012/10/fempedsyllabus10.pdf.

Roth, Jenny. “Blogging in the Classroom: Technology, Feminist Pedagogy, and Participatory Learning.” Atlantis. 2008. https://journals.msvu.ca/index.php/atlantis/article/view/580.

  • “This exploration of blogs as a tool for enhancing feminist participatory learning is situated within extant technofeminist debates and grows out of assignments in a feminist cultural studies class. The paper considers how blogs generally support all aims of participatory learning, connectivity and identity politics in particular.”

Sweet-Cushman, Jennie. “Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy.” The Teacher. October 2019. doi:10.1017/S1049096519000933.

Decolonizing Archives, Digitized Collections, and Digital Humanities

A People’s Archive of Police Violence in Cleveland. https://www.archivingpoliceviolence.org/.

    • A People’s Archive of Police Violence in Cleveland collects, preserves, and shares the stories, memories, and accounts of police violence as experienced or observed by Cleveland citizens.

African Digital Heritage.Mapping and Reconstructing Mau Mau Camps around Kenya“. http://africandigitalheritage.org/reconstructing-mau-mau-camps/.

    • A digital reconstructions of former detention camps around Kenya, interviews with Mau Mau veterans and survivors of the Emergency period in Kenya, and other digital assets to help interpret, understand and visualize this past.

Acknowledging Archival Silences, Gaps, Omissions. https://docs.google.com/document/d/1YKndOKpUECMR_P1ObBq3f8v_-YlfuGxC9qjlBD8C-dY/edit.

    • Digital archives; digitized collections; DH projects that explicitly acknowledge and discuss archival silences in their content.

Archivo Histórico de la Policía Nacional and The University of Texas at Austin. Digital Archive of the Guatemalan National Police Historical Archive. https://ahpn.lib.utexas.edu/.

    • This website contains faithful reproductions of the documents digitized by the Historic Archive of the National Police of Guatemala (the AHPN), as those materials were provided to the University of Texas. UT received the records in response to a request formally made under Guatemala’s freedom of information law (Ley de Accesso a la Información Pública Guatemala, Decreto Número 57-2008, which took effect in 2009). The materials the AHPN prioritized for digitization, and therefore the ones included here, are primarily those that correspond to the periods of peak repression in Guatemala – roughly from 1975 to 1985.

Cohen, Dan. “Humane Ingenuity.” June 29, 2020. https://buttondown.email/dancohen/archive/humane-ingenuity-23-witness-and-withness/.

    • A cluster of projects that work to shed light on the long history of systemic racism in the United States

Cotera, María. “Nuestra Autohistoria: Toward a Chicana Digital Praxis.” Special Issue of American Quarterly: Toward a Critically Engaged Digital Practice: American Studies and the Digital Humanities, 70:3 (September 2018). https://muse-jhu-edu.eu1.proxy.openathens.net/article/704334.

Cotera, María and Linda Garcia Merchant, “Chicana por mi Raza: Digital Memory Collective.” The Institute for Computing in Humanities Arts and Sciences at the University of Illinois Urbana Champaign, https://chicanapormiraza.org/.

Cotera, Maria. “Unpacking our Mother’s Libraries: Chicana Memory Praxis Before and After the Digital Turn.” in Chicana Movidas: New Narratives of Activism and Feminism in the Movement Era, eds. Dionne Espinoza, Maria Cotera, Maylei Blackwell (Austin: University of Texas Press, 2018). https://utpress.utexas.edu/books/espinoza-cotera-blackwell-chicana-movidas.

Digital Library of the Caribbean. https://dloc.com/.

    • A cooperative digital library for resources from and about the Caribbean and circum-Caribbean

Digital Public Library of America. https://dp.la/primary-source-sets.

    • These explore topics in history, literature, and culture, developed by educators

Digital Public Library of America. Black Women’s Suffrage Portal. https://blackwomenssuffrage.dp.la/.

    • The Black Women’s Suffrage Digital Collection is a collaborative project to provide digital access to materials documenting the roles and experiences of Black Women in the Women’s Suffrage Movement and, more broadly, women’s rights, voting rights, and civic activism between the 1850s and 1960.

Digital Transgender Archive. https://www.digitaltransgenderarchive.net/.

    • The purpose of the Digital Transgender Archive (DTA) is to increase the accessibility of transgender history by providing an online hub for digitized historical materials, born-digital materials, and information on archival holdings throughout the world.

Documentation Center of Cambodia. Khmer Rouge Archives. http://dccam.org/khmer-rouge-archives.

    • The Documentation Center of Cambodia (DC-Cam) is the world’s largest repository of printed documents and other original documentary materials relating to the Democratic Kampuchea regime.

Early Caribbean Digital Archive. ecda.northeastern.edu/home/about/decolonizing-the-archive/what-we-are-doing/.

    • The ECDA has two primary related, overarching goals: the first is to uncover and make accessible a literary history of the Caribbean written or related by Black, enslaved, Creole, indigenous, and/or colonized people. The second is to enable users to understand the colonial nature of the archive and to use the digital archive as a site of revision and remix for exploring ways to decolonize the archive.

Emory University. Slave Voyages. https://www.slavevoyages.org/.

    • This digital memorial raises questions about the largest slave trades in history and offers access to the documentation available to answer them, as well as interactive maps, timelines, and animations.

Endangered Archives Program. eap.bl.uk/.

    • This program facilitates the digitization of archives around the world that are in danger of destruction, neglect or physical deterioration.

Garcia Merchant, Linda. “Chicana Feminism Virtually Remixed.” American Quarterly 70(3), 605-607. https://muse.jhu.edu/article/704342/pdf.

Georgetown University. Georgetown Slavery Archive. https://slaveryarchive.georgetown.edu/.

    • The Georgetown Slavery Archive is a repository of materials relating to the Maryland Jesuits, Georgetown University, and slavery. This project was initiated in February 2016 by the Archives Subgroup of the Georgetown University Working Group on Slavery, Memory, and Reconciliation and is part of Georgetown University’s Slavery, Memory, and Reconciliation initiative.

Hitchcock, Tim, Robert Shoemaker, Clive Emsley, Sharon Howard, and Jamie McLaughlin et al. “The Old Bailey Proceedings Online, 1674-1913,” March 24, 2012. https://www.oldbaileyonline.org/.

    • A fully searchable edition of the largest body of texts detailing the lives of non-elite people ever published, containing 197,745 criminal trials held at London’s central criminal court.

Howard Tilton Memorial Library. Tulane University Digital Library. https://digitallibrary.tulane.edu/.

In Her Own Right. http://inherownright.org/.

    • Essays revealing stories of women’s activism leading up to the right to vote.

Inland Empire Memories. http://www.inlandempirememories.org/.

    • Inland Empire Memories is an alliance of libraries, archives, and cultural heritage organizations dedicated to identifying, preserving, interpreting, and sharing the rich cultural legacies of diverse communities in Riverside and San Bernardino Counties, a geographical region also known as Inland Southern California.

Livingstone Online. https://www.livingstoneonline.org/.

    • A project that attempts to represent David Livingstone’s legacy in a reflective and critically-informed manner.

Museum of British Colonialism (MBC). “Digital Resources“. https://www.museumofbritishcolonialism.org/resources.

New England Historic Genealogical Society. GU272 Memory Project. https://gu272.americanancestors.org/.

    • In 1838, Maryland’s Jesuit priests sold hundreds of men, women, and children to Southern plantations to raise money for the construction of Georgetown University. This site may be used to search for an ancestor and to hear the stories of the more than 8,000 descendants of the enslaved, located through genealogical research.

Palestinian Journeys. https://www.paljourneys.org/.

The Palestinian Museum Digital Archive (PMDA). https://palarchive.org/.

Shorefront Collective. http://www.shorefrontlegacy.org/.

    • Shorefront collects, preserves, and educates people about Black History on Chicago’s suburban North Shore.

Shulman, Peter A. “Twitter,” https://twitter.com/pashulman/status/1295873518672936960.

South Asian American Digital Archive (SAADA). https://www.saada.org/.

    • SAADA creates a more inclusive society by giving voice to South Asian Americans through documenting, preserving, and sharing stories that represent their unique and diverse experiences.

Texas A&M University. 19th-Century Concord Digital Archive (CDA). https://digitalconcord.tamu.edu/.

    • The Concord Digital Archive invites the scholar to utilize a broad set of digital documents to reconsider how the town and its writers are situated within broader scholarly conversations. A host of important American writers have ties to the city, including Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, Nathaniel Hawthorne, Louisa May Alcott, and Bronson Alcott. These authors interacted with groups less frequently recorded in textual documents of the time period: free African-Americans, Irish immigrants, the poor, and the criminal class. The interaction between these groups appears, upon inspection of the documents projected to be included in the archive, far more complex than that represented by current scholarship.

Tulane University. Newcomb Archives Digital Repository. New Orleans, https://newcomb.saas.dgicloud.com/.

University College London, Department of History. Legacies of British Slave-ownership. https://www.ucl.ac.uk/lbs/.

    • A database produced in the first two phases of a project studying how colonial slavery shaped modern Britain – while at present primarily a resource for studying slave-owners, it is also intended to provide information of value to those researching enslaved people.

University of Alberta. The Orlando Project. http://www.artsrn.ualberta.ca/orlando/.

    • Women’s Writing in the British Isles from the Beginnings to the Present is a new kind of electronic textbase for research and discovery. As a new kind of history of women’s writing, it seeks to further the study and understanding of literature, focusing particularly on the part women have played in its development.

Washington State University. Plateau Peoples’ Web Portal. https://plateauportal.libraries.wsu.edu/.

    • Plateau Peoples’ Web Portal is a collaboration between the Spokane Tribe of Indians, the Confederated Tribes Of The Colville Reservation, the Confederated Tribes of the Umatilla Indian Reservation, the Coeur d’Alene Tribe of Indians, the Confederated Tribes of Warm Springs, the Confederated Tribes and Bands of the Yakama Nation, The Confederated Salish and Kootenai Tribes of the Flathead Reservation, the Nez Perce Tribe, the Center for Digital Scholarship and Curation and Native American Programs at Washington State University. This Portal is a gateway to Plateau peoples’ cultural materials held in multiple repositories including WSU’s Manuscripts, Archives and Special Collections, the Northwest Museum of Art and Culture, the National Anthropological Archives, the Library of Congress, the American Philosophical Society, and the National Museum of the American Indian at the Smithsonian Institution. The materials in the Portal have been chosen and curated by tribal representatives. Each item has one or more records associated with it as well as added traditional knowledge and cultural narratives to enhance and enrich understanding to many audiences.

Women, Gender, and Sexuality Digital Collections.” Curated by Radcliffe Institute at Harvard. https://Docs.google.com/Spreadsheets/d/11zeftRo-r_g83aiOSfUCNrq13lx0EhV6RGWVeT241dg/Edit#Gid=0.

    Discussion Boards

    Gernsbacher, Morton Ann. “Five Tips for Improving Online Discussion Boards.” APS Observer 29, no. 9 (October 31, 2016). https://www.psychologicalscience.org/observer/five-tips-for-improving-online-discussion-boards.

    Lieberman, Mark. “New Approaches to Discussion Boards Aim for Dynamic Online Learning Experiences.” Inside Higher Ed. Accessed July 7, 2020. https://www.insidehighered.com/digital-learning/article/2019/03/27/new-approaches-discussion-boards-aim-dynamic-online-learning.

    Podcasts

    Baroni, Albert. “Creating a Podcast Assignment.” Oberlin Center for Technologically Enhanced Teaching. 2019. https://octet.oberlin.edu/creating-podcast-assignment/.

    Barnhouse, Lucy. “Podcast Project Evaluation.” https://www.academia.edu/43619239/Podcast_project_evaluation.

    NPR.org. “Teaching Podcasting: A Curriculum Guide for Educators.” Accessed July 8, 2020. https://www.npr.org/2018/11/15/662116901/teaching-podcasting-a-curriculum-guide-for-educators.

    Kaplan, Aidan. “Creative Assignments: Podcasting | Academic Technology Solutions.” Accessed July 8, 2020. https://academictech.uchicago.edu/2019/02/01/creative-assignments-podcasting/.

    Riddle, R. “Getting Started with Student Podcast Assignments.” Duke Learning Innovation (blog), February 5, 2016. https://learninginnovation.duke.edu/blog/2016/02/getting-started-with-student-podcast-assignments/.

    Online and Video Presentations

    Hurst, Rachel. “How to ‘Do’ Feminist Theory through Digital Video: Embodying Praxis in the Undergraduate Feminist Theory Classroom.” Ada: A Journal of Gender, New Media, and Technology, No.5. 2014. doi:10.7264/N3M61HJC.

    Kenyon, Amy. “Online Student Presentations.” Duke Learning Innovation, March 3, 2020. https://learninginnovation.duke.edu/blog/2020/03/online-student-presentations/.

    Social Annotations

    Brown, Monica, and Benjamin Croft. “Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom.” Journal of Interactive Media in Education. Ubiquity Press, May 11, 2020. https://jime.open.ac.uk/articles/10.5334/jime.561/.

     

        • In this article, the authors discuss “open pedagogy” and how it can contribute to the success of both students and teachers in a college classroom. Open pedagogies can give students more power in shaping their own learning, but can also lead to inequity in the classroom for marginalized students. One tool to reduce this inequity is social annotation or, “the use of collaborative technologies to help students draw meaningful connections to texts in-line alongside their peers, practice the strategies of academic writing in-context.” The authors provide several strategies for using social annotation to improve the classroom while also weighing its pros and cons.

    Zines

    Creasap, Kimberly. “Zine-Making as Feminist Pedagogy.” Feminist Teacher 24, no. 3 (2014): 155-68. Accessed July 7, 2020. https://www.jstor.org/stable/10.5406/femteacher.24.3.0155.

    Why Teach with Zines and Lesson Plans.” Barnard Zine Library, Accessed July 7, 2020. https://zines.barnard.edu/lesson-plans.