digital scholarship

Submitted by Paizha Stoothoff on March 11th, 2021
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Short Description: 

The assignment was created by Librarian Paizha Stoothoff in collaboration with a Professor teaching Literary Los Angeles. In lieu of a physical tour, students worked on a 3-week project to create digital maps (see assignment attached for details about what maps included). 

Attachments: 
AttachmentSize
Assignment designed collaboratively by Librarian and Professordisplayed 1163 times28.75 KB
Lesson Plan_Literary LA HistoryPin.docxdisplayed 1234 times26.06 KB
LibraryVisit_Literary LA and HistorPin.pptxdisplayed 1625 times7.22 MB
Learning Outcomes: 

By the time you complete this assignment you will:

  • Know how to find and add digital archival objects and open web images to Historypin
  • Think creatively and critically about how to use digital objects to create an interactive digital collection with a map included.
  • Understand copyright ownership and cite pinned objects properly in Historypin.
Discipline: 
EnglishHistory

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

The assignment took place mid-way through a Literary Los Angeles course. It was a 3-week assignment. The library workshop occurred in week one, after students formed groups and shared to a discussion post in Canvas what author/region/text they would focus on. The Liaison Librarian and Archivist led the library session.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

See above

Assessment or Criteria for Success
Assessment Short Description: 
Measure learning outcomes against final map projects.
Potential Pitfalls and Teaching Tips: 

I didn't spend too much time in-class with registration (limited it to 5-minute overview). This turned out to be a good call, since registration is pretty straightforward and it can take up valuable class time!

Suggested Citation: 
Stoothoff, Paizha. "Digital Maps with HistoryPin." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/digital-maps-historypin-0.
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Submitted by Paizha Stoothoff on March 11th, 2021
Share this on: 
Short Description: 

This assignment was created in lieu of a physical tour of Literary Los Angeles (for a Literary L.A. course). Students worked on a 3-week project to create digital maps (see assignment attached for details about what maps included). The library workshop occured in week 1, after students formed groups and shared to a discussion post in Canvas what author/region/text they would focus on. The Liaison Librarian and Archivist led the library session.

Attachments: 
AttachmentSize
Assignment designed collaboratively by Librarian and Professordisplayed 1163 times28.75 KB
Lesson Plan_Literary LA HistoryPin.docxdisplayed 1234 times26.06 KB
LibraryVisit_Literary LA and HistorPin.pptxdisplayed 1625 times7.22 MB
Learning Outcomes: 

By the time you complete this assignment you will:

  • Know how to find and add digital archival objects and open web images to Historypin
  • Think creatively and critically about how to use digital objects to create an interactive digital collection with a map included.
  • Understand copyright ownership and cite pinned objects properly in Historypin.
Discipline: 
EnglishHistory

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

The assignment took place mid-way through a Literary Los Angeles course. It was a 3-week assignment. The library workshop occurred in week one, after students formed groups and shared to a discussion post in Canvas what author/region/text they would focus on. The Liaison Librarian and Archivist led the library session.

Potential Pitfalls and Teaching Tips: 

I did not spend too much time on registration, since that can take up valuable class time. Provide remote resources (a guide, slides, handouts) to assist w/ registration remotely.

Suggested Citation: 
Stoothoff, Paizha. "Digital Maps with HistoryPin." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/digital-maps-historypin.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License
Submitted by Paizha Stoothoff on February 17th, 2021
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Short Description: 

Digital timelines enable us to tell stories visually by connecting non-linear moments: events, reactions, and experiences. This assignment includes a lesson plan and worksheet for teaching with timelines. Timelines work best when they are created as a project for a course, since they take time to develop. Project ideas include: alternatives to the research paper in humanities and Literature courses; embedding timelines in website projects where students also create bibliographies of secondary sources; and library archival projects to showcase student work or a collection with an open-source tool if space or platforms are limited.

The lesson plan and worksheet are designed around Knightlab TimelineJS, but can be adapted for use with other timeline tools. Also included is a guide for selecting a timeline tool for instructors.

Attachments: 
AttachmentSize
Timeline Lesson Plan.docxdisplayed 856 times35.18 KB
Timeline Worksheet.docxdisplayed 830 times27.96 KB
Choosing a Timeline Creator_for instructors.docxdisplayed 741 times35.51 KB
Relevant links: 
Creating Timelines with Knightlab LibGuide
Learning Outcomes: 

Students will:

  • Demonstrate an understanding of the scholarly discourse and/or cultural, historical context for a topic.
  • Use basic digital skills required for developing digital projects including use of URL links, embed code, alternative text for media.
  • Select appropriate materials for timelines including images, articles, and other resources available through library databases, library archives, and open web resources.
Discipline: 
EnglishHistoryLibrary and Information ScienceMultidisciplinary

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

This lesson plan was implemented in a Victorian Literature upper division English class. The Professor assigned students a final website project as an alternative to the research paper. On their website, they included the following pages: About, Timeline, Reflection, and Works Cited. This workshop aided students in creating and finding resources for their timeline, and provided citation guidance as well. Archives and Special Collections at our University has also used Knightlab Timeline to create a digital exhibit with student interns to be embedded into a departmental project.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 

A supplemental LibGuide, Creating Timelines with Knightlab, was designed by the Humanities Librarian for all instructors/librarians/archivists interested in using the tool in their projects or courses.

LibGuide: https://libguides.calstatela.edu/c.php?g=1124920&p=8205317

Assessment or Criteria for Success
Assessment Short Description: 
Assessment may include student's grades for course projects. Professors did not use a rubric for grading the timeline, but there may be opportunities to develop a rubric for them in the future.
Potential Pitfalls and Teaching Tips: 

Part two, registering for Knightlab, will take time. There are some technical nuances that come up with using the Timeline (which the FAQ in the LibGuide aims to address). To avoid spending the whole library session on registration and using the tool, have students register in class and spend the remainder finding sources. Students can 'plug in' their content at home and follow-up with any questions. When piloting this worksheet and lesson plan, about 5 students reached out with some technical questions to the Librarian. Updating the FAQ to answer common questions proved useful for the Librarian and for students.

Also, tailor the resources you share based on the context for the timeline. For example, if it's being used for a Victorian Literature class, I would emphasize the British Library, ArtStor, free Images, and Britannica Online. If it's being used for 19th Century Novel, I would emphasize 19th century newspapers, ArtStor, free images, and possibly Women's Studies Archives.

 

Suggested Citation: 
Stoothoff, Paizha. "Creating a Timeline with Knightlab." CORA (Community of Online Research Assignments), 2021. https://projectcora.org/assignment/creating-timeline-knightlab.
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Submitted by Melanie Hubbard on May 7th, 2020
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Short Description: 

For this project you will be creating a digital resource that can be used to help teach about the Southern California Library’s mission and materials, how to work with archival materials, and, in general, how to work with and research primary sources.  

Attachments: 
AttachmentSize
arj_assignment_lee_hubbard.pdfdisplayed 863 times55.85 KB
Relevant links: 
Archives, Race and Justice online project
Learning Outcomes: 

Gain the ability to: work with, contextualize and present on primary sources; communicate to a general audience; work with and be critical of certain digital tools; and collaborate on digital projects

Discipline: 
EnglishHistoryUrban Studies

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

This assignment was created for Critical Methodology, a required graduate-level English course at Loyola University.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Hubbard, Melanie. "Archives, Race and Justice." CORA (Community of Online Research Assignments), 2020. https://projectcora.org/assignment/archives-race-and-justice.
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Submitted by Melanie Hubbard on July 30th, 2019
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Short Description: 

The following are a series of scaffolded assignments that led to the creation of “Labyrinths of Times,” an online digital project: http://labyrinth.english.lmu.build/. Aspects of it, including the scaffolded approach, are helpful for teaching students how to write for the web.

Attachments: 
AttachmentSize
labyrinth_assignments.docxdisplayed 643 times28.15 KB
Learning Outcomes: 

To teach students how to succinctly articulate complex ideas and write for the web.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

The assignment was a major project for Paul Harris' course on David Mitchell (ENGL 3998).

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Hubbard, Melanie. "Labyrinths of Time Digital and Writing Project." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/labyrinths-time-digital-and-writing-project.
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Submitted by Melanie Hubbard on July 30th, 2019
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Short Description: 

This assignment uses Palladio to create a network based on Italio Calvino's Invisible Cities.

Attachments: 
AttachmentSize
invisible-cities-network_assignment.docxdisplayed 750 times15.58 KB
invisible-cities_network_spreadsheet.txtdisplayed 1180 times16.62 KB
Learning Outcomes: 

The assignment introduces students to network analysis and Palladio as a network analysis tool.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

This assignement was designed for Digital Humanities (ENGL 5998). The course engaged upper-division undergraduate and graduate students in the emerging field of Digital Humanities (DH) through projects grounded in the study and analysis of literary texts.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Hubbard, Melanie. "Invisible Cities Network Analysis Assignment ." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/invisible-cities-network-analysis-assignment.
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Submitted by Melanie Hubbard on July 30th, 2019
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Short Description: 

An introduction to Voyant text analysis tool.

Attachments: 
AttachmentSize
voyant-introduction_assignment .docxdisplayed 887 times20.88 KB
Learning Outcomes: 

The intention of this assignment is to teach students how to use and be critical of Voyant, a text analysis tool.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

This assignement was designed for Digital Humanities (ENGL 5998). The course engaged upper-division undergraduate and graduate students in the emerging field of Digital Humanities (DH) through projects grounded in the study and analysis of literary texts.

Suggested Citation: 
Hubbard, Melanie. "Introduction to Voyant Assignment." CORA (Community of Online Research Assignments), 2019. https://projectcora.org/assignment/introduction-voyant-assignment.
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Submitted by Angela Ecklund on July 2nd, 2018
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Short Description: 

Students will learn how serial publications are presented in databases and how to read them chronologically to determine trends over time using the MLA International Bibliography.

Relevant links: 
The Scholarly Conversation Project on Humanities Commons
Learning Outcomes: 

Students will understand how serial publications are presented in research databases and how to read them chronologically, browse the MLA International Bibliography‘s indexing structures to perform an initial survey of a field of scholarly output, articulate the differences between a discipline-specific database and a general one, and gather evidence that may be used to draw conclusions about the ways that the “literary conversation” has changed over the last sixty years.

Discipline: 
English

Information Literacy concepts:

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Ecklund, Angela. "The Scholarly Conversation Project." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/scholarly-conversation-project.
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Submitted by Melanie Hubbard on May 16th, 2018
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Short Description: 

In this assignment students work in groups on closely reading international policy documents, noting substantive changes in a policy area over time, and ploting those changes in the timeline tool, TimelineJS.

Attachments: 
AttachmentSize
InternationalPolicy_Timeline.docxdisplayed 1356 times25.46 KB
Learning Outcomes: 

Students will learn how to closely read and annotate policy, how to use Timeline JS, and how to present complex information in a concise and visual format.

Discipline: 
HealthLawPolitical ScienceSocial Work

Individual or Group:

Ability Level:

Tags:

Course Context (e.g. how it was implemented or integrated): 

Students worked in groups of three. Video tutorials were made to teach them how to use Timeline JS and the digital scholarship librarian checked in on them periodically and made herself available when they needed help.

Additional Instructor Resources (e.g. in-class activities, worksheets, scaffolding applications, supplemental modules, further readings, etc.): 
Potential Pitfalls and Teaching Tips: 
Suggested Citation: 
Hubbard, Melanie. "Evolution of International Policy and Policy Areas." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/evolution-international-policy-and-policy-areas.
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Submitted by Melanie Hubbard on May 16th, 2018
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Short Description: 

In this exercise students use the Voyant word analysis tool to analyze Baldwin’s The Fire Next Time. (Any literary work would work.)

Attachments: 
AttachmentSize
Literature_Voyant_Word-Analysis.docxdisplayed 905 times21.89 KB
Learning Outcomes: 

Students will gain: an understanding of how Voyant (and other word analysis tools) work and the basic ability to use the tool, an understanding of how word analysis can be used for literary studies, and the ability to think critically about word analysis tools.

Discipline: 
Communication StudiesEnglishHistoryRhetoric, Composition, and Writing

Individual or Group:

Ability Level:

Tags:

Suggested Citation: 
Hubbard, Melanie. "Literary Work Word Analysis ." CORA (Community of Online Research Assignments), 2018. https://projectcora.org/assignment/literary-work-word-analysis.
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All assignments contributed to this site are licensed under a Creative Commons Attribution-NonCommercial-ShareAlike United States License

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