Article

An Early Information Society: News and the Media in Eighteenth-Century Paris

The American Historical Review (Impact Factor: 1.1). 02/2000; 105(1). DOI: 10.2307/2652433
2 Bookmarks
 · 
353 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article explores and critiques the use of social media as a primary source in the writing of twenty-first-century history. Since the introduction of so-called social media in the early 2000s, social scientists, journalists, and users have hailed this media form as a revolutionary departure from the ‘old media’ that dominated the twentieth century. Part of the narrative of ‘new media’ is it provides greater amounts of user agency, removes structural impediments for social dialog, and promotes an egalitarian exchange within the global sphere. This article suggests that this account is a product of the narrative structure of classical liberalism, through which social media as an object of knowledge and effectivity is produced. It concludes that the use of social media as a primary source for social histories of popular protest will require substantive theoretical scrutiny by scholars writing about these processes of the twenty-first century.
    Media History 09/2014; 20(4):431-444. DOI:10.1080/13688804.2014.950639
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Given that social studies pedagogy often runs in direct opposition to how students best learn, social studies teacher preparation must intervene by providing teachers robust experiences for inquiry, interpretation, creation, and personal meaning making. Digital history represents an area of innovation in social studies that can be a useful context for providing such interventions. This research applies a design-based methodology to develop a teacher education activity that reflects research on digital history and how students learn best by constructing and extending prior knowledge, processing information into knowledge, and scaffolding. Design-based research has proven to be suitable as an intervention for classroom settings in that it can be rapidly refined in response to ongoing research on an intervention. The research asked what methods and tools can teacher educators use to promote digital history in their classrooms. Through the project, 200 teacher education students, over four iterative design phases, learned to process historical information into knowledge using technology to communicate refined versions of their knowledge to outside audiences. Seven design factors and six commonalities and differences were identified as influencing the design process. The results of this design-based research informed the development of generalizations and guidelines for designing similar digital history projects.
    07/2014; DOI:10.1016/j.jssr.2014.02.005
  • [Show abstract] [Hide abstract]
    ABSTRACT: The reform of the military was perhaps the most successful of all Bourbon attempts at modernizing and centralizing the viceroyalty of Peru. By the end of Spanish rule, the royal army in Peru had become one of the strongest and most respectable forces of the Spanish empire. It was an ethnically diverse and highly centralized institution that transformed the viceroyalty by the early nineteenth century into one of the pillars of Spanish monarchical power in South America. How was the rise of the Bourbon military possible? And what were the political and social repercussions of this development? This article is an attempt to answer these questions.
    Colonial Latin American Review 12/2012; 21(3). DOI:10.1080/10609164.2012.730666