Here-and-Then: Learning by Making Places with Digital Spatial Story Lines

Autor/inn/en	Hall, Rogers; Shapiro, Ben Rydal; Hostetler, Andrew; Lubbock, Helen; Owens, David; Daw, Colleen; Fisher, Douglas
Titel	Here-and-Then: Learning by Making Places with Digital Spatial Story Lines
Quelle	In: Cognition and Instruction, 38 (2020) 3, S.348-373 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shapiro, Ben Rydal) ORCID (Owens, David) ORCID (Daw, Colleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2020.1732391
Schlagwörter	Guidelines; Learning Experience; Teaching Methods; Maps; Archives; Public Libraries; Museums; Neighborhoods; Urban Areas; Tourism; Story Telling; Partnerships in Education; Preservice Teachers; Social Studies; Racial Segregation; Civil Rights; Activism; Music; Human Geography; High School Teachers; Teacher Education Programs; Photography; Course Descriptions; Computer Software; Geographic Information Systems; Telecommunications; Handheld Devices; African American History; Tennessee (Nashville) + Suchen Sie Ihr Suchwort? Richtlinien; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Map; Karte; Archivwesen; Archiv; Public library; Stadtbücherei; Öffentliche Bibliothek; Museum; Museumswesen; Museen; Neighbourhoods; Nachbarschaft; Urban area; Stadtregion; Tourismus; Hochschulpartnerschaft; Gemeinschaftskunde; Rassentrennung; Bürgerrechte; Grundrechte; Zivilrecht; Aktivismus; Politischer Protest; Musik; Humangeografie; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Fotografie; Kursstrukturplan; Telekommunikationstechnik
Abstract	In this article, we introduce and analyze learning experiences made possible by a teaching framework that we have developed and call "digital spatial story lines" (DSSLs). DSSLs offer a novel approach to learning on the move by engaging learners with related conceptual practices of archival curation, digital mapping, and the production of public history. Learners collaborate to make and follow map-based story lines that bridge archival media they curate in public libraries and museums onto city neighborhoods these media describe. Story lines can be followed as tours to explore under- or untold stories about a city's public history at walking scale. To illustrate and study learning within the DSSL framework, we describe and analyze one design iteration from a larger, multi-year research project with local museum, library, and high school partners. Our analysis shows how making and following story lines provided opportunities for pre-service social studies teachers to engage with and learn about the public history of racial segregation, Civil Rights Movement activism, and American Roots Music in Nashville, Tennessee (aka the "Music City"). Our analysis focuses on using archival material to create and share public history as a mobile experience of being both "here-and-then"--a form of palimpsest in which learning on the move layers together historic places and the voices of different historical actors. We end with a discussion of who speaks for the public history of city neighborhoods and the prospects and limitations for teaching and learning with the DSSL framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01