Historical digital literacy

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Historical digital literacy refers to the ability to find, evaluate and narrate historical information with the help of digital technologies and media. It is about the competence of an individual to develop texts, images and representations into historical narratives with the help of digital media.

The concept of historical digital literacy

The general term literacy denotes the ability to read and write. In a broader sense, it includes all basic skills related to storytelling, language and written culture. These are skills such as text comprehension, understanding of meaning, linguistic abstraction ability, expressiveness and familiarity with educational language.

Digital literacy means that the abovementioned competencies can also be used efficiently when using digital technologies, especially computers and the Internet. The Digital Literacy for the participation in the modern knowledge society is essential. A distinction is made between media competence and content competence. The former includes the technical conditions for media use (operation). The latter is needed to process, communicate and finally narrate the information.

Digital literacy in the public discourse on history

Public history has been an institutionalized discipline since the 1970s, which deals with the presence of the past and thus the constructional nature of history outside of academic realities. It describes a form of public history that is constructed outside of scientific institutions, assemblies or publications.

Individual and collective memory are omnipresent in the Web 2.0 age, but by no means uniform due to competing views. Benefiting from digital change , local communities can process their past via social media and web publications in order to better integrate them into local-global memory. In contrast to digital history as a digital science, public history describes a spectrum of activities that deal with history primarily outside the academic environment. It is closely linked to the concept of oral history .

Digital literacy in history

The Digital Literacy is a prerequisite for participation in the discourse of the Digital History.

Digital history is part of the interdisciplinary field of practice of digital humanities and describes the use of digital media to advance historical analyzes, presentations and investigations. Inthis context, thehistorian Peter Haber called for a “canon of competencies” for historical studies. The basis here is again media competence. According to Haber, this includes not only technical and intellectual skills, but above all the ability to criticize media and information. Big data opens up new questions in the field of computer-aided quantitative historical analysis and new possibilities for networking knowledge and people. In the German-speaking countries, digital history has so far concentrated primarily on the presentation of editions and research results on the Internet.

Digital History products include digital archives and online presentations of interactive maps, timelines, audio files and virtual worlds. Compared to classical historiography, not only the audience as well as the type and place of presentation change, but also the raw material of the historiography. Digital sources not only place new demands on the processing of large amounts of data, but also on source criticism, transmission and evaluation.

Digital literacy in history lessons

To promote historical digital literacy in history lessons , both technical and specialist skills are necessary and are interdependent. Areas of competence that should be mentioned are: the search, evaluation and interpretation of analogue as well as originally digital and digitized sources and representations with the help of digital media, the analysis of media creation conditions and effects taking into account genre-specific and media historiographical characteristics as well as creating your own narratives with digital media.

There are now countless ways to use digital media in history lessons. Digital media do not fundamentally change history lessons, but as information media they enable new access that would not be possible without the Internet. In particular, they enable learners to acquire and process information in a new way. The use of digital media requires of the teacher and the learner competencies in the field of digital literacy . The history didacticist Marko Demantowsky argues that "the peculiarities of learning history in Web 2.0 (...) must be made a central subject of teacher training and teacher training."

Unlike digital learning platforms (such as Moodle ), digital learning programs can not be adapted by the teacher to the specifics of a target group or situation and the resulting didactic decisions. They exist as didactically prefabricated learning offers and are only dependent on the teacher insofar as they integrate them into the lesson. This is known as the "availability problem". Another problem relates to the complex character of communication inherent in historical thinking . This cognitive process in the group results in narratives and discourses. Digital learning programs usually lack these dialogical elements, which are essential for history-related learning, or can only implement them with great effort. It is the so-called "performance problem".

literature

  • Daniel Bernsen / Ulf Kerber (eds.): Practical handbook Historical learning and media education in the digital age . Budrich academic, Opladen 2017, ISBN 978-3-8474-2033-0 .
  • Marko Demantowsky / Christoph Pallaske (eds.): Learning history in digital change . De Gruyter Oldenbourg, Munich 2015, ISBN 978-3-486-85866-2 .
  • Peter Haber : Digital Past . Oldenbourg, Munich 2011, ISBN 978-3-486-70704-5 .
  • Jan Hodel: Linking and shortening. History as a network of narrative fragments. How young people use digital network media to create presentations in history classes . hep-Verlag, Bern 2013, ISBN 978-3-03905-964-5 .
  • Guido Koller: History digital. Re-measuring historical worlds . Kohlhammer, Stuttgart 2016, ISBN 978-3-17-028929-1 .

Individual evidence

  1. ↑ Sylvia Näger: Literacy: Children discover book, storytelling and writing culture . Herder, Freiburg / Br. 2007, ISBN 3-451-28691-2 , pp. 11 .
  2. ^ Jan van Dijk: Digital skills: Unlocking the Information Society . Palgrave Macmillan, New York 2014, ISBN 978-1-137-43703-7 , pp. 7 .
  3. ^ Serge Noiret: Internationalizing Public History . In: Public History Weekly . tape 2014 , no. 34 , October 9, 2014, doi : 10.1515 / phw-2014-2647 ( oldenbourg-verlag.de [accessed April 13, 2017]).
  4. ^ Frank Bösch, Constantin Goschler: The National Socialism and German Public History . In this. (Ed.): Public History. Public representations of National Socialism beyond the science of history . Campus Verlag, Frankfurt a. M. / New York 2009, ISBN 978-3-593-38863-2 , pp. 10 .
  5. ^ Marko Demantowsky: “Public History” - Sublation of a German Debate? In: Public History Weekly . tape 2015 , no. 2 , January 29, 2015 doi : 10.1515 / phw-2015 to 3292 ( degruyter.com [accessed on May 2, 2017]).
  6. ^ Serge Noiret: Internationalizing Public History . In: Public History Weekly . tape 2014 , no. 34 , October 9, 2014, doi : 10.1515 / phw-2014-2647 .
  7. ^ Serge Noiret: Digital Public History: bringing the public back in . In: Public History Weekly . tape 2015 , no. April 13 , 2015, doi : 10.1515 / phw-2015-3931 ( oldenbourg-verlag.de [accessed April 13, 2017]).
  8. ^ Serge Noiret: Internationalizing Public History . In: Public History Weekly . tape 2014 , no. 34 , October 9, 2014, doi : 10.1515 / phw-2014-2647 ( oldenbourg-verlag.de [accessed April 13, 2017]).
  9. ↑ a b c Guido Koller: History digital . Kohlhammer, Stuttgart 2016, ISBN 978-3-17-028929-1 .
  10. ↑ a b Peter Haber: Digital Past . Oldenbourg, Munich 2011, ISBN 978-3-486-70704-5 , p. 104 .
  11. ↑ Ulf Kerber: Historical media education - a transdisciplinary model for history teaching . In: Daniel Bernsen, Ulf Kerber (Hrsg.): Praxishandbuch Historical learning and media education in the digital age . Budrich academic, Opladen 2017, ISBN 978-3-8474-2033-0 , p. 45-82 .
  12. ^ Hilke Günther-Arndt: History lessons and computers . In this. / Mein Zülsdorf-Kersting (ed.): History didactics. Practical handbook for secondary level I and II . Cornelsen, Berlin 2014, p. 227-237, here p. 227 f .
  13. ^ Marko Demantowsky: The history didactics and the digital world. A perspective on specific opportunities and problems. In: ders. / Christoph Pallaske (Ed.): Learning history in digital change . De Gruyter Oldenbourg, Munich 2015, ISBN 978-3-486-85866-2 , p. 149–161, here p. 159 .
  14. ^ Marko Demantowsky: The history didactics and the digital world. A perspective on specific opportunities and problems. In: ders. / Christoph Pallaske (Ed.): Learning history in digital change . De Gruyter Oldenbourg, Munich 2015, ISBN 978-3-486-85866-2 , p. 149–161, here p. 155 .
  15. ^ Marko Demantowsky: The history didactics and the digital world. A perspective on specific opportunities and problems. In: ders. / Christoph Pallaske (Ed.): Learning history in digital change . De Gruyter Oldenbourg, Munich 2015, ISBN 978-3-486-85866-2 , p. 149–161, here p. 156 .