Based on a keynote presentation at the 2012 Canadian Historical Association conference, this paper surveys the state of digital technology and its impact on academic publication and teaching in the contemporary university. Focusing on the dramatic rise of the Digital Humanities in the last few years, the paper examines alternative forms of peer review, academic scholarship and publication, and classroom teaching as they have been reshaped by the adoption of a variety of digital technologies and formats, including open-access, online peer reviewing, use of data- bases and visualization techniques in humanities work, online journal publication, and the use of blogs and wikis as teaching tools. Examining the digital production and education work of the American Social History Project at CUNY, which he co-founded, and the Interactive Technology and Pedagogy doctoral certificate program that he heads at the CUNY Graduate Center, the author discusses a range of digital projects and approaches designed to improve the quality of teaching and learning in college classrooms.
Canadian History Commons, Instructional Media Design Commons, Labor History Commons, Social History Commons
This work was originally published in JOURNAL OF THE CANADIAN HISTORICAL ASSOCIATION.
This piece is available online as an Open Source document at: http://id.erudit.org/iderudit/1015787ar