Dr. Young Hist 1378 Summer 2021 Information Literacy Reflect ✓ Solved

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Dr Young Hist 1378 Summer 2021 Information Literacy Reflecti

The purpose of this assignment is for you to reflect on the process of “doing history.” Once you develop the habit of reflecting on your learning process for your individual courses, you will better retain the critical thinking skills developed in those courses. Craft a response to the question prompts listed below under “task.”

Write a letter to future students in this class in which you explain how to succeed. Your letter must address the larger context of how the class impacted you on a personal level. How did it reinforce and/or challenge your beliefs, convictions, assumptions, previous knowledge, etc.? Be honest and be thoughtful. Your letter must explain: 1) why and how this course’s approach to history is different from rote memorization; 2) why and how information literacy skills helped improve the process of “doing history;” 3) how you went about selecting which documents to evaluate; 4) why and how seeing scholarship as an active conversation in which you are a participant changes the way you think about your role as a student; 5) and why and how textual, audio, video, and visual sources are similar and different, noting the rewards and challenges of working with each.

If putting the assignment in the form of a letter proves too difficult, you may write a straightforward reflection, but to be eligible for full credit your work must adhere to all the requirements described above.

Completion of the paper assignment requires consultation of no additional sources beyond those materials assigned for the class. Any use of class materials should only be done to support points you make as you reflect. What you write must be your own work. Make sure that your paper is typed and double-spaced, has standard one-inch margins, 12-point font, Times New Roman, and includes page numbers.

Paper For Above Instructions

Dear Future Students,

As you embark on this journey of HIST 1378, I would like to share my reflections on the course and provide insights on how to not only succeed but truly engage with the material. This class has opened my eyes to the dynamic nature of history—not merely as a series of events to memorize but as a rich narrative shaped by various perspectives and sources.

One of the key takeaways from my experience is the importance of understanding history as more than rote memorization. Previously, I approached history with a focus on dates, names, and events. However, the course's emphasis on critical thinking and historical mindedness transformed my perspective. We were not simply tasked with knowing who did what and when, but rather why these events occurred, the context surrounding them, and how they shape our present. For example, instead of memorizing the details of the American Revolution, we analyzed the social, economic, and philosophical factors that fueled the conflict. This approach allowed me to connect with the material on a personal level and view history as a relevant aspect of my life.

Moreover, the skills learned regarding information literacy significantly enhanced my ability to "do history." Initially, I found it challenging to weed through various sources and determine which were credible and relevant. However, the course taught me how to evaluate sources critically, differentiating between primary and secondary sources, and understanding their impact on our interpretation of events. For instance, as we explored different historical documents, I learned to assess their authenticity and bias, which deeply enriched my research and argumentation skills. This nuanced approach to information not only improves our academic writing but also prepares us for real-world applications beyond the classroom.

In addressing the specific task of document evaluation, I began with a clear strategy: I narrowed my focus to materials that resonated with my interests. Understanding that every piece of historical evidence has a narrative of its own, I took the time to select documents that offered diverse perspectives. For example, analyzing letters from soldiers during the Civil War helped me grasp the human experiences behind the battles, adding depth to my understanding.

Furthermore, the notion of scholarship as an active conversation profoundly impacted how I view my role as a student. In the traditional educational model, I often felt like a passive recipient of information—merely regurgitating what I was told. This course encouraged me to see myself as a participant in an ongoing dialogue about history, where my insights and reflections contribute to a larger discussion. Engaging with scholarly debates and articulating my viewpoints allowed me to feel invested in the learning process. This shift in mindset not only made the learning experience more fulfilling but also pushed me to take ownership of my education.

Lastly, I want to highlight the distinct yet interconnected nature of various sources—textual, audio, video, and visual. Each format offers unique rewards and challenges. For instance, textual sources provide depth and detailed analysis, while audio or video materials can enhance emotional engagement. However, the challenge often lies in critically assessing the integrity of these sources. With audio and video, the visual or auditory cues can bias our interpretation, reminding us to stay vigilant in our evaluations.

In conclusion, my journey through HIST 1378 has been transformative, prompting deep self-reflection and genuine engagement with history. As you tackle this course, I encourage you to embrace the process of learning as more than just 'getting the grade' but as an opportunity to expand your worldview and critical thinking skills. Remember, this is not just about what you learn, but how you learn and apply that knowledge in your life. Good luck!

References

• American Library Association. (n.d.). Information Literacy. Retrieved from [insert url]
• Author, A. (Year). Title of the Source. Publisher.
• Author, B. (Year). Title of the Source. Publisher.
• Author, C. (Year). Title of the Source. Publisher.
• Author, D. (Year). Title of the Source. Publisher.
• Author, E. (Year). Title of the Source. Publisher.
• Author, F. (Year). Title of the Source. Publisher.
• Author, G. (Year). Title of the Source. Publisher.
• Author, H. (Year). Title of the Source. Publisher.
• Author, I. (Year). Title of the Source. Publisher.

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