Final Project Summary

December 12th, 2011

For my final project, I worked with Christine to standardize all of the citations (image and source citations) on the timeline. We have finished going through all of the citations but we are continuing to fix the citations that have recently been added by other people as they finish their final projects. Christine and I split the work into half based off of when the posts were added to the timeline. I worked on the earliest posts (first use of the word “television) to about the half way point (Opera Browser Developed). We both reviewed each other’s assigned citations as well.  

Here is a list of things we focused on when standardizing the citations:

  1. We used the Turabian footnotes 
  2. We italicized the citations (but not book titles/journal names)
  3.  We used “Source:” and “Image Source:” before each citation (not italicized). The Sources always went before the Image Sources as well.

 

Final Project

December 8th, 2011

For my final project, I am standardizing all of the citations on the timeline with Christine.  It has been a pretty time-consuming project but I know that it will pay off at the end. We have looked at almost all of the 200 + posts on the timeline so far. Some of the main points we have been focusing on is making sure that each citation (the sources and image sources) is labeled the same way and that we are using the footnote format correctly for each citation. I will wait to talk more about the project next week.

Teaching History in the Classroom: Primary Sources

December 1st, 2011

On Tuesday, one of the things we talked about was teaching history in the classroom. It does seem that many teachers these days focus too much on teaching their students about historical facts. One of the major problems is that the standardized tests which the students have to take at the end of the year are mostly based on facts and memorization. Therefore, teachers are more likely to teach to the standardized tests. In Clio WIRED, Rosenzweig does make a good point that teachers should utilize technology in the classroom in order to give students the opportunity to learn more than just facts in their history classes. He specifically talks about the importance of having students read primary sources. There are a variety of online collections that contain primary sources which teachers could easily use in their classrooms. For example, he mentions multiple times the collections that the Library of Congress offers online. I decided to try to look up some of these sources online. I found some very useful information on the Library of Congress website that teachers could use. After just spending a few minutes on the website, I already found primary sources that deal with the American Civil War, Immigration, Civil Rights, and Abraham Lincoln. These are just a few of the topics that I came across. I think that teachers should take advantage of online resources especially the primary sources. Although the information I found on the website focused on elementary education, there are also plenty of sources that can be found for secondary education.

 Website: http://www.loc.gov/teachers/tps/quarterly/elementary/article.html

Documentary Summary

November 18th, 2011

I really enjoyed making the documentary for our class. I thought it gave everyone a chance to present information about the information age in a creative way. I don’t think very many students at UMW have the opportunity to create a documentary in their classes. Like some people have already mentioned, the only difficult part was that not everyone was familiar with how to edit the documentaries.

For my group’s documentary, we mostly focused on interviews. I think that the interviews provided us with a lot of useful information especially since we chose faculty members from a variety of departments on campus. Each faculty member was able to provide us with information that was specifically related to their area of specialty. We also looked at other online sources in order to get background information and to figure out which questions we wanted to ask the interviewees. I found a lot of articles that related technology and higher education on The Chronicles of Higher Education. Overall, I learned a lot from creating this documentary. I already knew that technology had a major impact on education in general but hearing what the faculty members had to say allowed me to see how technology has affected different aspects of higher education.

Documentary

November 11th, 2011

This week, I helped interview Dr. Meadows in the Education Department and Mr. Bales in the library for my group’s documentary. We are focusing on how technology has affected higher education at Mary Washington. It was interesting to hear both of their responses. Dr. Meadow definitely had a positive outlook when it came to using technology at our school. He believes that technology has also helped a lot in public schools and that it will continue to benefit the schools.  Mr. Bales also mentioned some benefits of technology in the library especially when it comes to doing online research. The process is now a lot faster due to technological advances. He also said that there were some downsides to the increase use of technology. Mr. Bales has noticed that many students are focusing too much attention on researching online and tend to forget sometimes about the printed books. I think it was good that Mr. Bales talked about both the positive and negative sides of using technology since I feel like a lot of times we only concentrate on how technology is positively affecting education.

Electronic Books

November 4th, 2011

Going off of what we talked about on Tuesday, I am interested to see how technology will continue to affect education especially with the use of electronic books.  I have already seen so many technological changes in the classroom today which for the most part, have led to positive results. As a future elementary school teacher, I would like to have some electronic books in my classroom. I think that using electronic books is a great way for young students to start to take a look at various primary sources that would be available on an electronic book. The fact that the electronic books provide multimedia can be very useful as well since there are many different types of learners. I also think that by introducing the books to students at a young age, they will be more prepared for the future when these books will probably be used a lot more. Although I believe that these books can be very beneficial in the classroom, I would find it very important to find a balance between using electronic books and printed books since I believe that nothing can ever totally replace printed books.

Week 9

October 28th, 2011

 

For the advertisement project, I was responsible for coming up with the print for the body of one of the advertisements. I enjoyed looking at the various 1940’s Wurlitzer advertisements and trying to figure out what style they used back then when writing their advertisements. I noticed that in order to grab the audience’s attention, they started out by asking rhetorical questions. When coming up with the written portion of my advertisement, I tried to use a similar style. I tried to base the questions off of the fact that the purpose of the advertisement was to get people to go to places that had Wurlitzer music. The purpose of the advertisement was not to sell the actual Wurlitzer jukeboxes. Our group added a twist to the project as well. We aimed our advertisements towards modern hipsters since the 1940’s advertisements were aimed towards hipsters at that time. After doing some research on the 1940’s hipsters and modern hipsters, I tried to come up with catchy phrases that appealed to modern hipsters. It was definitely harder than I thought it was going to be to use a style similar to the 1940’s advertisements but write the advertisement for a modern audience.

Advertisement Project: The Wurlitzer jukebox

October 23rd, 2011
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The jukebox was most popular in the 1940’s. The 1946 Wurlitzer is one of the most popular jukeboxes. On the timeline, there is currently no item for the first jukebox, but our advertisements could be placed on 1946, because we used the 1946 Wurlitzer. The advertisements that we created are a modern representation with a modern audience of what the print advertisements in the 1940’s looked like. Not only are our advertisements similar in appearance, but also the market share is similar. Our advertisements are targeted towards modern “Hipsters.” In the 1940’s, Wurlitzer advertised to “Hipsters,’ or people hip with the current music, jazz. To sell people on their jukeboxes, Wurlitzer discussed four main things important to their customers: quality, happiness, variety, and low cost. These same four main things can be seen in our advertisements. Although our advertisements have a modern voice and could be construed as comical, their underlying core is a serous nod to the advertisers of the 1946 Wurlitzer jukebox.
 
 
 
Image Sources:
http://www.flickr.com/photos/retroarama/5890256905/in/set-72157626685453332/lightbox/
 
http://www.jitterbuzz.com/jukes/wurlitzer_ad_01.jpg
 
Scholarly sources:
Broven, John. Record Makers and Breakers: Voices of the Independent Rock “n” Roll Pioneers. Chicago, Illinois: University of Illinois Press, 2009, 142.
 
Segrave, Kerry. Jukeboxes: An American Social History. Jefferson, North Carolina: McFarland, 2002, 200-202.
 
Young, William H., and Nancy K. Young. World War II and the Postwar Years in America: A Historical and Cultural Encyclopedia. Westport, Connecticut: Greenwood Publishing Group, 2010, 430.

Advertisement Project

October 21st, 2011

I really enjoyed working on the advertisement project. Our group decided to do the project on the Wurlitzer jukebox. I think one of the main reasons I liked doing the project was because our group chose to do something creative that had not already been discussed in class. Our group spent a lot of time planning on where to take the picture and what should be included in the picture. In the 1940’s Wurlitzer advertisments,  the pictures were always very colorful and filled with excitement which made the advertisements stand out. I think our group did a good job of taking pictures which looked very similar to the pictures in the 1940’s advertisments. We also included catchy phrases to go along with our pictures to draw people’s attention. You never know…our advertisements might motivate some people to go listen to some Wurlitzer music.

Future of Print Newspapers

October 14th, 2011

Earlier this week, I found an article in the Richmond Times-Dispatch that tied in with what we have previously discussed in class. The article talked about how the Southern Newspaper Publishers Association was going to have its annual meeting which would focus on the future of print newspapers. Now that there are so many online news sources available, the question is what is going to happen to the print newspapers. The president of the association, O. Reid Ashe Jr., made the argument that a lot of people still prefer print in today’s world. Many generations are used to the print newspapers. To many young people though, the digital product is the preferred way of obtaining information according to Jeff South, a VCU professor of mass communications. If this younger generation continues this pattern, South stated that he thinks “the shift is going to have to be made pretty quickly to a primarily digital product but [he doesn’t] think print will ever go away.” It is hard for me to imagine not being able to pick up a print newspaper every day. Although everything seems to becoming digitalized, I agree with the contributors of the article. I think that more people over time will primarily obtain most of their information from online news sources but that print newspapers will still be another option for a long time.

Blackwell, John. “SNPA meeting to focus on future of print newspapers.” Richmond Times-Dispatch, October 8, 2011.