This essay explores the pedagogical project of integrating digital archival research into the undergraduate classroom. We contend that rather than simply asking students to conduct such research, we should teach them first to read digital archives critically. We define this archival literacy by identifying how students might assess the rhetorical properties of various digital archives.
|Original language||English (US)|
|Number of pages||27|
|Journal||College Composition and Communication|
|State||Published - Dec 2015|
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Literature and Literary Theory