Review of Digital Images in the History Classroom (May 2004)

Digital Images in the History Classroom , by Stephanie van Hover, Kathy Swan, and Michael J. Berson

Q1: What can the use of digital images contribute to the teaching of history?
A1: The article points out the importance of teaching students to "thoughtfully interpret images", because they are so prevalent in our understandings of events of the past, present, and future. It also notes that the availability of large databases of images through sites such as the Library of Congress and the Smithsonian has expanded students' possible exposure to images far beyond what was possible with textbooks as the primary source. Finally, the article suggests that images are a more accessible route to stimulate interest among students that may not be initially intrigued by history or social sciences.

Q2: How can digital images be incorporated into history curricula?
A2: The article gave one interesting suggestion for using images, wherein the instructor selected a number of images (in this case five) from significantly different time periods and which gave a number of significant chronological clues. Students were then assigned to place the images in chronological order and to hypothesize a date when it was taken. They were then asked how they knew where images should be placed in the time line, and how they determined their hypothetical dates.

In summary, I thought that this article was well-written and put forth some useful ideas for teachers. I particularly liked the way that the sample exercise could help to turn students from passive observers of visual images into active investigators into the meaning and circumstances reflected in digital images.