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How teachers teach, how students learn: “Doing” history and opening windows

Richard Hume Werking (Librarian, associate dean, and professor of history at the United States Naval Academy, Annapolis, Maryland.)

Library Hi Tech

ISSN: 0737-8831

Article publication date: 1 March 1991



For the history teacher, the next 10 to 15 years will contain important elements of continuity, as well as interesting new opportunities. Much of today's information landscape will not be so much supplanted by new technology as supplemented by it. Some opportunities probably won't be pursued because of faculty conservatism and also because of considerable unevenness in the ability of different institutions to pay for parts of the new technology. Still, many history teachers will be confronting more information resources that are available for their (and their students') work, in a much greater variety of formats. A history faculty member must become even more of a coordinator, helping to arrange his or her students' encounters with the resources they need to do history. This article is adapted from Teaching and Technology: The Impact of Unlimited Information Access on Classroom Technology (Ann Arbor: Pierian Press, 1991); for information on the book, please see page 82.


Hume Werking, R. (1991), "How teachers teach, how students learn: “Doing” history and opening windows", Library Hi Tech, Vol. 9 No. 3, pp. 83-120.




Copyright © 1991, MCB UP Limited

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