Prof. Dr. T. Mills Kelly

Basler Kolloquium zur Didaktik der Geschichte und Politik 2014 (Demantowsky/Ziegler)

 

Freitag, den 27. Juni 2014, 18 Uhr c.t.

Orangerie Sandgrube (Riehenstrasse 154), Basel

kelly
Prof. Dr. T. Mills Kelly
George Mason University, Fairfax, USA

Homepage (externer Link)

 

 

 

Blogging for the Historian: Building a Scholarly Career in Social Media

Given the growing importance of social media to scholarly discourse, how should historians take full advantage of the affordances of blogging technology to build a career, at least in part, through these media? What is the historian’s voice in the more relaxed context of the blog? What should the focus of a scholarly historical blog be and how should that focus expand up on the interests of the historian to reach a wider audience than is typically available through conventional academic publications?

 

Über T. Mills Kelly

Kelly received university, state, and national awards for his work on historical pedagogy including a Pew National Fellowship from the Carnegie Foundation for the Advancement of Teaching (1999), the State Council on Higher Education in Virginia’s Outstanding Faculty Award (2005), and George Mason University’s Teaching Excellence Award (2005).

He is a trustee of the Romanian-American Foundation and from 1998-2002 he was Chair of the Board of Directors of the Civic Education Project, an international non-governmental organization working to promote democracy in post-Communist Eastern Europe and the states of the former Soviet Union. Kelly is an honorary associate of the Centre for Media History at Macquarie University (Australia) and a guest blogger for hist.net (Switzerland).

Kelly is Professor for European History: Historical pedagogy, digital humanities, human trafficking, modern East Central Europe. He is is a specialist in the scholarship of teaching and learning in history. His most recent book, Teaching History in the Digital Age was published by the University of Michigan Press in 2013, also author of more than a dozen articles on the intersection of historical pedagogy and digital humanities.