BiblioVault - Books by Dougherty, Jack

Perspectives on Milwaukee's Past

Edited by Margo Anderson and Victor Greene

University of Illinois Press, 2008

In this volume, a diverse group of scholars explores key themes in the distinctive history of Milwaukee, from settlement to the present, both in terms of the area's internal development and its comparative standing with other Great Lakes cities. Contributors discuss the importance of socialism and labor in local politics; Milwaukee's ethnic diversity, including long-standing African American, Latino, and Asian communities as well as an unusually large and significant German American population; the function and origins of the city's residential architecture; and the role of religious and ethnic culture in forming the city's identity. Rich in detail, the essays also challenge readers and researchers to pursue additional research on the city and the region by identifying critical areas and methods for future investigations into Milwaukee's past.

Contributors are Margo Anderson, Steven M. Avella, John D. Buenker, Jack Dougherty, Eric Fure-Slocum, Victor Greene, Thomas C. Hubka, Judith T. Kenny, Genevieve G. McBride, Aims McGuinness, Anke Ortlepp, Joseph A. Rodriguez, and N. Mark Shelley.

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Web Writing

Why and How for Liberal Arts Teaching and Learning

Jack Dougherty and Tennyson O'Donnell, editors

University of Michigan Press, 2015

The essays in Web Writing respond to contemporary debates over the proper role of the Internet in higher education, steering a middle course between polarized attitudes that often dominate the conversation. The authors argue for the wise integration of web tools into what the liberal arts does best: writing across the curriculum. All academic disciplines value clear and compelling prose, whether that prose comes in the shape of a persuasive essay, scientific report, or creative expression. The act of writing visually demonstrates how we think in original and critical ways and in ways that are deeper than those that can be taught or assessed by a computer. Furthermore, learning to write well requires engaged readers who encourage and challenge us to revise our muddled first drafts and craft more distinctive and informed points of view. Indeed, a new generation of web-based tools for authoring, annotating, editing, and publishing can dramatically enrich the writing process, but doing so requires liberal arts educators to rethink why and how we teach this skill, and to question those who blindly call for embracing or rejecting technology.

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Writing History in the Digital Age

Jack Dougherty and Kristen Nawrotzki, editors

University of Michigan Press, 2013

Writing History in the Digital Age began as a “what-if” experiment by posing a question: How have Internet technologies influenced how historians think, teach, author, and publish? To illustrate their answer, the contributors agreed to share the stages of their book-in-progress as it was constructed on the public web.

To facilitate this innovative volume, editors Jack Dougherty and Kristen Nawrotzki designed a born-digital, open-access, and open peer review process to capture commentary from appointed experts and general readers. A customized WordPress plug-in allowed audiences to add page- and paragraph-level comments to the manuscript, transforming it into a socially networked text. The initial six-week proposal phase generated over 250 comments, and the subsequent eight-week public review of full drafts drew 942 additional comments from readers across different parts of the globe.

The finished product now presents 20 essays from a wide array of notable scholars, each examining (and then breaking apart and reexamining) if and how digital and emergent technologies have changed the historical profession.

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