Abstract

Abstract:

This article explores the pedagogical efficacy and learning outcomes of an archive-based undergraduate research project in which students digitally transcribed a nineteenth-century woman’s diary and then reflected on their transcription work.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 303-326
Launched on MUSE
2020-05-28
Open Access
No
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