Using the Gale Digital Scholar Lab in the Classroom

Word Cloud combined with images from ECCO

│By Chris Houghton, Head of Digital Scholarship, Gale International│

Gale recently worked with Newcastle University to incorporate Gale Digital Scholar Lab into an English Literature module for second-year undergraduate students. In this blog post you can learn why Newcastle decided to introduce the Gale Digital Scholar Lab at this stage, how it was received by students, and the positive impact it had on learning outcomes via deepening students’ engagement with Gale Primary Sources.

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From Archive to Master’s Thesis – Linguistic Analysis of Nineteenth-Century Theatre Reviews in The Times

A combination of The Theatre Royal, Covent Garden and a Pantomime illustration

│By Hanna Kiiskilä, MA graduate in English language from the University of Turku, Finland│

Choosing a research topic is difficult at any level of study. For me, finding the right database guided my topic and set the course for my entire Master’s thesis. At the beginning of the process of writing my master’s thesis in English Language, I had just epitexts (the surrounding information about a work that does not exist within the work itself but alongside it)1 in mind, but once I had read a few nineteenth-century theatre reviews from The Times Digital Archive, it became clear that they were a subject of study I could not pass up! In my thesis Evaluative Language in the Early Nineteenth-Century Theatre Reviews in The Times Newspaper (2020), I studied historical theatre reviews from the point of view of evaluation (their use of evaluative language) and the impact of contemporary politics. In this blog post I will detail the way I used The Times Digital Archive to collect a dataset that determined the topic of my study.

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Disentangling Fact from Opinion in Academic Articles

Magnifying glass over laptop keyboard

│By Rhiannon Green, Gale Ambassador at the University of Durham│

As a university student myself, I know first-hand how important it is to read critically when writing academic essays. One reason we must read critically is because academic articles are constructed from both fact and opinion, and it is necessary to differentiate between the two when using them in our own arguments. This is especially true for articles within the discipline of History which are frequently written with more than one agenda in mind; whilst they do seek to inform the reader on a particular historical topic, and include historical information to this end, it is often used in a way that presents and defends the author’s own opinion on that particular topic. Debates around women’s rights, for example, have seen academics use various arguments and angles over the years, and whilst there are undoubtedly “facts” which are relevant to the debate, historians have often used the facts to present their own angle or argument. In this blog post I will use the resources in Gale OneFile –  a component of Gale Reference Complete and home to a vast array of academic articles – to demonstrate the importance of disentangling fact and opinion in academia.

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Researching Infectious Diseases in Colonial India

|By Jagyoseni Mandal, Gale Ambassador at the University of Oxford|

I am a doctoral student in the department of the History of Medicine at the University of Oxford. My PhD topic focuses on infectious disease in colonial India. A major part of it looks at the scientific responses to, and public perception of, infectious disease during this time period, looking at the situation in both Britain and India. The Gale Primary Sources database acts as a major source corpus for my thesis. In this blog post, I will give an overview of how I use these primary sources, so that other researcher in my field – and beyond! – can understand how they may use Gale’s primary sources in their own research.

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The Mystics of Environmental History and Ethnobotonical Research

Gradina Botanica, Bucharest

By Ayanda Netshisaulu, Gale Ambassador at the University of Johannesburg|

Let me set the scene. Right at the beginning of my postgraduate career, starry eyed and interested in gender history, I was offered the opportunity to join a group of students from the University of Johannesburg and Western Sydney University for a two-week programme in the Kruger National Park in north-eastern South Africa. The programme mostly consisted of Zoology students who understood the importance of land gradients and wild animal feeding patterns. As a Humanities student I felt a bit out of place but I wasn’t particularly bothered considering I was enjoying the safari and learning about rhino’s territorial marking patterns!

It was during this trip, however, that I learned that historical narratives can be extracted from anything. We had been discussing land gradients – which to this day I don’t completely understand – when my History professor asked me: “gradients and the science aside, Ayanda what did you get from what was just said now?” What did I get? I was still trying to get my Humanities brain to catch up to the science of it all! How could I “get” anything? He then went on to explain how, for a historian, there is a story in everything. A historian would be asking themselves questions about past land use, about past peoples and about how they would have navigated this land. How did societies of the past know, for example, to burn the grass to allow for the fresh regrowth that would attract game? Whilst initially I had never felt so out of place, it was during this trip that I fell in love with the historical narratives of the environmental past.

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