For Academics

If you’re a researcher, professor, lecturer or academic researching an Arts, Humanities or Social Sciences subject, Gale Primary Sources might just have content that could enrich your research – and support your teaching.

Gale Primary Sources is a vast archive of primary sources. It is likely your institution will have access to some or many Gale Primary Sources collections.

The posts below explore how academics have made use of Gale’s digital archives in their articles, books or other research, whilst other posts provides tips and advice about how to teach with primary sources.

Down To The Wire: The Impact of the Newswire in the Post-World War Two Period

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│By Charlotte Steffen, Gale Ambassador at the University of Portsmouth│

One of the greatest revolutions in journalism was the introduction of the newswire which allowed the sending of information around the world at a much faster pace than ever before. As a History PhD student, and a frequent user of Gale Primary Sources, I have come to heavily rely on newspapers for information in my research but also use them to get an insight into public opinions or changes in opinion. Using Gale’s Associated Press Collections, I investigated how these historic documents give an insight into the civil population’s daily life during the post-war period and its importance for the present-day historic discourse. 

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Re-imagining Assignments in the DH Classroom II: Timelines, Digital Exhibits, and Maps

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│By Sarah L. Ketchley, Senior Digital Humanities Specialist│

This is a follow-up blog post to last month’s overview of working with Storymaps in the DH classroom.  We will consider a few more ways to engage students in the creative and intellectually rigorous process of building Digital Humanities projects, conducting analyses, and demonstrating the outcomes of a quarter or semester’s-worth of work. Developing timelines, exhibits and maps involves making use of Gale Digital Scholar Lab’s export functionality, which includes the ability to download:

  • The OCR text output of up to 5,000 documents in any given content set.
  • The full metadata of a content set, up to 10,000 documents.
  • Individual document images.
  • Analysis visualisations in multiple image formats.
  • Analysis raw data in CSV or JSON formats.
  • Documentation and records completed using the Notebook feature, in multiple text formats.

This exported information can then be used as the underlying data for a variety of interactive and public-facing student assignments. 

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Re-imagining Assignments in the DH Classroom: StoryMaps

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│By Sarah L. Ketchley, Senior Digital Humanities Specialist│

It’s back-to-school season, and the next two ‘Notes from Our DH Correspondent’ blog posts will focus on non-traditional assignments in the DH classroom. Often, Humanities classes culminate in a final paper or essay which is a worthwhile exercise in sifting through relevant information to answer a question or propose a thesis. A syllabus that incorporates Digital Humanities methodologies, however, often blends subject content with technical and analytic proficiencies, meaning an essay may not be the best medium to showcase student learning in this scenario. Below we consider tools for digital storytelling which blend text, image, and analysis results to create engaging and interactive assignment outputs.

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Top 10 Tips for Researching with British Literary Manuscripts Online

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British Literary Manuscripts Online interface

│By Ben Wilkinson-Turnbull, Senior Gale Ambassador at the University of Oxford│ Researching literary manuscripts is difficult. In the years following their production, primary sources have often been spread across different institutional libraries around the world. This makes accessing them complicated and expensive, particularly for early career researchers and those conscious of the impact that travelling … Read more

Developments in the Fashion Industry Post-WWII

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Montage of images from blog post of fashion in The Telegraph

│By Nonkoliso Tshiki, Gale Ambassador at the University of Johannesburg│

Do you find writing for academic purposes challenging? I did too. However, I have recently discovered and started implementing a new and exciting trick to improve my writing skills, which also ignites greater interest in my writing. I write short essays about topics which I come across and find interesting. For instance, when I was going through lecture notes about writing a research proposal a couple of months ago, I stumbled upon an article exploring the evolution of global fashion trends between 1945-1965, and I thought to myself, “this is quite interesting, I would like to know more about this topic!” Then all I needed was a research database that offers accredited, valuable and interesting sources. Luckily for me, I did not have to look too far because, as a Gale Ambassador, Gale Primary Sources is one of my very first go-to and most favourable research databases. Thus, the following blog post uses Gale Primary Sources to explore some of the fashion trends that made fashion headlines 1945-1965.

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Groups and Notebooks: Using Gale Digital Scholar Lab’s latest features in the DH classroom

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Notes from our DH Correspondent

│By Sarah Ketchley, Senior Digital Humanities Specialist│

The field of digital scholarship tends to be collaborative, since any given project may involve disciplinary experts, developers, librarians, archivists, and students. Management of workflow and data can be challenging unless there is careful planning from the outset about record-keeping, group working practices, the sharing of information and goals for project sustainability and longer-term archiving. These practical considerations are the same for research projects and for those built in the classroom.

The ability to create Groups was recently added as a feature to the Gale Digital Scholar Lab platform, along with a flexible ‘Notebook’ tool for documenting decisions and outcomes. This blog post will consider how Group spaces can be used to facilitate classroom project-building by students in an undergraduate classroom, using a recent course I taught in the Information School at the University of Washington as a case study. The practicalities of using the Groups/Notebook features were discussed in my previous blog post, including details about how a teacher might go about adding students to new groups within the Lab, then managing classroom workflow via record-keeping in the team’s Notebook.

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Decolonising the Literary Curriculum: A Close Examination of Derek Walcott’s Omeros

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Skyline of Cape Town, South Africa

|By James Carney, Senior Gale Ambassador at King’s College London|

Decolonisation refers to the process of attempting to undo the social, political, economic and cultural effects of imperialism on former colonies. Having just completed my undergraduate degree in English and Classical Literature at King’s College London, I have come to appreciate language and the written arts as potent mediums to contemplate, respond to and even resist the weight of colonial history.

My dissertation on Derek Walcott’s 1990 postmodern epic Omeros most thoroughly illustrated to me the nuances and creative potential of colonial victims to negotiate their present and historical standing in response to imperial agents. My exploration of this theme in Walcott’s work was particularly interesting as he ostensibly views colonisation as continuous, from nineteenth-century British and French empires to modern American capitalism, as the same force underlies both processes for the benefit of the typically white aristocracy, eclipsing native identity and homogenising Caribbean culture to artificiality.

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Using Gale Historical Newspapers to Explore the Representation of Coastal Wreckers

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The Wreckers, 1791 by George Morland

|By Ellen Boucher, Gale Ambassador at the University of Bristol|

One of my History modules this year, Outlaws, focused on the robbers, bandits and smugglers on the outskirts of society. For my final presentation for the module, I chose to study maritime wreckers using Gale’s Historical Newspapers, to explore how Daphne du Maurier’s novel Jamaica Inn, published in 1936, fitted into a changing narrative surrounding wreckers. ‘Wreckers’ was the name for those who would strip grounded or wrecked ships of valuable contents. Originally, they have been portrayed as dangerous criminals, in marked difference to other pirates and thieves we studied during this module, whose history has often been romanticised. Instead, wreckers, who were typically opportunists who saw themselves as having a right to the bounty from ships, were portrayed as dangerous and murderous criminals who would purposefully lure ships to wreck. This is the type of wrecker Daphne du Maurier presents in her antagonist, Joss Merlyn, a cruel and violent criminal.

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Digging into Datasets in Gale Digital Scholar Lab

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│By Sarah L. Ketchley, Senior Digital Humanities Specialist, Gale│

This dataset post is a follow-up to Working with Datasets, a Primer which discussed text datasets of primary sources and explored how to access and work with them in Gale Digital Scholar Lab. Here, we’ll look at the topics of the first eight datasets in the Lab in more detail, the types of documents included in each set, and consider how a user may work with them for analysis. Our next blog post will showcase classroom-based use of the Lab’s datasets as an introductory pathway into the field of digital humanities.

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Birds of a Feather, Work Together – Gale Digital Scholar Lab: Groups

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Notes from our DH correspondent

│By Dr Sarah L. Ketchley, Senior Digital Humanities Specialist│

December 2022 saw the release of the new ‘Groups’ feature in Gale Digital Scholar Lab. This blog post will consider the nature and benefits of teamwork in Digital Humanities (DH) and highlight Group workflows in the Lab that support effective collaborative practices.

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