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Genealogy
Special Issues
Genealogy and Learning
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Genealogy and Learning

A special issue of Genealogy (ISSN 2313-5778).

Deadline for manuscript submissions: closed (15 November 2018) | Viewed by 14139

Special Issue Editor

Dr. Arnon Hershkovitz

E-Mail Website
Guest Editor
School of Education, Tel Aviv University, Tel Aviv 69978, Israel
Interests: learning analytics; data-driven decision making in education; computational thinking; creativity
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Genealogy and family history have gained popularity, and they are currently practiced by millions of people worldwide, most of whom are adults who conduct this quest for family and historical knowledge as a leisure-time activity.

In this Special Issue we strive to investigate the intersections between genealogy (or family history) and learning. Relevant to this special issue are both learning from genealogy research and learning using genealogy research.

With lack of research in this field, the main purpose of this special issue is to promote a multidisciplinary discussion on the educational benefits of genealogy.

We are interested in all aspects of learning (any domain, as well as meta-cognitive and affective aspects), in any learning context (formal, informal, a-formal, lifelong learning, self-directed learning, etc.), in all ages, and with regards to all stakeholders (students, teachers, educational leaders, policy makers, etc.). As learning processes are the main focus of this special issue, papers should be well framed by relevant educational literature; as we expect a wide range of learning processes to be presented, all learning-related aspects of the reported research should be communicated.

Those who wish to submit to this Special Issue, should first send a short Statement of Interest to the Guest Editor by March 1, 2018, with a short description of the planned manuscript. These should be sent to: [email protected].

 Dr. Arnon Hershkovitz
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Genealogy is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • genealogy
  • family history
  • learning
  • education
  • students
  • teachers
  • policy makers
  • lifelong learning
  • self-directed learning
  • formal learning
  • informal learning
  • a-formal learning

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (2 papers)

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Research

19 pages, 556 KiB  
Article
Other Ways of Knowing: The Intersection of Education when Researching Family Roots
by Diana Hart
Genealogy 2018, 2(2), 18; https://doi.org/10.3390/genealogy2020018 - 7 May 2018
Cited by 2 | Viewed by 6375
Abstract
The intersection of education and genealogy is of interest to academia. Although learning is an important aspect of the genealogist’s need to understand the connection with family relationships, there is a paucity of research about the intersection between education and genealogy. This study [...] Read more.
The intersection of education and genealogy is of interest to academia. Although learning is an important aspect of the genealogist’s need to understand the connection with family relationships, there is a paucity of research about the intersection between education and genealogy. This study sought to answer the research question, “How do genealogists use education to better understand family connections?” A narrative inquiry method was used to interview 10 members of the Oberlin African-American Genealogy and History Group, in Oberlin, Ohio (OAAGHG). Participants were recruited through convenience sampling and purposive sampling, after an announcement about the study was presented at the January meeting of the genealogy society. Members who were interested in participating contacted the researcher through e-mails, text messages, and by telephone. Interviews were transcribed, and transcripts were sent to each member to verify the accuracy of each transcript. Nvivo11 was used to assist with analysis of the data. The results of the study presented three ways that education intersected with genealogy: self-directed learning, collaborative learning, and life-long learning. The conclusion of this study is that genealogists are life-long learners and expand their education as necessary to better understand family connections. Full article
(This article belongs to the Special Issue Genealogy and Learning)
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14 pages, 222 KiB  
Article
To Alleviate or Elevate the Euroamerican Genealogy Fever
by Iain Riddell
Genealogy 2018, 2(1), 12; https://doi.org/10.3390/genealogy2010012 - 13 Mar 2018
Viewed by 6978
Abstract
There has been a quiet cultural drift towards professionalism in genealogy over the last two decades. Developments in the UK on this subject have resulted in educational offerings that support professionalism through accountability to service consumers while a US debate has pushed for [...] Read more.
There has been a quiet cultural drift towards professionalism in genealogy over the last two decades. Developments in the UK on this subject have resulted in educational offerings that support professionalism through accountability to service consumers while a US debate has pushed for a recognised and regarded scholarship to underpin the professional genealogist. This article places the educational and learning needs of three broad groups of genealogists into the framework of the professional debate in its generality and genealogical specifics. With a concentration on the British context, the article considers the cultural–commercial signals and support offered to ‘armchair enthusiasts’; the emerging models of professional education and formation aimed at lineage makers and the ongoing fractured models of scholastic genealogy. Looking ahead at educational needs, genealogy like other professions is now under threat from advances in artificial intelligence and algorithms, which could slice through the underpinnings of genealogical professionalism. The article concludes with a discussion of an alternative approach to genealogical education derived from the proposition that professionalism is to be found in the outputs and outcomes rather than the organisation of the practitioners of economic activity. From this stance, the needs of a full range of people pursuing genealogy can be addressed and their work informed by the developing understanding of Euroamerican kinship. Full article
(This article belongs to the Special Issue Genealogy and Learning)
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