Back Cover: Electronic waste at Agbogbloshie, Ghana.jpg. Digital image uploaded to Wikimedia Commons by user "Synth85" on 14 January 2019. Authored by Muntaka Chasant, 18 December 2018. https://commons.wikimedia.org/wiki/File:Electronic_waste_at_Agbogbloshie,_Ghana.jpg.

Electronics industries benefit greatly from a seemingly insatiable craving for the "latest and greatest" gizmos and gadgets. Genuine curiosity and interest in efficiency may be further fueled by slick marketing campaigns, persuasive sales representatives, or the tried-and-true practice of planned obsolescence.

But what happens when the shiny and superb fades to dull and dated? In the ugliest extremes, electronic waste is simply dumped into landfills or incinerated en masse, contaminating air, soil, water, wildlife, and human bodies, both near and far. Ideally, e-waste is not wasteful at all, with electronic components refurbished, recycled, or reconstituted for continued use through careful and conscientious processes.

Thankfully (if also ironically), students can use their own digital devices to investigate their schools' e-waste procedures, locate state and local e-waste programs, and influence federal and international e-waste policies. Harnessing the power they literally hold in their hands, students can aim for—and achieve—a better future for themselves and for us all.

Making Space: Archival Transcribathons and Practice-Based Learning in Undergraduate
Medical History
  by Ciara Breathnach, Kirsten Mulrennan, and Sinéad Keogh   (pp. 609-636)

Active Learning and Public Engagement in the History Survey: Teaching with Service-Learning, Wikipedia, and Podcasting in Jewish History Courses
  by Jason Lustig   (pp. 637-669)

Finding their Voice: Student Podcasts on the East Asian Collection at Lawrence University's
Wriston Galleries
  by Brigid E. Vance   (pp. 671-707)

Digital Storytelling: A Beneficial Tool for Large Survey Courses in History
  by Julie de Chantal   (pp. 709-729)

Teachers Helping Their Students Think Historically...At Last?
  by Daniel Moreau and Jonathan Smith   (pp. 731-757)

Full Reviews Section   (pp. 759-769)

Berry, Daina Ramey and Kali Nicole Gross. A Black Women's History of the United States
  by Zacharey M. Blackmer and Leigh Ann Wheeler

Cohen, Ronald D. Depression Folk: Grassroots Music and Left-Wing Politics in 1930s America
  by Jason Mellard

Dineen-Wimberly, Ingrid. The Allure of Blackness among Mixed-Race Americans, 1862-1916
  by Justin Gomer

Lockwood, Jeffrey A. Behind the Carbon Curtain: The Energy Industry, Political Censorship, and Free Speech
  by Bob Johnson

Parker, Traci. Department Stores and the Black Freedom Movement: Workers, Consumers, and Civil Rights from the 1930s to the 1980s
  by Deanna M. Gillespie

Trotter, Joe William Jr. Workers on Arrival: Black Labor in the Making of America
  by David A. Zonderman

Vidal, Cécile. Caribbean New Orleans: Empire, Race, and the Making of a Slave Society
  by Garrett Fontenot

Index to Volume 54   (pp. 771-776)

607   Contributors to The History Teacher
770   The History of The History Teacher
777   Questionnaire for Potential Reviewers
778   Membership/Subscription Information
780   Submission Guidelines for The History Teacher

670   Duke University Press: Ethnohistory
708   Polity Books: What is Digital History?
730   Organization of American Historians: OAH Tachau Award
758   Society for History Education: Celebrating 50 Years

Ciara Breathnach is an Associate Professor in History at the University of Limerick and an Irish Research Council Laureate Award holder. She has published widely on Irish health, mortality, socio-economic, gender, and cultural history.

Julie de Chantal (Ph.D., University of Massachusetts Amherst) is an Assistant Professor at Georgia Southern University, where she teaches African American history. Her research focuses on African American women's social justice activism in twentieth-century Boston. She is revising her book manuscript, Just Ordinary Mothers: Black Women’s Grassroots Organizing in Boston, from the Vote to the Busing Crisis, and is author of "Before Boston's Busing Crisis: Operation Exodus, Grassroots Organizing, and Motherhood, 1965-1967."

Sinéad Keogh is the Digital Services Librarian at the Glucksman Library, University of Limerick, where she manages the Institutional Repository, the digitization unit, and the Digital Library.

Jason Lustig is a Lecturer and Israel Institute Teaching Fellow at the Schusterman Center for Jewish Studies at the University of Texas at Austin. He received his Ph.D. in History from the University of California, Los Angeles, and has held the Harry Starr Fellowship in Judaica at Harvard University and the Gerald Westheimer Early Career Fellowship at the Leo Baeck Institute. He is the author of the forthcoming book, A Time to Gather: Archives and the Control of Jewish Culture (Oxford University Press, 2021).

Daniel Moreau is a Professor at the Department of Preschool and Elementary School Teaching at the Université de Sherbrooke. He holds a doctorate in Education and is a former high school teacher. His research activities include didactic focus on social studies in kindergarten and elementary education, lexicometric analysis of social studies curriculum, and historical thinking and learning. He is currently working on the didactics of professional development in teacher education, particularly in the development of teacher self-efficacy.

Kirsten Mulrennan is an Archivist in Special Collections and Archives at the Glucksman Library, University of Limerick, and an Honorary Fellow of the History Department at UL. She is responsible for outreach, exhibitions, teaching, as well as student and faculty engagement. Her doctoral research, "Issues in Archiving Historic Medical Records in Ireland" (2013), was funded by the Irish Research Council.

Jonathan Smith completed a Bachelor’s degree in Special Education as well as an M.A. and Ph.D. in Educational Psychology at the Université de Montréal. He is a Professor at the Department of Preschool and Elementary School Teaching at the Université de Sherbrooke and his research primarily focuses on motivation to learn.

Brigid E. Vance is an Associate Professor of History at Lawrence University in Appleton, Wisconsin. She received her doctorate from Princeton University in 2012. Her research focuses on the intellectual and socio-cultural history of dreams and dream divination in late Ming China. In 2020, Vance was awarded Lawrence University's Award for Excellent Teaching by an Early Career Faculty Member.