Mining the Jewels of the DPLA
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Presented at GaCOMO15 by Trish Vlastnik.
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Mining the Jewels of the DPLA
- 2. TrishVlastnik DPLA Community Representative 27th Annual GaCOMO Conference October 8, 2015
- 3. • What is the DPLA? • Why use primary sources to support explicit instruction? • How do I access primary sources using the DPLA and incorporate them into lessons? • What is on the horizon for educators from the DPLA?
- 5. A PORTAL FOR DISCOVERY A PLATFORM TO BUILD UPON A STRONG PUBLIC OPTION
- 6. A PORTAL FOR DISCOVERY
- 9. BROWSE BY VIRTUAL BOOKSHELF
- 11. SAVE SEARCHES, CREATE LISTS
- 12. WHERE DOES THE CONTENT COME FROM?
- 13. CONTENT AND SERVICE HUBS
- 14. CONTENT HUBS find out more at dp.la/info/hubs
- 15. SERVICE HUBS find out more at dp.la/info/hubs
- 16. A PLATFORM TO BUILD UPON
- 17. THE API: ACCESS TO MILLIONS OF ITEMS, FOR ANY PURPOSE
- 20. CULTURE COLLAGE
- 21. FREE DATA
- 23. A STRONG PUBLIC OPTION
- 26. NATIONAL NETWORK LOCAL IMPACT GLOBAL REACH
- 27. A PORTAL FOR DISCOVERY A PLATFORM TO BUILD UPON A STRONG PUBLIC OPTION
- 28. visit dp.la A RESOURCE FOR EDUCATORS
- 29. Why Use Primary Sources to Support Instruction?
- 33. How Do I Find Primary Sources Using the DPLA and IncorporateThem into Lessons?
- 38. THE DUST BOWL
- 44. Generate discussion about Dorothea Lange’s photo, Migrant Mother and Children
- 45. Speculate as to when and where these photographs may have been taken. Which image "speaks" to you and why? If every picture tells a story, what story do these photographs convey? What questions do these images evoke?
- 48. Development of theTractor Great Depression Soil Erosion Dust Bowl Migrant Camps
- 50. The State Historical Society of Missouri
- 60. Create a Digital Resource Portfolio
- 69. What is on the Horizon for Educators?
- 70. Education Advisory Committee • Initial Fact FindingGroup • Published findings “ Using DigitalCollections in Education: Meeting the Needs ofTeachers and Students”.
- 71. Education Advisory Committee • Education Advisory Group • Using DPLA forTeaching and Learning (November 3, 2015, 7:00pm Eastern) • In this workshop, DPLA staff and members of the DPLA’s Education Advisory Committee will demonstrate how participants can use DPLA’s search capabilities, primary source sets, and exhibitions in instruction.
- 72. EducationAdvisory Group • November 2015 -a build your own set tool will be released. • Jan-March 2016 - adding sets to the core group with a goal to have 100 sets by May 1st 2016. • October 20, 2015- First group of 30 Primary Source sets will be released covering U. S. History, Literature, and Culture.
- 73. INVOLVED o o o o o o o o find out more at dp.la/info/get-involved
- 74. SomeAdditional Resources: Veccia, S., Uncovering Our History:TeachingWith Primary Sources. Chicago, IL: ALA, 2004. Lehman, K., Primary SourceTeaching theWeb. 2.0Way, Columbus, OH: Linworth , 2009. Johnson, M., Interacting with History. Chicago, IL: ALA 2014. Smithsonian Institute Engaging Students with Primary Resources
Editor's Notes
- Today I want to address these questions What is the DPLA? Why use primary sources to support explicit instruction? How do I access primary sources using the DPLA and incorporate them into lessons? What is on the horizon for educators from the DPLA?
- The DPLA brings together the riches of America’s libraries, archives, and museums, and makes them freely available to the world. Began in 2010 and was launched in April of 2013 DPLA achieves this mission through its three main elements: A portal for discovery that delivers students, teachers, scholars, and the public to incredible resources, where they may be in America. A platform that enables new and transformative uses of our digitized cultural heritage. that enables new and transformative uses of our digitized cultural heritage. An advocate for a strong public option in the 21st century.
- The DPLA portal (http://dp.la/) serves as the point of access to over 7.1 million items—photographs, manuscripts, books, sounds, moving images, and more—from libraries, archives, and museums around the United States. Users can browse and search DPLA’s collections by timeline, map, visual bookshelf, format, and topic; save items to customized lists; and share their lists with others. Users can also explore digital exhibitions curated by DPLA’s content partners and staff.
- The objects in DPLA cover hundreds of years of our cultural heritage. You can browse by century, decade, and year using DPLA’s innovative timeline.
- Curious to see what resources DPLA has from your home state? From your college town? From the city where your parents were born? Hundreds of thousands of the objects in our database can be viewed on our map interface.
- The bookshelf is an easy way to search DPLA’s books, serials, and journals. The darker the shade of blue, the more relevant the results. Click on a spine for details and related images. Book thickness indicates the page count and the height indicates the book length.
- DPLA and its partners have curated a series of virtual exhibitions highlighting specific themes, such as activism in the United States, Prohibition, the Impact of the Influenza Epidemic as well as a joint exhibition with Europeana, the pan-Europeana digital library, that tells the story of European emigration to the United States during the 19th and 20th centuries. These exhibitions include full photographs and detailed information about special topics.
- You can sign up with the site as well. Registering for a DPLA account will allow you to create lists and save items and searches for your reference.
- The DPLA Digital Hubs Pilot Program is a program to design a national network out of the over 40 state/regional digital libraries and myriad large digital libraries in the US. DPLA partners with these state/regional aggregators and large digital libraries to bring together content from across the US. Note that the DPLA aggregates metadata records—the information that describes an item, such as its creator, date, place, and so forth—not the content itself. Each record in the DPLA links to the original object on the content provider’s website. What’s the difference between service and content hubs? (Next slide…)
- DPLA Content hubs are large digital libraries, museums, archives, or repositories that maintain a one-to-one relationship with DPLA. Content hubs, as a general rule, provide more than 200,000 unique metadata records that resolve to digital objects (online texts, photographs, manuscript material, art work, etc.) to DPLA, and commit to maintaining and editing those records as needed. You can view a complete, up-to-date list of all DPLA Content Hubs at http://dp.la/info/hubs/.
- DPLA Service hubs are state or regional digital libraries that aggregate information about digital objects from libraries, archives, museums, and other cultural heritage institutions within its given state or region. Each Service hub offers its state or regional partners a full menu of standardized digital services, including digitization, metadata assistance and training, data aggregation and storage services, as well as locally hosted community outreach programs, bringing users in contact with digital content of local relevance. You can view a complete, up-to-date list of all DPLA Service Hubs at http://dp.la/info/hubs/.
- In addition to serving as a content portal for students, teachers, scholars, and the public, DPLA is also a powerful platform that enables new and transformative uses of our digitized cultural heritage. With an application programming interface (API) and maximally open data, DPLA can be used by software developers, researchers, and others to create novel environments for learning, tools for discovery, and engaging apps.
- Through DPLA’s powerful, open API, developers from all walks of life can build tools, programs, widgets, plug-ins, and all kinds of interesting things. (An API can be described as a set of routines, protocols, and digital tools for building software applications. An API is a software-to-software interface, not a user interface. With APIs, applications talk to each other without any user knowledge or intervention. A good API makes it easier for a developer to create an application that makes use of a particular set or sets of data by providing all the building blocks needed to integrate into his or her design. A software company, for instance, releases its API to the public so that other software developers can design products that are powered by its service.) The DPLA App Library contains a number of applications built by independent developers interested in seeing what open cultural heritage data can look in new and interesting contexts. (Examples included over next two slides…)
- OpenPics, for instance, is an open source iOS application for viewing images from multiple remote sources, including the DPLA API. Download it now for free from the Apple store!
- Culture Collage is a simple tool that lets you search DPLA’s image archives and view the results in a stream of images. Just keep scrolling to fetch more. Clicking on an image saves it to a scrapbook without losing your position in the stream.
- Want a local copy of DPLA’s data? All data in the DPLA repository (and provided through the API) is available for download. These include the standard DPLA fields, as well as the complete record received from the partner.
- All data brought into DPLA from its partners is normalized to the DPLA Metadata Application Profile (MAP) and enriched with useful information, such as geospatial data. GeoNames, for instance, is a geographical database containing millions of unique geographical names corresponding to discrete places on the globe. Through enrichments like this DPLA is making cultural heritage data more useful and relevant to its users.
- For most of American history, the ability to access materials for free through public libraries has been a central part of our culture, producing generations of avid readers and a knowledgeable, engaged citizenry. DPLA works, along with like-minded organizations and individuals, to ensure that this critical, open intellectual landscape remains vibrant and broad in the face of increasingly restrictive digital options. DPLA seeks to multiply openly accessible materials to strengthen the public option that libraries represent in their communities. DPLA wants to operate fully within copyright law. Still, DPLA thinks there are alternate models out there that can creatively expand our access to important cultural materials.
- The DPLA supports other open source initiatives With institutions like Creative Commons, Unglue.it, History Harvest, and others, DPLA advocates for a broad and deep open access ecology. Creative Commons – Non-profit that enables the sharing and use of creativity and knowledge through free legal tools. Their free, easy-to-use copyright licenses provide a simple, standardized way to give the public permission to share and use your creative work — on conditions of your choice. Unglue.it – Can be thought of as a Kickstarter for books. Through this model, publishers or authors post their books and provide a dollar figure at which they’ll release an open access e-book copy. People contribute money a la Kickstarter to get a book “unglued.” History Harvest: From the University of Nebraska in Lincoln. At each “harvest,” community-members are invited to bring and share their letters, photographs, objects and stories, and participate in a conversation about the significance and meaning of their materials. Each artifact is digitally captured by college students and then shared in this free web-based archive for general educational use and study.
- DPLA is also a deep supporter of the open culture community, including the OpenGLAM and GLAM Wiki initiatives (Galleries, Libraries, Archives, Museums).
- All things considered, DPLA is an ever-growing national network of libraries, archives, museums, cultural heritage institutions, and volunteers, with a local impact in our communities, strengthened by a global reach.
- Parting words to remember: DPLA can be understood by the three primary components that help it achieve its mission to make the riches of our shared cultural heritage institutions more broadly accessible to the world: A portal for discovery and understanding A platform for creative technical development A strong public option for the 21st century
- As a portal to millions of primary source artifacts the DPLA is an abundant resource for educators seeking primary source material.
- Using Primary Source material to support instruction integrates the critical thinking skills in Bloom’s taxonomy and engages students in THE PROCESS OF APPLICATION, ANALYSIS, SYNTHESIS , EVALUATION AND CREATION. The diversity of materials and ways to apply them in instruction facilitates numerous learning styles. Students are actively engaged in the process and this works well in the environment of the flipped classroom.
- The inclusion of Primary Sources supports High Order thinking skills requirement of the Common Core Standards by asking students to engage in inquiry-based activities : by generating questions, taking notes, organizing material and finding, analyzing, evaluating and citing sources. Discipline-Specific Skills These activities bridge to the development of discipline-specific skills such as analyzing and comparing specific resources, engaging in research and developing argument, through persuasive writing, oral communication and speaking and listening. 1.They prompt students to ask questions. 2. They encourage students to acknowledge various points of view. 3. They help establish context for historical events. 4. They allow students to discover evidence. 5. They help students see cause and effect relationships. 6. They encourage students to compare and contrast evidence. 7. They help students understand continuity and change over time. 8. They force students to consider and recognize bias. 9. They make students question where information comes from. 10.They drive students to determine validity and reliability of sources. 11.They enable students to realize the importance of referencing multiple resources for information.
- What are DBQ’S? DBQ’s or Document–Based Questions are really exercises that use a process of questioning using constructed response based on primary sources to engage students in inquiry. This inquiry asks students to probe, investigate , analyze and interpret primary sources Questions guide students to extract information as they probe primary sources and determine clues to information revealing the source, meaning, context and point of view revealed by the primary sources. They often serve as assessments and can be used as the culminating task for a unit of study.
- SLIDE 19 Most Importantly , according to Tally & Goldenberg, using primary sources allows students to be “Scholarly Practioners of History.” Examining primary sources allows them to be involved in the process of critical thinking and inquiry, where they can compare and interpret events and begin making their own inferences. This is the traditional work of historians and scholars who currently frequent archives, special collections and reside in the world of academia. Using primary sources allows students to practice the very same process of historical scholarship and in doing so prepares them for scholarly demands of higher education.
- lesson using primary sources.
- Effectively incorporating primary sources in instruction requires the instructor do some planning and preliminary work . Select your resources, determine what is usable in the document, decide how the document/artifacts will be integrated into the lesson. Relate the document to the broader context of the issues or concepts in the lesson. Find a hook for students to allow students to relate to the document on a personal level. Situate the document or artifact historically, create context. Put the documents (facsimiles) in the hands of students. Encourage students to explore beyond the documents and do further research. Use them as a short cut for explaining complex issues contained in more extensive texts. Always encourage students to act as historians , examining, questioning and analyzing materials.
- NARA also suggests ways to incorporate primary sources in instruction by using them for focus or brainstorming activities. Or use them as a springboard in writing or listening activities. Digital portfolios may be created incorporating audio, video, photographic and print materials. these can then be made available to students for their presentations or have them create documentary pieces using digital storytelling methods. Primary sources may be used to tie history to or make connections with current events. They may be used to tie content areas together across the curriculum and to integrate geography into lesson. Finally they can be used for assessment as we saw in the DBQ example.
- Example of some ways primary sources were incorporated into a collaborative lesson between myself and our ELL teacher. This 5th grade unit covered the Dust Bowl and the Great Depression.
- Keyword search of the DPLA using the terms Dust Bowl
- I also searched using the map view and by focusing on the year 1938 I was able to get more limited and specific results.
- In this year view I can scroll directly through the results viewing the thumbnails or enlarging the images, or reading descriptions of text entries.
- I found a number of results for Dorothea Lange
- But was also able to search directly for a title that I wanted. Her iconic migrant Mother
- Evocative and engaging images can be used for an initial HOOK exercise where the student Is able to connect emotionally with the object by responding to a series of guided questions.
- Use sets of photos to establish context, and allow students to engage using constructed response questions and photo analysis tools. Study these images, then answer the following questions.
- Another search for Depression Era material produced these two audio recordings Relating personal experiences of the Depression from very different perspectives.
- Works well with Compare & Contrast . Analysis & Graphing or they could be the basis of a DBQ.
- Create a time line
- Moving on to one of the Georgia State standards.
- Notice offering a reward for runaway slaves.
- Depiction of slaves escaping
- Through searching and saving artifacts one is able to begin to build sets of documents that can be used in a number of ways, such as building A body of evidence for discussion of topics.
- Comparison such as these can form the basis for discussion of the social reforms that took place and the impact that the work of these men had on those chang.es
- Another example might be to search the photographers Lewis Hine and Edward Curtis. Two men who recorded tremendous the social change among different groups of Americans at the turn of the Century, children and Native Americans
- Begin to build sets of images and artifacts .
- These sets can also become the basis for folders of material digital storytelling .
- e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. e. Identifies imagery, figurative language (e.g., personification, metaphor, simile, hyperbole), rhythm, or flow when responding to literature. f. Identifies and analyzes the author’s use of dialogue and description. g. Applies knowledge of the concept that theme refers to the message about life and the world that the author wants us to understand whether implied or stated. h. Responds to and analyzes the effects of sound, figurative language, and graphics in order to uncover meaning in poetry. Sound (e.g., alliteration, onomatopoeia, rhyme scheme) Figurative language (e.g., personification, metaphor, simile, hyperbole) Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.
- One of the advantages of using the DPLS is that you are connected to the Education Resources on the content hub sites.
- Search for image of Quanah Parker
- Nara Digital Analysis Tools
- Like what you hear and want to get involved in DPLA’s work? There are a number of ways to get involved. Here are just a few: Make and share a playlist of your favorite items in DPLA’s collections; Hop on the DPLA forums or join a DPLA email list and connect with other folks interested in DPLA; Attend a DPLA event (check out the “Events” tab), or sit in on an open DPLA Board of Directors or Committee call, which are open to the public; Like to code? Check out the API, a powerful, open tool offering complete access to metadata records for over 7.1 million cultural heritage items in libraries, archives, and museums across the US; Apply to become a Community Rep! DPLA is always looking for people to spread the word about the portal, platform, and its mission to expand the realm of open access materials. If you want to get involved more deeply as a volunteer Community Rep, visit http://dp.la/info/get-involved/reps/. Donate to DPLA! DPLA is a 501(c)(3) non-profit organization, which means all donations are tax-exempt. Visit http://dp.la/donate to make a difference today. Lastly, if you’re interested in contributing content to DPLA, please head to the “Become a Hub” section on the DPLA website. There you can find information on how to determine whether your institution might be a potential Service or Content Hub, as well as contact information for DPLA staff who can help answer questions and provide guidance.
- Suggested Methods for Integrating Primary Sources Into Classroom Instruction Focus Activity Introduce document analysis as a regular activity at the beginning of each class period to focus student attention on your day’s topic. For example: Place a document on an overhead projector for students to see as they enter the room; or meet students at the door and hand them a document as they enter – as soon as the bell rings, begin a discussion. Brainstorming Activity Launch a brainstorming session prior to a new unit of study with a document. This will alert students to topics that they will study. For example: Distribute one or more documents to students and ask them what places, names, concepts, and issues are contained in it/them, along with what questions they prompt. Write these on a sheet of butcher paper. Keep this list posted in the room for the duration of the unit. Check off items as they are studied in the unit. Visualization Exercise Encourage students to visualize another place or time by viewing and analyzing graphic materials. For example: Post photographs, maps, and other visual materials created during the period that you are studying around your classroom. Change these images as the units change. Project Inspiration Let documents serve as examples for student created projects. For example: If your economics assignment is for students to create a poster encouraging young people to save money, share examples of WWII savings bond campaign posters with them. Dramatic Presentation Activity Use documents to inspire dramatic presentations by your students. For example: Share with students a presidential speech and ask a student volunteer to deliver it to the class; or ask a student to present a dramatic reading of a letter; or assign students to write a script containing quotes from primary source documents. Writing Activity Use documents to prompt a student writing activity. For example: Share with students a letter and ask them to either respond to it or write the letter that may have prompted it. Listening Activity Allow sound recordings to give students the sensation of being present at an historical event. For example: Dim the lights in your classroom while you play a sound clip from an historical event and ask students to describe or draw the scene and/or the emotions in the voices. Creating a Documentary Use vintage film footage to encourage student-created documentaries. For example: In place of a traditional unit assessment, assign student groups the creation of a ten minute documentary about the time period they have just studied. Ask them to incorporate film footage, photographs, sound, and quotes from other primary sources. Cross-Curricular Activity Use documents to suggest and reinforce collaboration with a colleague in another department on assignments for students. For example: If a physics teacher assigns students to create an invention, share with students a patent drawing and ask them to draw one for their invention along with a specification sheet. Or, share documents with students related to the novels (or author) that they are reading in Language Arts/English. Current Events Activity (What is Past is Prologue) Use document to launch a discussion about an issue or event in the news. For example: Select a document that relates to a person, event, or place that is currently in the news. Strip the document of information about the date of its creation and distribute it to students. Ask students to speculate about when it was created. Drawing Connections Activity Use documents to help students recognize cause and effect relationships. For example: Provide students with two seemingly unrelated documents and ask them to connect them using other documents. One possibility might be to ask them how the Lee Resolution and the Homestead Act are connected. Student answers might include, “Three committees were set up as a result of the Lee Resolution. One committee drafted the Declaration of Independence. Its principle author was Thomas Jefferson. He was the President at the time of the Louisiana Purchase. The territory that became part of the United States as a result of the Louisiana Purchase included much of the land that became available for settlement under the Homestead Act.” Integrating Geography Activity Use documents to emphasize where significant events have taken place. For example: Post a large map of the United States or the world on the classroom wall. Each time a new milestone document is discussed, place a pin in the location where the document was created and/or where its impact was the greatest. Small Group Hypothesis Activity Use documents to encourage creative thinking about the significance of a particular document. For example: Divide students into small groups, provide them with a document, and ask them to consider “what if” the documents never existed.
- Image from http://www.schoolofcoachingmastery.com/coaching-blog/bid/54576/101-Incredible-Coaching-Questions