Meeting Researchers Where They Are: A User-Driven ManifestoRobin M. Katz
Katz, Robin M., Leah Richardson, Sarah M. Horowitz, and Elizabeth Call. “Meeting Researchers Where They Are: A User-Driven Manifesto.” Rare Book and Manuscript Sections (RBMS) Preconference. Oakland, CA. June 25, 2015. Seminar moderator.
Working Together on Students and Faculty in the Archives and TeachArchives.orgRobin M. Katz
Katz, Robin M. "Working Together on Students and Faculty in the Archives and TeachArchives.org." Society of American Archivists (SAA) Annual Meeting. Cleveland, OH. August 20, 2015. Panelist.
Vermont National Partner Workshop - Students and Faculty in the Archives (SAFA)Robin M. Katz
This document summarizes a workshop for faculty on using archives and primary sources in teaching. It provides an agenda for the workshop over two days in May 2014 in Burlington, Vermont. It describes the Students and Faculty in the Archives (SAFA) program, which brought over 1,100 students from three local colleges to the Brooklyn Historical Society archives over four semesters. SAFA aimed to teach document analysis, information literacy, and critical thinking skills using primary sources. It discusses SAFA's pedagogical approach and findings from evaluations that SAFA students performed better and were more engaged than their peers. The workshop provides information to help faculty incorporate archives and primary sources into their teaching.
This document discusses a participatory action research project where students partnered with library staff to co-develop workshops and a digital literacy festival using an appreciative inquiry approach. It provides an overview of participatory action research and its benefits, and describes how students took on leadership roles to plan and deliver workshops. Reflections found both challenges and rewards from collaborating in an ambiguous process that pushed boundaries, but created a trusting environment where students could positively disrupt traditional practices. Implications are that listening to student experiences and being open to change are important for participatory approaches to improve teaching and learning.
Gales secondary resources for NOVELny the basics and moreNassauSLS
The document outlines resources from Gale that can be used for research, including Opposing Viewpoints in Context, Kids InfoBits, General OneFile, Academic OneFile, and InfoTrac Newsstand. It provides examples of how these databases can be used for lessons and student projects at different grade levels. The document also describes how content from Gale databases can be integrated into Google platforms like Drive, Classroom, and Chrome to support student research and learning.
The document summarizes research conducted on the undergraduate research process using a user experience (UX) approach. The researcher conducted ethnographic research including observations, behavior maps, diaries and interviews with 5 undergraduate students over 6 weeks. Key findings included that students experience uncertainty in the research process, use support networks and social media to crowdsource advice, and struggle with organizing their research. The researcher concluded that an ethnographic approach provided insights not found through traditional feedback and recommended future longitudinal studies and improving supports based on findings.
Meeting Researchers Where They Are: A User-Driven ManifestoRobin M. Katz
Katz, Robin M., Leah Richardson, Sarah M. Horowitz, and Elizabeth Call. “Meeting Researchers Where They Are: A User-Driven Manifesto.” Rare Book and Manuscript Sections (RBMS) Preconference. Oakland, CA. June 25, 2015. Seminar moderator.
Working Together on Students and Faculty in the Archives and TeachArchives.orgRobin M. Katz
Katz, Robin M. "Working Together on Students and Faculty in the Archives and TeachArchives.org." Society of American Archivists (SAA) Annual Meeting. Cleveland, OH. August 20, 2015. Panelist.
Vermont National Partner Workshop - Students and Faculty in the Archives (SAFA)Robin M. Katz
This document summarizes a workshop for faculty on using archives and primary sources in teaching. It provides an agenda for the workshop over two days in May 2014 in Burlington, Vermont. It describes the Students and Faculty in the Archives (SAFA) program, which brought over 1,100 students from three local colleges to the Brooklyn Historical Society archives over four semesters. SAFA aimed to teach document analysis, information literacy, and critical thinking skills using primary sources. It discusses SAFA's pedagogical approach and findings from evaluations that SAFA students performed better and were more engaged than their peers. The workshop provides information to help faculty incorporate archives and primary sources into their teaching.
This document discusses a participatory action research project where students partnered with library staff to co-develop workshops and a digital literacy festival using an appreciative inquiry approach. It provides an overview of participatory action research and its benefits, and describes how students took on leadership roles to plan and deliver workshops. Reflections found both challenges and rewards from collaborating in an ambiguous process that pushed boundaries, but created a trusting environment where students could positively disrupt traditional practices. Implications are that listening to student experiences and being open to change are important for participatory approaches to improve teaching and learning.
Gales secondary resources for NOVELny the basics and moreNassauSLS
The document outlines resources from Gale that can be used for research, including Opposing Viewpoints in Context, Kids InfoBits, General OneFile, Academic OneFile, and InfoTrac Newsstand. It provides examples of how these databases can be used for lessons and student projects at different grade levels. The document also describes how content from Gale databases can be integrated into Google platforms like Drive, Classroom, and Chrome to support student research and learning.
The document summarizes research conducted on the undergraduate research process using a user experience (UX) approach. The researcher conducted ethnographic research including observations, behavior maps, diaries and interviews with 5 undergraduate students over 6 weeks. Key findings included that students experience uncertainty in the research process, use support networks and social media to crowdsource advice, and struggle with organizing their research. The researcher concluded that an ethnographic approach provided insights not found through traditional feedback and recommended future longitudinal studies and improving supports based on findings.
SAFA Faculty Workshop (Philadelphia, PA)Robin M. Katz
This document provides an agenda and notes for a faculty workshop on the Students and Faculty in the Archives (SAFA) project. SAFA is an education program that uses primary sources from archives to teach critical thinking skills to undergraduate students. The workshop covers the goals and findings of SAFA, as well as pedagogical lessons on developing learning objectives, assigning archival research, selecting documents, and facilitating student visits to the archives. Faculty participants are guided to apply these lessons to planning their own SAFA experiences.
This document discusses a collaboration between librarians and academic skills tutors to develop interventions for improving students' critical writing and reading skills. It outlines resources created by both the tutors and librarians, including sessions on critical reading and writing, as well as a resource on finding academic sources using keywords. A pilot of the librarian's resource found that students felt more confident searching the library catalog after completing it. The document emphasizes the importance of using real-world examples and researching why students may not be completing assigned readings. It also provides strategies for effective collaborative work between librarians and tutors.
This document discusses Student2Scholar (S2S), an online information literacy module created by librarians from multiple universities in Ontario. It provides an overview of S2S, including its team members, funding sources, timelines, modules, activities, and alignment with the ACRL Framework. Usage data shows that S2S sessions mainly come from Ontario cities and are being used to support courses and co-curricular programs. Developing S2S through inter-institutional collaboration presented both rewards and challenges.
The document summarizes changes to the New York State social studies curriculum framework. It outlines that the major content areas remain the same as the previous 1998 framework but now focus more on literacy skills and an inquiry-based approach. The new framework incorporates 10 unifying themes and 6 social studies practices from kindergarten through 12th grade. It is based on developing questions, applying concepts, evaluating sources and communicating conclusions. The document describes resources available online to help teachers implement the framework through inquiry-based lessons and units aligned with its key ideas, understandings and skills.
This document discusses resource lists and reading lists for university modules. It begins by outlining some key questions about what makes a good reading list and how academics can encourage students to engage with reading lists. It then presents a series of multiple choice questions that were given to academics about their use and creation of resource lists. The questions cover topics like how resource lists are arranged, how long they are, how academics discuss them with students, and analytics on usage of online resource lists. The document concludes by discussing feedback received from students praising online resource lists and the benefits they provide for student learning.
The document summarizes a study conducted by Taylor & Francis Group and Loughborough University that mapped the user experience of 10 postgraduate research students over 8 months. The study aimed to discover how postgraduate researchers find and manage information, identify opportunities to enhance library user experience for postgraduate researchers, and determine how libraries and publishers can improve services and products. Key findings included that Google Scholar is important but library catalogs are also used, reference management with Mendeley is popular, and supervisors and workshops provide skills development but individual research practices vary widely. Both organizations learned areas for improving discoverability, interfaces, and content access.
Evidence-based Practice for School LibrariesNassauSLS
This document discusses evidence-based practice for school libraries. It begins by focusing on concepts, research findings, and strategies related to evidence-based practice. The presenter discusses how the idea of evidence-based school librarianship began in 2001 with a paper on the topic. Research has shown positive impacts of school libraries on student learning outcomes when led by qualified teacher-librarians. Developing the capacity for evidence-based practice is recommended. Evidence-based practice involves using research evidence, practitioner observations, and student feedback to inform decision making and continuous improvement. Tools for gathering evidence locally include analyzing student work and bibliographies.
The University of North Texas Libraries restructured their public services division in 2015 to better meet the needs of students, faculty, and the community. They consolidated six service desks into three new departments focused on library learning services, library research support services, and a government information connection. This allowed for closer collaboration between librarians and more targeted services for different user groups. Initial successes included new programs like thesis boot camps and partnerships with groups like housing. The transformation has led to more effective services through combined resources and input from stakeholders.
Sara Meyers is a Master's student in School Counseling at Ohio State University with relevant counseling experience including internships at two high schools. She has a strong academic background with a Bachelor's degree in Psychology and education minor from The College of Wooster. Her resume demonstrates experience in individual and group counseling, classroom lessons, collaboration, and use of data to identify student needs.
The document summarizes the research of Caitríona Honohan on the information-seeking behavior of advisers to policy-makers for homelessness in Ireland. It provides context on homelessness rates and the government's Rebuilding Ireland plan. It describes how the research question evolved and the literature reviewed. Semi-structured interviews were conducted with civil servants, charity representatives, and a government adviser. Results showed that personal contacts, databases, websites and libraries were key information sources. Barriers included time constraints and limited access to academic literature. Participants engaged in "satisficing" behavior and emotion played a role in decisions on sufficient information. Suggestions for improvement included data sharing and analysis, better communication, and a central information portal.
The document discusses creating an open journal system to encourage information literacy, research skills, and academic writing for undergraduates. Some key benefits identified include giving students experience publishing peer-reviewed work, connecting theory to practice, and making CVs stand out. Feedback from students was very positive, noting it was empowering to have their work published and discussed beyond coursework. Creating a sustainable journal over time would further strategic goals around teaching excellence, research culture, and developing graduate attributes. Future plans discussed hosting more journals across subjects and engaging vocational courses to foster evidence-based learning.
This document discusses embedding information literacy into a new critical skills curriculum at Maynooth University. It outlines how information literacy was integrated across the curriculum through modules focused on problem solving, independent learning, critical thinking, and communication skills. Information literacy is now at the center of critical skills modules in the first semester, including assessing sources and writing skills. The second semester includes assignments applying critical skills and identifying which information literacy frames were demonstrated. By embedding information literacy throughout contextual exercises, it has led the university to review how information literacy is delivered and opened possibilities for other parts of the curriculum.
This document summarizes the Information Literacy Advocates (ILA) scheme at the University of Nottingham, which trains undergraduate students to support their peers in developing information literacy skills. It finds that the 2013/14 pilot was successful in improving ILAs' skills, self-confidence, and communication abilities. Since then, ILA recruitment numbers have fluctuated between disciplines. ILAs primarily help peers with referencing, database searching, and accessing journals. Both ILAs and peers report increased confidence with research skills as a result. The ILA module also helps ILAs develop their own time management, teamwork, and communication competencies.
The document outlines the use of MOOCs at the University of Cumbria to provide pre-entry skills support. It discusses how the university created online resources using the Articulate Storyline platform to deliver study skills. Small-scale research was conducted which found that the MOOCs increased students' confidence and preparedness for university-level study. While MOOCs provided benefits, challenges remained around technical expertise, enrollment issues, and the need for regular updates. Moving forward, the university aims to add discussion boards and refine the skills audit used in the MOOCs.
The document discusses a study that investigated academics' views of information literacy, finding differences based on discipline. Interviews were conducted with faculty in business and health to understand their perceptions of information literacy, how students learn skills, and barriers. Key themes included the information literate student, discipline impact, and gaps between student preparation and workplace needs.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
The document discusses strategies for librarians to foster good partnerships with academic teaching faculty. It suggests that librarians see faculty as equals and comrades in scholarly pursuits. To build these relationships, the document recommends that librarians meet faculty, build personal connections, communicate professionally about library resources, position the library as central to research and teaching, and collaborate directly with faculty on projects. Developing expertise in faculty subjects and tailoring services to faculty interests can help librarians strengthen partnerships with academic teaching staff.
Is there a statistically significant relationship between library resource ac...northerncollaboration
The Open University Library Data Project aims to determine if there is a statistically significant relationship between student attainment and library resource access at the Open University. The project is exploring library data to better understand student success factors and inform improvements. Initial findings show higher library access is correlated with higher attainment levels. Further analysis is being done to replicate a previous study methodology and more conclusively determine the impact of library engagement on student achievement and retention.
This 9-12 student orientation document outlines the agenda for a student orientation. It includes introductions of advisory teachers, an overview of the school including an upcoming skate night and how to access the school website and library materials. The agenda also covers reviewing the student handbook about schedules, contact information, the school calendar, clubs and activities, expectations, policies, code of conduct, study skills, and walking through the school website and Blackboard system. Time is allotted at the end for any other questions.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
The Students and Faculty in the Archives (SAFA) program uses primary sources from the Brooklyn Historical Society archives to build critical thinking skills in undergraduate students. Over three years, the program partnered with three schools and brought over 1,100 students from 63 courses on 100 visits to the archives. Evaluations found that SAFA students had higher rates of course completion, passing grades, and overall performance compared to students in non-SAFA courses. The program aims to disseminate its teaching methods and best practices to other institutions through presentations, publications, and an upcoming project website.
SAFA Faculty Workshop (Philadelphia, PA)Robin M. Katz
This document provides an agenda and notes for a faculty workshop on the Students and Faculty in the Archives (SAFA) project. SAFA is an education program that uses primary sources from archives to teach critical thinking skills to undergraduate students. The workshop covers the goals and findings of SAFA, as well as pedagogical lessons on developing learning objectives, assigning archival research, selecting documents, and facilitating student visits to the archives. Faculty participants are guided to apply these lessons to planning their own SAFA experiences.
This document discusses a collaboration between librarians and academic skills tutors to develop interventions for improving students' critical writing and reading skills. It outlines resources created by both the tutors and librarians, including sessions on critical reading and writing, as well as a resource on finding academic sources using keywords. A pilot of the librarian's resource found that students felt more confident searching the library catalog after completing it. The document emphasizes the importance of using real-world examples and researching why students may not be completing assigned readings. It also provides strategies for effective collaborative work between librarians and tutors.
This document discusses Student2Scholar (S2S), an online information literacy module created by librarians from multiple universities in Ontario. It provides an overview of S2S, including its team members, funding sources, timelines, modules, activities, and alignment with the ACRL Framework. Usage data shows that S2S sessions mainly come from Ontario cities and are being used to support courses and co-curricular programs. Developing S2S through inter-institutional collaboration presented both rewards and challenges.
The document summarizes changes to the New York State social studies curriculum framework. It outlines that the major content areas remain the same as the previous 1998 framework but now focus more on literacy skills and an inquiry-based approach. The new framework incorporates 10 unifying themes and 6 social studies practices from kindergarten through 12th grade. It is based on developing questions, applying concepts, evaluating sources and communicating conclusions. The document describes resources available online to help teachers implement the framework through inquiry-based lessons and units aligned with its key ideas, understandings and skills.
This document discusses resource lists and reading lists for university modules. It begins by outlining some key questions about what makes a good reading list and how academics can encourage students to engage with reading lists. It then presents a series of multiple choice questions that were given to academics about their use and creation of resource lists. The questions cover topics like how resource lists are arranged, how long they are, how academics discuss them with students, and analytics on usage of online resource lists. The document concludes by discussing feedback received from students praising online resource lists and the benefits they provide for student learning.
The document summarizes a study conducted by Taylor & Francis Group and Loughborough University that mapped the user experience of 10 postgraduate research students over 8 months. The study aimed to discover how postgraduate researchers find and manage information, identify opportunities to enhance library user experience for postgraduate researchers, and determine how libraries and publishers can improve services and products. Key findings included that Google Scholar is important but library catalogs are also used, reference management with Mendeley is popular, and supervisors and workshops provide skills development but individual research practices vary widely. Both organizations learned areas for improving discoverability, interfaces, and content access.
Evidence-based Practice for School LibrariesNassauSLS
This document discusses evidence-based practice for school libraries. It begins by focusing on concepts, research findings, and strategies related to evidence-based practice. The presenter discusses how the idea of evidence-based school librarianship began in 2001 with a paper on the topic. Research has shown positive impacts of school libraries on student learning outcomes when led by qualified teacher-librarians. Developing the capacity for evidence-based practice is recommended. Evidence-based practice involves using research evidence, practitioner observations, and student feedback to inform decision making and continuous improvement. Tools for gathering evidence locally include analyzing student work and bibliographies.
The University of North Texas Libraries restructured their public services division in 2015 to better meet the needs of students, faculty, and the community. They consolidated six service desks into three new departments focused on library learning services, library research support services, and a government information connection. This allowed for closer collaboration between librarians and more targeted services for different user groups. Initial successes included new programs like thesis boot camps and partnerships with groups like housing. The transformation has led to more effective services through combined resources and input from stakeholders.
Sara Meyers is a Master's student in School Counseling at Ohio State University with relevant counseling experience including internships at two high schools. She has a strong academic background with a Bachelor's degree in Psychology and education minor from The College of Wooster. Her resume demonstrates experience in individual and group counseling, classroom lessons, collaboration, and use of data to identify student needs.
The document summarizes the research of Caitríona Honohan on the information-seeking behavior of advisers to policy-makers for homelessness in Ireland. It provides context on homelessness rates and the government's Rebuilding Ireland plan. It describes how the research question evolved and the literature reviewed. Semi-structured interviews were conducted with civil servants, charity representatives, and a government adviser. Results showed that personal contacts, databases, websites and libraries were key information sources. Barriers included time constraints and limited access to academic literature. Participants engaged in "satisficing" behavior and emotion played a role in decisions on sufficient information. Suggestions for improvement included data sharing and analysis, better communication, and a central information portal.
The document discusses creating an open journal system to encourage information literacy, research skills, and academic writing for undergraduates. Some key benefits identified include giving students experience publishing peer-reviewed work, connecting theory to practice, and making CVs stand out. Feedback from students was very positive, noting it was empowering to have their work published and discussed beyond coursework. Creating a sustainable journal over time would further strategic goals around teaching excellence, research culture, and developing graduate attributes. Future plans discussed hosting more journals across subjects and engaging vocational courses to foster evidence-based learning.
This document discusses embedding information literacy into a new critical skills curriculum at Maynooth University. It outlines how information literacy was integrated across the curriculum through modules focused on problem solving, independent learning, critical thinking, and communication skills. Information literacy is now at the center of critical skills modules in the first semester, including assessing sources and writing skills. The second semester includes assignments applying critical skills and identifying which information literacy frames were demonstrated. By embedding information literacy throughout contextual exercises, it has led the university to review how information literacy is delivered and opened possibilities for other parts of the curriculum.
This document summarizes the Information Literacy Advocates (ILA) scheme at the University of Nottingham, which trains undergraduate students to support their peers in developing information literacy skills. It finds that the 2013/14 pilot was successful in improving ILAs' skills, self-confidence, and communication abilities. Since then, ILA recruitment numbers have fluctuated between disciplines. ILAs primarily help peers with referencing, database searching, and accessing journals. Both ILAs and peers report increased confidence with research skills as a result. The ILA module also helps ILAs develop their own time management, teamwork, and communication competencies.
The document outlines the use of MOOCs at the University of Cumbria to provide pre-entry skills support. It discusses how the university created online resources using the Articulate Storyline platform to deliver study skills. Small-scale research was conducted which found that the MOOCs increased students' confidence and preparedness for university-level study. While MOOCs provided benefits, challenges remained around technical expertise, enrollment issues, and the need for regular updates. Moving forward, the university aims to add discussion boards and refine the skills audit used in the MOOCs.
The document discusses a study that investigated academics' views of information literacy, finding differences based on discipline. Interviews were conducted with faculty in business and health to understand their perceptions of information literacy, how students learn skills, and barriers. Key themes included the information literate student, discipline impact, and gaps between student preparation and workplace needs.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
The document discusses strategies for librarians to foster good partnerships with academic teaching faculty. It suggests that librarians see faculty as equals and comrades in scholarly pursuits. To build these relationships, the document recommends that librarians meet faculty, build personal connections, communicate professionally about library resources, position the library as central to research and teaching, and collaborate directly with faculty on projects. Developing expertise in faculty subjects and tailoring services to faculty interests can help librarians strengthen partnerships with academic teaching staff.
Is there a statistically significant relationship between library resource ac...northerncollaboration
The Open University Library Data Project aims to determine if there is a statistically significant relationship between student attainment and library resource access at the Open University. The project is exploring library data to better understand student success factors and inform improvements. Initial findings show higher library access is correlated with higher attainment levels. Further analysis is being done to replicate a previous study methodology and more conclusively determine the impact of library engagement on student achievement and retention.
This 9-12 student orientation document outlines the agenda for a student orientation. It includes introductions of advisory teachers, an overview of the school including an upcoming skate night and how to access the school website and library materials. The agenda also covers reviewing the student handbook about schedules, contact information, the school calendar, clubs and activities, expectations, policies, code of conduct, study skills, and walking through the school website and Blackboard system. Time is allotted at the end for any other questions.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
The Students and Faculty in the Archives (SAFA) program uses primary sources from the Brooklyn Historical Society archives to build critical thinking skills in undergraduate students. Over three years, the program partnered with three schools and brought over 1,100 students from 63 courses on 100 visits to the archives. Evaluations found that SAFA students had higher rates of course completion, passing grades, and overall performance compared to students in non-SAFA courses. The program aims to disseminate its teaching methods and best practices to other institutions through presentations, publications, and an upcoming project website.
Staff Workshop at Brooklyn Historical SocietyRobin M. Katz
This document summarizes an all-staff workshop at the Brooklyn Historical Society about the Students and Faculty in the Archives (SAFA) program. SAFA is an innovative postsecondary education program that uses primary sources from the archives to teach critical thinking skills to first-year undergraduates. The workshop provided an overview of SAFA, its findings from piloting the program, and implications for teaching with primary sources. Key points included how SAFA differs from traditional instruction, focuses on active engagement with original documents, and has led to improved student performance and faculty development.
This document describes a mentoring program between librarians and honors students at Quinsigamond Community College. The program partners librarians with students enrolled in the college's Honors Colloquium course to provide research guidance and support throughout a semester-long research project. Students meet with their assigned librarian mentor multiple times and receive feedback on their progress. Both students and librarians report on the mentoring sessions. The program aims to help honors students develop their research, writing, and information literacy skills. Assessment of the program focuses on bibliographies, presentations, and feedback from students, librarians and faculty.
Using Archives in Place-Based Learning: Lessons from Students and Faculty in ...Robin M. Katz
Katz, Robin M. "Using Archives in Place-Based Learning: Lessons from Students and Faculty in the Archives." Invited to host a half-day session for visiting faculty from Kapi'olani Community College in Hawaii, a partner of City Tech's i-Cubed project. February 28, 2013. Presentation and hands-on workshop.
This document summarizes a three-day course on integrating information literacy within university curriculums that was held in cooperation between the University of Bergen Library and the Centre for University Pedagogy. The course consisted of presentations and activities on theories of information literacy, academic integrity, and designing courses to incorporate information literacy. Participants presented ways to integrate information literacy into their own subjects and provided feedback. Evaluations found the active learning elements effective but that some general theory presentations lacked relevance. Organizers aim to improve engagement and emphasize the library's resources in future iterations.
Evaluating Articles Using Active Learning TechniquesKristin Henrich
This document discusses the use of active learning techniques to teach students how to evaluate scholarly articles. The librarians at the University of Idaho implemented an activity where they divided students into groups and each group analyzed a different article. This revealed that students had difficulty identifying components of citations and distinguishing between scholarly, popular and trade publications. Student feedback showed that the hands-on activity helped emphasize the lesson and apply their knowledge compared to more passive instruction. The benefits of active learning were that it reinforced concepts and critical thinking skills while addressing student confusion between articles and websites. Challenges included the class time needed and strong instructor cooperation required.
Application of Cognitive Apprenticeship Model (CA) to Library InstructionElizabeth Tompkins
Elizabeth Tompkins presented on applying the cognitive apprenticeship model of learning to library instruction. The cognitive apprenticeship model unites how students learn through traditional apprenticeships with classroom learning by emphasizing modeling, coaching, scaffolding, articulation, reflection, and exploration. Tompkins discussed how the cognitive apprenticeship model's dimensions of method, content, sequencing, and community can be applied to structure student-centered library instruction workshops through hands-on demonstrations, introducing relevant concepts and strategies, sequencing tasks in order of complexity, and fostering collaboration. She noted benefits like adapting to varied student skill levels and correcting misunderstandings, and areas for further development like incorporating threshold concepts and modeling techniques from other disciplines.
Reading lists the good, the bad and the uglyDavid Clover
Presentation used as part of workshop with academic staff on reading lists from a teaching and learning perspective. Includes overview of current research and differing approaches as starting point for discussion.
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
The document discusses different perspectives and models of curriculum. It begins by defining curriculum as a plan for learning that organizes teacher-student interactions and content. It then outlines traditional and progressive views of curriculum. Traditional views see curriculum as a body of subjects prepared by teachers, while progressives emphasize learner needs and experiences.
The document also describes three curriculum design models: subject-centered focuses on content divided into subjects; learner-centered considers student interests; and problem-centered integrates related content across subjects. Finally, it notes the Philippines uses a subject-centered structure in schools and discusses strengths and weaknesses of different approaches.
This document summarizes a study on an online information literacy course for PhD students at the University of Tartu in Estonia. The 3-credit course used student-centered active learning approaches over 9 weeks, including individual assignments to search databases and analyze peers' work. Analysis of student reflections found the structured exercises and feedback were useful, though some struggled with the time commitment. Suggestions included clarifying evaluation, adding contact seminars, and translating materials to improve accessibility.
Collections-Based Learning: Ideas from Your Colleagues in Special Collections...Robin M. Katz
This document discusses ideas for collections-based learning using archival materials. It provides examples of how archivists currently teach classes through visits to archives or seminars they teach. However, most archivists feel unprepared to teach. There is increased demand from faculty and students to integrate primary sources into courses. While museum educators are better at interpretation and facilitation, archives have better access to materials. The document advocates learning teaching techniques from museum educators and provides an example of a successful grant project that partnered an archive with local colleges to bring over 1,100 students into the archives. It also introduces new primary source literacy guidelines for teaching with archival materials.
This document provides information about the Extended Essay (EE) presentation for parents at the International School of Stuttgart. It outlines the nature and timeline of the EE, which is an independent research project requiring 4000 words. Students choose a research topic in one of their Diploma Programme subjects and work with a supervisor from January to November 2016. The responsibilities of students, supervisors, and the school are explained. Resources for research and writing are listed, and parents are advised on appropriate ways to support their children in the process without compromising academic honesty.
This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
Lilleth C. Newby Beckford presented on a collaboration between a librarian and teaching faculty member to embed information literacy into a Developmental Psychology course at The College of New Rochelle. The librarian worked with the faculty member to design library instruction sessions and assessments to be integrated into class meetings and assignments. Over the course of the semester, the librarian visited the class four times for introductions, subject-specific instruction, instruction on citation styles, and a post-test. The collaboration aimed to better integrate information literacy learning outcomes into the course.
Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the Academic Technology Institute 2018. This was presented at the 2019 Open Ed Conference in Phoenix AZ.
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
The Double-Edged Lens: Digital Camera in Collections-Based InstructionRobin M. Katz
Katz, Robin M. "The Double-Edged Lens: Digital Camera in Collections-Based Instruction" Panel sponsored by ALA/SAA/AAM Joint Committee on Archives, Libraries, and Museums (CALM): “Double Dutch: Explorations in Hybrid Primary Source Instruction.” American Library Association (ALA) Annual Conference. San Francisco, CA. June 27, 2015. Panelist.
Public Health, Past and Present: Stories from Brooklyn Historical SocietyRobin M. Katz
Katz, Robin M. and Julie Golia. "Public Health, Past and Present: Stories from Brooklyn Historical Society." Orientation event for Master of Public Health students: "Brooklyn's Health: Past, Present, and Future." Long Island University, Brooklyn Campus. Brooklyn, NY. Spetember 19, 2012. Lecture, co-presented with Julie Golia.
Museums Work: Success Stories from Students and Faculty in the ArchivesRobin M. Katz
Katz, Robin M. with Eric Platt, Leah Dilworth, and Robin Michals. "Museums Work: Success Stories of Students and Faculty in the Archives." Conference organized by Baruch College-Rubin Museum of Art Project: "Museums and Higher Education in the 21st Century: Collaborative Methods and Models for Innovation." Baruch College. New York, NY. April 25, 2013. Panelist.
This document outlines the agenda for the SAFA Summer Fellowship Symposium held on July 11, 2013 at the Brooklyn Historical Society. The symposium featured presentations by college students and faculty on research conducted using the Gabriel Furman papers in the Brooklyn Historical Society archives. Presentation topics included Furman's influence on Brooklyn's built environment, political development in the US, and his whimsical side as shown through poems and myths. The day concluded with thanks from SAFA fellow Hannah Brown.
Gabriel Furman was a historian, writer, lawyer and politician born in 1800 in Brooklyn when it was a small town. He helped establish many municipal services and institutions that helped Brooklyn grow. By the time of his death in 1854, Brooklyn had over 100,000 residents and was becoming a major city, growing from its origins as a Dutch farming settlement consolidated with New York City in 1898.
Engaging Undergraduates, Advancing Archives: Innovative Approaches for a 'For...Robin M. Katz
Katz, Robin M. “Engaging Undergraduates, Advancing Archives: Innovative Approaches for a ‘Forgotten’ User Group.” Society of American Archivists (SAA) Annual Meeting. San Diego, CA. August 6 – 11, 2012. Panelist.
Public Health, Past and Present: Stories from Brooklyn Historical SocietyRobin M. Katz
Katz, Robin M. and Julie Golia. “Public Health, Past and Present: Stories from Brooklyn Historical Society.” Orientation event for Master of Public Health students: “Brooklyn’s Health: Past, Present, and Future.” Long Island University, Brooklyn Campus. Brooklyn, NY. September 18, 2011. Lecture.
Tour of the Center for Digital Initiatives (CDI)Robin M. Katz
Katz, Robin M. and Sibyl Schaefer. "Tour of the Center for Digital Initiatives." Staff and Faculty Professional Development event, University of Vermont Libraries. Burlington, VT. December 10, 2009. Presentation and tour.
Digital Library and Metadata Development InternshipRobin M. Katz
Katz, Robin M. “Digital Library Development Internship.” Beinecke intern presentations to Yale University Libraries professionals. New Haven, CT. August 15, 2008. Presentation.
Bringing Students of All Ages to Our ArchivesRobin M. Katz
The SAFA program brings students and faculty from three local schools to the archives of the Brooklyn Historical Society. The goals of the program are to develop faculty teaching with primary sources, create a collaborative network among the schools, and enhance student learning and engagement. The program is grant funded and involves class visits to the archives, staff visits to campus, and other activities. It has had success in increasing student and faculty use of the archives and demonstrating the relevance of archival materials.
Why You Should Partner with Off-Campus Special CollectionsRobin M. Katz
This document discusses partnering with off-campus special collections for teaching. It describes the SAFA program which partners three schools with the Brooklyn Historical Society. SAFA aims to encourage faculty development, create a collaborative network, and enhance student learning and engagement through activities like class visits, fellowships, and incorporating primary sources into courses. The document advises asking questions about why partner, what collections are available, how students will use them, who will facilitate teaching, and how to improve. It promotes partnering to expand resources and teaching methods.
Using Technology to Bring History into City Tech's FutureRobin M. Katz
Katz, Robin M. and Julie Golia. “Using Technology to Bring Brooklyn’s History into City Tech’s Future.” CUNY IT Conference. New York, NY. December 1, 2011. Panelist.
Students and Faculty in the Archives (SAFA) is an innovative postsecondary education at Brooklyn Historical Society (BHS). SAFA uses primary sources to build document analysis, information literacy, and critical thinking skills in first-year undergraduates.
Samples from the McAllister Photographs collection available online at http://cdi.uvm.edu. Conatins historic photos of Burlington, VT from 1920 - 1960.
Scheduled Twitter Campaigns in Your LibraryRobin M. Katz
The document discusses using Twitter to schedule tweets in advance for library outreach goals. It recommends scheduling tweets to save time, work as a team, spread out content, ensure comprehensive coverage, plan ahead, and strategically repeat content. The session teaches how to plan a sample Twitter campaign and schedule tweets. Attendees learn about instructional, general, and evaluative uses of scheduled tweets for libraries and are encouraged to use these tools to meet their outreach and communications objectives.
Presented by Robin M. Katz on September 16, 2010 at the University of Vermont as part of
Kake Walk: The Event
Bamboozled: The Movie
Blackface: The Issue
This pre-screening presentation outlines a brief history of Kake Walk, the eighty year minstrel tradition which lasted on UVM's campus until 1969. It draws on primary sources now available online in the Kake Walk at UVM digital collection at http://cdi.uvm.edu.
Primary Source Learning Through Digital LibrariesRobin M. Katz
This document discusses primary source learning through digital libraries. It defines primary sources as firsthand evidence created by participants or witnesses that require critical examination. It describes cultural repositories like libraries, archives, and museums that house primary sources and face issues of stewardship, curation, preservation, and making sources accessible. Digital libraries aim to address challenges of access by creating online collections of digitized materials. The document provides a definition of digital libraries and briefly outlines their history from the 1980s to present. It highlights some favorite digital libraries including those from the British Library and Beinecke Library and others relevant to the course like those from the Library of Congress and University of Vermont.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
3. Introductions
• Your vitals (name, position)
• Your experience teaching with primary
sources
• Successes and challenges?
Students and Faculty in the Archives ● Brooklyn Historical Society
4. What is TeachArchives.org?
Innovative educational website offering a
tailored, hands-on approach to modeling
document analysis skills for students
– Innovative teaching philosophy
– Best practices for teaching in the archives
– Success stories
– Classroom-tested sample exercises
– Project documentation
Students and Faculty in the Archives ● Brooklyn Historical Society
5. What is TeachArchives.org?
Result of Students and Faculty in the Archives
– 3-year, postsecondary education program at Brooklyn
Historical Society
– Used primary sources to teach document analysis,
information literacy, and critical thinking skills in first-
year undergraduates
– 19 partner faculty at 3 schools
– 1,100 individual students
– 100+ class visits to BHS’s archives
Students and Faculty in the Archives ● Brooklyn Historical Society
6. What is TeachArchives.org?
Beginners need to be taught document
analysis
Our teaching philosophy
– Specific learning objectives
– Individual documents
• The fewer the better!
– Tailored small-group activities
– Directed, specific prompts
• Ex: “Why did Henry Ward Beecher write this letter?”
• Not “Who is the creator? What type of doc is this?”
Students and Faculty in the Archives ● Brooklyn Historical Society
7. What is TeachArchives.org?
Our Findings
– Independent evaluators have found that SAFA
students are more engaged, perform better, and - in
some cases - have higher retention rates than their
peers.
– Findings summarized on TeachArchives.org
Students and Faculty in the Archives ● Brooklyn Historical Society
8. What is TeachArchives.org?
Resources available on TeachArchives.org
– Innovative teaching philosophy
– Best practices for teaching in the archives
– Success stories
– Classroom-tested sample exercises
– Project documentation
Students and Faculty in the Archives ● Brooklyn Historical Society
9. TeachArchives.org:
Pedagogy
Museum educators, librarians and archivists
are vital resources for instructors of all
backgrounds
Take a central role in planning the archives
visit before, during, and after the visit
Students and Faculty in the Archives ● Brooklyn Historical Society
10. Pedagogy: Objectives vs.
Goals
Learning goals vs. learning objectives
– Why we came to find the distinction so important
Students and Faculty in the Archives ● Brooklyn Historical Society
11. Learning Goal: a statement that describes in
broad terms what a student will learn from
your course.
– adapted from http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
Professors’ course goals are often universal
– For ex: improve student engagement, build a sense
of community
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objectives vs.
Goals
12. Learning Objectives
• Statement in specific and measurable terms that
describes what the student will know or be able
to do as a result of completing course activities.
– adapted from http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objectives vs.
Goals
13. • Example: one history prof’s goals vs.
objectives
• GOAL (broader)
– Students will learn the unique history of the Civil
Rights movement in the North.
• OBJECTIVE (specific)
– In their final research paper, students will identify
and analyze the different issues, strategies, and
constituencies of the Civil Rights movement in the
North, as compared to the South.Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objectives vs.
Goals
14. Consider requiring visit objectives from
instructors visiting N-YHS
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objectives vs.
Goals
15. To learn more, see
teacharchives.org/articles/learning-objectives
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Objectives vs.
Goals
16. Pedagogy: Document
Selection
Document selection: how much?
– For first-year students, item level is best
– Small number of items for students
• Especially textual material
– Consider student interaction from beginning to end
• What is the journey students will take?
• Anticipate pitfalls and challenges
– Instructors need to be reminded: less is more!
Students and Faculty in the Archives ● Brooklyn Historical Society
17. As stewards of N-YHS collections, push
instructors to consider the student’s
encounter with docs:
– physical size
– condition or handling needs
– length of text
– legibility (especially handwriting)
– vocabulary
– visual literacy skills of students
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Document
Selection
18. Also remember:
– How much more contextual knowledge you and the
instructor have than the students
– The feeling of overwhelm in an archives
• Manageable vs. unmanageable
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Document
Selection
19. To learn more, see
teacharchives.org/articles/document-selection
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Document
Selection
20. Pedagogy: Context
Work with instructors to plan how to provide
context to students
– Our experience: not enough or too much context
– What context to provide is directly related to visit
objectives
Students and Faculty in the Archives ● Brooklyn Historical Society
21. Pedagogy: Context
Kinds of context students might need
– Historical
– Technical / Format
• Processes
• Paleography
– Collection Info
• Provenance or donor
• How organized
– What is a historical society/archives?
Students and Faculty in the Archives ● Brooklyn Historical Society
22. To learn more, see
teacharchives.org/articles/providing-context
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Context
23. Pedagogy: Handouts
Creating specific prompts: why tailoring your
student’s interaction with the documents is
important
– Generic questions like “what is this document,” “who
is the creator” can actually confuse students, inhibit
learning
Students and Faculty in the Archives ● Brooklyn Historical Society
24. Pedagogy: Handouts
Student prompts/handouts: why tailor?
• Primary source docs are infinitely interpretable – but
educators often do have a reading in mind
• Handouts should reflect specific visit objectives
• Tailored handouts help anticipate regularized
experience for students
• Rather than a facilitator providing context to students on a
piecemeal basis
Students and Faculty in the Archives ● Brooklyn Historical Society
25. Pedagogy: Handouts
Designing prompts/handouts
• Don’t create too long a handout
• Articulate to students that they should closely
observe and read the entire document
• Consider including context or other sources in the
handout
Students and Faculty in the Archives ● Brooklyn Historical Society
26. Pedagogy: Handouts
Who creates handouts for students?
– Work with participating instructors to tailor their
handouts to their specific learning objectives
– Consider creating in-house handouts that teachers
can use or adapt
Students and Faculty in the Archives ● Brooklyn Historical Society
27. To learn more, see
teacharchives.org/articles/creating-handouts
Students and Faculty in the Archives ● Brooklyn Historical Society
Pedagogy: Handouts
28. Visiting the Archives: Logistics
Matter!
Good logistics = good pedagogy
– A well planned visit to the archives leads to positive
learning experience; a visit that is not thought-
through often creates the opposite.
– As educators and stewards of the collections at your
institution, you are the experts on the logistics of
N-YHS
– Guide instructors through a series of questions that
will make or break a class visit
Students and Faculty in the Archives ● Brooklyn Historical Society
29. Class Visits: Our
Experience
What we did at BHS
– 1 – 3 visits is best (we had 1 - 7)
– Anywhere from <10 – 40+ students in attendance
– Faculty pre-select docs with staff help, requested 3
weeks ahead of time
– Staff pull, prep, cite, assess copyright, set up docs
– Staff greet class; review care/handling; occasionally
lecture; co-facilitate exercise & wrap-up
Students and Faculty in the Archives ● Brooklyn Historical Society
30. Class Visits: Setting Up
Room setup: things to think about
– Stations and groupings
• Rotate or not? Timing?
• Even groupings
• Sitting at table or standing with clipboards?
– Logistics
• Remember size, condition, other layout issues
– Independent or group work?
• Small groups of 3 - 4 students are ideal
– Tweak each time you teach
Students and Faculty in the Archives ● Brooklyn Historical Society
31. Class Visits: Care &
Handling
How to teach care and handling
– Not punitive, stress universality
– Policies vary, but see our example guidelines
• Have students read aloud
• Ask, “why?” or, “security or preservation?”
• Online at teacharchives.org/articles/care-and-handling
– What is an archives/historical society?
– Pre-visit experiment
Students and Faculty in the Archives ● Brooklyn Historical Society
32. Class Visits: Facilitation
Plan ahead with instructors
– Push teachers to overbudget time in agenda
• Determine when to arrive and leave
• Don’t forget intros and wrap-ups
• It takes students a while to physically move
– Groups allow for discussion, collaboration,
community building
• But consider the room, the size of the docs, how long
– What tools are needed?
– Spell out roles of faculty and staff
Students and Faculty in the Archives ● Brooklyn Historical Society
33. Class Visits: Facilitation
Push instructors to plan an effective wrap up
– Planning often overlooked by teachers
– Suggest ways entire class can reconvene and share
• Think about logistics again – move students to a place
where they can see and hear each other
• See one great idea at
teacharchives.org/exercises/impromptu-speeches
– Get involved – ask hard questions!
Students and Faculty in the Archives ● Brooklyn Historical Society
34. Class Visits: Follow up
Staff and instructors should clarify how/whether
students should come back to archives
independently after the group visit
– Our experiences: don’t make it optional
– Make sure there’s a clear objective for students to
return
– Make sure reference staff is prepared
Students and Faculty in the Archives ● Brooklyn Historical Society
35. To learn more, see:
teacharchives.org/articles/logistics
teacharchives.org/articles/wrap-up
Students and Faculty in the Archives ● Brooklyn Historical Society
Class Visits
36. Conclusion: Collaboration
Librarians and archivists, museum educators,
and other institutional staff bring essential
expertise
– Content knowledge
– History and theory of archives/collections
– Teaching experience in archives setting
– Extensive doc analysis skills
– Extensive logistical experience
You should be partners in shaping in-archives
curricula!Students and Faculty in the Archives ● Brooklyn Historical Society
37. Conclusion: Let’s Discuss
Questions? Concerns? Experiences and
challenges to share?
Students and Faculty in the Archives ● Brooklyn Historical Society