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.
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.
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.
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.
These are the slides that accompany our 2014 Annual Meeting plenary where we welcomed Elyse Eidman-Aadahl as our new executive director, announced the 2014 LRNG Innovation Challenge winners, and celebrated the culmination of our 40 years in education innovation.
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 guidance for families on helping students succeed academically at the University of Oregon (UO). It outlines the UO degree requirements including 180 total credits, general education courses in various subject areas, and options for majors. It also describes academic resources and programs to support students' transition like Freshman Interest Groups (FIGs) that pair courses, Academic Residential Communities that combine living and learning, and advising and research opportunities. The goal is to help families understand the academic experience and how to support their student's intellectual and personal development.
The document discusses using local history to teach historical inquiry skills outlined in Common Core standards. It recommends investigating places, people and events in students' own communities to make history accessible and relevant. Examples of local history projects are given, such as creating profiles of schools or brochures of neighborhoods based on archival research and oral histories. The goal is for students to answer their own questions about the local area and produce authentic work like information sheets or presentation to share what they learn.
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.
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.
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.
These are the slides that accompany our 2014 Annual Meeting plenary where we welcomed Elyse Eidman-Aadahl as our new executive director, announced the 2014 LRNG Innovation Challenge winners, and celebrated the culmination of our 40 years in education innovation.
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 guidance for families on helping students succeed academically at the University of Oregon (UO). It outlines the UO degree requirements including 180 total credits, general education courses in various subject areas, and options for majors. It also describes academic resources and programs to support students' transition like Freshman Interest Groups (FIGs) that pair courses, Academic Residential Communities that combine living and learning, and advising and research opportunities. The goal is to help families understand the academic experience and how to support their student's intellectual and personal development.
The document discusses using local history to teach historical inquiry skills outlined in Common Core standards. It recommends investigating places, people and events in students' own communities to make history accessible and relevant. Examples of local history projects are given, such as creating profiles of schools or brochures of neighborhoods based on archival research and oral histories. The goal is for students to answer their own questions about the local area and produce authentic work like information sheets or presentation to share what they learn.
The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
Acrl framework update session ala annual june 28 2015Sharon Mader
This document summarizes an update session on the ACRL Framework for Information Literacy. It discusses where the Framework currently stands, the formation of an advisory board to guide further development and implementation, efforts to develop subject-specific frameworks in various disciplines, and upcoming events related to the Framework. An advisory board has been established to provide strategic guidance on the Framework. Various ACRL sections are working on pilot processes for developing discipline-specific frameworks. Conferences and webinars on using the Framework are scheduled over the coming months.
Presented by Kristen Gurbach Jacobson, M.A. at the "Common Core and the Arts" workshop held by the Arts Education Alliance of the Bay Area on Feb. 18, 2016.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
The document summarizes Duke University Libraries' efforts to provide professional development opportunities for its instruction librarians through various programs and activities. It describes the creation of an Instruction & Outreach Department in 2001-2002 and its initiatives such as monthly meetings, workshops, teaching seminars and information chat sessions to facilitate training, collaboration and skills development among librarians related to instruction strategies, pedagogy and assessment. It highlights successes in skills integration and collaboration but also challenges faced and how the professional development program may adapt to budget cuts going forward.
The document discusses inducting new students to university. It provides an overview of the context and importance of student induction. Research shows induction helps the first year experience by easing students' transition through icebreakers, discussions, and sample learning activities. The document recommends actions for induction like reducing lectures, increasing small group work, using student buddies, and informing students in advance of induction activities through pre-entry materials and accurate timetables.
Webinar: Study an online Master’s in Gender Studies, Linköping University, Sw...Web2Present
Linköping University offers you an international MSSc with a major in Gender studies, specialization Intersectionality and Change 120/60 ECTS credits.
This English language program is, mixing online and campus based education. The online part ensures flexibility, creativity and freedom. Three campus weeks per year are mandatory. This is to meet the teachers, for community building, and learning activities that work better in a live setting.
Presentation by Lisa Edsall Giglio EdD about using arts integration to meet Common Core State Standards as presented at "Common Core and the Arts," a professional development workshop held by the Arts Education Alliance of the Bay Area (AEABA) on Feb. 18, 2016.
School's not out! Embedding real university experience in sixth form projectsnortherncollaboration
This document outlines a pilot program hosted by the University of Hull library for 6th form students from Queen Elizabeth's School. The goal was to give the students a university experience by hosting them at the library for a day of sessions. The itinerary included introductory sessions on finding library resources and referencing, splitting into groups with library staff to help with assignments, and positive feedback was received from both students and teachers. The library staff learned from the experience and hope to continue offering such programs to further embed real university experiences for 6th form students.
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 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.
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.
Literary clubs are important tools to enhance students' creativity. The document discusses the objectives and functions of literary clubs. Literary clubs involve small groups of students meeting weekly with teachers or parents to discuss pieces of literature. They learn to analyze an author's purpose and meaning from multiple perspectives. The discussion focuses on student-generated questions about the text and making personal connections. The goal is to engage students in rich thinking within a community of readers.
MLA 2010: Reinvigorating the Experienced Instruction LibrarianSara Memmott
The document discusses reinvigorating instruction librarians to combat burnout and keep up with changes. It describes the authors' experiences attending an immersion program where they learned to focus on student-centered teaching, involve students more actively, and use student learning outcomes to guide lesson planning. Ways to refresh teaching mentioned include continuing education, observing other instructors, getting feedback, and staying engaged with the literature. The presentation aims to help librarians develop plans to refresh their teaching skills and design learning outcomes for more effective lessons.
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.
This document provides information about the Education Studies program at Bath Spa University. It outlines the program's strengths such as its experienced faculty and flexibility. Education Studies explores issues in education through topics like the purposes of education and how education meets societal needs. Students can choose from various awards and tailor their degree with options like studying abroad. Upon graduating, students will be prepared for careers in education or further study in education-related fields.
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
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.
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.
The document summarizes findings from a collaborative project between Cornell University Library and Columbia University Libraries to better understand how to support doctoral students in the humanities. Key findings from interviews with 45 humanities PhD students include: (1) providing dedicated individual and group study spaces to promote academic and social community; (2) fostering community through centralized referral services and documentation training; (3) providing access to deep research collections through purchase suggestions and improved discovery tools; and (4) offering research, information management, and teaching expertise assistance. Next steps focus on sharing findings to inform library and campus planning and services.
Acrl framework update session ala annual june 28 2015Sharon Mader
This document summarizes an update session on the ACRL Framework for Information Literacy. It discusses where the Framework currently stands, the formation of an advisory board to guide further development and implementation, efforts to develop subject-specific frameworks in various disciplines, and upcoming events related to the Framework. An advisory board has been established to provide strategic guidance on the Framework. Various ACRL sections are working on pilot processes for developing discipline-specific frameworks. Conferences and webinars on using the Framework are scheduled over the coming months.
Presented by Kristen Gurbach Jacobson, M.A. at the "Common Core and the Arts" workshop held by the Arts Education Alliance of the Bay Area on Feb. 18, 2016.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
The document summarizes Duke University Libraries' efforts to provide professional development opportunities for its instruction librarians through various programs and activities. It describes the creation of an Instruction & Outreach Department in 2001-2002 and its initiatives such as monthly meetings, workshops, teaching seminars and information chat sessions to facilitate training, collaboration and skills development among librarians related to instruction strategies, pedagogy and assessment. It highlights successes in skills integration and collaboration but also challenges faced and how the professional development program may adapt to budget cuts going forward.
The document discusses inducting new students to university. It provides an overview of the context and importance of student induction. Research shows induction helps the first year experience by easing students' transition through icebreakers, discussions, and sample learning activities. The document recommends actions for induction like reducing lectures, increasing small group work, using student buddies, and informing students in advance of induction activities through pre-entry materials and accurate timetables.
Webinar: Study an online Master’s in Gender Studies, Linköping University, Sw...Web2Present
Linköping University offers you an international MSSc with a major in Gender studies, specialization Intersectionality and Change 120/60 ECTS credits.
This English language program is, mixing online and campus based education. The online part ensures flexibility, creativity and freedom. Three campus weeks per year are mandatory. This is to meet the teachers, for community building, and learning activities that work better in a live setting.
Presentation by Lisa Edsall Giglio EdD about using arts integration to meet Common Core State Standards as presented at "Common Core and the Arts," a professional development workshop held by the Arts Education Alliance of the Bay Area (AEABA) on Feb. 18, 2016.
School's not out! Embedding real university experience in sixth form projectsnortherncollaboration
This document outlines a pilot program hosted by the University of Hull library for 6th form students from Queen Elizabeth's School. The goal was to give the students a university experience by hosting them at the library for a day of sessions. The itinerary included introductory sessions on finding library resources and referencing, splitting into groups with library staff to help with assignments, and positive feedback was received from both students and teachers. The library staff learned from the experience and hope to continue offering such programs to further embed real university experiences for 6th form students.
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 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.
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.
Literary clubs are important tools to enhance students' creativity. The document discusses the objectives and functions of literary clubs. Literary clubs involve small groups of students meeting weekly with teachers or parents to discuss pieces of literature. They learn to analyze an author's purpose and meaning from multiple perspectives. The discussion focuses on student-generated questions about the text and making personal connections. The goal is to engage students in rich thinking within a community of readers.
MLA 2010: Reinvigorating the Experienced Instruction LibrarianSara Memmott
The document discusses reinvigorating instruction librarians to combat burnout and keep up with changes. It describes the authors' experiences attending an immersion program where they learned to focus on student-centered teaching, involve students more actively, and use student learning outcomes to guide lesson planning. Ways to refresh teaching mentioned include continuing education, observing other instructors, getting feedback, and staying engaged with the literature. The presentation aims to help librarians develop plans to refresh their teaching skills and design learning outcomes for more effective lessons.
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.
This document provides information about the Education Studies program at Bath Spa University. It outlines the program's strengths such as its experienced faculty and flexibility. Education Studies explores issues in education through topics like the purposes of education and how education meets societal needs. Students can choose from various awards and tailor their degree with options like studying abroad. Upon graduating, students will be prepared for careers in education or further study in education-related fields.
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
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.
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.
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.
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.
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.
Katz, Robin M. “Laying the Building Blocks of Our Collaborative Digital Future.” Rare Book and Manuscript Section of the American Library Association (RBMS) Preconference. Philadelphia, PA. June 22 -25, 2010. Case study paper.
RBMS is the Rare Book and Manuscript Section of the Association of College and Research Libraries (ACRL), part of the American Library Association (ALA).
The UVM Libraries' Center for Digital Initiatives (CDI) is a digital library of unique research collections available to the public at http://cdi.uvm.edu.
Exhibit Tags: Kelmscott Press Collection, Cleveland Museum of Art Ingalls Lib...Robin M. Katz
As part of my masters practicum at the Cleveland Museum of Art, I created an exhibit on the Ingall’s Library’s nearly full run of Kelmscott Press publications.
Katz, Robin M. “The Cleveland Museum of Art’s Kelmscott Press Collection.” Ingalls Library, Cleveland Museum of Art. 2009. Modular exhibit-in-a-box was designed to be re-used as needed.
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.
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.
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.
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.
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.
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.
Samples from the McAllister Photographs collection available online at http://cdi.uvm.edu. Conatins historic photos of Burlington, VT from 1920 - 1960.
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.
NAC&U Innovators: Innovation Summit November 2013Robin Heyden
St. Edward's University uses simulation games in history and cultural foundations courses to engage students. In a WWII history course, students designed a simulation game for classmates to play incorporating political, social, and economic factors. In a cultural foundations course on the Syrian conflict, students role-played actors and agencies involved and responded to critical events. Simulation games provide experiential learning and help students better understand complex real-world issues.
Can MOOCs offer useful support for students in transition? Experiences from t...Andrew Deacon
The document discusses the UCT MOOCs Project at the University of Cape Town and how MOOCs can support students in transition. It provides an overview of MOOCs and the goals of the UCT project, which included developing 12 MOOCs to support academic transitions, showcase teaching excellence, and make knowledge globally accessible. The document describes how some UCT-created MOOCs directly supported postgraduate research and writing skills, and how existing MOOCs were wrapped with additional support for postgraduate students. It concludes that while MOOCs can help scale education and understand diverse learners, students in transition still require more individual support than MOOCs can provide alone.
This document provides information about National History Day, a program that encourages middle and high school students to conduct original research on historical topics. It discusses the program's structure and partnerships across Minnesota, how classrooms can implement it with flexibility, the annual themes students base their research on, the research process students follow, and the various project formats. It also outlines the competition process from the school to state level, how projects are assessed, and benefits to students. Finally, it proposes several strategies for libraries to partner with National History Day, such as featuring relevant resources, collaborating with teachers, educating students on research skills, hosting events, supporting regional networks, and helping to judge local competitions.
Overview of National History Day Program. More information and resources can be located at http://ocde.us/History/Pages/History-Day.aspx or http://historydaycalifornia.com/
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.
The document summarizes library internship programs in Brooklyn, New York. It discusses the benefits of hosting interns for both the interns and libraries. Libraries profiled include Brooklyn College Library, Madison High School Library, Brooklyn Public Library, and Brooklyn Museum Library. The internships provide opportunities for career exploration, hands-on experience, and collaboration between cultural institutions. Both interns and libraries gain fresh perspectives and new ideas from their participation in internship programs.
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.
Shalanda Dexter is an experienced professor and historian with a Ph.D. in History and African American Studies from Princeton University. She has over 15 years of experience in teaching, research, and administration at the K-12 and university levels. Her areas of expertise include African American religion, urban history, and education.
The University of Surrey Library transformed its traditional student orientation activities by developing an "Escape Room" game in 2017 to introduce students to library services in a fun and engaging way, which received positive feedback; this led to additional innovative events like a Welcome Fair to further reduce student anxiety around library resources and build community.
Getting Together To Go Forward: The Lessons of Diversity Initiatives and How ...Louis Muñoz Jr.
Graduates from various library diversity initiatives will discuss their experiences and summarize their programs’ outcomes. Presenters and participants will then brainstorm and explore various strategies that their institutions can use to recruit, nurture, and retain more individuals from under-represented groups. At the conclusion of the program, participants will share their suggestions with the larger group. (These ideas will form the nucleus of a Wiki resource that librarians can use for furthering diversity efforts.)
Laurel Littrell (Kansas State University) Engagement through Scholarship: An Example from the Performing Arts from 2015 C&U/CULS (Joint NE & KS) Spring Meeting
This document discusses developing patterns of study for the history curriculum in years 7-10. It provides guidance on factors to consider when creating a pattern of study, including student needs, school priorities, pedagogical approaches, teacher and student interests, teacher expertise, and local community history. Examples of potential patterns are also presented organized by themes like the spread of ideas, East Asia, and modernization. The document concludes by guiding the reader through identifying depth study options and devising a custom pattern of learning that accounts for these various considerations.
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Embracing Undergraduate Research: Creating the ArsenalKim Mears
This document discusses plans to establish an undergraduate research journal at Augusta University. It provides examples of other universities' undergraduate research journals and describes Augusta University's process for creating their journal called the "Augusta Arsenal". Key aspects that will be implemented include establishing a student editorial board, developing peer review and publishing procedures, and hosting the journal through the university's institutional repository to make it freely available online. The goal is to provide students a platform to publish their research and gain experience with the scholarly process.
This presentation was provided by Pedro Reynoso of Chabot College, during the NISO training series "Assessment Practices and Metrics for the 21st Century (Session Two)," held on November 1, 2019.
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
Similar to SAFA Faculty Workshop (Philadelphia, PA) (20)
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.
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.
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.
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.
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 was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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 ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Welcome!
10:00 – 10:30 Introductions
10:30 – 10:45 What is SAFA?
10:45 - 11:30 Pedagogy: Big Picture
11:30 - 12:30 Using the Collections
12:30 – 1:30 Lunch
1:30 – 2:30 Pedagogy: In the Archives
2:30 – 3:30 Planning Your SAFA Experience
3:30 - 4:00 Wrap-Up
Students and Faculty in the Archives ● Brooklyn Historical Society
3. Introductions
Julie Golia, PhD
Historian / SAFA Co-Director
Robin M. Katz, MLIS
Archivist / SAFA Co-Director
Students and Faculty in the Archives ● Brooklyn Historical Society
4. Introductions
• Your vitals (name, institution, department)
• Your experience teaching with primary sources
• Where are you in your planning?
• What is your biggest question at this point?
Students and Faculty in the Archives ● Brooklyn Historical Society
5. What is SAFA?
Innovative postsecondary education program
which uses primary sources to teach document
analysis, information literacy, and critical
thinking skills in first-year undergraduates.
Students and Faculty in the Archives ● Brooklyn Historical Society
6. What is SAFA?
• Three year, $750,000 US Dept of Education FIPSE
grant
– Jan 2011 until Dec 2013
• Three schools within walking distance
– City Tech (CUNY), LIU Brooklyn, St. Francis
• Nineteen local partner faculty
– All ranks and stages of career
– Wide range of disciplines (not just history)
– Variety of classes (seminars, surveys, etc.)
– Intellectual and professional community
• National partners
Students and Faculty in the Archives ● Brooklyn Historical Society
7. What is SAFA?
• Centered around class visits to the archives
• Item level document analysis
– not independent student research
• Over four semesters (Fall 2012 - Spring 2013)
– 1,100 individual students
– 63 courses
– 100+ class visits to Brooklyn Historical Society
• Breadth of project allowed for
experimentation, lessons, crafting pedagogy
Students and Faculty in the Archives ● Brooklyn Historical Society
8. What is SAFA?
• Brooklyn SAFA: student population
– Mostly first-year / early academic career
– Very diverse: many minority, non-traditional
students, and other under-represented groups
– Mostly products of NYC public schools
– Many international students, new Americans, or
non-native speakers of English
• Your student population? (audience)
• SAFA’s secondary goal: familiarize students
with cultural institutions and resources
Students and Faculty in the Archives ● Brooklyn Historical Society
9. What is SAFA?
• Our Teaching Philosophy
– Goals and objectives
– No show-and-tell
– Actively use materials
– Less is more
– Modeling document analysis to beginners
• Specific vs. generic prompts to model analysis
– Ex: “Why did Henry Ward Beecher write this letter?”
– Not “Who is the creator? What type of document is
this?”
Students and Faculty in the Archives ● Brooklyn Historical Society
10. What is SAFA?
• Sampling of SAFA classes
– Robin Michals, Introduction to Digital Photography
– Jen Wingate, Visual Culture of the Civil War
– Sara Haviland, U.S., 1896-present
– Geoff Zylstra, Early American History
– Leah Dilworth, American Literature
– Matthew Gold, English Composition: Fire, Disease, Disaster
and the Shaping of Urban Public Space
Students and Faculty in the Archives ● Brooklyn Historical Society
11. SAFA Findings
• Independent evaluators have found that SAFA
students are more engaged and perform better
than their peers.
Students and Faculty in the Archives ● Brooklyn Historical Society
12. SAFA Findings
• This year, we will receive and analyze retention
data
– Final Report due December 2013
• Data from 2012 Evaluation Report
– Available in your folders
– Online at
http://safa.brooklynhistory.org/docs/EvalReport201
2.pdf
Students and Faculty in the Archives ● Brooklyn Historical Society
13. Findings: Observation Skills
• Q: Why might this document be worth
preserving in an archive?
Students and Faculty in the Archives ● Brooklyn Historical Society
PRE POST
Students noting a single feature
of giving a vague response
72% 49%
Students noting multiple physical
features
28% 51%
14. Findings: Articulating ‘a
usable past’
• Q: Why might this document be worth
preserving in an archive?
Students and Faculty in the Archives ● Brooklyn Historical Society
Sample PRE responses Sample POST responses
This is a photo from the past To show how society valued
entertainment
Because it showed what was going
on at that moment.
[It] shows how technology was
progressing in the US.
It gives insight... to what life was
like during the 1960s.
It shows how people were
sending postal cards through the
telegrams and how it was
different... than... today.
15. Findings: Academic
Performance
• Just one class at LIU Brooklyn
Students and Faculty in the Archives ● Brooklyn Historical Society
SAFA NON-SAFA
Completion Rate 96.9% 76.7%
Passing Rate 91.9% 48%
Grade B or better 60.7% 30.3%
16. Findings: Professional Development
• Peter Catapano, City Tech: “my teaching always improves when I have time
to stop and reflect on my current practices. What I learned is that
sometimes less is more. Better to have fewer learning objectives... This
experience has helped me trust my students, who have taken to the site
visit and the web assignments much more than expected.”
• Geoff Zylstra, City Tech: “Through SAFA, I have been able to create a
research project that mirrors that of the academic research process.”
• Deborah Mutnick, LIU Brooklyn: “I have rethought how I teach research,
inverting the movement from breadth to depth, the general to the specific,
in order to engage students in ‘deep learning’ based on close readings and
observation.”
Students and Faculty in the Archives ● Brooklyn Historical Society
17. Why does SAFA work?
• High Impact Educational Practices
– Work with first-year seminars, learning communities
– Common intellectual experiences (among a cohort)
– Collaborative assignments and projects
– Undergraduate research
– Diversity/global learning
– Community-based learning
– See www.aacu.org/leap/hip.cfm
Students and Faculty in the Archives ● Brooklyn Historical Society
18. More soon from SAFA
• Project level website to launch later Fall 2013
– Project documentation and findings
– Sample exercises (with some digitized documents)
– Articles on pedagogy by us and faculty
– Teacharchives.org
• More dissemination
– Presentations
– Publications
Students and Faculty in the Archives ● Brooklyn Historical Society
19. What is SAFA?
• General questions about the project?
Students and Faculty in the Archives ● Brooklyn Historical Society
20. What is SAFA?
• General questions about the project?
• NEXT UP: SAFA’s pedagogical lessons…
Students and Faculty in the Archives ● Brooklyn Historical Society
21. Pedagogy: The Big Picture
• Learning goals vs. learning objectives
– Why we came to find the distinction so important
Students and Faculty in the Archives ● Brooklyn Historical Society
22. Pedagogy: The Big Picture
Learning Goals
• 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
• General statements about knowledge, skills,
attitudes, and values.
– adapted from
http://www.lmu.edu/about/services/academicplanning/assessment/Assessment_Resources/Understanding_Mission__
Goals_and_Learning_Outcomes.htm
Students and Faculty in the Archives ● Brooklyn Historical Society
23. Pedagogy: The Big Picture
Professors’ course goals were often the same as
SAFA’s goals
• Student engagement
• Building a sense of community
• Interaction with neighborhoods
• Interdisciplinarity
• Student identity as creators, not just consumers,
of knowledge
Students and Faculty in the Archives ● Brooklyn Historical Society
24. Pedagogy: The Big Picture
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
25. Pedagogy: The Big Picture
Learning objectives should
• Use measurable verb
• Articulate how students will demonstrate learning
• Provide criterion of acceptable performance
• Address knowledge, skills, and/or attitude
– adapted from http://www.oucom.ohiou.edu/fd/writingobjectives.pdf
Students and Faculty in the Archives ● Brooklyn Historical Society
26. Pedagogy: The Big Picture
Sara Haviland’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
27. Pedagogy: The Big Picture
• Assignment Design
– We wanted to demonstrate a wide range of
assignment models
– Refining and tweaking over five semesters
Students and Faculty in the Archives ● Brooklyn Historical Society
28. Pedagogy: The Big Picture
• Types of Assignments and Visits
– One-off in-archive activity
– Semester-long, multi-visit structure
– Building a collaborative resource as a class
– Scaffolded document-to-folder model
– Scholarly research paper
– Other scholarly work (oral history, walking tour)
– Research for a creative project
Students and Faculty in the Archives ● Brooklyn Historical Society
29. Pedagogy: The Big Picture
• Assignments: questions to ask yourself
– How much time do you have to spend in the archives over
the course of the semester?
– What knowledge or skills will your students gain in the
archives? What kind of assignment will best manifest
those?
– How important is student collaboration vs. independent
work?
– Who are your students? (Majors vs. non-majors, first-years
vs. advanced students, etc.)
Students and Faculty in the Archives ● Brooklyn Historical Society
30. Pedagogy: The Big Picture
• How to provide context to students
– Our experience: not enough or too much context
– Finding the “Goldilocks” of context
Students and Faculty in the Archives ● Brooklyn Historical Society
31. Pedagogy: The Big Picture
• Kinds of Context
– 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
32. Pedagogy: The Big Picture
• Possible sources
– Secondary sources
– Other primary sources
– Popular or experiential readings
– Finding aids or other library descriptions
– Class lectures
– In-archive lectures
– Other ideas?
Students and Faculty in the Archives ● Brooklyn Historical Society
33. Pedagogy: The Big Picture
• Context: questions to ask yourself
– What knowledge/skills/attitudes might your
students need to acquire before encountering the
archives?
– If more than one archives visit, what knowledge do
you want them to acquire between visits?
– How can context readings help them answer
questions raised (and unanswered) in archives?
– Will you preselect a reading, or will students find
one themselves?
Students and Faculty in the Archives ● Brooklyn Historical Society
34. Using the Collections
• Document Selection
– We quickly learned that less is more!
– We’ll talk about research this afternoon
Students and Faculty in the Archives ● Brooklyn Historical Society
35. Using the Collections
• Document selection: how much?
– For first-year students, item level is best
• Some experiences with providing folder from manuscript
collection
– Small number of items for students
• Especially textual material
– Arc of visit relies on the document(s)
• What is the journey students will take?
• Identify pitfalls and challenges
• You do have a reading in mind
Students and Faculty in the Archives ● Brooklyn Historical Society
36. Using the Collections
Channel your students when selecting docs!
• Think about your student’s first encounter with
the document. Consider:
– 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
37. Using the Collections
Channel your students when selecting docs!
• Also remember:
– How much more contextual knowledge you have
– The feeling of overwhelm in an archives
• Manageable vs. unmanageable
Students and Faculty in the Archives ● Brooklyn Historical Society
38. Using the Collections
• Picking your documents is just the beginning
– Tweaked room set up over five semesters
Students and Faculty in the Archives ● Brooklyn Historical Society
39. Using the Collections
• Room setup: the “SAFA” model
– 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
Students and Faculty in the Archives ● Brooklyn Historical Society
40. Using the Collections
• Hands-on: Jeff Hyson’s document selection
• Consider
– Individual document choices?
– How would you stage these?
• Jeff: tell us the parameters
– Number of students
– Time available, number of visits
– Course, brief goals/visit objectives
Students and Faculty in the Archives ● Brooklyn Historical Society
41. LUNCH BREAK!
Next session at 1:30
Students and Faculty in the Archives ● Brooklyn Historical Society
42. Welcome!
10:00 – 10:30 Introductions
10:30 – 10:45 What is SAFA?
10:45 - 11:30 Pedagogy: Big Picture
11:30 - 12:30 Using the Collections
12:30 – 1:30 Lunch
1:30 – 2:30 Pedagogy: In the Archives
2:30 – 3:30 Planning Your SAFA Experience
3:30 - 4:00 Wrap-Up
Students and Faculty in the Archives ● Brooklyn Historical Society
43. Using the Collections (cont’d)
Researching as a teacher – not a scholar
• Identifying teaching docs very different than
identifying docs for scholarly research
Students and Faculty in the Archives ● Brooklyn Historical Society
44. Using the Collections (cont’d)
Researching as a teacher – not a scholar
• Identifying teaching docs very different than
identifying docs for scholarly research
– Not looking for everything – looking for one
effective teaching document
– Do you want a representative document or an
outlier document?
Students and Faculty in the Archives ● Brooklyn Historical Society
45. Using the Collections (cont’d)
Identify your research resources
• Finding aids, subject guides, digital sources,
and more
• Other educators teaching similar topics
• Brooklyn SAFA’s successes in identifying and using
docs for educational purposes
• Major service to BHS and other faculty!
• Ask about ways you can draw on
experiences/knowledge of other educators
Students and Faculty in the Archives ● Brooklyn Historical Society
46. Visiting the Archives
• SAFA Brooklyn: class visits in a nutshell
– Had as many as 7 and as few as 1 during a
semester; we find 1 – 3 visits to be best.
– Anywhere from <10 – 40+ students attend a visit
– Faculty pre-select docs with staff help; request
them 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
47. Visiting the Archives
KEY FINDINGS
• Less documents make for a more
engaging/effective learning experience
• Logistics matter – a lot
• Students need to learn how to analyze primary
sources
Students and Faculty in the Archives ● Brooklyn Historical Society
48. Visiting the Archives
• CREATING SPECIFIC PROMPTS
– Why we think tailoring your student’s interaction
with the documents is important
Students and Faculty in the Archives ● Brooklyn Historical Society
49. Visiting the Archives
• Generic questions can be confusing
• Date created vs. date covered
• Author/creator
• Format
• “What is the source,” “why was this doc made,”
“who is the audience” are actually difficult to
answer
Students and Faculty in the Archives ● Brooklyn Historical Society
50. Visiting the Archives
• Student prompts/handouts: why tailor?
• Primary source docs are infinitely interpretable –
but educators often do have a reading in mind
• Handouts should reflect your specific visit
objectives
• Tailored handouts help anticipate regularized
experience for students
• Rather than an educator providing context to students on
a piecemeal basis (when floating or zoning)
Students and Faculty in the Archives ● Brooklyn Historical Society
51. Visiting the Archives
• Student prompts/handouts: why tailor?
• Don’t give students 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
52. Visiting the Archives
• Examples of effective SAFA handouts
• In your folders
Students and Faculty in the Archives ● Brooklyn Historical Society
53. Visiting the Archives
• Facilitating an effective visit
– Thinking deeply about logistics makes for a better
pedagogical experience
Students and Faculty in the Archives ● Brooklyn Historical Society
54. Visiting the Archives
• Facilitating an effective visit: plan ahead
– Over budget time
• When to arrive and leave
• Don’t forget intros and wrap-ups
• It takes students a while to physically move
– Grouping students allows for discussion,
collaboration, community building
• Consider the room, the size of the docs, how long
– What tools or other sources do you need?
– Spell out roles of faculty and staff
Students and Faculty in the Archives ● Brooklyn Historical Society
55. Visiting the Archives
• Facilitating an effective visit: in the archives
– Make introductions both clear and enthusiastic
– Think about logistics
• where to sit or stand, tables vs. clipboards, acoustics
– How available will you be to students?
• Floating vs. zoning
• Hang back or hands-on?
• What context provided as-needed?
• If you give one group a hint, tell the whole class
Students and Faculty in the Archives ● Brooklyn Historical Society
56. Visiting the Archives
• Plan an effective wrap up
– Planning often overlooked by Brooklyn faculty
– Consider a way for the entire class to reconvene
and share
– You can connect the “micro” (document) back to
the “macro” (course content)
Students and Faculty in the Archives ● Brooklyn Historical Society
57. Visiting the Archives
• Wrap ups: what to do
– Think about logistics again
• Change it up, make sure they can see/hear each other
– Facilitate community interaction – students
speaking to each other, not you
– Ask hard questions! Demand a lot from your
students at this moment
– Consider shaping wrap up around a “takeaway”
• Course goal or objective, contemporary theme, personal
reaction, etc.
Students and Faculty in the Archives ● Brooklyn Historical Society
58. Visiting the Archives
• After the visit
– Give clear instructions on follow up assignments
• What do students do with in-archives handout?
• Consider assigning a visit reflection
• Relate the visit back to larger assignment?
– Clarify how/whether they should come back to
archives independently
• Enlist staff member for help
• Our experiences: don’t make it optional
Students and Faculty in the Archives ● Brooklyn Historical Society
59. Collaboration
Library and archives staff bring important
pedagogical/institutional skill sets – use them!
– Content knowledge
– History and theory of archives/collections
– Teaching experience in archives setting
– Extensive doc analysis skills
– Extensive logistical experience
Students and Faculty in the Archives ● Brooklyn Historical Society
60. Collaboration
How to teach about the institution
• Care and handling
– Not punitive
– Stress universality
– Policies vary, but see our example guidelines
• Have students read aloud
• Ask, “why?” or, “security or preservation?”
• What is an archives/historical society?
• Pre-visit experiment
Students and Faculty in the Archives ● Brooklyn Historical Society
63. Wrap Up
Group-determined questions and discussion.
KEEP IN TOUCH!
Julie Golia, Public Historian / SAFA Co-Director
jgolia@brooklynhistory.org | (718) 222-4111 x203
Robin M. Katz, Outreach and Public Services Archivist / SAFA Co-Director
rkatz@brooklynhistory.org | (718) 222-4111 x299
http://safa.brooklynhistory.org/ #safabhs
Students and Faculty in the Archives ● Brooklyn Historical Society