Teaching with Drawings: Primary Source Instruction with Architecture Archives

2021 ◽  
Vol 84 (2) ◽  
pp. 374-396
Author(s):  
Jessica Quagliaroli ◽  
Pamela Casey
Keyword(s):  
Information Seeking ◽  
Primary Source ◽  
Subject Area ◽  
Primary Sources ◽  
Research Needs ◽  
Special Collections ◽  
Pedagogical Models ◽  
Design Students ◽  
The Rich ◽  
Formally Trained

ABSTRACT Architectural archival collections contain a wide variety of documents and materials that are effective teaching tools for primary source instruction. Sketches, design and construction drawings, material samples, models, and photographs are just some of the collection materials one may find in an architecture archives. However, architecture archivists are not formally trained to teach with these collections. The authors examine the gap in professional and scholarly literature on teaching with these specific materials and consider this in comparison to the rich literature on teaching with primary sources more broadly. They discuss the pedagogical models they have applied in their instruction work and how these support the information-seeking habits and research needs of architecture faculty and design students. By contributing to the growing body of literature on teaching with special collections in this specific subject area, the authors hope to elevate the skills and expertise that architecture archivists bring to the field.

scholarly journals Information literacy in the humanities

2021 ◽  
Author(s):  
Karin Pettersson
Keyword(s):  
Information Literacy ◽  
Digital Humanities ◽  
Primary Source ◽  
Round Table ◽  
Primary Sources ◽  
First Year ◽  
First Year Students ◽  
New Ways Of Working ◽  
Special Collections ◽  
Challenges And Opportunities

Many university libraries hold cultural heritage collections that are unknown to the majority of students. The digitisation of these collections offers new ways of working with primary sources, and with it, an increasing interest in archives and older collections. This development has made us reflect on our information literacy classes within the humanities. Are we too influenced by the STEM and social science interpretations of information literacy and their focus on the peer-reviewed article? We want to challenge this view and discuss what a humanities approach to information literacy could incorporate.We want to invite you to a discussion on how we can integrate archival material and other primary sources into our classes,thus broadening mainstream information literacy to include primary source literacy (see ACRL’s Guidelines for primary source literacy, 2018). Our understanding is that this topic is generally not discussed at Nordic information literacy conferences, and our literature review indicates that this field is mostly addressed by special collections librarians and archivists (Hauck & Robinson, 2018; Hubbard & Lotts, 2013; Samuelson & Coker, 2014).In addition, in digital humanities pedagogy, there is need for reflection on data or sources beyond “tool-based thinking” which this approach would open up for(Giannetti, 2017). We will share two examples of how we have engaged students with primary sources and discuss the pedagogical challenges and opportunities. Our aim has been to go beyond show and tell and let the students actively work with primary sources. One example, from the Master’s Program in Digital Humanities, involved working with digitised sources using the platform Omeka. In the other, first year students from the Department of Conservation explored primary sources from the Gothenburg Exhibitionheld in 1923. Hopefully, this round table can be a stepping-stone for forming a network where we continue to share our experiences.

scholarly journals Leveraging Existing Frameworks to Support Undergraduate Primary Source Research

2019 ◽  
Vol 58 (4) ◽  
pp. 246
Author(s):  
Brigitte Billeaudeaux ◽  
Rachel E. Scott
Keyword(s):  
Information Literacy ◽  
Academic Library ◽  
Primary Source ◽  
Primary Sources ◽  
Research Libraries ◽  
Special Collections ◽  
Object Based ◽  
Before And After ◽  
Based Instruction ◽  
Source Materials

This exploratory study aims to improve librarian support for undergraduate users as they find, access, evaluate, and appropriately use primary source materials in their research. By approaching object-based information literacy instruction via the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Framework), this project will promote use of academic library special collections and archives in ways that reinforce the theoretical approach espoused by that document. Primary source evaluations collected before and after one semester of Framework-based instruction indicate that the concepts identified therein are relevant to and support learning with primary sources.

scholarly journals Information literacy in the humanities

2020 ◽  
Author(s):  
Karin Petterson ◽  
Anna Svensson
Keyword(s):  
Information Literacy ◽  
Digital Humanities ◽  
Primary Source ◽  
Round Table ◽  
Primary Sources ◽  
First Year ◽  
First Year Students ◽  
New Ways Of Working ◽  
Special Collections ◽  
Challenges And Opportunities

Many university libraries hold cultural heritage collections that are unknown to the majority of students. The digitisation of these collections offers new ways of working with primary sources, and with it, an increasing interest in archives and older collections. This development has made us reflect on our information literacy classes within the humanities. Are we too influenced by the STEM and social science interpretations of information literacy and their focus on the peer-reviewed article? We want to challenge this view and discuss what a humanities approach to information literacy could incorporate.  We want to invite you to a discussion on how we can integrate archival material and other primary sources into our classes, thus broadening mainstream information literacy to include primary source literacy (see ACRL’s Guidelines for primary source literacy, 2018). Our understanding is that this topic is generally not discussed at Nordic information literacy conferences, and our literature review indicates that this field is mostly addressed by special collections librarians and archivists (Hauck & Robinson, 2018; Hubbard & Lotts, 2013; Samuelson & Coker, 2014). In addition, in digital humanities pedagogy, there is need for reflection on data or sources beyond “tool-based thinking” which this approach would open up for (Giannetti, 2017).  We will share two examples of how we have engaged students with primary sources and discuss the pedagogical challenges and opportunities. Our aim has been to go beyond show and tell and let the students actively work with primary sources. One example, from the Master’s Program in Digital Humanities, involved working with digitised sources using the platform Omeka. In the other, first year students from the Department of Conservation explored primary sources from the Gothenburg Exhibition held in 1923.  Hopefully, this round table can be a stepping-stone for forming a network where we continue to share our experiences.  

scholarly journals The Manuscript as Question: Teaching Primary Sources in the Archives—The China Missions Project

2010 ◽  
Vol 71 (1) ◽  
pp. 49-62
Author(s):  
Michelle McCoy
Keyword(s):  
Qualitative Analysis ◽  
Primary Source ◽  
Primary Sources ◽  
Collaborative Effort ◽  
Direct Experience ◽  
Student Responses ◽  
Research Education ◽  
Special Collections ◽  
The Impact

The collaborative effort between two Special Collections librarians and a history professor at DePaul University led to a quarter-long undergraduate project in the archives using China Missions Correspondence. In a reversal of traditional methods that assumes archival use to answer a question, this project looks at the document as the source of the questions. A qualitative analysis of student responses from these class sessions between 2002 and 2008 reveals the impact that direct experience has on primary source education and how outreach and user instruction in the archives can transform research, education, and the place of special collections within the institution. As a case study, this paper examines planning, administration, identification, instruction, and assessment of the project from the librarians’ perspective.

scholarly journals No Mere Culinary Curiosities: Using Historical Cookbooks in the Library Classroom

2020 ◽  
Vol 21 (2) ◽  
pp. 79
Author(s):  
Kathryn Matheny
Keyword(s):  
Food Habits ◽  
Information Sources ◽  
Food Studies ◽  
Primary Source ◽  
Literacy Skills ◽  
Primary Sources ◽  
Approaches To Teaching ◽  
Special Collections ◽  
The Common ◽  
Common Barriers

Cookbooks are neglected as information sources and teaching tools in academic libraries, especially for undergraduate learners. Approachable but complex primary sources, they can be examined as a records of people’s food habits, as a window on the authors or their societies and cultures, or as texts with rhetorical aims involving more than just cooking and eating. This study surveys the literature on the use of cookbooks in scholarship and pedagogy, especially in the context of interdisciplinary food studies. It also explains their relevance for the library or archives classroom, both as potential research sources and as tools for teaching primary source literacy skills, and the common barriers to their collection and discovery. Finally, it outlines uses for and approaches to teaching with cookbooks and offers examples of the author’s experience doing so in a special collections setting.

scholarly journals Taking the Show on the Road: Special Collections Instruction in the Campus Classroom

2011 ◽  
Vol 12 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Anne Bahde
Keyword(s):  
Primary Source ◽  
Primary Sources ◽  
Building Relationships ◽  
Outreach Programs ◽  
The Road ◽  
Special Collections ◽  
Archival Documents ◽  
Teaching Faculty ◽  
On The Road ◽  
Time And Energy

Introduction Teaching with primary source materials is unquestionably “hot” in higher education. Teaching faculty, administrative bodies, and even students are now beginning to understand what special collections librarians have always known: working with authentic rare books, manuscripts, or archival documents produces a particularly stimulating educational environment, and physically handling original materials fuels lively discussion, generates uncommon ideas, and cultivates critical thinking. Special collections librarians have spent considerable time and energy over the past decade building relationships and creating outreach programs that show how a visit to special collections to interpret actual primary sources can provoke an unusual level of critical . . .

scholarly journals Primary Sources in the College Classroom: The Beck Archives at the University of Denver Libraries

2020 ◽  
Vol 21 ◽  
Author(s):  
Jeanne Abrams
Keyword(s):  
Jewish History ◽  
Primary Source ◽  
Rocky Mountain ◽  
Faculty Members ◽  
Primary Sources ◽  
Concerted Effort ◽  
Research Libraries ◽  
University Of Denver ◽  
Special Collections ◽  
The University

The University of Denver’s Libraries’ Special Collections, which include the Beck Archives of Rocky Mountain Jewish History, have made a concerted effort to encourage faculty to incorporate the use of primary sources into their undergraduate curricula. Teaching teams, consisting of special collections curators, reference and instruction librarians, and faculty members, used both digital and physical primary resources to engage students. These efforts led to the DU project’s being named the recipient of the 2018 Primary Source Award for Teaching from the Center of Research Libraries. This article details the project and highlights the Beck Archives items, which were especially effective as teaching materials.

Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program

2021 ◽  
Author(s):  
Margaret Burri ◽  
Joshua Everett ◽  
Heidi Herr ◽  
Jessica Keyes
Keyword(s):  
Primary Source ◽  
Structured Interview ◽  
First Year ◽  
Special Collections ◽  
Johns Hopkins University ◽  
College Career ◽  
Library Impact ◽  
Teaching Learning ◽  
The University ◽  
Impact Framework

This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

Using Sources In History Teaching

2021 ◽  
pp. 54-67
Author(s):  
Seema S.Ojha
Keyword(s):  
Deductive Reasoning ◽  
Primary Source ◽  
Primary Sources ◽  
Historical Knowledge ◽  
History Teaching ◽  
Secondary Sources ◽  
The Past ◽  
Teaching History ◽  
The World ◽  
Source Materials

History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.

scholarly journals Progressing Toward Bibliography; or: Organic Growth in the Bibliographic Record

2009 ◽  
Vol 10 (2) ◽  
pp. 95-110 ◽  
Author(s):  
James P. Ascher
Keyword(s):  
Economies Of Scale ◽  
Primary Sources ◽  
Bibliographic Record ◽  
Staff Time ◽  
Special Collections ◽  
Organic Growth

Much of traditional book cataloging is influenced by a touch-it-once mentality, where work is completed in as few steps as possible. By avoiding unnecessary revision, libraries can process materials quickly and benefit from economies of scale. Valuable staff time is preserved to process additional materials. However, the touch-it-once mentality is problematic when dealing with special collections materials, since they often differ between manifestations and are primary sources for research that informs their description. This paper discusses the idea of “progressive bibliography,” or proceeding from minimal to fuller descriptions, as an intellectually valid and pragmatically essential methodology. It examines some already . . .

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