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.

Where history meets modern: An overview of academic primary source research-based learning programs aggregating special collections and Wikimedia

2021 ◽  
Author(s):  
Odin Essers ◽  
Henrietta Hazen ◽  
Nicolette Siep
Keyword(s):  
Open Access ◽  
Undergraduate Students ◽  
Education Program ◽  
Primary Source ◽  
Literacy Skills ◽  
Empirical Literature ◽  
Social Relevance ◽  
Historical Sources ◽  
Special Collections ◽  
Learning Programs

At Maastricht University Library, the use of literary sources from its Special Collections by students is promoted and facilitated through the development and organization of specialized research-based learning programs as part of the Wikipedia Education Program. The central aim of these learning programs is to educate students on the social relevance of the Special Collections, such as the Jesuit library, which contains books (on philosophy, history, anatomy, literature, theology, law, and various social sciences) dating back to the beginning of the sixteenth century. In addition, by participating in these programs, undergraduate students from various colleges are given the opportunity to develop their information literacy skills by gaining experience in conducting empirical literature research on primary historical sources and its publication through a popular open-access platform. Evaluations from students indicate that the unique combination of analyzing historical literature and the publication of their review on a modern open-access platform led to increased motivation, readership, sense of responsibility, and understanding about the importance of open-access knowledge transfer and valorization of information. In addition to the Wikipedia Education Program, Maastricht University has also been involved in a noneducational Wikimedia project: Wiki-Wetenschappers. The aim of this chapter is to provide an overview of the activities, approaches, and evaluation of the Wikipedia Education Program and the Wiki-Scientists project at Maastricht University.

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.

Using found poetry to cultivate student literacy, empathy, and creativity

2019 ◽  
Vol 14 (3) ◽  
pp. 335-348
Author(s):  
Jennifer Johnson
Keyword(s):  
Social Studies ◽  
Primary Source ◽  
Literacy Skills ◽  
Primary Sources ◽  
Secondary Classrooms ◽  
Content Type ◽  
Historical Empathy ◽  
College Board ◽  
The Arts ◽  
Found Poetry

Purpose The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS C3 Framework) requires that teachers continue to find ways to integrate these skills into their elementary and secondary classrooms. The paper aims to discuss this issue. Design/methodology/approach This paper introduces a cross-disciplinary approach that integrates primary source reading skills and the arts to cultivate student literacy and creativity though the writing of found poems. Findings Found poetry activities based on social studies primary sources allow students to practice literacy skills, engage more deeply with social studies content, and also may encourage the development of historical empathy toward the experiences and perspectives of distant peoples and events. Practical implications After reading and analyzing primary sources, students can create and present their found poems in diverse formats which allows for student expression and creativity in the classroom. Teachers can easily modify found poetry activities to meet the needs of diverse learners. Originality/value This paper fulfills the identified need to increase literacy skills and incorporate more student participation in the classroom. Using the strategy of student-inspired found poems, primary sources become more tangible and meaningful to students. Found poems offer yet another way to integrate the arts into social studies education.

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.

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

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.  

The Common Law (And Not Roman) Origins of Amicus Curiae in International Law – Debunking a Fake News Item

Global Jurist ◽  
2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Luigi Crema
Keyword(s):  
International Law ◽  
Common Law ◽  
Primary Source ◽  
Roman Law ◽  
Primary Sources ◽  
News Item ◽  
Amicus Curiae ◽  
Ius Commune ◽  
Legal Literature ◽  
The Common

Abstract The possibility for private entities interested in international trials but without the legal requirements to participate as a party was precluded, in a classical vision of international law made for states and addressed to states. At present, however, with some notable exceptions, several international jurisdictions allow for the submission of amicus curiae briefs. These briefs were introduced to international courts by common law lawyers. Legal literature generally identifies it as an institution of classical Roman law. This paper will show that this assumption is, however, doubtful. An examination of the sources cited by an important dictionary and other decades-old legal scholarship relied upon today as establishing the Roman origins of amicus curiae, and a fresh study of Roman and later continental European primary sources reveal a different picture: in reality, there is neither a basis for grounding the amicus curiae in Roman law, nor is there a basis for grounding it in the medieval continental ius commune. The primary source is most likely English common law and, not surprisingly, it was common law lawyers who introduced the briefs into international litigation.

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 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.

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