Archival Information Literacy: An Opportunity to Appreciate Archives
Emma E. Hawker, MSI 2013 Graduate Student Assistant, Bentley Historical Library
Hi, thank you so much for having me here today. My name is Emma Hawker and I am a recent graduate of the University of Michigan School of Information and a Graduate Student Assistant in the Reference Division of the Bentley Historical Library. My presentation today is called “Archival Information Literacy: An Opportunity to Appreciate Archives” LIS & ARM
Image from: http://quod.lib.umich.edu/b/bhl/x-bl000087/bl000087
At the School of Information I pursued a dual specialization studying both Library and Information Science and Archives and Records Management. What I enjoyed most about combining these specializations was identifying skills and practices unique to one field but of potential value to the other.
In the fall of 2012, I enrolled in the traditionally “library-centric” class, Information Literacy for Teaching and Learning, taught by Kristin Fontichiaro. Almost immediately, I was struck by the significant potential of incorporating information literacy into archives. I quickly arranged to do the practicum required for the class at the Bentley Historical Library. I hoped to see how the information literacy concepts I was studying could be applied to the archival environment. Information Literacy
Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
http://www.ala.org/acrl/standards/informationliteracycompetency#f1
But, before we dive into my experiences, let me address an important question, what is information literacy? The ACRL states “Information literacy is a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information’” Information Literacy Inquiry Thoughtfulness Problem solving Using and evaluating information.
Fontichiaro, Kristin. "Inquiry & Information Literacy." University of Michigan School of Information. Ann Arbor. 23 Oct. 2012.Lecture.
Image from: bentley.umich.edu/reference/teaching
Historically, libraries provided bibliographic instruction, which focused on how to use indexes, write citations, etc. But in this era of abundant information, information literacy serves a broader purpose that includes inquiry, thoughtfulness, problem solving, and using and evaluating information.
4 Info. Lit. & Archives
So how did I see information literacy fitting into archives? Well, really, what better environment for information literacy is there? Archives far exceed libraries in research challenges and complexities. The foreign nature of archival databases, finding aids, and terminology creates access barriers, often limiting the archival audience to scholars. Why not teach new audiences how to access and interpret archival materials? Why shouldn’t everyone be given a chance to appreciate archives? Practicum Plan and teach a class Create an online learning module.
Images from: bentley.umich.edu/reference/teaching
It was with this mindset that I approached the practicum for my class -a two pronged assignment, requiring me to both plan and teach a class and create an online learning module.
While the Bentley frequently offers orientations to U of M’s history students, the students I planned to teach were a new audience for the Bentley with new objectives. Coming from the School of Education, these twenty-eight students were future elementary school teachers studying methods for teaching social studies. I would have just three hours to orient these students to archival research and convince them that archival materials could be a valuable resource in their future classrooms. Objectives To provide an orientation to archival research To convey the value of teaching with primary sources To give the students hands on experience working with archival resources
Images from: bentley.umich.edu/reference/teaching
As I developed my lesson plan for the class, I carefully defined my objectives as follows: To provide an orientation to archival research To convey the value of teaching with primary sources To give the students hands on experience working with archival resources Eight Topics Michigan Mackinac Island Mining Native Americans Michigan Folklore Local (Ann Arbor) German Settlement WWII in Washtenaw Ann Arbor Classrooms Founding of Ann Arbor
Image from: bentley.umich.edu/reference/teaching
Based on the Michigan curriculum requirements of both state and local history, I identified eight historical topics for the class. As I pulled materials related to these topics, I tried to focus on visual materials that would be engaging and easy for their future elementary schoolers to interpret. Inquiry Barbara Stripling’s Inquiry Model (Stripling) Connect: awaken prior knowledge Wonder: generate questions Investigate: seek and discover information Construct: discover patterns and draw conclusions Express: create product Reflect: consider effectiveness of process/product
Stripling, Barbara. "Teaching Inquiry with Primary Sources." Teaching Primary Sources . Library of Congress, n.d. Web. 21 Jan. 2013.
I also developed a handout with questions for the students. The questions were intended to facilitate engagement and discussion. I was particularly inspired by Barbara Stripling’s Inquiry Model that I was studying in my Information Literacy class. Stripling encourages students to connect, wonder, investigate, construct, express, and reflect. I wanted to provide my students with as much of this inquiry experience as time allowed. Teaching
Images from: bentley.umich.edu/reference/teaching
On the day of the class, I was first struck by how foreign history was for these students. Few of them had ever taken an interest in or seriously studied history. But I was also quickly impressed by their excitement over the archival materials I had pulled. One group meticulously examined maps and brochures documenting Mackinac Island’s transformation into a tourist destination. Another group was in awe of the documentation of indignities against Native Americans. Two students pored over the 19 th century scrapbook of a German-American family, taking an interest in every news clipping, invitation, and calling card.
10 Teaching
“I had never thought of history in terms of individuals before.”
The most rewarding moment for me occurred at the end of class when a student said, “I had never thought of history in terms of individuals before.” Those materials had spoken to her in a way her grade school textbooks never had. I began to think about how her new excitement had the potential to touch scores of young minds in the years to come, perhaps inspiring those students to one day venture into the archives themselves.
11 Online Learning Module http://bentley.umich.edu/research/teaching/
As I turned to the second portion of my assignment, the online learning module, I was committed to making the same kind of inquiry experience available on the web. So allow me to show you how the website turned out, if you want to visit the site the address is: www.bentley.umich.edu/research/teaching/
12 The website starts with an introduction, explaining what the website is, what it was intended for, and how it can be used.
13 You will notice that on every page there is a list of other resources. I wanted any educator who encountered the site to know that this is really just the beginning of what is out there and waiting for them. After the introduction, there is this page about curriculum standards, a recent addition to the site based on suggestions from teachers. And of course that is followed by all of these rich historical topics. These are the Founding of Ann Arbor and German Settlement pages. These are the Lumbering & Mining and Mackinac Island pages These are the Native Americans and Sailing the Great Lakes pages. And in this corner is the WWII in Washtenaw page. I divided each topic into multiple more manageable sections. I tried to arrange the materials I had scanned within these sections so that a narrative could be pieced together. For each section I provided a brief contextual paragraph, useful for teachers and/or students depending on reading level. I followed this with images of the archival materials relevant to the section topic. These images are meant to be the main focus of the site. The images can all be clicked to expand, printed out, or downloaded. I wanted to make the site as flexible as possible, so that teachers could fit the material into their lesson plans according to their needs. The images are followed by a list of questions to facilitate inquiry in the classroom. I would like to emphasize that while the site was created based on my interactions with future elementary school teachers, the resources and questions provided could spark excellent historical discussions with students of any age. Response “The questions are promoting higher level thinking” “encourages students to make inferences, which integrates literacy with social studies instruction” “could provoke great discussion in the classroom”
Image from: bentley.umich.edu/reference/teaching
But you may be asking “what do the teachers think?” I have actually gotten very positive responses from educators. Based on their comments, I have done a little tweaking since the site originally went live, like adding the curriculum page. But overall, I have been very encouraged; here are some of their thoughts: “The questions are promoting higher level thinking” “encourages students to make inferences, which integrates literacy with social studies instruction” “could provoke great discussion in the classroom” And the potential for the site to expand is really endless. Some of the topics I am considering based on my review of the Michigan curriculum are the auto industry, the Civil War, and women’s rights.
22 Conclusions
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So what, as an archivist, did I take away from this experience? We need to start thinking more creatively about the archival audience. Our collections have extraordinary untapped potential that can only be fully realized through collaborative information literacy efforts.
Archivists can develop new audiences by working with teachers, public librarians, school librarians, academic librarians, and museum staff. These professionals all represent communities that are ripe for archival exposure. Maybe this means developing a collaborative museum exhibit, or speaking about genealogical research at a public library. Perhaps it means working with teachers to develop a history resource website, like the one I shared with you today. Maybe it means assisting school librarians when they teach about primary and secondary sources, or offering to host an interactive workshop for undergraduates learning information literacy skills. I recently launched a new guide to primary and secondary sources for the Bentley. I also started a BHL Reference YouTube page that teaches viewers how to search the Bentley’s numerous databases. Archival information literacy can take many different forms and reach many different audiences. But first, we have to stop underestimating the appeal of our collections to these audiences.
I honestly believe that the thrill of historical discovery can overcome barriers of age, education, and profession. But I also think, that when you work with archives everyday, it is sometimes hard to see that potential for discovery. In a way, we get over exposed to our collections. So once in a while, think back to your first encounter with archives – that faded Civil War letter or sepia photo album – that moment when you first saw history come alive - and get inspired to share that experience with someone new, because everyone deserves an opportunity to appreciate archives
23 Acknowledgements Karen Jania, Bentley Historical Library Kristin Fontichiaro, U of M School of Information Chauncey Monte-Sano, U of M School of Education
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That concludes the bulk of my presentation, but I would like to take a moment to acknowledge Karen Jania, Kristin Fontichiaro, and Chauncey Monte-Sano – without whom this project would not have been possible. Learn More The Information-Literate Historian by Jenny L. Presnell “Information Literacy for Primary Sources” by Elizabeth Yakel Information Literacy Instruction by Esther S. Grassian and Joan R. Kaplowitz “Standards for the 21st-Century Learner” by American Association of School Librarians http://www.corestandards.org/
And I would like to encourage all of you to learn more about information literacy –there are so many wonderful articles, books, blogs, websites, etc. out there – these are just a handful that I can recommend.
The Information-Literate Historian is a fabulous book by Jenny Presnell. It is a guide to information literacy for history students, and I think it really provides an excellent overview of the skills our historical researchers need to accomplish their goals.
Information Literacy for Primary Sources is a 2004 article by Elizabeth Yakel that makes a strong claim for the importance of archival information literacy, particularly in light of our increasing digital access paradigm.
Information Literacy Instruction is a great guide for those of you who are uncertain about how to implement information literacy instruction.
Standards for the 21 st Century Learner is a really interesting document from the AASL. I would particularly encourage you to review this if you are doing any kind of work with K-12 students, but I would also like to point out that the K-12 students of today are the scholars of tomorrow. The more we can understand their educational background and anticipate their needs, the better we will be able to serve them in the future.
And along those lines, I have also included this link to the Common Core State Standards website. I don’t know how many of you have heard about Common Core, but it represents a major curricular shift that sets high standards for inquiry and research. I think archives 25 are really well positioned to serve the K -12 environment as it moves towards Common Thank You Contact me at: [email protected]
Image from: bentley.umich.edu/reference/teaching
And finally I would like to thank all of you once again for the opportunity to share my ideas and experiences with you. I welcome your thoughts and questions today, but I also invite you to contact me via email at [email protected]