Archive as Laboratory: Engaging STEM Students &amp; STEM Collections

Grimm, Tracy; Vostral, Sharra L.

doi:10.1080/19378629.2019.1651731

Cited by 3 publications

(8 citation statements)

References 11 publications

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“…The special status of STEM information is both a cause and effect of conventional, non-critical ways of teaching it. Librarians have particular expertise in information infrastructures (Fosmire, 2017;Johnson, 2017;Warren & Duckett, 2010) and special collections such as archives and maps (Anderberg, 2015;Grimm & Vostral, 2019;Tranfield, 2019). Our expertise makes us capable of and responsible for helping students see the hidden values in these infrastructures and objects and how they "influence how and where science happens, what students learn in the university, and who benefits most" (Tranfield, 2019, p. 211).…”

Section: Motivations and Challengesmentioning

confidence: 99%

“…The ACRL Standards and the subsequent Framework for information literacy for higher education were the most frequently cited, with seven articles citing one of them as motivating documents (Bohémier, 2019;Brown & Bresnahan, 2022;Fosmire, 2017;Association of College and Research Libraries, 2016;Mercer & Weaver, 2023;Palumbo, 2018;Perry, 2018;Warren & Duckett, 2010). (Other frameworks mentioned were the Accreditation Board for Engineering and Technology student outcomes and the National Society of Professional Engineers' Code of ethics (Anderberg, 2015;Fosmire, 2017) the American Association of School Librarians' Standards for the 21st century learner (Fosmire, 2017;Torrise, 2010); the Society of American Archivists definition of archival literacy and ACRL Guidelines for primary source literacy (Anderberg, 2015;Grimm & Vostral, 2019).) Many authors interpreted the learning goals outlined in these documents as necessitating critical methods.…”

Section: Motivations and Challengesmentioning

confidence: 99%

“…Several authors used physical artifacts from archives and map collections to examine power in STEM knowledge production, by giving students a lens into the historical development of disciplines. Grimm and Vostral (2019) and Leslie and Anderberg (2015) describe teaching with archives as a counterpoint to the common historical narrative that "technology progresses according to its own logic with no regard to the social, economic, legal, or other frameworks around it" (p. 3). In both cases librarians taught archival research alongside faculty in courses on the sociology, philosophy, and/or history of science and technology, so that students had "tools to interpret technological, medical, and scientific innovations and their consequences, and to understand that technical processes and outcomes are not value-neutral" (Grimm & Vostral, 2019, p. 149).…”

Section: Connecting Content To Power Structuresmentioning

confidence: 99%

See 2 more Smart Citations

Critical Pedagogies and Critical Information Literacy in STEM librarianship: A Literature Review

Del Junco

2024

ISTL

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In contrast to the traditional library instruction aim of finding and evaluating information, critical library pedagogies aim to teach students to analyze and challenge the power structures that determine what kind of information is deemed valuable. STEM librarians have been slower to take up these approaches than our colleagues with other disciplinary focuses, yet I argue that critical teaching is one of the most important ways that we can support social justice goals in our work. In this paper, I review the existing literature on critical pedagogies in STEM librarianship and suggest ways for us to develop our practice in this area.

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Section: Motivations and Challengesmentioning

confidence: 99%

Section: Motivations and Challengesmentioning

confidence: 99%

Section: Connecting Content To Power Structuresmentioning

confidence: 99%

See 1 more Smart Citation

Critical Pedagogies and Critical Information Literacy in STEM librarianship: A Literature Review

Del Junco

2024

ISTL

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“…With research method instruction decoupled from the formal instruction setting (the classroom), archivists embraced the “archives as laboratory” metaphor. Schmiesing and Hollins (2002) discuss the archives as a laboratory accompanying undergraduate humanities courses where students can practice archival research skills, and Grimm and Vostral (2019) apply the laboratory model in a humanities class comprised of science, technology, engineering and math (STEM) students. In STEM disciplines, the lab is a structured learning space where students learn skills in an authentic disciplinary setting with a mentor-instructor nearby (Grimm and Vostral, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Schmiesing and Hollins (2002) discuss the archives as a laboratory accompanying undergraduate humanities courses where students can practice archival research skills, and Grimm and Vostral (2019) apply the laboratory model in a humanities class comprised of science, technology, engineering and math (STEM) students. In STEM disciplines, the lab is a structured learning space where students learn skills in an authentic disciplinary setting with a mentor-instructor nearby (Grimm and Vostral, 2019). One of the most valuable aspects of the laboratory setting, which has not been widely discussed in the archival literature, is that it provides a safe and structured environment for students to experiment, falter and ultimately learn from their mistaken assumptions, processes or beliefs.…”

Section: Literature Reviewmentioning

confidence: 99%

A diplomatic-informed archival pedagogy: fostering student-centered learning environments for novice archival researchers

Dearborn

Flierl²

2022

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PurposeThis paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher education environment. The authors utilize self-determination theory (SDT) to define student-centeredness and provide empirical guidance for creating a learning environment supporting student motivation, persistence and academic achievement. The proposed framework provides both structure and theoretical grounding for the archivist while also cultivating a learning environment which effectively motivates novice researchers.Design/methodology/approachThe authors draw on diplomatics and archival instructional literature to propose an instructional framework utilizing SDT.FindingsA diplomatic-informed pedagogy is a new, theoretically viable approach to archival instruction for novice researchers intending to replace common archival orientation and competency-based instruction. This pedagogical approach also provides a reproducible structure to the instructional archivist, helping to organize classroom learning outcomes, assessments and activities in alignment with evidence-based research and well-established archival theory.Research limitations/implicationsThis is a conceptual paper and based on subjective analysis of existing literature and theory. The proposed framework has not been tested in a practical application, but it is based in the pedagogical foundations of diplomatics and SDT's focus on student perceptions and motivations.Originality/valueDiplomatics, the foundation of archival science and legal theory, can be applied pedagogically to provide concrete guidance to teach students to use archives in more intentional, creative and disciplinary authentic ways. Diplomatics gives the instructional archivist a pedagogical foundation, structure and guiding methodology to approaching novice researchers in the archives, while SDT presents how to implement such an approach.

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Contextualization in engineering education: A scoping literature review

Kleine,

Zacharias,

Ozkan

2023

J of Engineering Edu

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BackgroundEngineering educators prepare students for responsible, ethical, and socially aware engineering practice by contextualizing engineering in a variety of ways. Recently, ABET and the NAE have prioritized engineers' ability to make judgments considering a variety of contexts and specifically advocated for building engineers' contextual competencies.PurposeEducators can often agree that contextualizing engineering work and problems is beneficial, while taking different approaches to that contextualization. It is important for engineering educators to know how their modes of contextualization compare with others, as well as how they define and achieve success.Scope/MethodThis scoping literature review answers two research questions: How are engineering educators contextualizing engineering through their programs, courses, and pedagogies? And what are the justifications, motivations, or desired ends of engineering educators' contextualization? The original search yielded 500 articles from pertinent engineering education venues. After detailed exclusion and inclusion criteria were applied, 104 relevant articles were analyzed.ResultsThese remaining articles were sorted into six modes of contextualization: context tools, professional skills, real‐world problems, design, sociotechnical thinking, and social impact. The categorization and analysis led to a complex understanding of the multiplicity of contextualization in engineering education.ConclusionsThe wide variety of modes of contextualization results in a variety of bettering strategies, or ways that these forms of pedagogy can improve engineering education, and, in turn, larger engineering contexts. We conclude that engineering content and context are “interactional” and co‐constructed, showing how different modes of contextualization demarcate different images of what engineering content and contexts are and ought to be.

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Archive as Laboratory: Engaging STEM Students & STEM Collections

Cited by 3 publications

References 11 publications

Critical Pedagogies and Critical Information Literacy in STEM librarianship: A Literature Review

Critical Pedagogies and Critical Information Literacy in STEM librarianship: A Literature Review

A diplomatic-informed archival pedagogy: fostering student-centered learning environments for novice archival researchers

Contextualization in engineering education: A scoping literature review

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