Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives

Abstract

At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future.

Handbook of Research on the Role of Libraries, Archives, and Museums in Achieving Civic Engagement and Social Justice in Smart Cities

“…Schöpfel (2018) described four dimensions -intelligent services, smart people, smart places and smart governance -where LAM have a role to play. Research has also explored the most recent information professional service models, including information commons, learning centres and green libraries, which can contribute to educating people to be smart citizens (Gul & Bano, 2019;Jarosz & Kutay, 2017;Marty, 2006;Roff, 2011;Schöpfel, 2018). Yerden et al (2021) surveyed librarians' perceptions of smart cities and their much-advocated benefits, such as equal and free accessibility to inclusive communities, and their capacity to bridge digital divides.…”

“…Schöpfel (2018) proposed a new model for smart libraries that includes optimising existing ICT services, a new integration approach of people learning through participation, and a governance model through networking. Jarosz and Kutay (2017) discussed the integration of archives into course learning and information literacy objectives mainly to support contextual subject knowledge and critical thinking. Carini (2016) emphasised the importance of the primary source literacy, that is, archival literacy, for historical context and historical thinking, and the possibilities of library entities including archives in their information literacy training and standards.…”

Blended learning opportunities: skills for working with primary sources

“…The programme also explores and challenges pre-conceived notions of the boundaries of subject disciplines, an issue important to the development of interdisciplinary provision (Brewer, 1999). This provision includes a session at York Explore Archive, to consider the implications and use of archival sources, building on well-established connections between the approaches involved in effective information literacy provision and the hands-on nature of archives (Carini, 2016;Jarosz and Kutay, 2017), drawing on broader approaches from object-based learning (Chatterjee et al, 2015) and the disciplinary complexities of material culture (Hicks and Beaudry, 2010). This year's restrictions meant that we were unable to visit the archive in person which necessitated a reconsideration of how these key approaches and issues could be supported in a blended delivery, an issue faced by other practitioners in the delivery of object-based learning (Sheehy et al, 2021).…”

High School Students’ Opinions on Hazine-i Evrak Exhibition Hall in the Ottoman Archive

“…Ayrıca programda kaynakların analiz edilmesi ve yorumlanması, kaynaklarda yer alan kanıtların tespit edilmesi ve tarihsel düşünme becerileri kapsamında birincil kaynaklara ve bu kaynakların kanıt olarak değerlendirilmesine de değinilmiştir (MEB, 2018). Tarih öğretimine ilişkin alan yazına bakıldığında, kanıta dayalı tarih öğretimi, birincil kaynakların kullanımı, tarihi alanlar ve müze gezileri gibi hususlara öğrencilerin tarihsel bilgi ve becerilerini geliştiren yaklaşımlar bağlamında sıklıkla değinildiği görülmektedir (Yılmaz, Filiz ve Yılmaz, 2013;Jarosz ve Kutay, 2017;Sandwell, 2008;Işık, 2008;Doğan, 2007;Barton, 2005;Ata, 2002;Fines, 1994).…”