National History Day: an opportunity for K‐16 collaboration

Abstract

PurposeFor more than 25 years, the National History Day (NHD) program has a number of distinctive features that make it a uniquely powerful collaborative vehicle for information literacy instruction. By requiring that student participants do in‐depth research using primary source materials, NHD strongly encourages integrated learning of historical content and information‐seeking processes, and thus partnerships between history teachers and librarians. Because few middle and high schools have extensive collections of primary source materials, NHD also promotes partnerships between K‐12 schools and academic libraries, public libraries, and museums in making primary source materials available to students. This case study aims to draw on one academic library's three‐year experience of partnering in NHD events in its community.Design/methodology/approachDescribes the NHD program, highlighting the commonalities between NHD learning goals; the National Standards for History: Historical Thinking Standards (Grades 5‐12); the American Association of School Libraries' Information Literacy Standards for Student Learning; and the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education.FindingsShows how one academic library was able to successfully implement NHD programming, especially in the area of library instruction, to engage students in their own learning.Originality/valueNHD participation by higher education librarians, collaborating with their K‐12 counterparts, can be a powerful learning vehicle for elementary and secondary students to learn historical content knowledge, historical thinking skills, and information literacy skills.

Geoliteracy through Aerial Photography: Collaborating with K-12 Educators to Teach the National Geography Standards

“…Using primary sources promotes "authentic learning" because it allows students to ask their own questions and form their own conclusions (Dennis 2001;Manuel 2005). This is particularly helpful when teaching information literacy because it focuses on developing reasoning and analytical skills.…”

“…By restricting activities to home institutions, it is impossible to take advantage of the benefits of collaboration inherent in multi-institutional cooperative efforts (Maier and Jones 1999;McKinstry and Garrison 2001;Hope and Peterson 2002;Manuel 2005 (AASL/ACRL 2006) further provides examples of academic and K-12 collaborative efforts and explores "ways and means for affecting closer collaboration between librarians in K-12 and post-secondary education," specifically indicating that "all educators-teachers, faculty, and librarians-share roles in helping students acquire information literacy skills effectively. Collaborative efforts that enhance the ability of these groups to fulfill their mission are imperative" (AASL/ACRL).…”

“…Among these collections are materials few middle and high schools have ready access to, such as Sanborn Fire Insurance maps, old city street maps, travel guides, as well as primary source materials like aerial photographs (Manuel 2005;Bloodworth and Petersen 2011). Events such as National History Day promote "partnerships between K-12 schools and academic libraries, public libraries and museums" (Manuel).…”

Situated information literacy: history instruction at a high school early college

“…This information literacy mismatch is situated in the far more sweeping "preparedness problem" energizing shifts in K-12 education, such as the Common Core reforms. High school and college librarians have addressed concerns about information literacy and the high school to college transition with an impressive array of responses (Burhanna, 2013;O'Sullivan and Dallas, 2010;Oakleaf and Owen, 2010;Islam and Murno, 2006;Manuel, 2005).…”

Library instruction and information literacy – 2005

“…3, To increase use of their online library service E-Global Library, the librarian tried offering research classes. While this provided a temporary spike in usage, only persuading faculty to require use provided a permanent increase from 20 visits/month (10 percent of students) to 70 visits/month Manuel, K. (2005),. "National History Day: an opportunity for K-16 collaboration", Reference Services Review, Vol.…”