The Role of Archives and Special Collections in K-12 Instruction

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The Role of Archives and Special Collections in K-12 Instruction
verantwortlich
Kimberly Hirsh
veröffentlicht
2020
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Preprint
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LISSA
sid-179-col-lissa
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author_facet Kimberly Hirsh
Kimberly Hirsh
author Kimberly Hirsh
spellingShingle Kimberly Hirsh
The Role of Archives and Special Collections in K-12 Instruction
Archival Science
archives
k-12 education
Library and Information Science
instruction
special collections
bepress
Social and Behavioral Sciences
LIS Scholarship Archive
author_sort kimberly hirsh
spelling Kimberly Hirsh Archival Science archives k-12 education Library and Information Science instruction special collections bepress Social and Behavioral Sciences LIS Scholarship Archive http://dx.doi.org/10.31229/OSF.IO/DFYME http://osf.io/dfyme/ With the publication of Studies in Historical Method in 1896, Mary Sheldon Barnes introduced the “Source Method” of teaching history to secondary educators (Cherry, 2010). In this method, students investigate and develop an understanding of history by interacting with primary sources, documents generated in the period of history students are studying. It was not until 1986, however, that a work in the literature of archives articulated the potential for collaboration between archivists and K-12 educators, when Ken Osborne asserted, “if archives are to realize anything like their educational potential, there will have to be a good deal of joint planning and consultation between archivists and educators” (1986, p. 28). Over the past thirty years, many cultural heritage organizations, including state archives, the Library of Congress, and special collections library members of American Research Libraries have undertaken K-12 outreach activities (Cherry, 2010; Visser, 2006). Such activities can serve not only as educational outreach but also advocacy opportunities for archives as institutions and archivists as a profession (Dickson & Gorzalski, 2013). This literature review examines archival and special collections outreach for the K-12 audience, providing a rationale and identifying opportunities for such outreach, describing the current landscape of digital K-12 archival outreach projects, offering examples of non-digital K-12 outreach projects, highlighting projects that exemplify integrated and collaborative approaches, and comparing proposed models for future outreach projects The Role of Archives and Special Collections in K-12 Instruction
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title The Role of Archives and Special Collections in K-12 Instruction
title_unstemmed The Role of Archives and Special Collections in K-12 Instruction
title_full The Role of Archives and Special Collections in K-12 Instruction
title_fullStr The Role of Archives and Special Collections in K-12 Instruction
title_full_unstemmed The Role of Archives and Special Collections in K-12 Instruction
title_short The Role of Archives and Special Collections in K-12 Instruction
title_sort the role of archives and special collections in k-12 instruction
topic Archival Science
archives
k-12 education
Library and Information Science
instruction
special collections
bepress
Social and Behavioral Sciences
LIS Scholarship Archive
url http://dx.doi.org/10.31229/OSF.IO/DFYME
http://osf.io/dfyme/
publishDate 2020
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description With the publication of Studies in Historical Method in 1896, Mary Sheldon Barnes introduced the “Source Method” of teaching history to secondary educators (Cherry, 2010). In this method, students investigate and develop an understanding of history by interacting with primary sources, documents generated in the period of history students are studying. It was not until 1986, however, that a work in the literature of archives articulated the potential for collaboration between archivists and K-12 educators, when Ken Osborne asserted, “if archives are to realize anything like their educational potential, there will have to be a good deal of joint planning and consultation between archivists and educators” (1986, p. 28). Over the past thirty years, many cultural heritage organizations, including state archives, the Library of Congress, and special collections library members of American Research Libraries have undertaken K-12 outreach activities (Cherry, 2010; Visser, 2006). Such activities can serve not only as educational outreach but also advocacy opportunities for archives as institutions and archivists as a profession (Dickson & Gorzalski, 2013). This literature review examines archival and special collections outreach for the K-12 audience, providing a rationale and identifying opportunities for such outreach, describing the current landscape of digital K-12 archival outreach projects, offering examples of non-digital K-12 outreach projects, highlighting projects that exemplify integrated and collaborative approaches, and comparing proposed models for future outreach projects
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author Kimberly Hirsh
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description With the publication of Studies in Historical Method in 1896, Mary Sheldon Barnes introduced the “Source Method” of teaching history to secondary educators (Cherry, 2010). In this method, students investigate and develop an understanding of history by interacting with primary sources, documents generated in the period of history students are studying. It was not until 1986, however, that a work in the literature of archives articulated the potential for collaboration between archivists and K-12 educators, when Ken Osborne asserted, “if archives are to realize anything like their educational potential, there will have to be a good deal of joint planning and consultation between archivists and educators” (1986, p. 28). Over the past thirty years, many cultural heritage organizations, including state archives, the Library of Congress, and special collections library members of American Research Libraries have undertaken K-12 outreach activities (Cherry, 2010; Visser, 2006). Such activities can serve not only as educational outreach but also advocacy opportunities for archives as institutions and archivists as a profession (Dickson & Gorzalski, 2013). This literature review examines archival and special collections outreach for the K-12 audience, providing a rationale and identifying opportunities for such outreach, describing the current landscape of digital K-12 archival outreach projects, offering examples of non-digital K-12 outreach projects, highlighting projects that exemplify integrated and collaborative approaches, and comparing proposed models for future outreach projects
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spelling Kimberly Hirsh Archival Science archives k-12 education Library and Information Science instruction special collections bepress Social and Behavioral Sciences LIS Scholarship Archive http://dx.doi.org/10.31229/OSF.IO/DFYME http://osf.io/dfyme/ With the publication of Studies in Historical Method in 1896, Mary Sheldon Barnes introduced the “Source Method” of teaching history to secondary educators (Cherry, 2010). In this method, students investigate and develop an understanding of history by interacting with primary sources, documents generated in the period of history students are studying. It was not until 1986, however, that a work in the literature of archives articulated the potential for collaboration between archivists and K-12 educators, when Ken Osborne asserted, “if archives are to realize anything like their educational potential, there will have to be a good deal of joint planning and consultation between archivists and educators” (1986, p. 28). Over the past thirty years, many cultural heritage organizations, including state archives, the Library of Congress, and special collections library members of American Research Libraries have undertaken K-12 outreach activities (Cherry, 2010; Visser, 2006). Such activities can serve not only as educational outreach but also advocacy opportunities for archives as institutions and archivists as a profession (Dickson & Gorzalski, 2013). This literature review examines archival and special collections outreach for the K-12 audience, providing a rationale and identifying opportunities for such outreach, describing the current landscape of digital K-12 archival outreach projects, offering examples of non-digital K-12 outreach projects, highlighting projects that exemplify integrated and collaborative approaches, and comparing proposed models for future outreach projects The Role of Archives and Special Collections in K-12 Instruction
spellingShingle Kimberly Hirsh, The Role of Archives and Special Collections in K-12 Instruction, Archival Science, archives, k-12 education, Library and Information Science, instruction, special collections, bepress, Social and Behavioral Sciences, LIS Scholarship Archive
title The Role of Archives and Special Collections in K-12 Instruction
title_full The Role of Archives and Special Collections in K-12 Instruction
title_fullStr The Role of Archives and Special Collections in K-12 Instruction
title_full_unstemmed The Role of Archives and Special Collections in K-12 Instruction
title_short The Role of Archives and Special Collections in K-12 Instruction
title_sort the role of archives and special collections in k-12 instruction
title_unstemmed The Role of Archives and Special Collections in K-12 Instruction
topic Archival Science, archives, k-12 education, Library and Information Science, instruction, special collections, bepress, Social and Behavioral Sciences, LIS Scholarship Archive
url http://dx.doi.org/10.31229/OSF.IO/DFYME, http://osf.io/dfyme/