Supporting Teaching with Primary Sources at Indiana University: An Ithaka S+R Summary Report

Beginning in early 2019, Indiana University joined 24 other institutions from the United States plus two from the United Kingdom to participate in the Ithaka S&R study “Supporting Teaching with Primary Sources”. Indiana University-Bloomington (IUB) includes a vast network of over 50 galleries, libraries, archives, and museums that utilize primary sources to support the educational mission of the University. For the project, a local team of one archivist and one special collections librarian conducted interviews focusing on teaching with primary sources at IUB with the goal of identifying and developing recommendations for supporting this work at the local level. This report covers four general themes that were identified by the project team during the course of the study: The Importance of Teaching with Primary Sources, Learning to Teach with Primary Sources, Discovery and Access, and Physical Primary Sources and Collaboration

IU Libraries: Primary Source Immersion Program

Following a year of careful planning, in August 2017 the IUB Libraries hosted its first ever Primary Sources Immersion Program (PSIP) to introduce teaching faculty to new possibilities for integrating primary sources and special collections into their courses. The three-day workshop, generously funded by the IUB Libraries’ Jay Information Literacy endowment, resulted from a collaboration between the Department of Teaching and Learning and 12 partner repositories from across campus including: Archives of African American Music and Culture; Archives of Traditional Music; Black Film Center/Archive; Glenn A. Black Laboratory of Archaeology; Kinsey Institute for Research in Sex, Gender, and Reproduction; Liberian Collections; Lilly Library; Mathers Museum of World Cultures; Moving Image Collection and Archive; Sage Historic Costume Collection; University Archives; and the Wylie House Museum. Faculty participants Michelle Moyd (History) and Akinwumi Adesokan (Media School) during the Moving Image Archive workshopIn keeping with goals outlined in the IUB Libraries’ Strategic Plan and the Bicentennial Strategic Plan for IU Bloomington, the program was designed to

Learning in Place: The Teaching Archivist and Place-Based Education

Place-Based Education (PBE) uses students’ local environments, com-munities, resources, and people to provide immersive learning opportunities. This educational approach advantages students’ interest with the familiar to engage in more meaningful learning, develop stronger connections to their communities, and heighten their appreciation for their surroundings (both physical and cultural). Instructional archivists at higher education institutions often encounter the power of place commonly referred to in PBE literature. By explaining the foundation of this teaching method, its strengths and potential weaknesses, and PBE case studies featuring the university archivist and house museum director at Indiana University, this article explores PBE in the context of using campus archival collections for instructional purposes

Place-based instruction in archives: our pedagogical roots

Archival instruction has undergone an evolution of growth over the past several years in the United States. As archivists at colleges and universities increase their instructional roles, it is to the benefit of students and instructional partners that archivists inform themselves of relevant learning theories that can influence teaching with campus heritage collections. Place-Based Education (PBE) leverages local environments, communities, resources, and people into immersive learning opportunities. It prioritizes engagement and authentic interactions and offers instructional archivists the opportunity to harness the power of place inside the classroom. This article provides an overview of the pedagogical landscape in archives, an introduction to place-based teaching and learning, and case studies from courses at Indiana University

Digital mapping as a final project: Faculty-Library partnerships in building student assessments

This brown bag will discuss how partnerships between faculty and multiple library entities in service of digital pedagogy can help enrich the learning processes and outcomes of students’ final projects. We will demonstrate how access to the University Archives allowed to students refined their critical research skills. Furthermore, along with the Institute for Digital Arts and Humanities, students fostered digital literacy skills that resulted in the creation of individual public-facing webpages as their final digital projects. The partnership of multiple university units not only enriches the educational experience for students, but also provides them the opportunity to hone valuable skills that will prepare them for careers in the digital age