Introduction - 3 Presenters Case Studies and Lesson Plans Discussion Questions   Selecting Sources Addressing Challenges Outcomes   Recommended Resources Questions/Discussio

Dobransky, Sarah

Graewingholt, Megan

Kirk, Jen P.

English

DigitalCommons@USU

Gov Docs are Special Too! Primary Source Instruction using Government Information CollectionsPanelists:Jennifer Kirk, Government Information Librarian, Utah State University, Merrill-Cazier LibraryMegan Graewingholt, Social Sciences & Government Documents Librarian, CSU Fullerton Pollak LibrarySarah Dobransky, Government Documents Supervisor, Cleveland Public LibraryToday’s Topic• Introduction - 3 Presenters • Case Studies and Lesson Plans • Discussion Questions• Selecting Sources • Addressing Challenges • Outcomes • Recommended Resources• Questions/DiscussionDiscussion Questions• Tell us about a time when you used government documents as primary sources. • Why did you turn to government documents? • What makes a “good” primary source document in your collections?• What were your greatest difficulties in using government documents as primary sources?• How do you mitigate them? • How did students respond to your lesson? How did your colleagues respond to your lesson?Introductions - Sarah• Cleveland Public Library – Selective FDLP depository• Government Documents Supervisor • What is your primary role/focus?• Manage the government documents collection (print and electronic), supervise staff, provide reference assistance, collaborate with other departments for programs. Case Study 1 - Ohio History Day• Audience• Middle and High School Students• Summary• Library sessions for local students on using library materials and primary resources contribute to exhibits, documentaries, websites, etc. for regional and state history days, and possibly the National History Day competition in College Park, MD.SummarySpend a day with us!NHD @ CPLSchool Visits• Local schools (hopefully) contact CPL to arrange for tour/time in departments• Teachers gather student topics and forward to library staff• Departments gather materials for each topic• Staff help students find resources Research Day• One Saturday in Nov/Dec• Individual students sign-up online with name and topic• Region 3 Coordinator (Western Reserve Historical Society) meets with students• Students are given time slots to visit departments• Time is not limited to school hours!We like to mix government documents with CPL photos for NHD research. Above: Cleveland Public Library Photograph Collection, Martin Luther King at Glenville High School, 1967Implementation How do we do it?CPL Center for Local and Global HistoryHistory Day start to finish• Pick a date• Attend relevant events with other organizations• Advertise• Set up registration page with topic information• Send out registration link • Send out student topics to departments• Set up appointments with R3 Coordinator and Photo department• Set up appointments with department librarians• Reserve room in library for NHD research • Check-in• Appt. with R3 Coordinator• Librarian on hand for one-on-one general questions• Place to keep your bagsCommon Print Government Documents used for NHD research • US Census - demographics both local and national• United States Code - laws, especially ADA, Title IX, ACA• United States Reports - Brown v. Board, Roe v. Wade• Statistical Abstract of the United States - what did the US economy look like?• Foreign Relations of the United States*• Public Papers of the President*• Both of these are great for recreating dialogue and scenes between important political figuresOutcomesThe judgement…Ohio History Day Region 3 @ Western Reserve Historical Society & CWRUMarch 16, 2019Photo Credit: James DeCamp Junior Group PerformanceOhio History Day @ Ohio Wesleyan UniversityApril 27, 2019Photo Credit: James DeCamp Judging is not as easy as it looks...Olivia and I furiously finishing our evaluations. We wrote until our wrists felt like they were about to fall off! PRESENTATION TITLEPOLLAK LIBRARYINTRODUCTION• Megan Graewingholt, MLIS MASocial Sciences & Government Documents Librarian• Pollak Library - Selective FDLP Depository since 1963• Coordinator of Government Documents Collection• Provide library instruction for American Studies, Political Science, American History, and courses with law/legal focus• Coordinate Reference unit and oversee Research Center • Co-teach with Patrisia Prestinary, University ArchivistPOLLAK LIBRARYCASE STUDY 2  • +700 library sessions annually • Range from 1hr 15mins to 2hrs 45mins• Co-taught with University Archives and have expanded • Drives use of collections and research consultations• Provide “white glove” instruction focused on experiential learning with primary source content• Provides exposure to various service points, resources, and library collectionsSlide TitleCASE STUDY 2LEARNING OBJECTIVES • Outcomes based on ACRL Framework for Information Literacy in Higher Education• Learners put multiple types of primary source content into conversation• Activities engage with course curriculum and relate to individual research topics• Students are able to distinguish among the wide range of sources • Identify the research support and related services offered by our library and beyondSlide TitleCASE STUDY 2DISPLAYS & ACTIVITIES• Government Documents focused on complimentary social or historical topics• Largely pulled for connections with known research interests and course themes• Freedom Center Collection• Benedict Collection• Local History Collection• Explore both print material and how to locate the material available online• Students wear gloves and interact with material in groups, discuss with classSlide TitlePRESENTATION TITLERECEPTION & CHALLENGES• Students and faculty have responded positively with increased interest in all showcased collections• Circulation challenges due to condition• Mitigated by changes to access policies when possible and reasonable• Understanding historical context and the government perspective• Increased outreach and exposure• Colleagues responded by seeking further collaborationsIntroductions - Jen• Utah State University – Regional FDLP depository• Government Information Librarian • What is your primary role/focus?• Providing reference service and instruction for government information, managing collection acquisitions and maintenance, overseeing staff Case Study 3 - Primary Source Visits • Audience • Undergraduate Students  • Summary• Incorporate government document primary sources into a course through repetitive visits to the libraryImplementation What did it look like?Case Study 3 – Lesson Plan Section Description TimeIntroduction ● Introduce topic/subject area 5 minStation 1: Interact with materials ● Introduce materials ● Encourage students to view documents ● Allow students to pick up and touch items (as appropriate) ● Ask or answer questions about documents as students circulate● Rotate students to other material area8 minStation 2: Interact with materials ● Introduce materials ● Encourage students to view documents ● Allow students to pick up and touch items (as appropriate) ● Ask or answer questions about documents as students circulate● Rotate students to other material area8 minAnalysis & Discussion ● Groups of students discuss materials using provided handout ● Instructor/librarian serve as facilitators ● Provide facsimiles of materials if available to support discussion20 minCase Study 3 – Learning Outcomes ● Examine a primary source, which may require the ability to read a particular script, font, or language, … or to comprehend vocabulary, syntax, and communication norms of the time period and location where the source was created.● Understand that a primary source may exist in a variety of iterations, including excerpts, transcriptions, and translations, due to publication, copying, and other transformations.● Critically evaluate the perspective of the creator(s), including tone, subjectivity, and biases, and consider how these relate to the original purpose(s) and audience(s)● Identify, interrogate, and consider the reasons for silences, gaps, contradictions, or evidence of power relationships… [including] how they impact the research process● Understand that historical records may never have existed, may not have survived, or may not be collected and/or publicly accessible. Existing records may have been shaped by the selectivity and mediation of individuals… potentially limiting the sources available for research. Case Study 3 – America at War ● Primary Sources:○ World War I Materials ■ Various Handbooks. Topics include: ● Small Arms● Musketry● Machine Gun● Radio● Calvary & Horseshoeing● Baking● Sanitary Troops■ A Handbook: First-Aid Treatment for Injuries from Chemical Agents (1931, W 91.2:F 51)■ The War with Germany: A Statistical Summary (1919, W 2.2:G 31/2) Case Study 3 - Discussion Questions • Who created these materials? • How do the materials differ from each other?• Did you experience any difficulties when reviewing these materials? Case Study 3 – America at War ● Primary Sources:○ WWII - The Homefront ■ “The Soldier & His ….” Series (W 107.2:So 4/)● Food ● Health● Housekeeping● Uniform● Religion● Recreation ■ Food for the Army (W 109.2: F 73)■ A Graphic History of the War till May 10, 1942 (W 107.2: W 19)Case Study 3 – America at War ● Primary Sources:○ Recommendations of the Commission on Wartime Internment and Relocation of American Citizens (S Hrg 98-1304)■ August 16, 1984 & August 29, 1984■ Includes first-hand accounts of Japanese-Americans  ○ Manuscript collection from soldier stationed in the Pacific Case Study 3 - Discussion Questions • What perspectives are present in these sources?• What was missing? Why do you think that was missing?• What other information do you need to better understand these items?• What did your pamphlet highlight? • What do you think women gained from reading these pamphlets? • What is lacking?Case Study 3 – America at War ● Primary Sources:○ Civil Defense ■ In Time of Emergency ● D 13.8/3:H-14■ Fallout Shelter Program ● D 13.2:F 19/3■ Bert the Turtle says Duck and Cover● FCD 1.2:B 95Case Study 3 - Discussion Questions • Who created the materials? What was their intended audience?• In what context were these documents created?• How do you think people felt reading these documents when they were released? • Do you know of any individuals that you might interview about this time period?• How do you feel talking about these topics today? Outcomes• Class discussions • Assignments • Reflection Papers • What did the students gain? • Challenges• Focus on pamphlets, images, and excerpts• Congressional materials can be difficult, even in upper level classes • Strong support from instructorsRecommended Resources• Census History Lesson Plans • Edu Lesson Plans • EPA Lesson Plans • LOC Teacher’s Portal • NARA DocsTeach • National History Day• NEH Lesson Plans & Activities• SAA & ACRL Guidelines for Primary Source LiteracyAudience Q&AFor more information contact:Jen Kirk, jen.kirk@usu.edu, 435-797-8033Megan Graewingholt, mewagner@fullerton.edu, 657-278-3094Sarah Dobransky, sarah.dobransky@cpl.org, 216-623-2939

Gov Docs are Special Too! Primary Source Instruction using Government Information Collections

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Gov Docs are Special Too! Primary Source Instruction using Government Information Collections

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