An Intentionally Designed Internship Program
By Claire Du Laney, Wendy Guerra, and Lori Schwartz In 2020-2021, Hagel Archivist Lori Schwartz, Digital Initiatives Archivist Wendy Guerra, and Outreach Archivist Claire Du Laney at the University of …
By and For the Teaching with Primary Sources Community
By Claire Du Laney, Wendy Guerra, and Lori Schwartz In 2020-2021, Hagel Archivist Lori Schwartz, Digital Initiatives Archivist Wendy Guerra, and Outreach Archivist Claire Du Laney at the University of …
By Nichole DeWall, Professor of English, McKendree University When I casually mentioned during my Fall 2020 undergraduate Shakespeare course that I’d written a dissertation on early modern plague writing, my …
By Rachel Duke and Rory Grennan, Special Collections & Archives, Florida State University Libraries In Spring 2020, many special collections instructors immediately discovered the detriments of meeting learners online. Aside …
By LaraAnn Canner, Curator of Music Special Collections at Old Dominion University Libraries I have been told in the past that archivists need to be jacks-of-all-trades within libraries. Never had …
By Brooke Guthrie / Instruction sessions with artifacts are hands-on, interactive, and some of my favorite sessions to teach. At Duke University’s Rubenstein Library, where I work with the History of Medicine Collections, artifacts are used alongside rare books, manuscripts, and more in both undergraduate and graduate instruction.
Notes from the Field, a publication of the TPS Collective, is now accepting blog post submissions about teaching with primary sources for two series of peer-reviewed blog posts!
By Marsha Taichman / The Artists’ Books Collection at the Fine Arts Library (FAL) at Cornell University is fairly unique, as it is a teaching collection housed in the open stacks of the library. This means that anyone who comes into the library can go to the shelves in the reference section of the library, take the books, envelopes, and boxes of books off of the shelves and open them up, flipping through pages, pulling tabs, and unfolding fold-outs.
By Christie Lutz / Archivists and special collections librarians who provide instruction at the undergraduate level are experts in the “one-off” class. Often at the request of teaching faculty, we offer sessions that introduce students to our repositories, present show-and-tell arrays of primary resources, or simply pull and display materials requested by faculty and stand by for classroom assistance. For those of us who wish to deepen and extend our instruction practice and reach and engage students in more meaningful ways, the one-off scenario is lacking.
By Rachel M. Straughn-Navarro, PhD / The Medicine Buddha is an artwork that makes viewers move around it to look at it from different angles or rub their fingers together as they imagine the texture of the conical curls on his head. With younger viewers, he often makes them sit on the ground, squirming in attempt to cross their legs with the soles of their feet towards the ceiling or craning their necks to see how his eyes are ever so slightly open, looking down as if seeing something beyond the physical world. His size, at three and a half feet tall, sparks awe and amazement while his elongated earlobes, the bump at the top of his head, and other features less well-known in our western culture incite wonder and curiosity.
By Rachel Makarowski / Imagine this: you are a professional, full-time librarian for the first time. It is your second day at work, and you’ve just been asked if you’d like to teach a Latin American studies class that was scheduled that day. The facsimiles of Christopher Columbus’ diary and the Aztec codices depicting the start of the conquest of Mexico have been pulled, the research done.