Event Details
When: August 2, 3, and 4, 2022 (Tues, Wed, Thurs)
Where: Mostly zoom — it’s shaping up to be an all-virtual event
Registration: Is free! Register below for any of the sessions you’d like to attend; registration is through zoom, and you’ll be sent the zoom link after you register. If you’re undecide on which session you want to attend at a certain time, you may register for multiple.
Who: You — if you teach with primary sources, or want to share and learn with other like-minded people with all levels and types of experience.
What’s on the schedule so far?
Tuesday, August 2nd, 12pm ET / 11am CT / 10am MT / 9am PT
Teaching with Primary Sources for Beginners (this session is repeated once per day throughout TPS Fest)
Led by: Derek Quezada, Outreach & Public Services Librarian Special Collections & Archives University of California, Irvine Libraries
This session is for folks who are new to teaching with primary source materials (particularly those working within or with special collections & archives). It will be formatted as a presentation and Q&A/discussion (we’ll provide access to teaching objects like a lesson plan, slide deck, worksheets for future use). Join to learn how to plan and teach a primary source workshop, including: building a lesson plan from the SAA-ACRL/RBMS Guidelines for Primary Source Literacy, methodology for interrogating primary sources (observe, contextualize, and infer), suggestions for approaching diverse literacy technologies (photographs, artist books, born-digital etc.,) and class management and logistics (order of operations, safe handling, time management). || Register for session Tue1a || session recording and outline
Reflecting Social Change in your Primary Source Teaching — 60 minutes
Led by: Randi Beem, Instruction Archivist at University of North Carolina at Charlotte
This discussion will focus on examples of incorporating primary sources that reflect social activism and social change that your communities may be experiencing. The discussion will begin with Randi providing one example of how she brought in primary sources reflecting protests and activism after a police shooting in Charlotte in 2016 that she now uses in a variety of classes to highlight social activism and draw parallels between change and the Black Lives Matter movement. This example will be a jumping off point to encourage everyone to feel comfortable talking about how they may incorporate primary source documents of change into their own instruction. || Register for session Tue1b
Tuesday, August 2, 2pm ET / 1pm CT / 12pm MT / 11am PT
Practicing the Archival Vibe Check
Led by: Molly Brown, Reference and Outreach Archivist, Northeastern University Library Archives and Special Collections
This session will discuss and share the types of questions and exercises instructors create to offer a low-stakes introduction into how to take in the sources in front of you and developing your archival intuition. This session is for anyone who orients and instructs people on how to do archival research, whether it be in K-12 instruction, higher education, or in reference or community outreach. We’ll open with a demonstration of Molly’s approach to the “archival vibe check” when teaching remotely and then will open up to broad group discussion reflecting on the following questions: how do we teach to prepare students for individual archival research? What questions, approaches, and perspectives seem to connect well with those that are new to archives? What implicit skills and norms in archival research can we make explicit in introductory archival instruction? Attendees are welcome to share and explain their own approaches, and if time offer demonstrations of their own. Join us for an opportunity for instructors to reflect on the spectrum of methods of archival navigation they teach and discuss what questions, approaches, and frames have been most helpful for inspiring comfort, trust, and as clear a path as possible to begin archival research. || Register for session Tue2a
Victim of Your Own Success: What to Do When Your “Demand” Exceeds Your Supply
Led by: Kate Crowe, Curator of Special Collections and Archives at the University of Denver
Kate Crowe has been teaching with archives for almost a decade. Starting in 2013, she used all the techniques she could think of to connect with instruction librarians and teaching faculty in all disciplines that connected to the University’s special collections. Problem is, instruction is only part of her job – so she’s had to find ways to set boundaries with existing partners, sometimes retrench or redesign more labor-intensive instructional activities, and sometimes say ‘no’ to one-shots that would, several years ago, have been a launchpad to a longer-term partnership. Join Kate and other archivists in similar situations to discuss together how we can live into our values and do what we love, while protecting our finite time and energy. || Register for session Tue2b
Teaching Accessibility
Presentation by: Talea Anderson and Gayle O’Hara, Washington State Unviersity Libraries; Discussion Facilitated by Chloe Gerson, Brandeis University
This session will begin with a short presentation by Talea Anderson and Gayle O’Hara of Washington State University Libraries about an accessibility project they undertook in their library; Chloe Gerson of Brandeis University will then facilitate a discussion about how others could do similar or related accessibility projects in their own work. || Register for session Tue2c
Tuesday, August 2, 4pm ET / 3pm CT / 2pm MT / 1pm PT
Teaching with Primary Sources as a Liaison/Instruction Librarian CANCELLED
Led by: Jill E. Anderson, Humanities Instruction Librarian, Georgia State University Library
This session will focus on how instruction/liaison librarians can utilize primary sources and primary-source literacy in their instruction and outreach work. It will also focus on strategies for establishing partnerships between liaison/instruction librarians and archivists for teaching with primary sources and for fostering primary-source literacy for students and faculty. This session is geared towards: Librarians who teach; Special Collections librarians and archivists who teach or who are interested in teaching with primary sources. This session will be structured as a presentation followed by/interspersed with discussion. Jill will present on her own experiences of teaching with primary sources, both on her own and in collaboration with archivists, and then open a facilitated discussion of how others have approached this, either as solo instruction librarians or as part of a collaboration (or both!). If time permits, attendees will do some brainstorming about possible conversations between archivists and librarians on how to build collaborations. Depending on the number of attendees, this could be a small-groups breakout-rooms component, or simply a discussion if there are a smaller number of attendees. Attend if you are considering how to work with liaison/instruction librarians’ own various expertise with primary source materials and relationship with faculty; if you’re looking for strategies for breaking down siloes and building creative partnerships between Special Collections/Archives and other librarians who teach.
Wednesday, August 3, 12pm ET / 11am CT / 10am MT / 9am PT
Leading an Instruction Program in Which Multiple People Teach — 90 minutes
Led by: Julie Grob, Coordinator for Instruction – Special Collections, University of Houston Libraries
This session is aimed at you if you are a librarian or archivist who manages an instruction program for TPS, whether you have a formal title such as “instruction coordinator” or not. It may also be useful for librarians who manage general instruction programs. The session will open with a presentation on the various structures for instruction programs in special collections and archives. Then attendees will split into break-out rooms to discuss how their particular managerial situation impacts their effectiveness, and share tips and practices with each other. Hopefully all will leave the session with a better understanding of how structural issues and power dynamics affect their roles as instruction coordinators. || Register for session Wed1a
Teaching with Primary Sources for Beginners (this session is repeated once per day throughout TPS Fest)
Led by: Derek Quezada, Outreach & Public Services Librarian Special Collections & Archives University of California, Irvine Libraries
This session is for folks who are new to teaching with primary source materials (particularly those working within or with special collections & archives). It will be formatted as a presentation and Q&A/discussion (we’ll provide access to teaching objects like a lesson plan, slide deck, worksheets for future use). Join to learn how to plan and teach a primary source workshop, including: building a lesson plan from the SAA-ACRL/RBMS Guidelines for Primary Source Literacy, methodology for interrogating primary sources (observe, contextualize, and infer), suggestions for approaching diverse literacy technologies (photographs, artist books, born-digital etc.,) and class management and logistics (order of operations, safe handling, time management). || Register for session Wed1b || session recording and outline
Annotating Primary Sources: Using online asynchronous tools for interactive archival instruction — 50 minutes
Led by: Miranda Rechtenwald, Curator of Local History, Olin Library, Washington University in St. Louis
This session is for librarians and archivists who conduct instruction sessions (HS / college/ university). It will include a presentation followed by discussion (in small groups/break-out rooms if a large number of people attend). The goal of this session is to learn and share ideas for going beyond show and tell class visits to the archive. || Register for session Wed1c
Wednesday, August 3, 2pm ET / 1pm CT / 12pm MT / 11am PT
Beyond one-shots: Extended and embedded instruction by Librarians and Archivists — 60 minutes
Led by: Allison McClanahan, Librarian, Archives of Traditional Music, Indiana University
This session is for anyone who has been, is planning to, or might be involved in instruction that is structured as engagement beyond one-shot instruction sessions with classes. This could be anything from multiple scaffolded sessions to teach skills or concepts, to being an information professional embedded within a course throughout its duration. This session will be structured as an open format discussion, where individuals can share their successes, what could have gone better, lessons learned, their approach to formatting or developing their extended and/or embedded instruction with classes, communication and collaboration with the course instructor(s), or anything else pertinent to attendees regarding the topic. Depending on number of attendees to the session, breakout rooms may be implemented to facilitate more effective discussion, with time for “sharing out” highlights from breakout rooms. The goal of this session would be for attendees to learn how others may approach extended and embedded instruction with primary sources, and, hopefully, come away from the session with takeaways that could be applied or generalized to one’s own instructional approach. || Register for session Wed2a
Primary Source Instruction at Small Academic Institutions — 60 minutes
Led by: Katie Banks Information Resources Librarian & College Archivist, Milligan University
This session is for anyone engaged in primary source instruction at small colleges and universities where they may be the only one doing instruction and/or the only one doing all things archives/special collections. This session will be a space for those who have been engaged in this type of position to share successes, frustrations, and ideas and to ask questions. Depending on how many people join, we may break out into smaller groups or we may stay together as one group that is loosely facilitated. If you find yourself feeling alone in your work in primary source instruction because you are the only one at your institution teaching about primary sources, then this session is for you! Come talk with other people in similar positions and hopefully gain some encouragement and learn some ideas from each other. || Register for session Wed2b
Wednesday, August 3, 4pm ET / 3pm CT / 2pm MT / 1pm PT
The TPS Collective: What it Is & What it Can Be
The TPS Collective Facilitation Team will discuss current areas of work and products for the TPS Community, and express current roles and tasks needing volunteers. Small group breakout rooms will discuss aspirations and emerging needs of the TPS Community. This session is for everyone in the TPS community — this means you! Brief presentations will be followed by small group breakout rooms and discussion. Come to hear what we’ve been up to and what current needs are, and to tell us what you need from the TPS Collective. || Register for session Wed3a
Thursday, August 4, 12pm ET / 11am CT / 10am MT / 9am PT
Teaching with Primary Sources: K-12 Edition
Led by: Danielle Nista, Reference Associate, NYU Special Collections
Do you work with K-12 students or have you been interested in doing outreach to teachers for this age group? Join a discussion to share ideas about designing engaging lesson plans and setting learning objectives for K-12 students. Participants will work together to create a set of guidelines to help ourselves and colleagues create classes that keep students’ attention while teaching them about how to use primary sources.
Reading Group: Feminist Pedagogy in Primary Source Instruction — 60 minutes
Led by: Katie Banks Information Resources Librarian & College Archivist, Milligan University
This session is for anyone who is interested in reading chapter 3 of Feminist Pedagogy for Library Instruction (2013) by Maria T. Accardi and discussing what feminist pedagogy in primary source instruction might look like.
This will be a reading group, so people wanting to participate should read the assigned chapter in advance and then come to the session where we will have a loosely guided discussion about the chapter and how it might apply to teaching with primary sources. If you are interested but don’t have the opportunity to read the chapter, please still come and discuss. If you are interested in feminist pedagogy and how you might be able to incorporate it into your own teaching, then this session is for you! By reading and discussing the assigned chapter, we will hopefully be able to find inspiration in applying feminist pedagogy to our own work. Or perhaps some participants are already doing this work and can discuss how they apply these principles in their work.
Access:
• Check out at archive.org: https://archive.org/details/feministpedagogy0000acca
• Check with your library for physical (ISBN: 9781936117550) or ebook copies (it is available on the EBSCO eBook Subscription Academic Collection – North America and on ProQuest Ebook Central Academic Complete) || Register for session Thu1a
Thursday, August 4, 2pm ET / 1pm CT / 12pm MT / 11am PT
Ethics of care and trauma informed pedagogy in teaching with primary sources — 60 minutes
Led by: Jen Hoyer, CUNY New York City College of Technology / Interference Archive
This session is for anyone who does instruction with primary source material, with any age group and in any setting — formal or informal, with collections you work with as part of your job, or with primary sources you access from other places in order to do your teaching job. Whether you are new to teaching with primary sources or have more experience, our focus will be less on primary source instruction and more on understanding how care and trauma can inform our work. This participation-based session will make use of different online tools for interacting and sharing ideas with each other (padlet, jamboard, etc) while reflecting on written material about care and trauma informed pedagogy (no advanced reading required), and sharing our ideas on how we could translate this to our own teaching contexts. Please attend this session if you’re interested in learning together, sharing, practicing vulnerability in your instruction, and imagining new directions for your work. || Register for session Thu2a
Teaching with Primary Sources for Beginners (this session is repeated once per day throughout TPS Fest)
Led by: Derek Quezada, Outreach & Public Services Librarian Special Collections & Archives University of California, Irvine Libraries
This session is for folks who are new to teaching with primary source materials (particularly those working within or with special collections & archives). It will be formatted as a presentation and Q&A/discussion (we’ll provide access to teaching objects like a lesson plan, slide deck, worksheets for future use). Join to learn how to plan and teach a primary source workshop, including: building a lesson plan from the SAA-ACRL/RBMS Guidelines for Primary Source Literacy, methodology for interrogating primary sources (observe, contextualize, and infer), suggestions for approaching diverse literacy technologies (photographs, artist books, born-digital etc.,) and class management and logistics (order of operations, safe handling, time management). || Register for session Thu2c || session recording and outline
Thursday, August 4, 4pm ET / 3pm CT / 2pm MT / 1pm PT
Developing a Lesson Plan — 60 minutes
Led by: Jessica Quagliaroli, Architecture Records Archivist, Special Collections Haas Family Arts Library at Yale University Library and Randi Beem, Instruction Archivist at University of North Carolina at Charlotte
Developing a lesson plan can be the key to a successful and engaging instruction session – but without formal pedagogical training, how do you know where to start? How do you identify learning objectives, allot the right amount of time to activities, and ensure that you’ve covered all necessary information and/or concepts? In this interactive session, participants are encouraged to come with lesson plans – either for classes taught or created for potential use – to share in small groups so that we can learn from each other. Do you have a lesson plan you’d like feedback or comment on? This is the time to share with your peers and be lifted up by our collective experiences creating and implementing lesson plans. || Register for session Thu3a
How are we advocating for ourselves personally and professionally right now? — 60 minutes
Led by: Jen Hoyer, CUNY New York City College of Technology / Interference Archive
This session is a space for folks who have hope for the future of instruction with primary source material, and who want to practice both individual and collective care while getting there. Come ready to dream and brainstorm! We’ll share things we’ve learned, things we’re proud of, and successes we have had or we’ve seen our colleagues accomplish, and we’ll use these as a stepping stone to ask: what do we want more of? What do we want less of? And, how can we support each other (and identify supports for ourselves) on the way there? The goal of this session is to help you build connections that can support and inspire you, and to articulate supports and resources you need to do the work you’d love to be doing. || Register for session Thu3b
TPS Fest 2022 is generously co-supported the Rare Books and Manuscripts Section of ALA-ACRL, the Society of American Archivists, and many volunteers from the thriving TPS Community.
