非凡的故事

为什么要教生像历史学家一样思考？

主要源素养教学图书馆员罗宾卡茨讨论为所有学生提供主要来源访问的价值

By Courtney Suciu

就在几十年前，主要来源材料通常是为最严重，先进的学者保留的。易碎的历史文档，照片，推荐，日记和ePhemera等物品仅通过前往举行它们的博物馆和图书馆。这使得独特的富有洞察力的内容从对年轻学生的掌握以及无法承受到各种档案的旅行费用的研究人员。

但信息时代的进步促进了在教育和文化遗产部门的不断变化的态度，鼓励更加重视基本来源在培养先进文学技能方面的作用所有学生和研究人员，包括K-12和较低级大学生。

那么，什么样的研究和学习成果做主要源素养促进？

要了解一下，我们在加利福尼亚大学的主要源扫盲教学馆员河畔罗宾教学馆讲话，罗宾师范大学牧师们，这是她在撰写撰写初级源素养指导方针的联合工作队之后她创建的职位。

主要来源赋予各级学生

Katz, who also teaches a course on Primary Source Pedagogy for Library Juice Academy, explained the movement in education to encourage younger students to think about and “experience history the way that historians do.”

Providing access to primary sources “encourages students to examine evidence and draw their own conclusions,” Katz explained. Such an approach inspires curiosity and provokes more engaged learning, as students can actively participate in research rather than passively memorize names and dates, the way history has often been taught in the past.

通过教学学生如何思考历史学家，他们学习如何批判性地思考二次来源。卡茨说：“历史学家编织故事和对事实的辩论解释”，这是奖学金的宝贵部分。但能够直接分析历史事件，而不是通过二级来源的过滤器学生提出问题并学习如何为yobet真人vip自己回答问题。

她指出了学生之间的“级别”的“水平”。出于各种原因，从阅读和写作的技能中更先进的研究人员开始，当介绍主要来源时，在阅读和写作等中没有优势，她说。

Rather, when engaging with primary sources “all students become new students, learning a new skill outside of their comfort zones,” Katz noted. This means that the observations of all beginning researchers have equal merit and value, which also encourages the exchange of – and exposure to – diverse perspectives.

Thinking about primary source collections as data

除了通过询问主要源材料提示的研究洞察和分析，KATZ还解释了收集本身是如何鼓励批判性思维的数据源。

Most of the students she’s worked with are eager to talk about how primary source collections are curated. Questions arise, she said, such as: “How do power dynamics shape what we archive?” and “How do primary source collections mirror the structure of colonialism/expansionism?”

“今天的学生很精明，渴望解压缩关于多样性和尊重所有文化的影响，”她说。

Katz described challenges implicit in archiving primary sources and how the structure and content of collections might reproduce and reinforce dominant, colonialist perspectives. For example, she explained, “in the WPA [Works Progress Administration] Slave Narratives project of the 1930s, white interviewers often had good intentions but their attempts to transcribe the ‘dialect’ speaking patterns of elderly survivors of slavery are now viewed much more critically.”

她说，这样的观察，可以鼓励批判地思考，这些声音已经形成了我们对过去的理解。

Katz also discussed how the belief that all government information should be accessible to all citizens was borne out of the democratic ideals of the French Revolution. While this notion has been widely embraced by Western cultures, it strikes many critics as an act of neocolonialism when applied to indigenous cultures and artifacts removed from sacred lands – especially sacred objects and knowledge which are not meant to be accessed by all people.

For these reasons, Katz said is important for researchers to ask, “Who controls information?” This is a critical aspect of developing primary source literacy, which she pointed out doesn’t exist in isolation. The kinds of skills honed with primary source literacy overlap with other forms of literacy, such as information literacy and digital literacy, as well as building awareness of often contradictory points of view.

所有技能都是学术成功基础所必需的，并维持通知的公民。

Learnmore about ProQuest primary sources.

关于Robin M. Katz

Robin M. Katz是一个图书管理员，档案馆和教育家，他们努力以有意义和创新的方式将人们与主要来源联系起来。她目前是加州大学的主要源素养图书馆，滨江，她在撰写新的主要源素养指南的联合工作队任职后，她制作了一个职位。她共同创建了基于我们在布鲁克林历史学会领导的突破性美国教育部授予的凝思队。她在收到肯特州立大学的MLIS后，她在特殊收藏公共服务中花了十年的公共服务。

Learn more aboutThe Guidelines on Primary Source Literacyand the Library Juice class Katz offers onPrimary Source Pedagogy.

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Courtney Suciu is ProQuest’s lead blog writer. Her loves include libraries, literacy and researching extraordinary stories related to the arts and humanities. She has a Master’s Degree in English literature and a background in teaching, journalism and marketing. Follow her @QuirkySuciu

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