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Archival Literacy and Primary Source Literacy: A Collaborative Instructional Toolkit for Introductory Composition and Beyond'.

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Názov: Archival Literacy and Primary Source Literacy: A Collaborative Instructional Toolkit for Introductory Composition and Beyond'.
Autori: Leaman, Kristin (AUTHOR), Harmeyer, Adriana (AUTHOR)
Zdroj: Archivaria. Spring2025, Issue 99, p68-94. 27p.
Predmety: *ARCHIVAL resources, *STUDENT assignments, *ACTIVE learning, *ACADEMIC achievement, *LITERACY
Abstract (English): This article is a case study that addresses challenges archivists and introductory composition instructors can experience when working to embed archival and primary source literacy into a course and models how to successfully overcome related obstacles. Building on the excellent work of James Roussain, it employs the archivist-as-educator model not only to teach the students but also to train the disciplinary instructor. Teaching instructors archival and primary source literacy and training them how to teach these types of literacy enhances student success. Acknowledging the literature that discusses the ineffectiveness of one-shot guest lectures, the authors have designed and piloted an archival and primary source literacy toolkit that provides a scalable and effective model for embedding a module and assignment into an introductory composition course at a large research university. The inquiry-based active-learning activities in the toolkit are scaffolded to prepare students for the assignment. Furthermore, the toolkit provides guidance on how instructors and archivists can collaboratively develop the skills they need to successfully embed the module into introductory composition courses. [ABSTRACT FROM AUTHOR]
Abstract (French): Cet article est une étude de cas qui répond aux défis que les archivistes et le personnel enseignant en introduction à la composition littéraire peuvent expérimenter dans leur travail d'intégration de la littératie relative aux archives et aux sources primaires dans un cours. Il montre comment surmonter avec succès les obstacles associés. S'appuyant sur l'excellent travail de James Roussain, l'article emploie le modèle de Y archiviste-pédagogue non seulement pour enseigner aux Otudiant.e.s, mais également pour former le personnel enseignant de la discipline. Enseigner au personnel enseignant la littératie relative aux archives et aux sources primaires, en offrant des formations sur comment enseigner ces types de littératie, améliore le succés des étudiant.e.s. En considérant la littdrature qui traite de l'inefficacité des conférences d'invité.e.s ponctuelles, les autrices ont conqu et dévelopéd une boite à outils sur la littératie relatives aux archives et aux sources primaires qui offre un modèle flexible et efficace pour intégrer un module et des exercices dans un cours d'introduction h la composition littéraire dans une grande universite de recherche. Les activitds d'apprentissage actif basées sur renquate contenues dans la boite à outils sont congues pour prdparer les étudiant.e.s à la tiche. De plus, la boîte à outils fournit des conseils sur la manière dont le personnel enseignant et les archivistes peuvent développer en collaboration les comp6tences dont elles et ils ont besoin pour intégrer avec succès le module dans les cours d'introduction à la composition littéraire. [ABSTRACT FROM AUTHOR]
Databáza: Academic Search Index
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Abstrakt:This article is a case study that addresses challenges archivists and introductory composition instructors can experience when working to embed archival and primary source literacy into a course and models how to successfully overcome related obstacles. Building on the excellent work of James Roussain, it employs the archivist-as-educator model not only to teach the students but also to train the disciplinary instructor. Teaching instructors archival and primary source literacy and training them how to teach these types of literacy enhances student success. Acknowledging the literature that discusses the ineffectiveness of one-shot guest lectures, the authors have designed and piloted an archival and primary source literacy toolkit that provides a scalable and effective model for embedding a module and assignment into an introductory composition course at a large research university. The inquiry-based active-learning activities in the toolkit are scaffolded to prepare students for the assignment. Furthermore, the toolkit provides guidance on how instructors and archivists can collaboratively develop the skills they need to successfully embed the module into introductory composition courses. [ABSTRACT FROM AUTHOR]
ISSN:03186954
DOI:10.7202/1118510ar