When the course began, I basically knew nothing about the Library of Congress’ Web site. I had not visited the site in years. I assumed they had a few things digitized and published online. However, the Interactive Multimedia Module was very helpful in showing me that, in fact, Library of Congress has digitized millions of images, sound recordings, video recordings, documents, newspapers, music, and more. I was also surprised to learn that the site includes artifacts from around the world. Seeing the actual artifacts has me thinking about how primary sources seem unappreciated in our society. I am thinking that adults and kids tend to blend all types of sources together (primary and secondary). Primary sources are special and allow us to analyze. From the Interactive Multimedia Module, I learned that searching for such sources is not easy, but should be considered a challenge that can be fun, can increase self-esteem, and can greatly aid in learning.
The Library of Congress’ site is quite intimidating. The site is a mix of digitized, online items and information on items that are not available online. Therefore, I am thinking that it is important to remember that, and to immediately start searches for digitized items by clicking on “Digital Collections” at the top of the Library of Congress’ homepage.
I am seeing the “Featured Digital Collections and Services” page (on the “Digital Collections” homepage) as being a place that one could use to get an idea of the digitized items on the site and gain some ideas about search queries.
However, I am thinking that the best way to execute searches is by using the search box at the top of the screens within the “Digital Collections” pages. I think it is very handy to know that once a person is in the “Digital Collections” area of the site, the search box will only search those pages of the site. I am thinking that it is very important that when facing a site with so much information, from so many sources (and in so many formats), and with so many links and collections, it is important to have such a straight-line search plan to use (especially if one gets confused or lost). I am thinking that teachers and librarians should explicitly create and teach such straight-line plans to help students and patrons use any such complex Web site. I am thinking that the comfort of having a solid searching plan to fall back on will give much confidence to individuals to start searching.
Bell (2010) raised very interesting theories that today’s K-12 students, while looking as if they are very skilled at using technology in every way, are mostly just skilled at using social networking tools and Google. She believed that young students are not skilled at formatting effective queries and at using primary source databases. That reminds me of how people in my parents’ generation seem to think that I grew up using computers all the time. I’m 35. I hardly used computers until I was a college student (starting in 1995). I have learned what I have learned about computers because I have used them a lot during the past 17 years. I have worked hard, on my own, to learn about computers. I have also learned from others. Bell (2010) mentioned that it is up to teachers to teach kids how to search and use primary source databases. She said if the teachers do not know how to search and use primary source databases, who will teach the kids how to use them? I have to admit that I had fallen into the trap of assuming that today’s kids are all very tech savvy in every way. Just because a person wants to use something, or does use something, does not mean that the person can use that thing well. From now on, I will not assume anything about kids (as I do with adults) and will make sure they know the basics of technology and searching before teaching them advanced skills.
A helpful item from the Library of Congress’ site is the method for “Analyzing Primary Sources”. I am thinking that the general ideas of the method: “Observe, Reflect, and Question,” could be used to analyze any source of information (primary and secondary sources). I am thinking that the method could (and should) be taught in schools regardless of whether the Library of Congress site or primary sources were the focus. I am thinking that it promotes good learning because it results in focused and informative questions (for future research) at the end. I am thinking that the key to enthusiastic research is to have such questions. Similarly, I use the Web often, because the information I learn from it each day raises new questions (and new questions that I am confident the source can help to offer answers for). The same type of thing has occurred in my formal schooling during the last several years. I keep taking classes because many of my classes have raised subjects that I have found interesting and useful (and I want to learn more about them).
An interesting thing that I have learned from class discussions is that the students tend to bring unique backgrounds (where they grew up, occupation, interests, hobbies, where they live, etc.) to the class and these backgrounds seem to appear in the parts of the site (and the artifacts) they discuss. For example, I have found myself focusing on artifacts from North Carolina (especially western North Carolina) and resources related to presidents and law. I think it is no coincidence that I lived my entire life in (western) North Carolina and have always had interests in U.S. presidents and law. Similarly, I think it was no coincidence that an educator who works at a public school in Chicago found a photo of a past education leader from Chicago. Therefore, I am thinking that educators should inspire students to start searches by focusing on people, places, and concepts they know quite a lot about (to gain confidence) and then use that knowledge to expand into topics they know less about (to gain a wider worldview and compare things). I am thinking that it is important for educators to know that each student will come to class ready to focus on his or her own unique background and interests, and that the educator must be ready to inspire (and offer helpful ideas) in helping to promote the student’s research into ideas of the student’s choosing. For example, if a project asks students to write about the history of Illinois, it might be a good idea to inspire and allow a student who has a great interest in law to write about the history of law in Illinois. If the student was from Texas, the student could also compare the legal histories of those two states.
After looking at the provided self-assessment, I have learned that it is important for educators to know how to search for, analyze, and present (through the use of technology), information from personal research based upon primary sources. Educators should also be able to instruct students and colleagues in how to do all of those things in their lives as well. I am thinking that it is important not to eliminate the usage of secondary sources, because those sources can provide examples of how others have analyzed primary sources. I am thinking that such examples (if taught) can provide great ideas on how to analyze primary sources. I am thinking that can also help students understand and appreciate different viewpoints on what can be seen when examining primary sources. For example, I have learned a lot from listening to commentators analyze particular events (such as recent political conventions and sporting events). Multiple individuals can see the same event, yet come up with very different opinions about which parts were most important and why.
The self-assessment has helped me to understand that technology can and should be used in the presentation of research results. This assignment is a good example of how one can complete an assignment while becoming more skilled at technology at the same time. As a student, it has been inspiring for me to see students and instructors use technologies to present their projects. After seeing that, I have wanted to learn how they created the presentations (using the technological tools). However, what if students do not have access to technological tools to create presentations? I have also learned that it is important to be able to connect findings (and conduct research) across fields. How does a document by Abraham Lincoln connect to past or present sociology, psychology, law, and political science? I am thinking that such analysis and presentation would result in student and audience learning much more, not only about Lincoln, but about past and present American society (and human nature).
In conclusion, no one should assume that anyone has any particular skills in using technology, especially on the subjects of analyzing Web sites, conducting Web searches, or using presentation technology. Each individual is unique and each individual should gain inspiration and support to research and present topics of his or her interests. Students should be offered straight-line plans to conduct research, but should also be encouraged to explore new ways of finding, analyzing, and presenting information. Students should be encouraged to listen to new data and theories/opinions across fields and to connect them as much as possible.
Reference:
Bell, M.A. (2010, January 1). Belltones: What kids know (and don’t know) about technology.
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