USING DIGITAL COLLECTIONS IN THE CLASSROOM TO SUPPORT TEACHING AND RESEARCH

Michael Clark and Elizabeth Losh
The University of California, Irvine

How are teaching and research connected?
The Boyer Commission Report

What is information literacy?  Who defines it?


The American Library Association?
Researcher-librarians like those in Project SAILS?
The Educational Testing Service?
Individual campuses?

Information vs. Knowledge: preparing students for situations of uncertainty and facilitating the consideration of context as well as content.

Other kinds of digital divides:

Diane Harley: Research about instructors and learners
Christine Borgman: Research about archivists and users

Primary Sources

Searchable text
Access to old and rare collections
Access to lexical tools

Secondary Sources

Interdisciplinary perspectives
Ways to cross-reference expertise
Can be integrated with source evaluation

Images from the Course

Early Advocacy for "Hybrid" Instruction

Traditional Instruction: Emphasizes the teacher, the traditional archive of knowledge, and rhetorical situations.

Distance Instruction: Emphasizes the learner, digital resources and information literacy, and specific quantifiable learning outcomes.

Hybrid Instruction: Emphasizes the relationship between learner and teacher, the synergy between digital and physical archives, the dynamic of information and knowledge, and connections between rhetorical situations and learning outcomes.

Three Models for the Use of Digital Collections in the Library

The Supplementary Model: Electronic resources improve upon traditional paper indexes and finding aids to help users find library materials.

The Substitutive Model: Electronic resources solve problems of access posed by the physical archive and preserve documents from the rigors of use.

The Synergistic Model: Electronic resources encourage users to exploit the physical archive, and traditional bibliographies suggest new search strategies with digital materials.

For example, a capstone research paper (on the McCarthy Era) was revised to include more aspects of the university's research community. The curriculum encouraged students to take advantage of an extensive original website of primary sources, a considerably more comprehensive bibliography of materials from several divisions of the campus library, forums with librarians and course directors and with distinguished visiting scholar Ellen Schrecker, a film series, a hands-on in class experience with rare primary source materials from the Political Literature Collection in UCI's special collections division of the library, and prizes from the Undergraduate Research Opportunities Program.

Digital collections that have used in the Humanities Core Course:


The California Digital Library

JSTOR
Project Muse

The Perseus Project

Oxford English Dictionary Online
Britannica Online

Historical Abstracts
The Modern Language Association Index
America: History and Life
Bibliography of the History of Art

Columbus site at Millersville University
Cabeza de Vaca site at Southwest Texas State University
Liberty, Equality Fraternity:Exploring the French Revolution,
The Salem Witch Trials Documentary Archive and Transcription Project at the University of Virginia

Historical Newspapers

Michael Clark on the Pedagogical Value of Digital Collections of Early American Documents

The Spring Syllabus
The First Lecture
The Second Lecture
Using the Evans Imprints with Wonders of the Invisible World and the search term "earthquakes"

How are students prepared?

The Virtual Research Project (Google still in Beta!)
Library Discovery Tasks
"Smart" Classrooms

How are instructors prepared?

The Overview of Writing Assignments
The Instructors' Resource Page

What does student writing enhanced by work with digital collections look like?


A range of responses (from the first year of the research paper)
Deep reading
Exceptional research projects (the most recent year of the research paper)

More about Library-Faculty Collaboration at UCI