Building aCulture of Inquiry

Using Primary SourcesAnne R. Diekema & Sheri Haderlie

School Library Media Administration Endorsement Program

Utah State University

IntroductionsPrimary sourcesInquiry learning in standards and models

Play time

Introduction

Primary Sources

A primary source is an original source, a piece of evidence created or produced during the time period under study

Primary sources are the closest you can get to an event – unfiltered, right from the horse’s mouth!

Secondary sources are reactions to, comments on, or interpretations of primary sources

Primary Sources defined

Original Documents◦ Autobiographies, diaries, e-mail, interviews, letters,

minutes, news film footage, official records, photographs, raw research data, speeches

Creative Works◦ Art, drama, films, music, novels, poetry

Relics or Artifacts◦ Buildings, clothing, DNA, furniture, jewelry, pottery

Examples of primary sources

http://knowledgecenter.unr.edu/help/using/primary.aspx

Students working with authentic materials tend to create meaningful connections to the subject

Primary source analysis techniques require critical thinking

Teaching with primary sources

Inquiry-BasedLearning

One of the common beliefs underlying the Standards for the 21st Century Learner (AASL)

“Inquiry is defined as a stance toward learning in which the learners themselves are engaged in asking questions and finding answers, not simply accumulating facts (presented by someone else) that have no relation to previous learning or new understanding.” (AASL, 2007, p 17)

Inquiry

“Anytime they [students] are questioning, finding answers, discovering new ideas, and constructing their own meaning they are drawing upon their skills of inquiry” (AASL, 2007, p. 17)

Inquiry - continued

Inquiry doesn’t replace information literacy;

it encompasses it. (Fontichiaro, 2010, p. 13)

Stripling: Model of Inquiry◦ Six step model of inquiry-based learning process◦ Describes six phases and their thought processes◦ Model is recursive and reflective

Kuhlthau: Information Search Process◦ Six stages of the information search process◦ Views process from three angles

Physical - actual actions taken Affective – feelings experienced Cognitive – thoughts concerning process and content

Two models of Inquiry

StriplingModel of Inquiry

Inquiry Model

http://www.loc.gov/teachers/tps/quarterly/0907/pdf/StriplingModelofInquiry.pdf

Show students how to:◦ Identify prior knowledge and misconceptions◦ Identify point of view and its effect on

information presented◦ Use concept mapping to develop framework of

overall themes, major concepts◦ Make valid inferences◦ Develop context through acquiring background

knowledge

Connect

http://www.loc.gov/teachers/tps/quarterly/0907/article.html

Show students how to:◦ Develop focus questions at different levels of

thought that lead to manageable investigations◦ Connect focus questions to larger theme or

essential question

Wonder

Show students how to:◦ Determine the authority, purpose, point of view,

and accuracy of sources◦ Corroborate evidence by using multiple sources◦ Take notes on main ideas and supporting

evidence◦ Make inferences◦ Interpret evidence

Investigate

Show students how to:◦ Organize information into main ideas and

supporting evidence◦ Compare evidence for alternative viewpoints◦ Draw conclusions and form opinions based on

evidence

Construct

Show students how to:◦ Think creatively to generate an original

approach to develop a final product◦ Employ writing, speaking, and visualizing skills

appropriate for developing an inquiry-based product

◦ Use technology to create a final product

Express

Show students how to:◦ Use reflective questioning◦ Use metacognitive thinking strategies◦ Solicit peer consultation and feedback

Reflect

Information Search

ProcessInquiry Model

An information search is a process of construction which involves the whole experience of the person, feelings as well as thoughts and actions.

(Kuhlthau 1991, p. 362)

Information Search Process

Stages in ISP

Feelings Thoughts Actions Task

Initiation UncertaintyGeneralVague

Seeking backgroun

d infoRecognize

Selection Optimism Identify

Exploration

ConfusionFrustration

Doubt

Seeking relevant

info Investigate

Formulation

ClarityNarrowed

ClearerFormulate

Collection ConfidenceIncreased interest

Seeking relevant or

focused info

Gather

Presentation

ReliefSatisfaction

or Disappointme

nt

Clearer or Focused Complete

Primary Source with Inquiry

lessons

Start small – select historical picture Brainstorm meaningful connections to the

picture

Getting started

◦ What do you already know?

◦ Have you heard stories about this?

◦ Have you ever (done anything that is depicted here)?

http://www.loc.gov/pictures/item/2001703662/

Develop open-ended research questions◦ Avoid questions with one-word answers

Developing questions routine (Johnson, 2010):1. Write five curiosity driven questions about

image2. Cull your list and keep questions that:

require complex answers connect to “big idea” in state content standards fill a knowledge gap matter

3. Improve remaining questions

Questioning Primary Sources

Three actions recommended by the LoC◦Observe: Have students identify and note

details◦Reflect: Encourage students to generate and

test hypotheses about the source◦Question: Have students ask questions to lead to

more observations and reflections

Establish Thinking Routines

http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pdf

What do you notice first? Find something small but interesting. What do you notice that you didn’t

expect? What do you notice that you can’t explain? What do you notice now that you didn’t

earlier?

Observe

Where do you think this came from? Why do you think somebody made this? What do you think was happening when this

was made? Who do you think was the audience for this

item? What tool was used to create this? Why do you think this item is important? If someone made this today, what would be

different? What can you learn from examining this?

Reflect

What do you wonder about... Who? What? When? Where? Why? How?

Question

Help students◦identify questions appropriate for further

investigation◦develop a research strategy for finding

answers

Sample Question: What more do you want to know, and how can you find out?

Further Investigation

Hands onsession

Play Time!

Individually – observe, reflect, question (2 min)

In your group – share, discuss, and agree on 3 curiosity driven open-ended questions (5 min)

In your group – refine your 3 questions (3 min)

In your group – develop strategy for further research (5 min)

Report to everyone (5 min)

Play Time

Where to get Primary Sources

http://www.smithsonianeducation.org Central education website for the

Smithsonian Institution – lesson plans, resources, state standards

Main categories: Educators, Families, Students

SHOUT: invites educators and students to take an active role in global environmental issues

Smithsonian Education

http://www.loc.gov/ American Memory

◦ http://memory/loc.gov◦ Entry point for a) searching digital collections,

and b) searching within those collections Teachers Page

◦ http://www.loc.gov/teachers◦ Tools and materials for using primary sources in

teaching◦ Professional development resources

Library of Congress

• http://www.archives.gov/education Lesson plans & activities School tours & activities Using primary sources State & regional resources (sadly, Utah not listed)

• DocsTeach http://docsteach.org/ Creation tools to make your own interactive activity

with primary sources

The Digital Classroomof the National Archives

http://teachinghistory.org National History Education Clearinghouse

(NHEC) 800 Teaching American History lessons

and projects Reviewed lesson plans Technology tools Ask-a-service

◦ Ask a historian; Ask a Master Teacher

Teaching History

• http://www.free.ed.gov Animations • Primary docs Photos • Videos

• Can search by subject• More than 1,500 federally supported teaching and

learning resources - from dozens of federal agencies. New sites are added regularly.

• Get new resources delivered to you several times a week: sign up for the FREE RSS.

F.R.E.E.

http://mwdl.org/ digital collections about Mountain West

region 300,000 resources in over 350 collections

from universities, colleges, public libraries, museums, archives, and historical societies in Utah, Nevada, and other parts of the U.S. West.

Mountain West Digital Library

American Association of School Librarians (2007). Standards for the 21st century learner. Chicago: American Association of School Librarians.

Fontichiaro, K. (2010). Nudging toward Inquiry: Developing Questions and a Sense of Wonder. School Library Monthly, 27(2), 13-15.

Jansen, B. A. (2011). Inquiry Unpacked: An Introduction to Inquiry-Based Learning. Library Media Connection, 29(5), 10-12.

Johnson, M. J. (2010b). Getting Started with Primary Source Teaching. School Library Monthly, 27(2), 32-33.

Johnson, M. J. (2010a). Primary Sources in Your Back Pocket. School Library Monthly, 27(1), 30-31.

Kuhlthau, C. C. (1991). Inside the search process: information seeking from the user's perspective. Journal of the American Society for Information Science, 42(5), 362-371.

Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry : learning in the 21st century. Westport, Conn.: Libraries Unlimited.

Library of Congress (2009). Primary Sources and Inquiry Learning. Teaching with Primary Sources Quarterly (Summer 2009).

Stripling, B. K., & Hughes-Hassell, S. (2003). Curriculum connections through the library. Westport, Conn.: Libraries Unlimited.

Further reading

Teachers’ Guide - Analyzing Primary Sourceo http://www.loc.gov/teachers/usingprimarysources/resources/Anal

yzing_Primary_Sources.pdf

Primary Source Analysis Tool◦ http://www.loc.gov/teachers/usingprimarysources/resources/Pri

mary_Source_Analysis_Tool.pdf

Utah State History◦ http://ilovehistory.utah.gov

Additional resources

Thank you for coming!

We wish you well as you integrate

primary sources & inquiry into your

teaching!