Transcript 2009 Summer Institute Day 1 - California University of

Teaching “Pop Culture” via Primary Sources:
The Coca-Cola Case Study
A collaboration between
California University of Pennsylvania’s
Library of Congress Teaching with Primary Sources program
and the Intermediate Unit One
California, PA
Who is here?






Where do you teach/work?
What’s your grade level and subject area?
Why are you here today?
 Why did you choose this course in particular?
Are you new to Teaching with Primary Sources?
Have you used primary sources / oral history in
your classes?
Hobbies / interests?
TPS Summer Institute Participants
1.
Rebecca Barota
15. Dawn Mattey
2.
Teri Clay
16. Kenneth Musko
3.
Stephany Daniels
17. Katie Pavelko
4.
David Divelbliss
18. Heather Persson
5.
Chelsie Fike
19. Denise Phillips
6.
Shannon Gagliardi
20. Mark Render
7.
Matthew Gasper
21. Brianna Rice
8.
Martin Gatti
22. Julie Sanders
9.
Sharon Geary
23. Ashley Smolenski
10. Dominic Grenaldo
24. Nicole Stephenson
11. Michelle Hudock
25. Suzanne Turack
12. Andrea Jackson
26. Denise Yoho
13. Donna Kovell
27. Bryan Maola
14. Jeanette Markle
Who we are
Dr. Michael Brna, Director
Mrs. Lynne Berdar, Secretary
Mr. Nik Roberts, Instructional Specialist
Dr. Dave Lonich, Historian & Educator
Library of Congress Teaching with Primary Sources Department
College of Education and Human Services
California University of Pennsylvania
Introduction to the Library of Congress
Teaching with Primary Sources Program
Teaching with Primary Sources
What do we do at Cal U?
Conduct courses / workshops / presentations on primary source learning
Bring digital primary sources into the classroom
Find, research, and preserve primary sources
The Library of Congress
TPS From the Librarian of Congress..
http://www.youtube.com/watch?v=2L2XwWq4_B
Y
Benefits to taking this course
 Teachers:
 Learn how to carry out an oral history project in your classroom
 Appreciate the added value of primary source focused learning
 e.g. direct connection, deepened content knowledge, excitement, empathy,
etc.
 Envision a means of engaging students in higher-order critical thinking
 Become familiar with the vast array of teacher resources at the LOC
 Librarians:
 Learn about primary source digital libraries at the LOC
 Be able to direct students towards an array of primary source content
 Administrators:
 Become familiar with current instructional and learning strategies
 Become familiar with LOC related professional development opportunities
A Vision of Students Today
http://www.youtube.com/watch?v=dGCJ46vyR9o
A Vision of Students Today Quotes
 0:11
Today’s child is bewildered when he enters the 19th century
environment that still characterizes the educational establishment where
information is scarce but ordered and structured by fragmented,
classified patterns subjects and schedules. –Marshall McLuhan, 1967
 3:57
"The inventor of the [chalkboard] system deserves to be ranked among
the best contributors to learning and science, if not the greatest
benefactors of mankind." —Josiah F. Bumstead, 1841
 This short video summarizes some of the most important characteristics
of students today - how they learn, what they need to learn, their goals,
hopes, dreams, what their lives will be like, and what kinds of changes
they will experience in their lifetime” – Michael Wesch, 2007
Primary vs. Secondary Sources
Primary vs. Secondary Sources
A Primary Source is…
one obtained by, coming from, or being a direct personal
observation or experience.
Is Secondary Source is…
one created using information provided by someone else (i.e.,
using someone’s recollection to create the item).
What are some examples of each?
Primary vs. Secondary Sources
Primary Sources
 Art
 Clothing
 Artifacts
 Autobiographies
 Diaries
 Interviews
 Journals
 Letters
 Music
 News footage
 Newspapers
 Photographs
 Poetry
Post-it notes
 Speeches
 Coins
 Case reports
 Etc.
Secondary Sources
 Textbooks
 Encyclopedias
 Dictionaries
 Biographies
 Documentaries
 Monographs
Why use
Primary Sources
in the classroom?
1.
2.
3.
4.
5.
6.
7.
Creativity and critical thinking (e.g. Bloom)
Bring life to historical events
Multiple perspectives
Empathy building
Excites students
Deepens content
Technological aspects
Where can I find
digital primary
sources & lesson
plans?
In a digital library!
 Is it an institution?
 Is it a piece of technology?
 Is it a website?
 Let’s look at a traditional library definition first
What is a traditional library?
 A building where books are kept
 Collection & organization of materials
 Provides preservation of materials and access to them
 An authority on information
What is a Digital Library?
 A digital library is an organized collection of digital
information
 A collection of “digital objects,” including items that are “born digital”
 Has unique methods for storage, searching, and retrieving those




digital objects
Has unique methods for selecting, organizing, maintaining, and
preserving the collection
Can be a library without walls
A modern way of dealing with knowledge in an information society /
connected age.
Extra features: pronunciation guides, 3-D rotations, “interactives.”
The LOC’s 13 Digital Collections
Historical Reading Strategies
Sourcing
Consider a document's attribution (both its author and how the document came into
being).
Contextualizing
Situate the document and events it reports in place and time.
Corroborating
Check important details across multiple sources to determine points of agreement and
disagreement.
Close Reading
Read carefully to consider what a source says and the language used to say it.
Primary Source Analysis Model by Dr. Daisy Martin, TPS @ Stanford University