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!