Library of Congress
Teaching with Primary Sources
College and Career
Readiness Instructional
Strategies
Professional Development
Institute
Tuesday, August 24 &
Wednesday, August 25, 2010
Your Facilitators: Dr. Lana W. Jackman; Dr. Milli C. Pierce; Meghan McNamara
Library of Congress
The Library of Congress is the de facto national library of the
United States and the research arm of the United States
Congress. Located in Washington, D.C., it is the largest by shelf
space and one of the most important libraries in the world. Its
collections include more than 30 million cataloged books and
other print materials in 470 languages; more than 58 million
manuscripts; the largest rare book collection in North America,
including a Gutenberg Bible (one of only four perfect vellum
copies known to exist); over 1 million US Government
publications; 1 million issues of world newspapers spanning
the past three centuries; 33,000 bound newspaper volumes;
500,000 microfilm reels; over 6,000 comic book[3] titles; the
world's largest collection of legal materials; films; 4.8 million
maps; sheet music; and 2.7 million sound recordings. The head
of the Library is the Librarian of Congress.
Source: http://www.american-architecture.info/USA/USA-Washington/DC-009.htm
Library of Congress
Teaching with Primary Sources
Program
NFIL/TPS CRB Institute
Primary Goal
Introduce CRB instructional faculty and staff to
the 21st century digital/information literacy skill
set needed to design and implement a guided
inquiry teaching and learning process that
enables high school students to critically and
creatively use the primary sources of the Library
of Congress.
Anticipated Outcomes
Upon completion of this year long institute, CRB participants will be able to:
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Articulate and promote the benefits of TPS within their own
instructional practice and that of their colleagues, regardless
of academic discipline.
Understand how to apply guided inquiry approaches and
strategies within a high school classroom and sustain
currency by incorporating appropriate community of
practice assessment strategies.
Model 21st century skill behavior and digital/information
literacy best practices in the classroom and the workplace.
Consider ways in which TPS digital/information literacy
practice can enhance student academic performance and
teacher professional development
Build a TPS digital/information literacy community of
practice campus culture.
CRB Participant Incentive
At the successful conclusion of the institute, each participant will be offered the
following:
• An opportunity to complete the iCritical Thinking
Certification assessment exam, (a $750 value). The iCritical
Thinking Certification features real-time, simulated,
scenario based tasks designed to measure teachers’ ability
to navigate, critically evaluate, and make sense of a wealth
of information available through information and
communication technologies. Aligned with Association of
College and Research Libraries information literacy
standards and endorsed by the Global Digital Literacy
Council, those demonstrating “proficiency” will receive an
iCritical Thinking Certificate credential.
• Qualified participants may also earn up to 37
Massachusetts professional development points (PDPs).
• Those successfully completing all the Institute
requirements will receive a stipend of $125.
Cristo Rey Boston Professional Development Training
Agenda
Teaching with Primary Sources, Information
Literacy, and Guided Inquiry
Overview
Overarching Goal
“By 2020, America will once again have the highest proportion of
college graduates in the world.”
President Barack Obama, February 24, 2009
Early Learning
(Birth-grade 3)
Goal: All
kindergarten
students arrive
ready to learn and
remain on track to
4th grade.
Elementary
(Grades K-5)
Secondary
(Grades 6-12)
Goal: All
students enter
middle school
with
foundational
skills to tackle
advanced
subjects.
Goal: All
students
graduate high
school on time
prepared for at
least one year
of postsecondary.
PostSecondary
Goal: All
graduates have
opportunities
for success in
the 21st century
economy.
ESEA Reauthorization
Key Focal Points
College- and
Career-Ready
Students
Meeting the
Needs of Diverse
Learners
Fostering
Innovation and
Excellence
Successful, Safe
and Healthy
Students
Great Teachers
and Great
Leaders
A Complete
Education
College and Career Readiness
College Ready
Career Ready
Career Awareness
Core Academic
Disciplines
English
Mathematics
Science
Social Studies
Foreign Language
Cross-Disciplinary
Problem Analysis
Understanding Systems
Strategic Planning
Technological Literacy
Communications
Industry Knowledge
&Practice
Employability
Leadership & Teamwork
Safety
Technical skills
Economics
Ethics
Source: ConnectEd - Created by the James Irvine Foundation www.connectedcalifornia.org
Information Literacy and
Guided Inquiry
Information Literacy: A Process of Learning
 Computing
 Cognition
 Telecommunications
 Information
Resources
 Information Seeking Skills
21st Century Skills
Lifelong Learning Culture
Information
Literacy
•Define
•Access
•Evaluate
•Manage
•Integrate
•Communicate
Cross-Disciplinary
Professional and Workforce
Development
Curriculum, Instruction and
Training
Formal and Informal Learning
Environments
Standards and Assessments
Critical and Creative Thinking
Informed Decision Making
Ethics
Digital
Literacy
•Computer Basics
•The Internet and the
World Wide Web
•Productivity
Programs
•Computer Security
and Privacy
•Digital Lifestyles
What is Guided Inquiry?
• Guided Inquiry is carefully planned, closely
supervised targeted intervention of an
[instructional team of school librarians and
teachers] to guide students through
curriculum based inquiry units that build
deep knowledge and deep understanding
of a curriculum topic, and gradually lead
towards independent learning.
Information Literacy Pre-Assessment
Where can I use primary sources?
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Social studies
Language arts
Math
Science
Arts: music, art,
drama
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Manuscripts
Maps
Motion pictures
Music
Newspapers/cartoons/
advertisements
• Photos
• Printed ephemera
• Sound recordings
Source: Teaching with Primary Sources Western Regional Center
Why Primary Sources?
Evidence
– Photographs
Thinking
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– Letters
inconsequential
– Journals
– Official documents
– Licenses
Distinguish between
important and
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Significance of the
past to the present
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Significance of
personal character
for good and ill
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Not all problems have
solutions
– Bibles
– Maps
– Announcements
– Movies
– Audio
– Sheet Music
Source: Teaching with Primary Sources Western Regional Center
Why Primary Sources?
Evidence
– Photographs
– Letters
Thinking
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Fact vs. Conjecture
Evidence vs.
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Assertion
Compare/contrast
Analysis, synthesis
and evaluation of
– Journals
– Official documents
– Licenses
– Bibles
– Maps
– Announcements
– Movies
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evidence
Infer
Draw conclusions
– Audio
– Sheet Music
Source: Teaching with Primary Sources Western Regional Center
Your Teaching with Primary Sources Toolkit
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Lesson Plans
http://memory.loc.gov/learn/lessons/index.html
Themed Resources
http://www.loc.gov/teachers/classroommaterials/themes/
Primary Source Sets
http://www.loc.gov/teachers/classroommaterials/primaryso
urcesets/
Presentations and Activities
http://www.loc.gov/teachers/classroommaterials/presentati
onsandactivities/
Collection Connections
http://www.loc.gov/teachers/classroommaterials/connectio
ns/
21st Century College and Career
Instructional Strategy
Teaching with
Primary Sources
Content
Tools
Digital Literacy
Skills
Information Literacy
The “Beware” Quartet
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Copyright
Citation
Paraphrasing
Plagiarism
Lesson Plan Template
Project Details
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Identify a 21st century issue such as the environment,
educational reform, national security, immigration
etc.
If applicable, trace the historical, U.S. roots of the
issue along with any associated presidential
proclamation (s) issued during the timeframe 17892010.
Analyze the social determinants of the selected issue
during the specified time period...using a “who, what,
where, how and why” format.
Create an online, student centered, interdisciplinary
team syllabus, outlining instructional focus, strategies,
assessments, and print/electronic resources.
Give a creative presentation of their TPS cultural
portrait, in a format of their choosing at the end of
the school year.
Lesson Plan Outline
• Theme: 21st century national
issue - if applicable, associated Presidential
Proclamations 1789-2010
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Objective
Curriculum Framework (s)
Key Words
Resources
TPS Institute 2010-2011
Time Table Benchmarks
• August 24 & 25, 2010 TPS
Training
• December, 2010 – Community
of Practice Review
• March, 2011 – Community of
Practice Review
• June, 2011 – TPS Community
Forum
Dr. Lana W. Jackman
National Forum on Information
Literacy, Inc.
359 Walden Street, Suite 100A
Cambridge, MA. 02130-3147
617.354.6269
lj@infolit.org