1. Constructing Knowledge
A New Take on Learning in Libraries and Archives
Ellen Gustafson, Naomi Herman-Aplet, and Shauna Masura

2. Steps Toward Inquiry
build to
construct knowledge
evaluate and
draw conclusions
interpret
for understanding
plan and
learn
connect to
prior knowledge

3. Inquiry in
Classroom Environments
● Connect to prior knowledge and individual interests
● Create a learner-centered environment
● Design concept-based not topic-based units
● Push students to think and wonder, not just memorize
● Acknowledge challenges, but
lean toward opportunities

4. Kids in Archives?!
● Contribute to authentic
learning experiences
● Lifelong archives users &
appreciators (both students
and teachers)
● Opportunity with new
National Common Core
Standards
● Share sense of wonder and
awe to an audience that gets
it.
Image source Flickr: diegodiazphotography

5. Think Like a
Historian/Archivist
● Constructivist Theory
● What do historians do when they encounter primary documents?
○ Connect - Access background knowledge
■ Historical context
■ Information about form of text
○ Learn - Seek information to supplement background knowledge,
research secondary texts. This is place for teacher instruction.
○ Interpret - Make connections between new information and
background knowledge
○ Evaluate - Make judgements about the quality/provenance/limitations
of text
○ Build - Form a new argument or advance knowledge or understanding
of text
○ Interaction ultimately becomes background knowledge for the next text
Traditional lecture model only 1/5 of the whole process.

6. Build a Lesson
● End goal first
● "What do I want students to do/understand at the end?"
○ Understand difference between primary & secondary documents
○ Use a document as evidence in a written argument
● In standards form:
○ RH.6-8.1 Cite specific textual evidence to support analysis of primary
and secondary sources
○ RH.6-8.9 Analyze the relationship between a primary and secondary
source on the same topic.

7. "While I’d struggle to tell you
how I learn best, there is one
question that I’d always be able
to answer enthusiastically:
What would you like to learn next?"

8. Guiding inquiry in informal
environments
1. Drive at student interest
2. Connect students with others
3. Facilitate meaningful growth towards civic
engagement

9. Interpret -- See Think Ask
See Think Ask
● Only visual clues ● Educated guesses ● Identify information
● Engaging for all and observations that would help them
students ● Push to support with better understand
● Pick up more details evidence from last material
when no pushed to column ● This can lead into a
interpret ● Can be unsure, start reference interview
sentences with "I
think..." or "Maybe..."

10. See Think Ask
Thomas Nast
Source: Library of Congress, http://www.loc.gov/pictures/item/2004665360/

11. Do!
● Provide opportunities for students to share and apply
their knowledge
● "With what you now know about slavery and
emancipation, what would you want to share with others
who weren't here?"
● Provide opportunities for content creation:
○ Publications
○ Exhibits
○ Public critiques
○ Finding aids

12. What's Next?
Proclaiming Emancipation Family Day,
Monday, February 18 (Presidents' Day)
11-3 pm
Sign up!
Email me! naomiha@umich.edu
Participate!
More resources:
http://bitly.com/bundles/naomiha/2

13. Even more resources!
Callison, D. & Preddy, L. (2006). The blue book on
information age inquiry, instruction, and literacy. Westport,
CT: Libraries Unlimited.
Fontichiaro, K. (Ed.). (2009). 21st-century learning in
school libraries. Santa Barbara, CA: Libraries Unlimited.
Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012).
Guided inquiry design: A framework for inquiry in your
school. Santa Barbara, CA: Libraries Unlimited.