My Primary Sources : Using Student Personal History as a Gateway to Historical Context
This lesson plan uses student experience with the intersection of language and power to improve their abilities to find and use primary sources, particularly in history research. The goal is for students to recognize that finding primary sources for historical research requires locating the creator of that source in the power dynamics of the time and adjusting language used in searching accordingly. Furthermore, this lesson aims to help students build understanding of how and why language varies among source types to better target sources which reflect the voices they want to examine. It is created for librarians to use in "one-shot sessions” for courses assigning projects with heavy primary source research. The lesson is divided into three subsections. The first situates the discussion in power dynamics of the classroom, examining differences between writing for self, peers, and the professor. The second provides space to reflect and discuss variances in lived experience outside the classroom, as well. Finally, the lesson will use these reflections to guide students in brainstorming whose voices they need to find for their current projects, where these voices might be found, and the language that students may want to try in order to find these sources.
This book chapter is from the Critical Library Pedagogy Handbook, Vol. 2 edited by Nicole Pagowsky and Kelly McElroy.
This work is licensed under the Creative Commons Attribution License 4.0 (CC-BY 4.0).
Is Part Of
Critical Library Pedagogy Handbook, Volume 2, edited by Nicole Pagowsky and Kelly McElroy. Chicago : Association of College and Research Libraries, 2016
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