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IFLA Satellite 2016

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Drexelmed Legacy Center

on 11 August 2016

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Transcript of IFLA Satellite 2016

Legacy Center
Drexel Med School Archives

We document the histories of
women in medicine
and
homeopathic medicine
through the records of:
Drexel Med School
Its predecessor institutions (dating to 1848), Woman's Medical College of PA and Hahnemann Medical College
Medical organizations and individuals
Archives RESOURCES
Archives RESEARCHERS

Our existing online archival collections database
contains
Metadata that's
inappropriate
for children
Our new "interpretive layer"
Enhanced metadata, connections, and context
Have them answer questions: 1 they can get, 1 they assume, 1 they don't know

Why is this important?...leads to DHT mockup...
DHT mockup, focus on differences
Why are we doing this?
We want people to love history and understand how to use it intelligently and critically.

We want people to use our unique and inspiring collections to understand history through the lens of women's experience.
A big selling point:
Newer Common Core and C3 Framework standards for K-12
Grade 6

Understand chronology

Literal understanding of historical passage, maps, charts, tables, visuals

Understand multiple perspectives

Describe primary and secondary sources

Grade 9

Analyze sources used for historical narrative (primary versus secondary)

Analyze and interpret fact versus opinion, cause and effect

Make conclusions based on evidence

Grade 12

Synthesize and evaluate historical sources

Evaluate sources and corroborate

Synthesize historical questions

K-12 Engagement
Non-Digital

Grade 6

Understand chronology
Literal understanding of historical passage, maps, charts, tables, visuals
Understand multiple perspectives
Explain where historical narratives come from
Describe primary and secondary sources


Grade 9

Analyze cause and effect
Interpret literal meaning of sources
Analyze and interpret fact versus opinion, cause and effect
Identify “central issue”
Analyze sources used for historical narrative
--Primary versus secondary
Make conclusions

Grade 12

Synthesize and evaluate historical sources
Evaluate interpretations of events, points of view
Evaluate sources, corroborate
Synthesize historical questions


Our
new
Interpretive layer for students
I felt like a detective.
My
least
favorite thing was getting angry about sexism.
I'm more of a face-to-face learner and the documents are really like the closest you can get to that with history.
My
most
favorite thing was getting angry about sexism.
Archives EDUCATION

Document Analysis:
The fundamental skill for working with archival primary sources.

Why build this site?
Archives OUTREACH
Archives INTERPRETATION
& EDUCATION

Our face-to-face testing
with Grade 5-12 Students & Teachers
(+ some undergrads)
Why make the
Doctor or Doctress
website?
unique incredible collectons that document the history of women over time and gives them a voice that's not easily available in a lot of places
-wanting to help students learn from and teachers teach how students do research
Why are we doing this?
Trend towards more instruction and education in the archives field.

Desire from teachers and students to go beyond the textbook.

Working with primary sources is valuable and novel for students (and many teachers).

Doing history
means engaging with "the stuff of history" -- it is the labwork necessary to grasp social studies & history.

We want more people to love history and understand how to use it!
Legacy Center - Archives and Special Collections
Drexel University College of Medicine, Philadelphia

IFLA Information and Artifactual Literacies Preconference
August 11, 2016

Matt Herbison
mherbiso@drexelmed.edu
“Why Should I Care?”
Students and
Online Primary Sources


More:
DoctorDoctress.org


Plug for HSP's Preserving American Freedom resource:
http://digitalhistory.hsp.org

Plug for:
TeachArchives.org


Free November 20 event:
Teaching with the Good Stuff
Educational Strategies for Archives, Libraries & Museums

Philly2014.TeachWithStuff.org
Engage students.

Content
+ Context
+ Connections
= Conclusions
Integrating Digital collections & Education/Interpretive layers
Usually, education layer happens
after
the collections database is created.

What benefits come from developing them hand-in-hand?
DoctorDoctress.org

Our Education layer for students
featuring
DoctorDoctress.org
Raise your hand if...
...you've ever been to a doctor
...who is a woman
...do you think it's always been this way?
How do you replicate
this kind of mediated experience
in an online setting,
using primary sources to model
good document analysis skills?
What We've Been Learning
Students won't use your website if it's ugly.

Testing content and functionality throughout is essential, especially when trying to reach & satisfy a new audience.

Students need different options for entry points, mediation tools, and content types

No one -- or any -- approach will satisfy all students and teachers.
{let's hope the internet works}
Different Audiences benefit from Different Metadata
Most Digital Collections
(including our own)

Title
Creator
Format
Subject
Etc etc etc

Metadata describes items

Education Site
Background
Why it matters
Edited transcription
Audio transcription (read by high school student)
Document analysis prompts

Metadata guides students
Also: Mandate to use primary sources (Common Core & C3 Framework)
Full transcript