Why Objects Matter in Higher Education

Autor/in	Cobley, Joanna
Titel	Why Objects Matter in Higher Education
Quelle	In: College & Research Libraries, 83 (2022) 1, S.75-90 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
Schlagwörter	Foreign Countries; Undergraduate Students; Self Esteem; History; Curriculum Design; Primary Sources; Cooperative Learning; Archives; Action Research; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Self-esteem; Selbstaufmerksamkeit; Geschichte; Geschichtsdarstellung; Lehrplangestaltung; Primärquelle; Kooperatives Lernen; Archivwesen; Archiv; Projektforschung; Neuseeland
Abstract	Integrating artifacts into the curriculum can increase students' confidence when working with historical fragments. This article provides insight into what happened when students engaged with authentic historical artifacts for the purposes of learning for the first time. It draws from a range of qualitative data collected during a two-year period while teaching an undergraduate New Zealand history course. Students described learning how to read such objects and gaining skills in how to synthesize information highlighting both the short- and long-term pedagogical benefits stemming from object-based learning (OBL). While OBL needs specialist collections staff to work alongside the teacher, the article closes with encouraging comments about how OBL caters for different age groups, interests, and learning contexts. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01