Published by Chandos Publishing (August 31, 2010).

Pre-order now from Amazon.

Published conference proceeding.

“Comment l’internaute devient historien: une pedagogie hybride pour croiser l’analyse documentaire et la creation de ressources numerique au sein d’un course d’histoire.” From Internet User to Historian: A Hybrid Pedagogy to Blend Object Analysis and Digitization in the Heart of a History Course.

Co-author: David Del Testa, Bucknell University. In Les Actes du Colloque de Lille (Octobre 2008). Lyon: Presses de l’ENNSIB, 2010.

Full-day pre-conference workshop at EDUCAUSE 2009 National Conference. Denver, CO. November 2009.

This workshop is geared toward technology professionals who have significant interactions with or responsibility for library operations—or for anyone interested in getting up to speed on the latest developments in libraries. We will discuss topics including libraries and open-source software, information literacy, metadata and why it’s important, national library initiatives and standards, Web 2.0 tools and incorporating them into library services, collaboration between technologists and librarians, institutional repositories, and digital library projects. The workshop is designed to provide a foundation for those new to library management as well as an opportunity for librarians to rethink existing services and programs.

The project won the 2009 ACRL Instruction Section Innovation Award.

As information literacy is being incorporated into accreditation standards, the teaching of these skills is becoming a broader campus concern rather than simply a “library issue.” Historically at Bucknell, information literacy instruction in general has consisted of a series of one-shot, traditional bibliographic instruction sessions with librarians demonstrating various databases and talking about selected reference sources. This approach has led to isolated, inconsistent information literacy among students. Even within a single department, students’ research skills and information literacy is generally uneven.

In response to this uneven level of information literacy, faculty within Bucknell’s Department of History sought to solidify students’ basic historical research skills in introductory courses so students can progress to more advanced historical research. As one step towards this goal, faculty created History 100: Thinking about History. One large component of the course was the World War II Poster Project, a unit designed to embed several information literacy and technology fluency skills into the course. The faculty member teaching the course worked closely with several members of the library/IT staff to create and lead this unit.

The goals of the unit were to:

• Gauge incoming first-year students’ information literacy skills by pre-testing them using personal response systems;
• Teach students the basics of historical research at a level appropriate for entering first-year undergraduate students;
• Introduce students to the services available at a university library.
• Give students a hands-on opportunity to work with archival materials and other rare or fragile objects in a library collections and the intellectual tools to think about them;
• Teach students the basics of digital imaging technology, including using digital cameras and working with photo editing software;
• Create a publicly-available digital library to share the university’s World War II poster collection and students’ research papers about the poster; and to
• Prepare students for their culminating unit assignment: to write a research and analysis paper.

Related documents:

• HIST 100 Learning Objectives Mapped to Middle States Commission on Higher Education (MSCHE) — Phases in the Process of Teaching Information Literacy (PDF).
• HIST 100 Learning Objectives Mapped to Association of College & Research Libraries (ACRL) — Information Literacy Standards (PDF).

Presentations and Publications about the World War II Poster Project

Recent Presentations:

• “Now, All Together!” – The World War II Poster Project: Faculty-Library-IT Collaboration for Information Literacy. Educause 2008 Annual Conference. Orlando, FL. October 2008. Abby Clobridge.
• The World War II Poster Project. Equipe de recherche en Technologie educative (ERT) (The Research Team for Educational Technology): “Culture informationnelle et curriculum documentaire:” la naissance du projet scientifique. Lille, France. David Del Testa, Assistant Professor, Department of History, Bucknell University, and Abby Clobridge.
• World War II Poster Project. Mid-Atlantic Digital Library Conference. Lewisburg, PA. David Del Testa.
• Information Literacy: Reinforcing Student Skills Through the Creation of Two Digital Archives. NERCOMP Annual Meeting. Providence, RI. March 11, 2008. Session with Claudia Perry, Associate Professor, Graduate School of Library and Information Science, Queens College; Co-author: David Del Testa, Assistant Professor, Department of History, Bucknell University. Click here for presentation and additional information.

Publications:

• Clobridge, Abby and David Del Testa. “The World War II Poster Project: Building a Digital Library through Information Literacy Partnerships. ” Chapter forUsing Technology to Teach Information Literacy, ed. by Thomas P. Mackey and Trudi Jacobson.

Co-author/presenter: David Del Testa, Assistant Professor of History, Bucknell University.

Presentation for Trinity University faculty. Presentation highlighted three object-based projects to teach undergraduate students information literacy skills. Projects included: the World War II Poster Project, Biography of an Object, and Historical Mills. The full presentation can be viewed here.

http://php.trinity.edu/qep/info_lit/index.php?q=node/46

See Kyle Blog: Using Your School’s Mascot (or Other Furry Friends) to Introduce Blogging. NCTIES 2009 Annual Conference. Raleigh, NC.

Co-author/presenter Matthew Clobridge, Sycamore Creek Elementary School, Raleigh, NC.