Carly Dearborn and Michael Flierl
This paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher…
Abstract
Purpose
This paper begins to construct a theoretical foundation for using a diplomatic-informed pedagogy that specifically addresses common concerns in archival instruction in a higher education environment. The authors utilize self-determination theory (SDT) to define student-centeredness and provide empirical guidance for creating a learning environment supporting student motivation, persistence and academic achievement. The proposed framework provides both structure and theoretical grounding for the archivist while also cultivating a learning environment which effectively motivates novice researchers.
Design/methodology/approach
The authors draw on diplomatics and archival instructional literature to propose an instructional framework utilizing SDT.
Findings
A diplomatic-informed pedagogy is a new, theoretically viable approach to archival instruction for novice researchers intending to replace common archival orientation and competency-based instruction. This pedagogical approach also provides a reproducible structure to the instructional archivist, helping to organize classroom learning outcomes, assessments and activities in alignment with evidence-based research and well-established archival theory.
Research limitations/implications
This is a conceptual paper and based on subjective analysis of existing literature and theory. The proposed framework has not been tested in a practical application, but it is based in the pedagogical foundations of diplomatics and SDT's focus on student perceptions and motivations.
Originality/value
Diplomatics, the foundation of archival science and legal theory, can be applied pedagogically to provide concrete guidance to teach students to use archives in more intentional, creative and disciplinary authentic ways. Diplomatics gives the instructional archivist a pedagogical foundation, structure and guiding methodology to approaching novice researchers in the archives, while SDT presents how to implement such an approach.
Details
Keywords
This paper presents a novel approach to associating patron interactions with specific student learning objectives (SLOs) incorporated into reference transactions in an environment…
Abstract
Purpose
This paper presents a novel approach to associating patron interactions with specific student learning objectives (SLOs) incorporated into reference transactions in an environment where learning, as opposed to usage or user satisfaction data, is considered a benchmark of success.
Design/methodology/approach
As part of the routine process of recording reference transactions into a tracking database, reference librarians associated each of their patron interactions with library programmatic SLOs they perceived addressed through the teaching they incorporated into the interaction. Reporting functions of the transaction database software were utilized to uncover notable patterns of teaching.
Findings
The most and least addressed programmatic SLOs were identified. The distribution pattern of SLOs addressed was found to be consistent over time. A correlation was found between the length of interactions and which SLOs were addressed in the interaction. Citation assistance was found to be often incorporated into complex research questions. SLOs addressed varied slightly by day of the week. The distribution patterns of SLOs addressed were found to vary greatly by the librarian.
Research limitations/implications
It is difficult to verify the quality of tagging data. Strategies for addressing such concerns include ensuring participating librarians agree on the importance of creating reliable data and ensuring they have solid and similar understandings of the program's SLOs.
Originality/value
This project demonstrates that actionable findings can be derived from tracking the specific programmatic SLOs being addressed in reference interactions. Formal assessment projects and other targeted efforts to improve learning in reference interactions in response to such findings are suggested as positive contributions to the overall reorientation of academic libraries toward measuring successful librarianship in terms of student learning.