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13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery

  • Kristen J. Nyitray

    Nyitray, Kristen J

    Member of the Faculty and Director, Special Collections and University Archives, and University Archivist at Stony Brook University, New York, US. Kristen holds a BA from Stony Brook University and an MLS from City University of New York, Queens College. Her research focuses on US social and cultural history, memory, archives and libraries, and public history. She is a Certified Archivist (CA) accredited through the Academy of Certified Archivists.

    Email: kristen.nyitray@stonybrook.edu

         and Dana Reijerkerk

    Reijerkerk, Dana

    Independent Researcher and Data Consultant situated in the US whose research, video games, and interactive experiences explore sociotechnical issues in data with emphasis on the intersections and borders between technology and social power structures. Dana has a BA in American Indian Studies and a Master of Science in Information from the University of Michigan, Ann Arbor, MI, US.

    Email: danareijerkerk@gmail.com
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Libraries Empowering Society through Digital Literacy
This chapter is in the book Libraries Empowering Society through Digital Literacy

Abstract

This chapter details a case study of developing the web-based etutorial Using Primary Sources in Research, an open educational resource (OER) that centres primary sources within a benchmarking framework of transliteracy skills. The etutorial was created in response to students needing to include primary sources in assignments but expressing uncertainty about how to identify, access, interpret, and incorporate these unique sources in their studies. For digital native learners, familiarity and comfort with technology do not necessarily equate with the ability or competency to use digital primary sources effectively in research and creative projects. There is an interplay between key skills grounded in archival research methods and new and emerging literacies which presents opportunities to integrate these literacies effectively. While leading library and information science organisations have presented standards for primary source literacy, guidance aimed at helping librarians and archivists actualise these guidelines in academia is still evolving. This chapter outlines the OER design lifecycle including planning, implementation, outreach, and maintenance. The methods section can be instructive for librarians and teachers with minimal resources seeking to infuse synchronous and asynchronous learning environments with literacies associated with primary resources. The project seeks to enhance the impact of library instruction by situating and elevating primary sources as an interface between digital literacy, digital citizenship, and archives.

Abstract

This chapter details a case study of developing the web-based etutorial Using Primary Sources in Research, an open educational resource (OER) that centres primary sources within a benchmarking framework of transliteracy skills. The etutorial was created in response to students needing to include primary sources in assignments but expressing uncertainty about how to identify, access, interpret, and incorporate these unique sources in their studies. For digital native learners, familiarity and comfort with technology do not necessarily equate with the ability or competency to use digital primary sources effectively in research and creative projects. There is an interplay between key skills grounded in archival research methods and new and emerging literacies which presents opportunities to integrate these literacies effectively. While leading library and information science organisations have presented standards for primary source literacy, guidance aimed at helping librarians and archivists actualise these guidelines in academia is still evolving. This chapter outlines the OER design lifecycle including planning, implementation, outreach, and maintenance. The methods section can be instructive for librarians and teachers with minimal resources seeking to infuse synchronous and asynchronous learning environments with literacies associated with primary resources. The project seeks to enhance the impact of library instruction by situating and elevating primary sources as an interface between digital literacy, digital citizenship, and archives.

Chapters in this book

  1. Frontmatter I
  2. Contents V
  3. About IFLA IX
  4. Preface 1
  5. 1 Digital Literacy: An Overview and Introduction 7
  6. Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
  7. 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
  8. 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
  9. 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
  10. 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
  11. 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
  12. 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
  13. Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
  14. 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
  15. 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
  16. 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
  17. 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
  18. 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
  19. 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
  20. 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
  21. 15 Teaching Information Literacy to Would-Be Teachers 259
  22. 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
  23. Part III The Influence of Digital Information
  24. 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
  25. 18 Digital Health Literacy: An Evolving Picture 308
  26. 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
  27. 20 A News Literacy Curriculum Toolkit 349
  28. 21 Digital Learning and Digital Dilemmas 364
  29. 22 Digital Health Literacy: Improving Health Outcomes 383
  30. 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
  31. Contributors 417
https://doi.org/10.1515/9783110533583-014

Chapters in this book

  1. Frontmatter I
  2. Contents V
  3. About IFLA IX
  4. Preface 1
  5. 1 Digital Literacy: An Overview and Introduction 7
  6. Part I Public and School Libraries Promote Digital Literacy through Digital Access and Skills Building
  7. 2 Bridging the Digital Divide: Empowering Marginalised Citizens in Developing Nations 29
  8. 3 Information Literacy in the Digital Age: Building Competencies Across the Learning Continuum 55
  9. 4 Fostering Digital Literacy in India: Government Initiatives and Digital Inclusion 69
  10. 5 Engaging Young People as Readers: Use of Social Media and Digital Literacy 93
  11. 6 The Library as Lifeline: Digital Inclusion in Post-Pandemic Philadelphia 113
  12. 7 Empowering Librarians and Learners: Building a Supportive Network for Teaching and Learning 128
  13. Part II Academic Libraries Take Novel Approaches to Advance Digital Skills
  14. 8 Transforming the Student Experience in Singapore Polytechnic Libraries Through a Collaborative Digital Literacy Framework 143
  15. 9 Supporting Digital Dexterity in Academic Library Communities Across Australia and Aotearoa/New Zealand 162
  16. 10 Developing Student Digital Literacies Through Insights from Educators and Employers 180
  17. 11 Digital Literacy in Latin America: Pre- and Post-COVID-19 197
  18. 12 The Venn of Project Research: A Framework for Librarians and Students Tackling Real-World Challenges 215
  19. 13 Enhancing Student Transliteracy Through Archives: Designing an OER for Primary Source Mastery 230
  20. 14 Misinformation Literacy: Promoting Lifelong Ethical Digital Citizenship 246
  21. 15 Teaching Information Literacy to Would-Be Teachers 259
  22. 16 The Future is Now: Artificial Intelligence and Digital Literacy at the University of Queensland 275
  23. Part III The Influence of Digital Information
  24. 17 Be Not Afraid of a Meme: Developing Visual and Media Literacy Skills 291
  25. 18 Digital Health Literacy: An Evolving Picture 308
  26. 19 Combating Fake News: School Librarians and Digital and Visual Literacy 330
  27. 20 A News Literacy Curriculum Toolkit 349
  28. 21 Digital Learning and Digital Dilemmas 364
  29. 22 Digital Health Literacy: Improving Health Outcomes 383
  30. 23 Digital Literacy: Necessary but Not Sufficient for Learning 401
  31. Contributors 417
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