[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598779-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598779-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","analyzing-archival-intelligence-volume-8-issue-1","Analyzing Archival Intelligence - Volume 8 - Issue 1","","Archival scholarship emphasizes primary sources to strengthen students’ analytical research abilities, yet it offers limited guidance on teaching and evaluating archival instruction through standards or protocols. This study evaluates a sustained collaboration between an instructional services librarian and an archivist within the University Archives’ Student Life and Culture Archival Program. 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Murphy Whitman College  \nEllen D. Swain  \nUniversity of Illinois at Urbana-Champaign  \nABSTRACT  \nAlthough recent archival scholarship promotes the use of primary sources for developing students’ analytical research skills, few studies focus on standards or protocols for teaching or assessing archival instruction. Librarians have designed and tested standards and learning assessment strategies for library instruction, and archivists would do well to collaborate with and learn from their experience. This study examines lessons learned from one such collaboration between an instructional services librarian and archivist to evaluate and enhance archival instruction in the University Archives’ Student Life and Culture Archival Program (SLC Archives) at the University of Illinois at Urbana-Champaign Library. Based on evaluative data from a student survey and in-depth interviews, the authors offer strategies for successfully meeting and exceeding learning outcomes for archival intelligence.  \nHensley, Murphy & Swain, Analyzing Archival Intelligence Communications in Information Literacy 8(1), 2014  \nINTRODUCTION  \nThe academy's strategic focus on high impact learning experiences combined with an increasing amount of digitized archival materials boldly underlines the need for collaboration between instruction librariansand archivists. Librarians, in recent years, have joined archival colleagues in embracing primary sources as an effective and engaging resource for developing students’ critical thinking and analytical abilities. Over the past decade, the ACRL Information Literacy Competency Standards for Higher Education (2000) have been adapted and incorporated across disciplines (Association of College and Research Libraries [ACRL], 2012) . However, the library literature has not adequately addressed instructional strategies for teaching the use of primary sources. While science, technology, engineering, and mathematics (STEM) disciplines are well versed in the pedagogical strategy of undergraduate research techniques, 1 the social sciences and humanities are just beginning to explore ways in which undergraduates can contribute to knowledge in a discipline by asking original research questions, examining primary sources, and creating new content. This study provides a model for how instructional services librarians and archivists can share their knowledge, skills, and expertise to facilitate and enable undergraduate research using primary sources.  \nAt the University of Illinois at UrbanaChampaign, the focus on increasing undergraduate research opportunities in the humanities and social sciences has led to a steep increase in archival instruction in the University Archives’ Student Life and Culture Archival Program (SLC Archives) . Founded in 1989 by an endowment from alumnus Stewart S. Howe, the SLC  \nArchives “collects, preserves, and makes available materials documenting national fraternity and sorority life and University of Illinois student involvement in fraternities, sororities, student government, religious associations, publications, social events, athletics, and other activities that contribute to the total student experience in higher education.” From 2004 until 2012, class use and archival instruction sessions in the University Archives (including the SLC Archives) rose by 94% . Students using the archives to complete a class paper during the same time period rose by 674% . The largest increase of research instruction is due to a general education requirement through the Rhetoric Department.2 Students taking the introductory rhetoric course use SLC archival materials (e.g., administrative files, student organization records, personal papers, photographs, and other items) to investigate a myriad of topics with exam","cbCaio6eeRC51qLx","https://ap.wps.com/l/cbCaio6eeRC51qLx","pdf",754628,"English","# Introduction\n## Background and need for librarian-archivist collaboration\n## Archival instruction within the SLC Archives program\n## Defining and structuring archival intelligence\n## Study focus and research approach","[{\"question\":\"Why do librarians and archivists need to collaborate for archival instruction?\",\"answer\":\"The paper argues that developing students’ analytical skills with primary sources requires coordinated instructional strategies and clear standards, which library instruction and archives can address together.\"},{\"question\":\"What is the SLC Archives program at the University of Illinois at Urbana-Champaign?\",\"answer\":\"It is a university archives initiative that collects, preserves, and provides access to materials documenting national fraternity and sorority life and student involvement in a wide range of campus activities.\"},{\"question\":\"How does the study define “archival intelligence” and what does it emphasize?\",\"answer\":\"Drawing on Yakel and Torres, archival intelligence includes archival principles and procedures, strategies to reduce uncertainty, and intellective skills; this study focuses on the first dimension.\"}]","Analyzing Archival Intelligence - Volume 8 - Issue 1 | PDF",1792087583,48]