Abstract

Indiana University (IU) Libraries hosts a three-day Primary Source Immersion Program (PSIP) for instructors, to help them integrate primary sources into existing or new courses and foster their students’ information literacy skills in relation to primary sources. PSIP draws on the rich collections of IU Libraries, including University Archives, the Lilly Library for rare books and special collections, and the Herman B Wells Library Map Collections. PSIP began as a collaborative endeavor among instructors, archivists, special collections librarians, teaching librarians and collection managers, and has quickly become a support structure allowing for ongoing collaborations across a large university. This article describes the creation of the Primary Source Immersion Program, including the development of primary source-specific rubrics which were informed by the ACRL Information Literacy Framework and the SAA/RBMS Primary Source Literacy Guidelines. We demonstrate how the pre-PSIP landscape of primary source instruction on campus evolved to be more collaborative after the introduction of PSIP, briefly describe what happens during the three-day workshop, and offer several case studies which highlight resulting semester-long collaborations between instructors and librarians, and provide a rubric developed to assess student learning outcomes. Finally, we discuss future directions for maps/spatial literacy that have grown as a result of PSIP.

摘要

印第安纳大学（IU）图书馆为教师举办了为期三天的主要来源浸入计划（PSIP），以帮助他们将主要来源整合到现有或新课程中，并培养学生与主要来源相关的信息素养技能。PSIP利用了IU图书馆的丰富馆藏，包括大学档案馆，礼来图书馆的稀有书籍和特别收藏，以及Herman B Wells图书馆地图馆藏。PSIP最初是教师，档案管理员，特殊馆藏馆员，教学馆员和馆藏管理员之间的协作努力，并迅速成为一种支持结构，可以在大型大学中进行持续的协作。本文介绍了“主要来源浸渍程序”的创建，包括根据ACRL信息素养框架和SAA / RBMS原始资料扫盲指南，开发针对特定原始资料的规范。我们演示了PSIP引入后，校园内主要源教学的PSIP之前的格局如何演变为更具协作性，简要介绍了为期三天的研讨会期间发生的情况，并提供了一些案例研究，这些案例研究突显了教师之间长达一个学期的合作和图书馆员，并提供评估学生学习成果的指标。最后，我们讨论了由于PSIP而增长的地图/空间素养的未来方向。我们演示了PSIP引入后，校园内主要源教学的PSIP之前的格局如何演变为更具协作性，简要介绍了为期三天的研讨会期间发生的情况，并提供了一些案例研究，这些案例研究突显了教师之间长达一个学期的合作和图书馆员，并提供评估学生学习成果的指标。最后，我们讨论了由于PSIP而增长的地图/空间素养的未来方向。我们演示了PSIP引入后，校园内主要源教学的PSIP之前的格局如何演变为更具协作性，简要介绍了为期三天的研讨会期间发生的情况，并提供了一些案例研究，这些案例研究突显了教师之间长达一个学期的合作和图书馆员，并提供评估学生学习成果的指标。最后，我们讨论了由于PSIP而增长的地图/空间素养的未来方向。