Online course - no travel to campus required
EDUC 744-951 February 1 – April 8, 2010
3 graduate credits
Designed for teachers of humanities, social studies, science, math, language arts, media specialists and other content area teachers (appropriate for all elementary, middle school, high school and community college curricular areas).
This course is especially helpful for teachers of AP classes, teachers addressing standards requiring the use of primary sources, and teachers working with National History Day activities. Materials from TPS Direct, the Library of Congress Teaching with Primary Sources professional development program, will be incorporated.
What Students Say...
"Primary sources are one of those things that content area teachers need to have in their tool box."
~ Science Teacher, Wisconsin
"I will take from the class the knowledge that primary sources can be used in all disciplines."
~ Elementary Librarian, Blandon, Pennsylvania
"When I thought of primary sources before this course, I had a vague idea of dry, dull information—treaties, science research. Instead I found lots of great ways to enrich my curriculum."
~ Middle School English Teacher, Wisconsin
"I have gotten my money's worth with this class! I learned so much from the assignments, as well as my classmates in our online discussions. This has been one of the most valuable, if not the most valuable, class I've ever taken."
~ Elementary Media Specialist, Wisconsin
"I feel a sense of being enlightened, enriched, and enthused. I was able to build lessons that I would have never thought of before, and I was able to enhance older lessons with primary sources so that students in my classes are truly able to draw connections between history and literature. I feel that this class fueled an enthusiasm about teaching and learning I have not had in some time"
~ High School English Teacher, Maryland
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Description
Comprehensive exploration of information literacy and integration of primary source digital archives with curriculum. Pedagogical and constructivist considerations including rationale for using primary sources to stimulate inquiry, creativity and higher order thinking, formulating research queries, evaluating information resources, and teaching student research strategies.
Purpose of the Course
Learn how to locate primary sources in multiple digital formats to enhance your curriculum. Develop age appropriate learning activities that promote higher level questioning and critical thinking skills while adding excitement to student learning through engaging activities.
You will have hands-on experience integrating instructional techniques including
- how to access the needed resources
- how to teach students to research information efficiently
- how to evaluate information and sources critically for authenticity, validity, and reliability
- how to incorporate selected information into one’s knowledge base
National and state standards for information literacy and the National Educational Technology Standards for students and teachers address using primary resources. Curriculum specific standards such as the National Council for Social Studies Curriculum Standards and the National Standards for History also emphasize student use of various kinds of primary sources in inquiries about historical topics.
This course is approved as an elective in the Master of Science in Education degree program.
Learning Outcomes
Upon completion of the course, students will be able to:
- Apply current research on teaching and learning with primary sources when planning learning activities
- Research and evaluate primary sources and web based primary resources that maximize student learning, address learner needs, and affirm diversity
- Analyze an instructional curriculum problem and integrate a variety of primary resources including information from local, state and national libraries, archives, and museums in a variety of subject areas including science, math, social studies, literacy curriculum, and the arts.
- Teach inquiry and research skills using various search systems to retrieve primary sources in a variety of databases and complex archival collections.
- Demonstrate how to teach citation of sources according to type and evaluate the authority and reliability of information.
- Apply instructional strategies for interpreting and organizing evidence found in primary source documents, develop document based questions, and design developmentally appropriate lessons that apply integrate information and technology literacy skills.
- Demonstrate strategies for developing interdisciplinary and cross-disciplinary activities and assess effectiveness in advancing student learning when using primary sources.
- Facilitate the development of information technology skills among students while integrating the use of electronically accessible primary sources that address content standards and student technology standards.
Readings
All required readings will be available online or via the university's distance learning library web-based databases. There is no required textbook.
Instructor:
Mary Alice Anderson - background information
Prerequisites
What are the minimum technology requirements?
Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.
Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.
If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.
1-888-435-7589 select option 3
or
1-608-264-4357 select option 3
Take a few minutes to review the Frequently Asked Questions, (FAQs).
Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy
Enrollment is limited to twenty participants; register online .
Check out the list of additional online classes.
Request Information Online
School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
phone: 715-232-2253
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Orientation Activities
After you are enrolled, complete the orientation activities, and review the Student Expectations and
Responsibilities and Academic Expectations and Dishonesty Policy .
Alignment with National and Wisconsin Standards
Course objectives are aligned with Wisconsin Standards Teacher Development and Licensure 4, 7, and 10.
Alignment with Wisconsin Model Academic Standards Information and Technology Literacy: Wisconsin Department of Public Instruction, 2000.
B. 12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge and come to a reasoned conclusion.
Alignment with Information Literacy Standards for Student Learning, American Association of School Librarians and American Association of Educational Communications and Technology, 1998
The course aligns with all national information literacy standards, especially:
I. The student who is information literate accesses information efficiently and effectively.
4. Identifies a variety of potential sources of information
II. The student who is information literate evaluates information critically and competently
2. Distinguishes among fact, point of view, and opinion
III. The student who is information literature uses information accurately and creatively
2. Integrates new information into one’s own knowledge
3. Applies information in critical thinking and problem solving
V. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
3. Develops creative products in a variety of formats
VII. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Seeks information from diverse sources, contexts, disciplines, and cultures
VIII. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
1. Respects the principles of intellectual freedom
IX. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
1. Shares knowledge and information with others
2. Respects others’ ideas and backgrounds and acknowledges their contributions
3. Collaborates with others, both in person and through technologies to identify information problems and to seek their solutions
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