Friday, November 23, 2012

Archival scavenger hunts



 This article, by Richard Efthim, is about natural history objects from the National Museum of the Smithsonian, but the points made could be incorporated into a history museum or  an archival institution.  I think it would be really neat for an archive to design mini scavenger hunts for information or to plan out potential problems for new researchers to try and solve.  It's like what we did with the Wright Brother's Collection at the beginning of the semester. The programs could be developed into school programs for interesting ways of learning about history and a fun introduction to using archival materials.  Below is a summary of the article, or you can read it for yourself here:




This article addresses the option of allowing the public to have the same access to collections and information as the museum researchers do.  The Smithsonian Institution’s Naturalist Center made this happen by focusing on gathering information and objects, making this information accessible to the public, and helping the public make the most out of what was available to them.  In this way, the public was able to appreciate and understand the magnitude and importance of the museum’s collection.
            This Naturalist Center is an offshoot of the National Museum of Natural History.  Here there is a large collection, library, and proper science equipment and tools completely accessible to the public.  There are activities for new visitors to complete that lets gain experience researching and studying the materials.  This opportunity has opened the door for students and teachers to experience a whole new level of teaching and learning.  Students’ enthusiasm with the opportunity has shown through with their learning skills.  This opportunity causes them to think more critically with the knowledge in their studies, make new connections between subjects, and they remember what they learn much longer. 
            Help for the public is provided by 65 individuals who are prepared to educate visitors in how to best utilize the resources.  They can help answer questions and bring items out of storage for them.  They are also there to monitor the collection materials and make sure they are properly handled and not stolen.  Instead of a straightforward description of what each object is, the visitors must explore and discover the information for themselves.  The docents are there to help researchers find the materials that they need. 
            An interesting example of an introductory question for a new visitor to answer or for a teacher to present to a class is explained.  This provides an understanding of how the facility can be utilized.  A question is asked concerning whether snail shells grow clockwise or counterclockwise depending on what hemisphere they are from.  The students are then given access to identified shells and research on the shells.  They are then asked to find the solution to the problem.  Researchers are also allowed to explore outside of these novice exercises and investigate ideas at their own pace.
            This opportunity can also aid teachers in explaining new topics to students.  It is one thing to read about fossils and bones, and quite another to learn with actual examples in your hands.  The article also mentions how this is helpful for students who have difficulty learning in school. Many times these students learn much better with hands on and visual opportunities. 
            This facility has been in operation for over thirty years.  Efthim notes that this set up is not possible for all museums to do.  However, elements from this successful learning strategy can be utilized to improve and develop other educational programs.

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