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.
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