- What? ‘Effective literature searching’ lunchtime sessions
- Who can attend? anyone with a search query or concern
- Where? Library Teaching Room, Level 4 Library
- When? 12.30 – 1.30 on 19th & 26th March, 30th April and 7th May
Whether you’ve got a 20,000 word dissertation looming, a 5000 word paper or you’re just curious to know more about databases, library staff will be hosting lunchtime literature searching sessions four times in the next few months. We will be happy to respond to your literature searching queries and to carry out demonstrations on databases and the library catalogue. If you would like to attend, you can book your place here.
At my “Information and Literature” searching class last night, we looked at the mind maps (outlining concepts and keywords) which the MPhil/PhD students had worked on as part of their pre-search homework. These were created so that the students could visualise their research question and gather in one place the subject terms, keywords, concepts, theories, theorists, and even their searches. One example of a work in progress is this wonderfully complex map created by one of the students – see: https://bubbl.us/h=e7037/3d0dcb/94xc5TUxtDwNI But one thing led to another … for after the discussion, I asked the students what primary sources they were intending to use. The students were puzzled when I explained that if they are generating qualitative or quantitative data, that would be considered a primary source but so could other types of sources.
This caused a little bit of confusion so I thought I would take the opportunity to clarify definitions and give some examples on this post. My question was also an opportunity for me to highlight the findings from the Researchers of Tomorrow, JISC-British Library sponsored, 3-year study involving some 17,000 doctoral students from 70 U.K. universities. This study found that doctoral students’ continued reliance on secondary sources was lowering the quality of PhD output in the U.K. and many PhD students were simply regurgitating existing secondary literature. By way of explanation, it is perhaps important to provide an explanation here: A lot of original work involves looking freshly at secondary sources. I could, for example offer a major critique of an existing secondary source such as a philosophical work and I would be creating new knowledge. However the study’s conclusion is a worrying and I believe definitions of primary and secondary source material are somewhat more fluid than at first glance, and we need to adopt some caution. Let me explain: Read the rest of this entry »
Join us on Tuesday, March 25th 2014, for our annual Friends
of Newsam Library & Archives’ (FNLA) Study Day. This year’s event, “Anthem
for doomed youth”?: exploring conflict and resolution through archives, considers
the concepts of war, conflict and peace through the lense of learning and
Document Reference: BDN/64
The day’s programme:
|9.45-10.00||Welcome and Introductions (Sean Curran)|
|10.00-10.30||Activities in the Library and Archives (Sarah Aitchison)|
|10.30-11.30||Professor Stuart Foster Centenary First World War Battlefields Project
|11.30-12.30||Dr Barry Blades, Teachers and the Great War, 1914-1919
||Lunch (please bring your own). Tea and coffee will be provided.
|13.30- 14.30||Walter Lewis, Educating Service Children in the 20th Century
|14.30-15.30||Alix Hall, Thinking Outside the Box: Using Archives to Teach Perspectives on Wartime
|15.30-16.00||Archive showcase of relevant collections from the Library Special Collections and Archives|
Where: Newsam Library & Archives, Institute of Education, 20 Bedford Way, London
When: Tuesday, 25 March 2014 from 09:30 to 16:00
Register for free tickets here.
Find out more about the Friends of Newsam Library & Archives, including how to become a member, here.
The following is a guest post by Professor of Education at the Institute, Gemma Moss. Professor Moss writes about her experience of creating a LibGuide from the process of researching 19th century historical sources on literacy attainment – see: http://libguides.ioe.ac.uk/literacyattainment
Last year I completed an ESRC-funded research project investigating the collection and use of literacy attainment data in the nineteenth century, with the policy of “payment by results” as the main focus. I started out with very little idea of how education was organised in the 19th century, and how the process of teaching children to read was conceptualised, or which primary sources might act as my best guide to any of this. As I tracked back from the attainment data themselves, presented in the form of annual accounts in the reports of the Committee of Council on Education, to the policy of payment by results, and its genesis in the Newcastle Commission, I found myself becoming increasingly interested in understanding how the policy related to everyday school practice. This in turn led me on the trail of the common textbooks in use in elementary schools to teach literacy and their changing form, as well as their antecedents in the previous century. There are some good secondary guides to sources. Ian Michael’s The teaching of English: from the sixteenth century to 1870 (published in 1987) stands out. But I wanted to set the texts in their context of use. This meant widening the scope of enquiry to take in: the examinations set by the early Teacher Training colleges, advice manuals written for teachers prescribing different approaches, as well as journals written for school sponsors, and school or pupil teachers (Laaden Fletcher’s, The Teachers’ Press in Britain, 1802-1880 (1978) is an invaluable guide to the latter). As I followed the leads I realised that I was amassing information that might be useful to anyone following in my own footsteps. The library guide is the end result. By working with Nazlin Bhimani, in charge of the Institute of Education’s Special Collections, we’ve been able to bring into the same place a variety of resources that set literacy teaching in the nineteenth century in its broader policy context and highlight the very different communities of practice that reflected on literacy teaching, its point and purpose, at that time. This has included embedding hotlinks to materials that are available in digitised versions on Google Books, signposting users to collections worth visiting in other libraries, as well as the collections we hold here at IOE. The review of sources amassed in this way has also provided grounds for extending the special collections held at the IOE with some new purchases that will fill out the study of literacy teaching and its development for anyone who comes after. In particular, Nazlin was able to purchase some of Sarah Trimmer‘s works which the Library did not have in stock.
All of this has been an interesting insight into the scope and range of the collections in the Newsam Library and their contribution to scholarship. I hope that others follow in my footsteps, and are able to make similar links between their topics of enquiry and the work of the Specialist Librarians and Archivists here at IOE.
Holocaust Memorial Day is a day to remember the millions of people killed both in the Holocaust – 27 January marks the liberation of Auschwitz-Birkenau, the largest Nazi death camp – and in subsequent genocides in Cambodia, Rwanda, Bosnia and Darfur.
The Library is currently showing a selection of books (fiction and non-fiction) and other materials from its Curriculum Resources Collection to tie in with Holocaust Memorial Day 2014, which takes place on 27th January and whose theme is ‘Journeys’:
The experience of those affected by the Holocaust and genocide is characterised by forced journeys. Many of these journeys ended in death; some ended in survival. There are journeys too, made after liberation: to life in new countries, or returning home to the places where neighbours may have contributed to the persecution. Individuals and families were forced to move away from their homes and familiar surroundings, into the unknown. These journeys were mostly undertaken in fear and in ignorance of what would be found at the journey’s end. Refugees travelled across countries and across seas. In deportations and death marches, the journey itself was a means of degrading, persecuting and killing Jews, political prisoners and many others.
(From the website of the Holocaust Memorial Day Trust)
We hope you will find the display, which is on the shelves near the stairwell on Level 4, interesting and can use some of the materials in your classrooms. More information on the Curriculum Resources Collection is available at: http://libguides.ioe.ac.uk/curriculumresources
This post was initially featured on our Archive Education blog, found here.
When we initially started education outreach within the archives, we expected to work primarily with Key Stage 2 to 4 pupils. However, we’ve had a fair bit of interest from Key Stage 1 classes, and it has been fantastic seeing younger students interact with history in a new way.
Prior to the holiday break, I delivered several ‘Life at School: Then & Now’, workshops to Year 2s at schools in Fulham and Westminster. Using a variety of our archive collections, we explore the differences between life at school in the past and present, particularly investigating the differences for boys and girls. The second main learning goal for this workshop is to know different ways we can learn about the past. The afternoons went by quickly, but here are a few of the sorts of activities we get up to in ‘Life at School: Then & Now’ workshops…
We first use the archives to look at the traditional differences of school in the past and now, that students are often already familiar with:
- Victorian schools with students in rows versus tables arranged in groups
- Blank walls versus colourful artwork, posters, etc.
- Stern looking teachers in formal clothes versus smiling teachers in more modern fashions
- All the while, thinking about how our classrooms are now arranged in comparison (the students immediately observed the absence of computer stations and carpet areas in photographs from the early twentieth century)
Children then explore archive collections including photographs, timetables, and documents depicting gender-specific learning… domestic science classes for girls, and woodwork classes for the boys.
Following an afternoon break, we use the National Union of Women Teachers collection to look at the differences for male and female teachers in the past. Two students volunteer act as male and female teachers in 1914, and come up and collect their annual pay (in the form of highly coveted Monopoly money – £82 for women, £139 for men) to illustrate the pay inequality. Shock from the female students naturally ensued.
It was great to see how well the NUWT collection can lend itself to other themes and topics, in addition to the campaigning workshops we’ve done thus far. In the upcoming weeks, we’ll be using the NUWT papers to create workshops focusing on historiography, in addition to an adult learning day around the theme of ‘Education for Peace’ during the war and inter-war period.
For ‘Life at School: Then & Now’, we drew from a few of our other archive collections, in addition to the NUWT, including:
The papers of Brenda Francis. Francis was a London County Council / Inner London Education Authority (ILEA) Advisory Teacher in the field of domestic science. Throughout her career, she collected a a large collection of photographs which captured domestic science from the 1930s to the 1980s, and a range of supporting papers.
I also brought along photographs from the photographic archive of the Ministry of Education’s Architects and Buildings Branch. The A&B Branch collection contains photographs and slides which depict a range of features of school life from the 1940s to the 1990s. The collection is amazing in its breadth, illustrating a wide range of subjects which reflect both the Branch’s activities, the consturction of schools, and also records of changes in styles of education, concepts of child-centred learning, planning, furniture, colour in schools, landscape, sociology, social history, post-war changes in secondary education, the secondary modern, vocational/technical education, gender stereotypes, and many more.
A big thank you to the wonderful teachers we worked with: Ms Casey, Ms Murphy, Ms Vandepas, their T.A.’s, and each of their engaged and enthusiastic Year 2s.
Elizabeth Middleton Ord Marshall believed that people from across the Empire would benefit from direct interaction between themselves – and the best place to start was between children. So, in 1901, she established the League of the Empire (renamed the LECT in 1963) and encouraged children from across the world to write to each other. Soon teachers from Canada and Australia began visiting British schools to further this ‘friendly and educational communication’. From 1919 these visits became organised exchanges between teachers in the UK and those living across the world – all either current or old parts of the Empire, and later the Commonwealth. The majority of exchanges were with teachers living in Canada, Australia, New Zealand and South Africa, but over the years British teachers exchanged with those living across the world including Sri Lanka, Sierra Leone and Jamaica. (As I sit and write this on a chilly January day I have particular envy for those who managed to organise exchanges to Mauritius, Antigua, the Seychelles, and the Maldives!) Apart from a break during the Second World War, exchanges continued for the next 92 years, until July 2011 when funding was withdrawn by the UK government. The final exchanges were completed by August 2013 and the records passed to the Institute Archives.
Many of those who took part in the exchanges, particularly early on, were unmarried young women, with the number of women outnumbering men five to one. The LECT archives record information about these individuals, who would set out on journeys across the world by boat. Many either didn’t come home, or left the UK soon after their return. As fighting broke out in 1939 many were stranded in their host countries, with a small number not returning until the war had ended.
The British Library’s Doctoral Open Days, aimed at first year PhD students who are new to the Library, are a chance for PhD students to discover the national library’s unique research collections. From newspapers to maps, datasets to manuscripts, ships’ logs to websites, the BL’s collections cover every format and language and span the last 3,000 years.
The dates of the workshops for next year have just been announced. They are listed below – you may want to register for both your subject group and the Social Sciences.
13 January – Environmental Science
17 January – Digital Research
20 January – History 1
31 January – History 2
3 February – English 1
14 February – English 2
24 February – Media, Cultural Studies and Journalism
The workshops will take place in the British Library Conference Centre and cost £5. The day includes lunch and refreshments and this provides an excellent opportunity to network with other PhD students and the librarians. If you are coming from outside of Greater London, there are £20 travel bursaries are available details of which are available at: http://bit.ly/1iZvmmg
To make the most of your day, it is recommended that you obtain your Reader Pass before the workshop.
The double Christmas/ New Year issue of the TV. listing magazines are now on sale. If your heart sinks upon perusing them, do not despair. The Library has a variety of films for loan which can be found in the Education in Literature Collection. The Collection is located on the left at the end of the computer room corridor.
Try ‘Educating Rita’ (1983) and enjoy the witty exchanges between Rita (Julie Walters), an eager Open University student and her disillusioned, boozy tutor played by Michael Caine.
Fans of ‘Downton Abbey’ may enjoy watching Maggie Smith in an early role as the redoubtable Edinburgh teacher Jean Brodie in ‘The Prime of Miss Jean Brodie’(1969).
South Africa has been in the news recently and the events portrayed in ‘Skin’ (2008) reflect how conditions used to be under apartheid. Sandra Laing (Sophie Okendo) is a black child born to white Afrikaners (Sam Neill and Alice Krige) unaware of their black ancestry, who raise their child as a ‘’white girl’’. But this is the 1950’s and Sandra’s life becomes a struggle for acceptance under the harsh apartheid laws. Remarkably this film is based on a true story.
Be inspired by another true story, that of Erin Gruwell (Hilary Swank), the teacher at the heart of ‘The Freedom Writers’ (2007). The film portrays her battle to connect with and teach a class of unruly students.
Loose a few of those Christmas calories by dancing along to the songs in ‘Fame’ (1980). Or you might prefer some jazz in which case ‘It’s Great to Be Young’ (1956) is the film for you. A curiosity from the 1950’s in which popular history and music teacher Mr Dingle has to cope with a new, autocratic Headmaster. Humphrey Lyttleton dubbed the jazz trumpet for John Mills.
Be adventurous and try a foreign language film. ‘Twenty-four Eyes’ (Nijushi no hitomi) (1954) is one of Japan’s most beloved film. A young woman arrives to teach on a remote island and is slowly accepted by the villagers. Has a strong anti-war message. The eponymous hero of ‘Monsieur Lazhar’ (2012), a French–Canadian film, is able to use his own experience of grief to help his young class recover from the sudden death of their previous teacher.
The DVDs are available as 1 Week Loans but if they are borrowed from Monday, 16th December, onwards then they will only be due back on Friday 3rd January 2014.
South Africa has been foremost in the news recently, with its struggle for equality and enlightenment throughout the twentieth century.
If you want to know more about it, have a look in our Comparative Education Collection on Level 3 of the Library. We have several bays of books on education and society in South Africa specifically. The oldest one dates from 1900 and the latest ones have just come off the press.
For your convenience, works about Africa in general are grouped at 600, works about southern Africa at 680, and about the Republic of South Africa at 681 (note there are two sequences, at normal size and oversize). Older titles may be only in our Stores, so do look on the catalogue. Our enquiry librarians are happy to help you find the topics you are most interested in.
Moreover, our Curriculum Resources include a number of illustrated children’s books on Nelson Mandela. Most are filed at 323.1196, together with material on other black campaigners for equal rights, and most are for loan for eight weeks. There are also some films aimed at children available about these people who made history.
If you fancy some fiction, we have stories set in South Africa, both for children and for adults. You can look up “Novels” or “Picture books” together with your other keywords on the catalogue.
Finally, we put a link to the annual education statistics of the RSA’s Department for Education into our catalogue, so you can keep updated!