Connecting archives and the classroom

Archivaria

Volumn 44, Issue , 1997, Pages 102-117

  Anne Cook, Sharon ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 67650447526     PISSN: 03186954     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (29)

1. R.D. Gidney and W.P.J. Millar, Professional Gentlemen: The Professions in Nineteenth-Century Ontario (Toronto, 1994).
2. Ken Osborne, "Archives in the Classroom, " Archivaria 23 (Winter 1986-87). p. 28.
3. Teny Cook, "Viewing the World Upside Down: Reflections on the Theoretical Underpinnings of Archival Public Programming, " Archivaria 31 (Winter 1990-91). p. 131.
4. Barbara L. Craig, "What are the Clients? Who are the Products? The Future of Archival Public Services in Perspective, " Archivaria 31 (Winter 1990-91). p. 138.
5. Timothy L. Ericson, "'Preoccupied with our own gardens': Outreach and Archivists, "Archivaria 31 (Winter 1990-91). p. 117.
6. Ian E. Wilson, "Towards a Vision of Archival Services, "Archivaria 31 (Winter 1990-91), pp. 91-100.
7. Gabrielle Blais and David Enns, "From Paper Archives to People Archives: Public Programming in the Management of Archives, " Archivaria 31 (Winter 1990-91). pp. 101-1 13.
8. See, for example, Ann ten Cate, "Outreach in a Small Archives: A Case History, " Archivaria 28 (Summer 1989). pp. 28-35.
9. See ten Cate, Osborne, and R.L. Zangrando, "Historians and Archivists: Educating the Next Generation, " The American Archivist 56 (1993), pp. 716-17.
10. There are, of course, exceptions to this tendency, especially within museums. For example, the McCord Museum in Montreal has had a Canadian history public programme since the 1920s. It has been observed that as resources decline for both museums and archives, the former has met financial restraints with ever more robust public programmes, even to the point of denigrating research and curatorial work. It might reasonably be asked what lessons the archival community can learn from museums on the opportunities, as well as the dangers, of public programming.
11. Blais and Enns, "From Paper Archives to People Archives, " pp. 101-103.
12. Craig, "What are the Clients? Who are the Products?" p. 136.
13. Osborne, "Archives in the Classroom, " pp. 16-40.
14. See, for example, M. Alexander and T.P. Weinland, "Museums and the Schools: The Learning Imperative, "Social Education 49, no. 7 (1985). pp. 563,566-67.
15. See, for example, Sheila S. Inter and Kay E. Vandergrift, eds., Library Education and Leadership: Essays in Honor of Jane Anne Hannigan (Metuchen, 1990)
16. Leslie A. Morris, "Beyond the Books: Programs for Exhibitions" Rare Books and Manuscripts Librarianship 6, no. 2 (1991), pp. 89-99.
17. Elsie Freivogel, "Wider Use of Historical Records, " The American Archivist 40, no. 3 (1977). p. 333.
18. Wilson, "Towards a Vision of Archival Services, " pp. 94-95.
19. Ericson, "'Preoccupied with our own gardens', " p. 114.
20. Blais and Enns, "From Paper Archives, " pp. 103-4.
21. Wilson, "Towards a Vision of Archival Services, " pp. 94-95.
22. Ericson, '"Preoccupied with our own gardens', " p. 115.
23. See, for example, Ontario Ministry of Education, "History and Contemporary Studies Curriculum Guideline, " Parts A, B, C, D, (Toronto, 1986).
24. For example, see Jennifer Lewington and Graham Orpwood, Unfinished Assignment (Toronto, 1994)
25. Andrew Nikiforuk, School's Out: The Crisis in Public Education (Toronto, 1994).
26. The three participants were Susan North from the National Archives of Canada, Sharon Cook from the University of Ottawa and Mary-Jacqueline Enns Abatto from the Ottawa Board of Education.
27. This is not to suggest, however, that there has been no feed-back. Since its publication, I have encountered scores of teachers in the Ottawa-Carleton region who have made effective use of the kit. These teachers' responsibilities in the classroom range from grade five to the OAC (post grade twelve) levels. Admittedly, the-rofileo f these teachers may not be typical, as they are mostly involved in teacher education through accepting student teachers for the practicum, are well-versed in pedagogical and historical knowledge, and are unusually highly-motivated.
28. For a convincing argument that archivists have an obligation to undertake such public programming for aboriginal peoples in particular, see Teny Cook, "Indian Legacy, Aboriginal Future, " The Archivist 112 (1996). pp. 2-6.
29. Gidney and Millar, Professional Gentlemen, p. 335.