Welcome to the first, biannual Archival Educators Roundtable (AER) Newsletter! In 2016, the Rockefeller Archive Center (RAC) brought together like-minded professionals who use primary sources for public programming, outreach, and education, and the AER was born. As archival education is a still-developing field, the AER created a community where people could share their successes, challenges, and works in progress through casual workshops.AER’s network of educators, archivists, and archival education allies has since expanded its culture of support beyond the biannual meetings here at the RAC through social media, event attendance, joint publications, and email correspondence.It is our hope that this AER Newsletter will further extend the table, so speak, reaching more colleagues as we spotlight educators, and showcase the projects, challenges, and successes of archival education. Just as the aim of AER meetings is to ensure that all perspectives on primary source education are honored, we encourage you, our dedicated AER audience, to reach out and contribute your insights to future AER Newsletters! Many thanks to our first issue's contributors--we couldn't have done it without you.--Marissa Vassari, Archivist and Educator, Rockefeller Archive CenterElizabeth Berkowitz, Outreach Program Manager, Rockefeller Archive Center
This How To Do Research Unit Guide provides a lesson-to-lesson foundation for teaching:● What primary sources are● Real vs. fake information (evaluating sources)● Document analysis● Different ways to obtain information● How to formulate research questions● How to find answers to research questions● The hows and whys of citations (annotated bibliography)By the time students get to high school, they should have a basic understanding of how to effectively do research. Considering that there are so many steps involved in the research process, the earlier these necessary skills are taught, the more time students will be able to devote to theiractual projects. Moreover, in today’s world, information literacy needs to be achieved at an earlier age, so students can learn to be smart consumers, responsible sharers, and presenters of information. Throughout the research process, students will learn that there will be dead ends, questions that are too broad or too narrow, questions that do not have answers. This is an accurate reflection of what their experiences will continue to be as they move into higher level research projects in their educational careers.