Andrew Payne, head of Education and Outreach, National Archives, London, paper on seminar in Gentofte (DK) on archives and learning
Download as PPTX, PDF1 like949 views
The document discusses the National Archives' work in education and outreach, including their responsibility to make government records accessible to all. It provides statistics on the Archives' education department staffing and budget as well as the number of students taught and website visitors. The Archives aims to support the curriculum through various taught sessions and resources that encourage students to engage in historical inquiry using primary sources.
Andrew Payne, head of Education and Outreach, National Archives, London, paper on seminar in Gentofte (DK) on archives and learning
- 2. Opening up the Archives through Education and Outreach Andrew Payne Head of Education & Outreach The National Archives
- 3. The National Archives’ Public Task Our responsibility is for the government record, its past and future, its use and re-use, authentic, available and accessible to all 3
- 5. 1 quadrillion bytes – 1 Petabyte of storage
- 7. Magna Carta - 1225
- 8. Declaration of Independence - 1776
- 9. William Hole Map of Virginia - 1612
- 10. Boulton-Watt Steam Engine - 1775
- 12. Henry Cole’s Rat - 1838
- 13. UK Government Web Archive 13
- 14. Education and Outreach by Numbers 15 0.5 76 2.5 9 9 • Permanent staff in department 15 • Thousand students directly taught 2.5 • Million visitors to Education website 0.5 • Million £‟s budget department 76 • % engagement rating of staff 14
- 15. Investing in our future audience
- 16. Invest in your future audience… “those who were taken to museums libraries, and archives as children…are more likely to visit as an adult.” „Taking Part‟ DCMS Report 2007
- 17. Archives have the power to make students think!
- 18. Memory is the residue of thought “Your memory is not the product of what you want to remember or what you try to remember; it‟s the product of what you think about” Daniel T. Willingham Why Don’t Students Like School Jossey-Bass 2009 18
- 19. Where do teachers and students get source material? In tests 61 out of 69 student teachers at Cambridge University went straight to Wikipedia via Google
- 20. 20
- 21. Key Principles of The National Archives Education & Outreach Service
- 22. Services designed to support the Curriculum • Investigate personal, family or local history and how they relate to a broader historical context • Appreciate the role of museums, galleries, archi ves and historic sites • use ICT to research, process and present information about the past History Programme of Study QCA 2007
- 23. Investigate, don’t illustrate! Use sources for enquiry-based investigations
- 24. Use key questions to drive the activity… Let the students provide the answers How did Henry VIII get up in the morning?
- 25. Historians “rummage” through sources Let students direct their own investigation www.nationalarchives.gov.uk/education/worldwar2
- 26. Context is everything… So whole documents are essential The Making of the United Kingdom James Mason SP 16/488/25
- 27. Context is everything… Thinking critically should be taught in the context of subject matter…an important part of thinking like a historian is considering the source of a document – who wrote it, when and why. But teaching students to ask that question, independent of subject matter knowledge, won‟t do much good. Daniel T. Willingham Critical Thinking: Why is it so hard to teach? American Educator Summer 2007
- 28. Technology provides access and engagement But never forget that historical enquiry is the purpose
- 29. Taught Sessions 40 different lessons available in 3 formats
- 30. Onsite workshops
- 31. Videoconferences
- 34. Activity 2: What’s the story?
- 35. Step 1: Study your document • What questions do you need to ask? • What answers does it provide? • What doesn‟t it tell you? • What‟s the story so far…? • What more do you need to know?
- 36. Step 2: Find a friend… • Ask them about their document • Answer their questions about your document • What‟s the story so far…? • What more do you need to know?
- 37. Steps 3 – 5: Find some more friends… • Ask them about their documents • Answer their questions about your document • What‟s the story so far…? • What more do you need to know?
- 38. Step 6: What’s the story • Place the documents in the correct chronological order • Tell the story
- 39. Here’s the story
- 40. PCOM 7 / 252
- 41. PCOM 7 / 252
- 42. AR1/528
- 43. AR1/528
- 44. AR1/528
- 45. Teach the Teacher – delivering greater impact through CPD (continuing professional development)
- 46. Online unit with the Historical Association www.history.org.uk 46
- 47. Videos of workshops in action 47
- 48. Video tutorials from our education team 48
- 49. Curriculum focused bundles of documents 49
- 50. Masters module with Roehampton University 50
- 51. Transatlantic Teachers Programme – The University of Virginia 51
- 52. The Virtual Classroom Experience www.taecanet.com/nationalarchives
- 53. Engaging audiences with social media
- 56. Flickr 56
- 57. Africa Through a Lens 57
- 58. TNA Labs – Trying out the clever stuff! 58
- 59. Andrew Payne Head of Education The National Archives [email protected] 020 8392 5319 www.nationalarchives.gov.uk/education
Editor's Notes
- #4: And that is why, with the exec team and the management board, we have defined our public task, very simply and clearly.We will fight for the public record. We’ll be there. In a tough funding environment for information and records management in government. Where departments have a huge volume of information assets to keep. When the archive sector across the country needs our help to ensure that they can meet their obligations to the record. When the public partly depend on us to get access to the transparent government they deserve.Our role is fundamental. We have the credibility to do this. And we have an important part in the government’s transparency agenda, as the front-line service for the public record