1. What’s so Special about Special Collections? Suzan Alteri Public Services Librarian/ Juvenile Collections Curator Suzan Alteri Public Services Librarian/ Juvenile Collections Curator

2. Cultural/Historical Importance Special collections can put books and primary sources into a general historical context Can illustrate what ‘ordinary’ people read at a specific time Physical aspects of books can yield clues about regarding value placed To fully understand secondary sources, students must also understand primary sources Special collections can put books and primary sources into a general historical context Can illustrate what ‘ordinary’ people read at a specific time Physical aspects of books can yield clues about regarding value placed To fully understand secondary sources, students must also understand primary sources

3. Importance in Humanistic Education MLA: Crucial to the future of humanistic study to make more widely understood the continuing value of artifacts Important for students to see books as cultural objects Learn relationship between primary and secondary sources Special collections should be humanities laboratories MLA: Crucial to the future of humanistic study to make more widely understood the continuing value of artifacts Important for students to see books as cultural objects Learn relationship between primary and secondary sources Special collections should be humanities laboratories

4. Hidden Gems Special collections material may or may not be located in the catalog Many students have never had the opportunity to see these materials Important cultural materials that document the past These hidden gems can promote motivation in learning and intellectual curiosity Special collections material may or may not be located in the catalog Many students have never had the opportunity to see these materials Important cultural materials that document the past These hidden gems can promote motivation in learning and intellectual curiosity

5. Myths about Special Collections Predominately perceived as a place only for researchers Dual message of encouragement and restrictiveness Students see it as a museum Student handling of material diminishes value Special collections are solely for production of scholarship Predominately perceived as a place only for researchers Dual message of encouragement and restrictiveness Students see it as a museum Student handling of material diminishes value Special collections are solely for production of scholarship

6. Different Learning Styles Special collections are especially useful for students who are –Independent oriented learners –Hands-on learners –Sight oriented learners Provides object-centered lessons are more effective Students see themselves as stewards of own learning Special collections are especially useful for students who are –Independent oriented learners –Hands-on learners –Sight oriented learners Provides object-centered lessons are more effective Students see themselves as stewards of own learning

7. The Learning Experience Special collections provides for collaborative learning experiences Provides students with discovering research, evaluating research, and critical thinking skills Can further interdisciplinary research Providers higher order learning Illustrates the “architecture of history and historical scholarship” Learn through experience Special collections provides for collaborative learning experiences Provides students with discovering research, evaluating research, and critical thinking skills Can further interdisciplinary research Providers higher order learning Illustrates the “architecture of history and historical scholarship” Learn through experience

8. The Student Experience Allows students to engage with research materials and primary sources Other areas of research can be explored: censorship, authorship, publishing, drafts, what is meaningful Allows for collective learning and discussion Special collections are like a research laboratory Allows students to engage with research materials and primary sources Other areas of research can be explored: censorship, authorship, publishing, drafts, what is meaningful Allows for collective learning and discussion Special collections are like a research laboratory

9. Special Collections: Undergraduate Often afraid to use special collections Have to be careful with terminology Provides an understanding of unique materials Want access to cultural, historical, artistic artifacts Rare books mean little if no one can interact with the material Will learn new research techniques Accessibility may make these collections less intimidating Often afraid to use special collections Have to be careful with terminology Provides an understanding of unique materials Want access to cultural, historical, artistic artifacts Rare books mean little if no one can interact with the material Will learn new research techniques Accessibility may make these collections less intimidating

10. Special Collections: Graduate Graduate students have higher learning skills Stress importance of these materials as building blocks of research Allows them to further hone their research skills Allows for creation of their own individual intellectual experience Materials require more analysis and evaluation of the ‘evidence’ Graduate students have higher learning skills Stress importance of these materials as building blocks of research Allows them to further hone their research skills Allows for creation of their own individual intellectual experience Materials require more analysis and evaluation of the ‘evidence’

11. Special Collections: Faculty Accessibility is key Can create new teaching methods with the use of special collections Engage students in active, collaborative learning By guiding students through use of these materials you promote higher level learning Allow the student to take the lead and you be the guide Accessibility is key Can create new teaching methods with the use of special collections Engage students in active, collaborative learning By guiding students through use of these materials you promote higher level learning Allow the student to take the lead and you be the guide

12. Special Collections @ WSU Wayne State has over 25 special collections –16 in Purdy/Kresge, UGL –7 in Neef Law Library –2 in Shiffman Medical Library –2 in Science & Engineering Library Wayne State has over 25 special collections –16 in Purdy/Kresge, UGL –7 in Neef Law Library –2 in Shiffman Medical Library –2 in Science & Engineering Library

13. Special Collections @ WSU Most of these collections are closed and not available in the stacks Materials must be requested from curator Materials must be used in library Depending on curator, some materials may leave the library Most of these collections are closed and not available in the stacks Materials must be requested from curator Materials must be used in library Depending on curator, some materials may leave the library

14. What can the libraries do to aid in access? Faculty can work with a liaison librarian to have materials pulled for a class Liaison librarians may be able to digitize small portions of material Liaison librarians can help you pull these resources into a class assignment Faculty can work with a liaison librarian to have materials pulled for a class Liaison librarians may be able to digitize small portions of material Liaison librarians can help you pull these resources into a class assignment

15. Office of Teaching & Learning Training –Instructional design –Activities that engage students Website design & creation –Video editing –Camtasia training Development lab –Equipment loan –Document & book scanning Training –Instructional design –Activities that engage students Website design & creation –Video editing –Camtasia training Development lab –Equipment loan –Document & book scanning

16. Bibliography Gardner, J. & Pavelich, D. (2008). Teaching with Ephemera. RBM, 9 (1), pp. 86-92. Schmiesing, A. & Hollis, D. (2002). The Role of Special Collections Departments in Humanities Undergraduate and Graduate Teaching. portal: Libraries and the Academy, 2 (3), pp. 465-480. Smith, S. E. (2006). From ‘Treasure Room’ to ‘School Room’: Special Collections and Education. RBM, 7 (1), pp. 31-39. Sutton, S. & Knight, L. (2006). Beyond the Reading Room: Integrating Primary & Secondary Sources in the Library Classroom. The Journal of Academic Librarianship, 32 (3), pp. 320-325. Toore, M. E. (2007). Why Should Not They Benefit from Rare Books? Library Review, 57 (1), pp. 36-41 Gardner, J. & Pavelich, D. (2008). Teaching with Ephemera. RBM, 9 (1), pp. 86-92. Schmiesing, A. & Hollis, D. (2002). The Role of Special Collections Departments in Humanities Undergraduate and Graduate Teaching. portal: Libraries and the Academy, 2 (3), pp. 465-480. Smith, S. E. (2006). From ‘Treasure Room’ to ‘School Room’: Special Collections and Education. RBM, 7 (1), pp. 31-39. Sutton, S. & Knight, L. (2006). Beyond the Reading Room: Integrating Primary & Secondary Sources in the Library Classroom. The Journal of Academic Librarianship, 32 (3), pp. 320-325. Toore, M. E. (2007). Why Should Not They Benefit from Rare Books? Library Review, 57 (1), pp. 36-41