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Course
information can be delivered
through a variety of formats:
Lecture
by teacher or guests |
|
Textbook |
Original
source material
as diaries, government
documents,
proceedings, minutes |
Duplicates/hand-out
of (text) chapters, magazine
articles |
Interview
and biography
eyewitness accounts
or commentaries |
| Fictional
story/novel |
Electronic
media
such as videos, radio
programs |
Internet
web site pages,
discussion groups |
Stahl, et al (1998)
found that using multiple-text sources
can only be effective if we are taught
to use them properly. As
beginners, we tend to be more
consistent in what information we
select from short, well-constructed
texts. Longer, less structured
documents tend to be more confusing.
Text books
- provide a
foundation of facts and viewpoints
to provide an overview
- sequence
information and facts to understand
issues
- create a context
for comparing and understanding
other sources
- are written in a
neutral, objective tone
Problems with
a single text
for a subject or course include:
- information is
often "academic"
lacking the drama of real life
experience, adventure, and
experimentation
- bias is hidden or
concealed
ignoring competing facts,
priorities, minority viewpoints
- a single
interpretation limits how reported
facts are prioritized/sequenced
restricting viewpoint
(Euro/Caucasian) or subject testing
(white male)
- original/eyewitness
sources of information are
secondary to interpretative
accounts
Additional
readings and alternative sources
of information can assist you to
- create a
richer understanding
with additional information and
perspective
- interact
or engage with facts, actors,
circumstances
of the material
- practice
and familiarize
yourself with new subject
vocabulary and concepts
- process
opposing, even conflicting,
points of view in order to assess,
evaluate, defend
Conflicting
information however can impede your
learning,
unless you can
- analyze it
for commonalties
- reorganize
or synthesize
your model for understanding it
- consider
the impact of, and evaluate,
conflicts
- filter it
with athe context presented in the
basic text
Some
Recommendations:
- Read your
text
to provide the factual framework
from which to begin
(see also Taking
notes from a text book)
- Proceed to
shorter, more focused sources
of information expecially if you
are inexpereinced in the subject
- Practice
with multiple texts to
improve your evaluative skills:
- compare and
contrast your sources
- analyze them
for bias or viewpoint
- note when and
where they were written, and
how that affects the viewpoint
- Understand
the connections
between events, actors, and
circumstances rather than learn a
series of "facts" which
can be easily be forgotten
- Use
in-class or on-line discussion time
to test your understanding and ask
questions!
Inspired and adapted
from the study "What Happens When
Students Read Multiple Source Documents
in History?" Co-authors: Steven A.
Stahl, Cynthia R. Hynd, Bruce K.
Britton, Mary M. McNish (University of
Georgia) and Dennis Bosquet (Clarke
County School District) as found at http://curry.edschool.virginia.edu/go/clic/nrrc/hist_r45.html
(May 11, 00).
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The Study Guides and Strategies web site was created and is
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of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively
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