Research Guides: K-12 Primary Source Instruction: Learning Objectives

Why Learning Objectives?

One of the first steps to designing a lesson is establishing the learning objectives. Without objectives, expectations regarding student learning are unclear and, therefore, make it difficult to assess the effectiveness of a lesson. Additionally, it can be more difficult for students to connect with a lesson when they don't know what they are trying to accomplish.

This is especially true when it comes to primary source instruction. Lessons designed around primary sources often focus on experience/skill-based objectives rather than content/knowledge based objectives. Because of this, many students require more guidance and demonstrations of learning objectives as they participate in hands-on activities, discussion-based learning, and critical thinking exercises.

Similar to other types of lessons, it is recommended that backwards design methodology be applied to primary source instruction. Defining the learning objectives first can help in selecting primary sources and designing activities that support the overall goal of your lesson.

Bloom's Taxonomy

Bloom's Taxonomy is a great resource to utilize when designing your lesson and creating your learning objectives. It provides you with a visual representation of the different stages of learning and how critical thinking skills can be built upon over time. Additionally, based on the learning level you are focusing on, the taxonomy provides you with examples of action verbs that can be used to create your learning objectives.

Guidelines for Primary Source Literacy

The Guidelines for Primary Source Literacy were developed by a joint task force from the Society of American Archivists (SAA), the Association of College & Research Libraries (ACRL), and the Rare Books and Manuscripts Section of the American Library Association (RBMS). The purpose of the guidelines is to "articulate the range of knowledge, skills, and abilities required to effectively use primary sources". Organized into five different categories, the learning objectives included follow a similar progression to the learning levels identified in Bloom's Taxonomy. Though the guidelines are not based on a particular curriculum, they were designed for use in a variety of education settings, including K-12 instruction.

Please see the links below for the full guidelines provided by the SAA-ACRL/RBMS task force, as well as a one-page version developed by primary source literacy librarian Robin Katz.

https://www2.archivists.org/sites/all/files/GuidelinesForPrimarySourceLiteracy-June2018.pdf

https://robinmkatz.com/wp-content/uploads/2021/05/rmk-short-version-primary-source-literacy-guidelines-one-page.pdf

Learning Objectives Tips & Tricks

Whether using Bloom's Taxonomy or the Guidelines for Primary Source Literacy, it's important to contextualize your learning objectives within the scope of primary source instruction. Here are a few tips and tricks to consider when creating your learning objectives:

Decide on one or two learning objectives per lesson. Since primary source instruction is typically hands-on and focused on developing skills, too many objectives can often confuse students and make it difficult for them to identify what they are supposed to accomplish during the lesson.
Focus on no more than two consecutive learning levels. In some cases, it may be most appropriate to have your objectives pertain to one level of learning. However, if you'd like to address two levels of learning in your lesson, it is recommended that you select two consecutive levels. For example, if your first learning objective is designed level 2 and your second for level 5, it may be difficult for students to accomplish the second objective without the skillsets addressed in levels 3 and 4.
Learning objectives for primary source instruction are different. Since primary sources aren't typically used to deliver fact-based course content, students are often introduced to primary sources at different points in their K-12 education. Because of this, the most appropriate learning levels for primary source instruction may not directly align with the learning levels being used for other course content. Separate from the overall grade/learning level of your students, consider how much experience they have working with primary sources and design your learning objectives accordingly.