Page 33 - BCALA Spring 2018

that would need to be met:
As you can see from the chart above, in order to facilitate these objectives their corresponding actions place an emphasis on hands-on experience, group- oriented activities and putting their newfound knowledge to use in the community. So, why the need for hands-on learning? As scary as it may seem to let teens and young adults view and handle various forms of artifacts, research has shown that there are benefits to doing so. Many recent academic papers have examined just what makes hands-on learning (also known as kinesthetic learning)
a worthy consideration: some researchers came to conclusions that it can facilitate greater interest in the subject as it
translates abstract concepts into practical use (Yoke), it promotes skill development in analyzing, organizing and synthesizing various forms of information (Horowitz), and an article on “repair cafés” states that such kinesthetic learning creates an atmosphere
that promotes community bonding (Cottrell).
Additionally, it should be noted that each group of participants would be guided and trained by a special librarian mentor, who would not only train and assist the participants with collection handling and digitization, but also assist with discussion
and presentation facilitation, answering questions regarding historic context, and ensuring professionalism. Some studies have
shown that mentor-mentee learning has many benefits such as increased learner confidence and professional development (Eroglu), (Vetter). The hope is that through kinesthetic learning with a mentor, these community members will discover the depths of diversity within San Antonio’s history and present
day, develop skills necessary for academic achievement, and forge community bonds.
Facilitating the Program Participants would be determined by a short survey and one page essay on their motivations to learn more about their community. This application information would be disseminated to high schools, all universities, social and cultural groups within San Antonio. Ideally, this summer program would
OBJECTIVE 1:
EDUCATION
Organize an eight (8) week summer program that supports skills in collection handling and digitization, research, critical thinking, historic analysis
and professional presentation as they view and interact with special collection items.
Participants will be grouped and assigned a mentor during the program to facilitate skill development and work quality.
OBJECTIVE 2:
APPRECIATION
Require weekly reflections from participants on a specific collection item
or experience that left an impression.
Bi-weekly group
meetings to discuss a pre- planned topic that deals with challenges to diversity in the past, how those challenges manifest today, and how these challenges would or do affect participants. Each participant will prepare remarks to add to the conversation.
Bi-weekly field trips to visit areas significant to racial, religious, social, economic and local diversity within the city.
OBJECTIVE 3:
DISSEMINATION
Participants will write weekly articles about a specific racial, religious, or social cultural group in San Antonio to be displayed on the SAPL website.
An end of program display to be seen in an SAPL branch location will be created by participants using collection items and research to educate library patrons about a facet of diversity
in San Antonio such as holidays, famous people of color, historic events, etc.