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dc.creatorBond, Trevor James
dc.creatorButler, Todd
dc.date.accessioned2009-05-05T17:00:45Z
dc.date.available2009-05-05T17:00:45Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/2376/1970
dc.description.abstractAbstract: Purpose – The purpose of this paper is to provide a model for the collaborative teaching of undergraduates in special collections and demonstrates how providing students with the opportunities to work rare books can result in meaningful experiences for both students and faculty. Design/methodology/approach – Collaborative teaching across disciplines, in this case an English faculty member and a librarian can be challenging and rewarding. This paper is written in dialogue form and highlights both perspectives. Findings – For academics and librarians interested in incorporating book history and special collections in undergraduate coursework, this paper underscores the benefits and pitfalls in planning such courses. Practical implications – This is an honest discussion on methods to engage undergraduates with rare books and exhibit preparations. Originality/value – As many library professionals seek to make their rare book collections more accessible through class instruction, this paper provides one pedagogical model with reflections on what we would do next time.
dc.languageEnglish
dc.publisherEmerald Group Publishing Limited
dc.rightsopenAccess
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectBooks
dc.subjectTeaching
dc.subjectUndergraduates
dc.subjectSpecial Collections
dc.titleA dialog on teaching an undergraduate seminar in special collections
dc.typeArticle
dc.description.citationVolume: 58, Issue:4, Page: 310 - 316


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