How can photographs, diaries, and letters lead to unique and in-depth stories through research into the past? How can these personal documents hold value for modern journalism? How do you spark students' journalistic curiosity with sources that have sometimes lain in a dark storage depot for decades? The answer lies in physical contact with the past. But what does this look like?
Recently, Myrthe Bleeker (Curator of Archives at the Special Collections of the VU University Library) welcomed a group of journalism students from the Christelijke Hogeschool Ede (CHE) for a special archive day. This day was not about a dry enumeration of facts, but rather an active journey of discovery through the historical archives of the VU Amsterdam.
A look behind the scenes
Myrthe points out that visiting an archive can sometimes be a barrier for people. The unknown is unloved, and fragile material sometimes seems “scary” to touch. To break down this barrier, students were first given a literal ‘look behind the scenes’. Myrthe took the students to the depot to show how the collection is stored and made accessible.
This direct contact with the physical archive collection, from personal diaries to handwritten letters, forms the core of the Object Based Teaching and Learning (OBTL) teaching method. By placing objects at the center and using them as tools, abstract historical concepts are transformed into tangible reality.
Inquiry-based learning: the journalist as detective
This session was structured according to the principles of inquiry-based learning. This is one of the methods from the OBTL Teacher Manual. The students were not only fed information but, above all, encouraged to ask questions themselves: first, the students went exploring. Myrthe gave an introduction to the archive collection and addressed, among others, the following questions: “What is ‘an archive’?”, “What can you expect in it?”, and “What does the work of a curator actually entail?”. Subsequently, the students set to work themselves with a specially selected set of archival documents. In this part, the role of the teacher and curator shifted to that of a facilitator. Instead of providing answers, they asked questions: “What questions does this piece raise for you?”, “Can you relate to it?”, “What stories could emerge from this?”, “What appeals to you?”, and “What would you like to know more about?”. Finally, during this day, the students worked towards a small presentation as a final product, allowing the ‘research process’ to be concluded.
The impact of tangibility
The students' reactions were telling. Enthusiastic exclamations and genuine wonder came from the students. Students returned home with a sense of satisfaction. By combining a journalistic perspective with historical source material, they developed skills that go beyond mere source usage. Specifically, they learned to look critically, interpret, and bring human emotions from the past back to life.
Want to get started with OBTL yourself?
Do you also want to challenge your students to look at your field of study with a fresh and inquisitive eye? Then be sure to stop by the University Library to see what our collections can do for you. Is there nothing there that suits you? 3D-printed objects or everyday items can also serve as the perfect ‘conversation starter’ to practice various skills such as critical thinking and observation skills.
Want to know more?
Consult our website on Object Based Teaching and Learning. View our OBTL Teacher Manual for practical teaching methods, along with concrete example assignments and questions. This allows you to get started right away!
Would you like to know more about the content of the CHE students' day? Then read the following articles written about it (only available in Dutch):