HSMWHC-Working with Historical Collections: Sources and Audiences

Module Provider: History
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Rohan Deb Roy
Email: r.debroy@reading.ac.uk

Type of module:

Summary module description:

Working with Collections introduces students to a wide range of practical skills in the research, analysis, and presentation of historical materials, including documents, books, and objects in collections. Seminar sessions focus on working with archives and collections, research techniques, digital skills, and the presentation of historical collections to the public through media work and public history. We partner with the Museum of English Rural Life and Special Collections at the °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ and with the Berkshire Record Office in delivering this module.

Aims:

This module aims to:

• support students in gaining the specific skills they need to work with their chosen materials in archives and collections, e.g. palaeography, bibliographical skills, skills in object analysis and material culture


• introduce students to a range of research techniques and digital skills


• discuss how history is presented to non-academic audiences via public history, media work, and impact projects

Assessable learning outcomes:

Students will be able to:

• Critically evaluate research methodologies and techniques and their application, especially with respect to the use of their chosen primary sources


• Work independently on a well-defined source or set of sources


• Examine critically the value and relevance of the chosen primary sources


• Place the primary sources used in this module within the wider historical and historiographical contexts


• Identify the appropriate bibliographical resources


• Collate a wide range of primary and secondary information into a coherent piece of written work


• Develop their communication and media skills by presenting their findings in a social media piece aimed at a non-specialist audience

Additional outcomes:

• Students will gain research and archival skills which may aid them in developing their dissertation projects


• Students will gain experience in working independently, managing their time, and identifying and addressing their own learning needs


• Students will be in a position to make informed choices about careers related to history both within and outside academia

Outline content:

Working with materials in MERL/Special Collections and the Berkshire Record Office, students are first introduced to the structure and use of archives and collections, with an emphasis on medieval or early modern/modern materials as appropriate to their specialisms, to the study of material objects, and to techniques historians use in the study of archives and collections, including digital techniques. Students select a historical object, document, or book, generally held in one of these collections, as the focus of their assessment and are supported in gaining the skills and knowledge they need to analyse and contextualise the item in their coursework. In the second half of the module the focus moves outwards to impact and public history in relation to archives, collections, and heritage, asking the students to think about (and in part of their assessment produce materials aimed at) audiences beyond academia. In addition sessions on careers and PhDs aid students in considering howthey can move towards careers in or related to history.

Brief description of teaching and learning methods:

The assessment for the module is an in-depth case-study of a historical document or object from local collections, along with a social media piece on that item for a non-academic audience, and each student is encouraged to develop the specific skills and knowledge they need for the analysis of their chosen item through a combination of group sessions held at MERL/Special Collections and the Berkshire Record Office, individual supervision, and self-directed learning. This object-based and prob lem-based learning may lead students to acquire technical skills such as bibliographical description and basic palaeography if relevant, as well as motivating them to interpret their chosen item and analyse its relationship to its historical context. Workshops introduce students to digital humanities techniques and teach students how to create a blog or vlog (part of the assessment), and seminars and case-studies introduce students to the different approaches to history required in public histor y, impact, and media work.ÌýÌý

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars		29
Project Supervision		1
External visits		10
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (directed)		50
Ìý Ìý Preparation for seminars		60
Ìý Ìý Carry-out research project		50
Ìý Ìý Essay preparation		100
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	300	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	300

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	60
Set exercise	40

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

This module will be assessed by one essay of 3,000 words (excluding endnotes/footnotes and bibliography) and a social media piece (blog/vlog/podcast/gallery) (1000 words or equivalent) to be submitted by Monday of Week 1 of Summer Term. ÌýThe social media piece will count for 40% of the overall mark for this module. The essay will count for 60% of the overall mark for this module. There is a 5% leeway on the word count before a penalty is applied.

Formative assessment methods:

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 'Penalties for late submission for Postgraduate Flexible programmes', which can be found here: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

50%

Reassessment arrangements:

A further essay of 4,000 words to be submitted by 1st September.

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 30 March 2023