Module 5: Developing Resources and Grants (Tiffany)

Grant Resources

     We have a few approaches to scholarship at the Folklife Center, one of which are our archives, much of which is in the form of documents, rather than objects. We have different collections that represent different facets of folklore. We consider ourselves stewards of the collections, rather than owners. As such, anyone wishing to access any collection has the freedom to do so. However, the current state of our holdings makes this difficult. They are organized and stored appropriately, yet anyone without intimate knowledge of what is there, would be at a loss on what we have and how to go about getting it. 

     What I would like to see is a digitized and searchable database accessible to the public. We currently have a digital cataloging system, Past Perfect, that is really only meant to be part of our own recording system. An additional searchable database would provide access to anyone interested or in need of particular documents for research, without having to come to the center and hope that someone knowledgeable is there that day. I also think it's part of the first step in further integrating technology. One day I'd like to extend our published curriculum guide from textbook to online and interactive for K-12 students and teachers.

     Some institutions have their own databases, which is an option. There are also larger databases which organizations can become a part of as well. The National Endowment for the Humanities has several grant options that would be applicable for this undertaking. Mainly funding would be needed to fund training and for individuals physically doing the work in digitizing the holdings, although depending on technological requirements, some funding may be necessary for upgrades. 

Here are three grants that I found rather quickly, using the NEH Grant matching tool: 

Humanities Collections and Reference Resources 

Preservation and Access Education and Training 

Sustaining Cultural Heritage Collections 

Chapter 9 Increasing Student Engagement and Enhancing Learning

     Should schools reflect real life? Absolutely. The school environment isn't, nor should it be, an isolated environment. A student's life shouldn't be compartmentalized into separate spheres, but ought to resemble a Venn diagram.With 21st century technology, this connectivity is even more apparent. I always herald back to the adage that learning, real learning that is, must be not only interesting but relevant. How can that be possible without it reflecting the rest of the world? Especially in creating lifelong learning and responsible citizenship.
     The use of the phrase, real life, is intriguing as it denotes that the school environment isn't real. Students are apart of the so called real world, so why not give them the opportunities to take part in it within the perimeters of the classroom.

     I found these quotes particularly salient (italics are use to emphasis what I found most notable):

". . .it is about providing learners with the knowledge, skills, and confidence to succeed in college, careers, and jobs that have not even been created yet" (p. 134). "This is accomplished by allowing students to use real-world tools to apply what they have learned and construct new knowledge" (p. 135).

     Life isn't stagnant, neither should our educational experiences. The future is largely unknown and ever changing. It makes sense for students to have a strong basis to be able adapt with whatever happens.  

Twitter

     As an aside but relevant, I wanted to provide a anecdote in reference to Twitter in this chapter and student usage. Without getting into too much detail while providing some background information, FSU (specifically in junction with the Folklife Center) is part of the Consortium of Appalachian Centers and participates yearly in the Appalachian Teaching Project which is a yearly product-based learning initiative which focuses on sustainability in the Appalachian region. I've participated twice, once as a student and this past year, as a mentor to this year's students. The project cumulates in a presentation in Washington, DC that is presented to other universities, as well as some Appalachian Regional Commission representatives, and members of the Appalachian Studies Association. 

     This year, it was decided that someone would live tweet the two day event and encouraged everyone to follow along. Which is what happened, with what appeared to be good results. However, it wasn't without backlash. At the subsequent meeting that occurred a couple weekends ago, many voiced disapproval that students were on their phones during the presentations, doing what they had been invited to do. It brings about a dialogue about creating more student involvement, while maintaining respect for the students presenting.  

     I've thought about it, contemplated if it was a generational divide. Generationally, I lay in between the two; I'm older than most of the students yet younger than most of the professors. I was taught to give whoever had the stage my undivided attention, yet I understand the urge to get people involved and interested.

Chapter 10 Rethinking Learning Environments and Spaces

     Clark Hall was an idea conceived from a common dilemma, over crowding of one high school. The simple solution would have been to build a second high school, an option that the community was against. By thinking outside the box, the concept of a building a learning environment to supplement the high school was created. What I loved is that it appears that once they started thinking beyond the norm, they kept reaching further and further beyond the typical four beige walls and rows of desks. I was surprised to read that they leased not only part of the building, but partials of land to businesses; as well as creating mutually beneficial community partnerships such as the one with the YMCA. Yet it appears to work, and work well. It also somewhat begins chopping away at that isolated mentality that the school experience as one that isn't "real world."

     I think that turning to the corporate world can be beneficial to schools. Not only through partnerships, but using them as examples. Corporations have spent billions researching and implementing what works and what doesn't in terms of training and productivity. It makes sense to tap into the corporate world as a resource besides partnerships and funding.