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G2S Project Code:
2018-TX-81430
State:
Texas
Fiscal Year:
2018
Grantee
Texas A & M University-Kingsville
Project Director
Director Name:
Daniel Thacker
Director Phone:
361-593-4154
Director Email:
daniel.thacker@tamuk.edu
General Information
Title:
George O. Coalson Annotated Bibliography of South Texas Historical Resources
State Project Code:
TXT-19006 - George O. Coalson Annotated Bibliography of Sout
Start Date:
09/01/2018
End Date:
08/31/2019
Abstract:
South Texas Archives (STA) at the Jernigan Library, Texas A&M University-Kingsville created catalog records, digitized and physically preserved the George O. Coalson Annotated Bibliography of South Texas Historical Resources collection. The library hired graduate students to catalog and digitize records, and to rehouse the collection ensuring preservation. To make the collection accessible STA uploaded the finding aid and access to the collection to four online portals. STA is committed to making Coalson’s collection of 46,000 notecards containing evaluations, and citations to primary and secondary sources, from pre-Columbian times to 1995, focused on South Texas history available online.
State Goal:
Goal 1: Shared library resources
Budget Information
LSTA
MATCH-State
MATCH-Other
Total
$
24,860.58
$
0.00
$
0.00
$
24,860.58
Intent(s)
Improve users’ ability to discover information resources.
Arts, Culture & Humanities
Activities
Activity Details
Title:
Bibliography indexing and cataloging
Narrative:
The university was able to create 8,253 records for items that were indexed and cataloged in the database. To aid in the use and discovery of items, they created 7 LibGuides resulting in 2,072 resulting collection views, 2 finding aids resulting in 112 views and 5 "how to use" videos which were viewed 542 times.
The annotated bibliography was featured and used by students in several university classes on Spanish, Texas history, and methods of historical research.
Intent:
Improve users’ ability to discover information resources.
Activity:
Content
Mode:
Description
Format:
Digital
Quantity
Number of items made discoverable to the public:
8,253
Number of collections made discoverable to the public:
1
Number of metadata plans/frameworks produced/updated:
0
Partner Information
Organization Type of Partner Organization(s):
Libraries:
No
Historical Societies or Organizations:
No
Museums:
No
Archives:
No
Cultural Heritage Organization Multi-type:
No
Preschools:
No
Schools:
No
Adult Education:
No
Human Service Organizations:
No
Other:
No
Legal Type of Partner Organization(s):
Federal Government:
No
State Government:
No
Local Government (excluding school districts):
No
School District:
No
Non-Profit:
No
Private Sector:
No
Tribe/Native Hawaiian Organization:
No
Beneficiaries
Is the activity directed at the library workforce:
No
For a targeted group or for the general population:
General
Locale
Is the activity state-wide:
No
Specific Locations:
Yes
Name: Texas A & M University-Kingsville
Address: 955 University Blvd
City: Kingsville
State: TX
Zip: 78363
Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
From the subrecipient: There were two class sections (SPAN 1373-001 and SPAN 1373-002) that met 3 times a piece (for a total of 6 times) to work with the George O. Coalson's Annotated Bibliography of South Texas Historical Resources. Both sections have the same class title of "Spanish for Heritage Learners." The class project, which is called "The Spanish Legacy in South Texas," was to find the Spanish legacy in South Texas by finding primary sources from the South Texas Archives. They used Coalson's Bibliography to first find secondary sources leading to Spanish legacy topics, subject terms, and research material to give a contextual background to their primary sources. Both sections met on 11/9/2019, 11/12/2018, and 11/14/2018. The 3 classes of SPAN 1373-001 had a total of 32 students in attendance. The 3 classes of SPAN 1373-002 had a total of 44 students in attendance. This is the exciting part. We have had the "Spanish for Heritage Learners" class do the "Spanish Legacy in South Texas Assignment" in the archives before. It has kept the same format of showing up for 3 class periods to do their research. This was the first semester they used the Libguides that represents Coalson's Annotated Bibliography for their assignment. In the past we might have anywhere from 0 to 3 students show up outside of their allotted class periods to do independent research on their assignments in the archives. This time, with the implementation of the Annotated Bibliography, we had 28 students come to the archives to do research outside of their class periods. We did count repeat students but only if they came on different days. We were overjoyed with this and this is how we gauge the real impact of the Coalson Collection. In short, the students actually USED the part of annotated bibliography that we had processed through the grant. To us, this was the real metric. People don't use things unless they are valuable and they overwhelming came back, asking for rare books the found in the Coalson Collection, asking pointed questions, and asking for specific primary source documents to confirm what they found in the secondary source research,. The online Ligude usage, that is an alternative display of Coalson's annotated bibliography, went through the roof with 660 views on 3 Libguides (1 of them being incomplete) during Q1 and the time of these classes. The class participation was incredible. My favorite story was from a student that was using a particular dissertation that was difficult for us to find due to a misspelling by Dr. Coalson. This student had came to the archives at least three times to access this dissertation and had spent a good amount of time with us. I asked him how he liked the dissertation and he looked up from his reading and said, "Its powerful!" I almost cried. I just nodded my head and went about my business so no one could see me tear up. Another story was from Marco Iñiguez Alba, the professor of the Spanish for Heritage Learners. I asked him, "Did you notice any difference in the quality of research this semester in relation to the previous semesters?" He said he did but the most interesting phenomenon was this anecdote that I will paraphrase: Marcho Alba said, "In the past I got so many complaints about this assignment. The students would say, 'what does this have to do with learning Spanish?' I would tell them I am trying to get to Spanish at a different angle and teach you research skills. This time, I got zero complaints about this assignment." Marco and I both thought the students complaining was really from how hard the assignment is. Research can be difficult for anyone, especially freshman, and primary source research is harder still. The high learning curve of this type of research creates a lot of kick back by the students. However this time, with how we were able to display the Dr. Coalson's annotated bibliography and teach the students how to use it was the game changer. We finally have a tool that systematically demystifies archival research. We first show them that secondary source research is needed. Of course this is provided by the annotated bibliography that is organized by time period, subject, and annotation. The student can easily find topics that are of interest to them, get background information, and then use that background information to search for primary sources with direction and purpose. This is the blueprint for primary source research and it is made easy and fun by the Coalson Collection.
Please briefly describe the importance of these outcomes and findings for future program planning:
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
From the subrecipient: You have to find a web resource to display the collection or information in an aesthetically pleasing manner, that at the same time, is easy to use. A couple of extra clicks could be the difference of something being used and something not being used. This work must be done. The end result is that we want people to use this collection. So you have to make access easy for them so they can do it.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort in managing this project:
No
Explain:
Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:
Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:
Exemplary:
Yes
Exemplary Narrative
This project not only moved a valuable bibliographic collection to the forefront by cataloging it, but by actively working with faculty to include the collection in their courses. The library hosted multiple classes and created multiple user guides, including Libguides and videos, to teach students and researchers how to use the George O. Coalson Annotated Bibliography of South Texas Historical Resources.
Project Tags:
research
