Teachers’ perspectives and contextual dimensions to guide the design of N.C. history learning objects and ontology

摘要

This paper describes an ongoing research project that involves the study of teachers’ information seeking behaviors, needs and practices in relation to a collection of primary source materials available through the University of North Carolina at Chapel Hill (UNC) Library’s digital library Documenting the American South (DocSouth). By gaining an in-depth understanding of the needs and wants of teachers in the context of their work, we hope to build a collection of learning objects and a domain ontology applied to the collection to improve teachers’ access to the cultural heritage materials and to facilitate their actual use in the classroom.