This post was written by Preservation intern Sarah Maj K. Siewartz Nielsen. Sarah Maj recently graduated with a BA in Graphic Conservation from The Royal Danish Academy’s School of Conservation more »
This post was written by Mikaela Hamilton, summer intern in the Smithsonian Libraries Research Annex (SILRA). She is a senior at Cornell University studying Archaeology and Classics, and has worked more »
This post was written by Autumn Raw, recent graduate from the University of Puget Sound and summer intern in Discovery Services. D.C. is one of the very few cities that more »
This post was written by Karina Kletscher, spring intern in the Smithsonian Libraries Research Annex. As a student in my second semester of my Master’s in Library and Information Science more »
This post was written by Mara Wessel, a 2018 intern in our Smithsonian Libraries Research Annex (SLRA). Throughout my six-month internship at the Smithsonian Libraries Research Annex (SLRA), I worked more »
This post was written by Laura Bell, Digital Archives Intern, Smithsonian National Zoological Park (Exhibits Office) and Smithsonian Libraries (Dec. 2017-May 2018). What do most people picture when they more »
This post was written by Victoria Cunningham, summer intern in the Smithsonian Libraries’ Education office.
This summer I had the pleasure of working on a team of interns under the direction of Education Specialist Sara Cardello to further expand the I See Wonder collection for the Smithsonian Libraries. I See Wonder is an excellent tool for teachers of all grades to help further extend students’ natural curiosity of the world. Children and teens are able to look at photographs and either verbally or in written form express what they see and then take it a step further and discuss what they wonder about the photograph. Teachers are then able to guide the students’ thinking and have them dig deeper to justify their reasoning or expand upon their wonderings. This natural way of learning helps students to develop a deeper understanding of topics through guided inquiry, versus being told exactly what they are supposed to learn.