Purpose
Knowledge of the resource and accurate, responsible
information are fundamental elements of the interpretive
equation. This component provides a rationale for research
and outlines a strategy to assure that the interpreter
has complete, accurate information within his/her programs,
and can provide citations to visitors who request more
detailed information on resource/interpretive topics.
Objectives
Upon completion of this component learners will be able
to:
Explain why research
is important and should be accurate, credible,
and diverse;
Identify
the basic steps of research methodology; locating,
evaluating, and selecting sources;
List
three types of park documents and non-NPS documents
which serve as sources of information when developing
interpretive programs including historical or
natural science information and resource management
issues;
Describe
the difference between primary and secondary
sources;
Identify
bias, reliability, multiple points of view,
and relevance in research sources;
Analyze,
evaluate, select, organize and footnote appropriate
research material.
Approach
Learners, instructors, and supervisors might use lecture,
group discussion, group participatory exercise, as well
as individual activities. If used, guided group brainstorming
and research material identification and evaluation
exercises should culminate in an opportunity for interpreters
to locate, identify, and assess the reliability, relevance,
and bias of raw information. The learner will be able
to identify internal and external evidence to determine
bias in research material and be able to develop footnotes
and bibliographies for interpretive programs and media
as a result of this active approach.
7. Research sources for African-American, Native
American, woman's studies, social history, conservation
organizations, botanical and wildlife sources
8. Universities--libraries, subject matter experts,
CPSUs and CPEUs
C. Park resources
1. Park brochure
2. Site bulletins
3. Information handouts
4. Research - personnel from other disciplines
are sources of information.
5. Park library and reference books
6. Park collections, natural and historical
7. Park maps and physical previewing of park
site as a research tool
D. Other park resources
1. Enabling legislation and hearings
2. General Management Plan (GMP)
3. DO-6
4. Interpretive Prospectus
5. Statement for Interpretation
6. Management documents
7. Resource management plans
8. Individual Service Plans (ISPs)
9. Comprehensive Interpretive Plans
10. Others
E. Other NPS sources
1. Research reports from other parks on related
topics
2. Technical information center
3. Professional journals - Park Science, CRM
(indexes)
4. NPS-produced audiovisual materials
5. SO and central office subject matter experts
-- natural resources center (water, air, and
biological resource experts, information division,
historians, etc.)
III. Research methodology
A. Critical examination of sources
B. Scientific method, historiography and cliomaticians
C. The general to the specific
E. Research material as tangible evidence to establish
context and broader concepts
F. Identify critical material
G. Using material form other disciplines
H. Serendipity
I. Original vs. authentic resources
J. Internal vs. external evidence
K. The need to question sources
L. The need to mentally footnote
M. Selecting and using research information
N. The need to revise and update our records
O. Importance of using current sources in scientific
and historical research
IV. Technical skills
A. Bibliographies
B. Footnotes
V. Review the need for research to support programs,
management issues and preservation concerns, and professional
and personal credibility. The public perception
of balance and scholarship in programs addressing natural
and cultural resource issues/concepts will lead to effective
programs and appreciation for the resource and the NPS
mission.
Restate the need for diverse sources, balanced information,
multiple points of view, and theme relation. Stress
the need to organize research material to make interpretive
connections to broader context and issues. The research
process is a career-long endeavor.
2. Resource management plans and project statements
3. Enabling legislation
4. Interpretive Prospectus/Comprehensive Interpretive
Plan
5. Statement for Interpretation
6. Existing Interpretive Service Plans (ISP's)
7. Subject matter material
8. Various items of original and secondary research
9. Park and area maps
10. Park site bulletins
Module 340: Interpretive
Research and Resource Liaison -- advanced research
skills, scientific and historical theory, advanced
knowledge of the resource and the audience and application
of appropriate techniques.
Suggested
Developmental Activities
1. Research should be documented and supported. It
should utilize primary sources when available with
supporting sources. Research should incorporate the
most current resource data available, while considering
possible cultural and social biases.
2. Bibliographies and footnotes will be prepared according
to an accepted style manual.
3. In preparation for an interpretive talk, use at
least two sources to demonstrate attempts for balance,
diversity, and theme context.
4. Write a one-page essay identifying the research
used, stating why you felt it was effective and accurate,
and describing the difference between primary and
secondary sources.
5. Develop a bibliography, identifying primary and
secondary sources, including a sample footnote.
