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ARCHIVES UNLOCKED: OPENING DOORS TO DISCOVER

Chereeka Garner

David Benjamin

Renee Cole Montgomery

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Chereeka Garner

Digital Learning & Engagement Librarian

Student Learning & Engagement

David Benjamin

Department Head

Special Collections & University Archives

Renee Cole Montgomery

Outreach & Engagement Librarian

Student Learning & Engagement

WHO WE ARE

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TRADITIONAL OUTREACH & TEACHING

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PERCEPTIONS

Standoffish
Intimidating
Hands off
Unapproachable
Scary
Not for me!

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THE UNIVERSITY OF CENTRAL FLORIDA

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THE JOHN C. HITT LIBRARY�

Main campus library
Student-centered space
Gate counts 15,000 – 16,000

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LOCATION, LOCATION, LOCATION

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HOW IT ALL STARTED!

UCF Welcome Week Event
Tabling at Welcome Expo
Duplication of efforts!

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PROGRAM DEVELOPMENT

Meeting students where they are

Meeting

Exposing students to relevant and engaging resources

Exposing

Allowing for curiosity & low stakes participation

Allowing

Whether we’re planning an academic program, an outreach event, or something that blends the two, we ground our work in three guiding questions.

First, how can we meet students where they are?�Second, what resources are most relevant to this event and audience, and how can we meaningfully incorporate them into the experience?�And third, what opportunities for curiosity can we intentionally build in, particularly in ways that support low‑stakes participation?

These questions help us design programs that feel approachable, engaging, and relevant, rather than intimidating or overly prescriptive.

1. How can we meet students where they are?

This question asks us to think beyond where we want students to be, and instead focus on where they already are physically, academically, and emotionally.

On a practical level, this can mean location and timing. Are we bringing materials and activities into high‑traffic spaces like library lobbies, student unions, or tabling at campus wide events, rather than expecting students to seek us out in a reading room? Are we scheduling programs at times that align with student availability, rather than traditional workday hours? It also means meeting students where they are regarding experience, confidence, and comfortability. Many students have never worked with archival materials and may feel unsure or unwelcome in archival spaces. Meeting them where they are means not assuming prior knowledge, avoiding jargon, and designing activities that feel accessible to first‑time participants.

Finally, this question encourages us to consider student motivations. Students may not initially come to an event because they’re interested in archives, but because they’re curious, socializing with friends, or attending a larger campus program. Our goal is to connect with those motivations and use them as an entry point into meaningful engagement with collections.

2. What resources are relevant to this event and audience, and how can we incorporate them into the plan?

This question helps us focus on what is most relevant to the specific audience in front of us. Relevance might be tied to:

The university’s history and shared student experiences

Current campus conversations or milestones

Topics students already care about or popular culture

Once we identify relevant materials, the next step is thinking about how to incorporate these resource. Instead of presenting collections as static materials, we look for ways to make them interactive and purposeful. This might mean:

Using a small number of carefully chosen items rather than overwhelming students with too much material

Pairing archival objects with prompts, questions, or activities that invite interpretation

Connecting historical materials to contemporary student life, helping students see themselves reflected in the collections

Renee is going to walk you through an activity in a few minutes.

3. What opportunities for curiosity can we build in, in ways that allow for low‑stakes participation?

Low‑stakes participation means designing activities where students can engage without fear of being wrong, unprepared, or out of place. Curiosity becomes the goal, rather than mastery or performance.

We build in moments where students can:

Browse versus committing

Observe before participating

Engage briefly, even if only for a moment

Examples might include simple questions, tactile or visual elements, short prompts, or hands‑on activities that don’t require prior knowledge. By lowering the barriers to participation, we create space for curiosity to grow naturally. For some students, that curiosity may end quickly. For others, it can spark deeper interest, future visits, or continued engagement with archives and library services.

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MARKETING

Installments
Digital Signs
Partnership Promotions
Social Media
LibConnect

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DESIGNING INTERACTIVE LEARNING EXPERIENCES

Key Points to Consider

Establishing shared learning goals
Co-designing the activities

Student-Centered

Creative

Hands-on

Introduction

Process

Brainstorm
Partners
Plan/Walk Through
Event/Debrief

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DESIGNING INTERACTIVE LEARNING EXPERIENCES

Some Successful Events

Scavenger Hunts

Research Road Trip
Throwback Thursday
Splash from the Past

Homecoming Event

Whose Your Ducky?

High School Visit

Allowing

Exposing

Meeting

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LIBRARY SCAVENGER HUNTS

SPLASH FROM THE PAST & RESEARCH ROAD TRIP

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THROWBACK THURSDAY

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WHO’S YOUR DUCKY?

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HIGH SCHOOL VISIT

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ESCAPE THE LIBRARY

UCF Welcome Week Event
Library Scavenger Hunt
Multiple Stops in the Library
Storyline

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LESSONS LEARNED

I don’t know everything!
Comfort zone
Partnerships
Experimentation
Simplicity
Think outside the box, literally …

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BE PREPARED FOR SUCCESS

Welcoming
Engaging
Relevant
Splashy!

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BE PREPARED FOR SUCCESS

And have fun!

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QUESTIONS?

Renee Cole Montgomery

Outreach & Engagement Librarian

rcmontgomery@ucf.edu

David Benjamin

Department Head, Special Collections & University Archives

david.benjamin@ucf.edu

Chereeka Garner

Digital Learning & Engagement Librarian

chereeka@ucf.edu