Ịgụ Ihe Ndị A Na-ahụ Maka Ịgụ Ihe

Object literacy bụ okwu ọhụrụ nke sitere na Object Based Learning (OBL), nke abụwo akụkụ dị mkpa nke ọrụ ebe ngosi ihe mgbe ochie na ọbá akwụkwọ. Ọnụ ọgụgụ na-arịwanye elu nke ihe oyiyi na ederede dijitalụ na-eme ka ihe dị mfe karịa mgbe ọ bụla. Ugbu a ihe na ederede dịkwuo, enwere mmasị na-arịwanye elu na ọdịdị nke ihe ma ọ bụ ederede, yana nghọta na-arị elu nke mkpa ọ dị ịghọta ihe na ederede n'ụzọ zuru oke, nke kachasị.

 Nkọwa nke Ịgụ Ihe 

 "Ịgụ na ide ihe bụ nkà pụrụ iche a na-enweta site na usoro nchọpụta na mkparịta ụka banyere ihe ndị mbụ. Ọ bụ nkà nke, dị ka ndị ọzọ, a ga-amụta. Ebe ndebe ihe ochie nwere ihe ndị mbụ, ihe ochie, ma ọ bụ ọrụ nka. Ya mere, ebe ndebe ihe mgbe ochie bụ ebe ezi uche dị na ya iji kụziere ndị mmadụ ka ha bụrụ ndị gụrụ akwụkwọ. " - Sally Leahy (1995) Sally Leahy, “Object Literacy,” The Docent Educator 4.3 (Spring 1995): 17. http://www.museum-ed.org/object-literacy/ - retrieved 25 June 2018
 A na-ahụkwa ịgụ na ide ihe dị ka "otu akụkụ nke ịgụ na ide anya, na-eduga n'ụdị ọhụrụ nke ịgụ na akwụkwọ n'ebe ngosi ihe mgbe ochie". - Carin Jacobs (2009) Carin Jacobs, "Beyond the field trip: museum literacy and higher education", Museum Management and Curatorship, Vol. 24, No. 1, March 2009, 5–27 https://www.tandfonline.com/doi/pdf/10.1080/09647770902731585 - retrieved 25 June 2018
 Object literacy na-amata "ihe na-eme ugbu a maka ihe e biri ebi na ederede dị ka ihe a na-ahụ anya" nke ndị mmadụ "na-amụ ụzọ akụkụ anụ ahụ nke akwụkwọ ndị a na-adịghị ahụkebe [na ihe ndị ọzọ] na-enye aka na nghọta nke ederede".Tabitha Tuckett and Elizabeth Lawes, "Object literacy at University College London Library Services", Art Libraries Journal, Volume 42, Issue 2 (Information Literacy in UK and US Art Libraries), April 2017, pp. 99-106.   https://doi.org/10.1017/alj.2017.13 - Retrieved 25 June 2018.

 Ọrụ ndị na-adịbeghị anya metụtara Object Literacy 

 University College London (UCL): “In keeping with the UCL 2034 strategy, the Connected Curriculum encourages participation in research at all levels of study and OBL methods enable interdisciplinary inquiry and collaborative practices.”
 Object Literacy: Research through Epigraphy and Inscriptions in Chinese Art History: A CHASE Cohort Development Fund doctoral training program for 2017-18 comprising three one-day workshops held at SOAS the University of London and the Victoria &amp; Albert Museum, British Museum and British Library.

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