By and For the Teaching with Primary Sources Community
Notes from the Field, a publication of the TPS Collective, is accepting submissions about teaching with primary sources for three series of peer-reviewed blog posts: “Public-Facing Scholarship and Outreach,” “Teaching …
Notes from the Field, a publication of the TPS Collective, is now accepting submissions about teaching with primary sources for three series of peer-reviewed blog posts: “Public-Facing Scholarship and Outreach,” …
By Dylan McDonald. For cultural heritage institutions, partnerships are the keystone to sustained, effective, and vibrant outreach efforts. In this era of ongoing staffing shortages, budget challenges, and employee burnout, organizations should focus on collaborative efforts, whenever possible and prudent, as a viable way to accomplish their core mission.
By Melissa Chim / Working from home during the pandemic has raised questions regarding the use of physical primary sources in a remote environment…
Notes from the Field, a publication of the TPS Collective, is now accepting blog post submissions about teaching with primary sources for two series of peer-reviewed blog posts!
By Ron McColl / The pandemic and the institutional mandates accompanying it have posed unique challenges for special collections librarians and archivists who teach with primary sources. At West Chester University Libraries Special Collections, our initial plans to host smaller classes and ensure safe handling practices were rendered moot when students did not return to campus in the fall.
By Michaela Ullmann / In my role as Instruction Coordinator for Special Collections at the USC Libraries, I oversee our Primary Source Literacy Instruction Program through which we currently teach between 100 and 150 instruction sessions annually.
By Blake Spitz / Teaching primary source analysis is a major component of my job as an archivist and educator and often the focus of one-shot instruction for undergraduate students at the University of Massachusetts Amherst. I love discussing analytic and emotional frameworks for engaging primary sources because I believe those encounters are potent moments, as each new person’s reaction and dialogue with a source is unique to them.
By Andrea Belair / When the global pandemic hit, Union College adopted a hybrid approach to instruction. For librarians, however, instruction was fully remote due to issues with capacity.
By Colleen Barrett / Last fall, I worked with Dr. Regina Hamilton to reimagine a previously in-person rare books active learning exercise for her Introduction to African American Studies course. This in-person activity asked students to examine a variety of 18th and 19th century African American materials in small groups during short periods of time alongside a worksheet that asked questions about the provenance and paratextual aspects of the items