Notes from the Field, a publication of the TPS Collective, is accepting submissions about teaching and working with primary sources for three series of peer-reviewed blog posts: “Student Perspectives,” “Accessibility in Primary Source Instruction,” and “Primary Sources for K–12 Audiences.” These series are intended to highlight a broad range of voices from all sectors of the TPS community. Please see the calls below for more information.
Series One: Student Perspectives
In this series, we are interested in hearing from undergraduate students about their experiences working with primary sources in coursework, during research projects, and/or during work-study and internships. Specifically, we are looking for reflections on how hands-on work with primary sources has guided or impacted their studies.
Series Two: Accessibility in Primary Source Instruction
What does “accessible primary source instruction” mean in 2023 and beyond? Submissions to this series will consider or highlight approaches to accessibility in the ever-shifting physical, virtual, and hybrid classroom. Have you strengthened or created new campus partnerships? How have students’ needs informed your approach, both for virtual and in-person instruction? What tools do you use to make your classroom more accessible?
Series Three: Primary Sources for K–12 Audiences
Do you create educational programming or sessions for K–12 students? In this series, we are interested in learning from cultural heritage practitioners who have developed or executed events, sessions, or exhibits that are aimed at developing primary source literacy in emerging learners. In relating specific projects and general strategies alike, essays in this series will speak to successes and challenges related to equipping K–12 learners with primary source literacy.
Contributions should be 1000-1200 words and will be subject to Notes from the Field’s peer review process. Posts will be published on a rolling basis beginning in November 2023. The priority deadline for fall submissions is October 31st.
Full submission information is available in the Notes from the Field author and peer review guidelines. Any questions, expressions of interest, or submissions can be sent to the Notes from the Field Lead Editor, Danielle Gilman, at Danielle.Gilman@UConn.edu.