You should look at the full Primary Source Literacy Guidelines PDF »

Also check out the Case Studies on Teaching With Primary Sources (TWPS), which show the Literacy Guidelines in practice. Below you can find links to each Case Study that employs a certain learning objective — e.g., Learning Objectives 1C (generate and refine research questions) and 1D (research is an iterative process) are featured in Case Study #4: Crafting a Research Question: Differentiated Teaching for Instruction With Primary Sources Across Diverse Learning Levels, by the folks at the Brooklyn Connections program at Brooklyn Public Library.

LEARNING OBJECTIVES
A person knowledgeable in the use of primary sources can:

1. Conceptualize
1A. Distinguish primary from secondary sources for a given research question. Demonstrate an understanding of the interrelatedness of primary and secondary sources for research. (Case 7)
1B. Articulate what might serve as primary sources for a specific research project within the framework of an academic discipline or area of study. (Case 7 | Case 8 | Case 14 | Case 15)
1C. Draw on primary sources to generate and refine research questions. (Case 4 | Case 7 | Case 9)
1D. Understand that research is an iterative process and that as primary sources are found and analyzed the research question(s) may change. (Case 4 | Case 7 | Case 8)

2. Find and Access
2A. Identify the possible locations of primary sources. (Case 7 | Case 10 | Case 14)
2B. Use appropriate, efficient, and effective search strategies in order to locate primary sources. Be familiar with the most common ways primary sources are described, such as catalog records and archival finding aids. (Case 1)
2C. Distinguish between catalogs, databases, and other online resources that contain information about sources, versus those that contain digital versions, originals, or copies of the sources themselves. (Case 12)
2D. Understand that historical records may never have existed, may not have survived, or may not be collected and/or publicly accessible. Existing records may have been shaped by the selectivity and mediation of individuals such as collectors, archivists, librarians, donors, and/or publishers, potentially limiting the sources available for research. (Case 5 | Case 7 | Case 11)
2E. Recognize and understand the policies and procedures that affect access to primary sources, and that these differ across repositories, databases, and collections.

3. Read, Understand, and Summarize
3A. Examine a primary source, which may require the ability to read a particular script, font, or language, to understand or operate a particular technology, or to comprehend vocabulary, syntax, and communication norms of the time period and location where the source was created. (Case 1 | Case 9 | Case 13 | Case 14)
3B. Identify and communicate information found in primary sources, including summarizing the content of the source and identifying and reporting key components such as how it was created, by whom, when, and what it is. (Case 7 | Case 10 | Case 11 | Case 12 | Case 14 | Case 15)
3C. Understand that a primary source may exist in a variety of iterations, including excerpts, transcriptions, and translations, due to publication, copying, and other transformations.

4. Interpret, Analyze, and Evaluate
4A. Assess the appropriateness of a primary source for meeting the goals of a specific research or creative project. (Case 6)
4B. Critically evaluate the perspective of the creator(s) of a primary source, including tone, subjectivity, and biases, and consider how these relate to the original purpose(s) and audience(s) of the source. (Case 6 | Case 8 | Case 9 | Case 10)
4C. Situate a primary source in context by applying knowledge about the time and culture in which it was created; the author or creator; its format, genre, publication history; or related materials in a collection. (Case 6 | Case 7 | Case 9 | Case 10 | Case 11 | Case 12 | Case 13)
4D. As part of the analysis of available resources, identify, interrogate, and consider the reasons for silences, gaps, contradictions, or evidence of power relationships in the documentary record and how they impact the research process. (Case 5 | Case 6)
4E. Factor physical and material elements into the interpretation of primary sources including the relationship between container (binding, media, or overall physical attributes) and informational content, and the relationship of original sources to physical or digital copies of those sources. (Case 6 | Case 13)
4F. Demonstrate historical empathy, curiosity about the past, and appreciation for historical sources and historical actors. (Case 3 | Case 6 | Case 7 | Case 10 | Case 15)

5. Use and Incorporate
5A. Examine and synthesize a variety of sources in order to construct, support, or dispute a research argument. (Case 1 | Case 7 | Case 15)
5B. Use primary sources in a manner that respects privacy rights and cultural contexts.
5C. Cite primary sources in accordance with appropriate citation style guidelines or according to repository practice and preferences (when possible). (Case 2 | Case 7)
5D. Adhere to copyright and privacy laws when incorporating primary source information in a research or creative project.

The Guidelines were developed by the SAA-ACRL/RBMS Joint Task Force on the Development of Guidelines for Primary Source Literacy (JTF-PSL)