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There is a tacit understanding among social studies teachers and educators that incorporating primary source documents in planning and teaching is desirable for many reasons, most prominent among them the ways in which it challenges students to think at higher levels. This study is a descriptive study of public school teachers’ uses of primary source documents in social studies planning, in which we review lesson activities of various grade level teachers to evaluate their use of primary documents for higher order cognitive purposes. Given the salient theme of critical thinking in the literature, we established a baseline continuum of uses that served as our framework for evaluating these activities. We asked the following questions: When history teachers incorporate the use of primary source documents in their planning, to what degree do they promote development of higher level critical thinking? What might a planned activity look like when they do? We found that the majority of the activities examined here employ primary source documents for lower order purposes but held the promise of easy transition to higher order uses.

One of the main Common Core Requirements focuses on student use of authentic subject area skills. These skills are those used by professionals in the academic field of study. It is important that students develop and use appropriate historical thinking skills in the classroom. Historical skills include ability to read, write, speak, listen, and complete research based projects, and to appropriately analyze primary and secondary documents to make conclusions about what has occurred during a historical event. The implementation of instructional techniques requiring students to think like a historian are widely supported in the literature and are largely focused on the development of student historical literacy. This article examines how combining the use of children’s literature and primary sources can be used to construct a lesson promoting historical inquiry in the secondary classroom.

Purpose – ‐‐ The purpose of this paper is to identify, describe and locate primary resources using government publications and non‐government publications.Design/methodology/approach ‐‐ This paper examines primary resources for historical research particularly in federal government publications distributed through the Federal Depository Library Program.Findings ‐‐ The paper finds that government publications provide a rich source of primary research materials for post‐secondary research in disciplines such as history, geography, ethnography, education and agriculture.Originality/value ‐‐ Searching for primary historical resources in small‐ to medium‐sized academic libraries can often yield a limited field of resources. Federal government publications distributed through the Government Printing Office are freely available via selective and regional Federal Depository Libraries. This work seeks to identify tools appropriate for higher education primary historical research.

A strong definition of aboutness and a theory of its role in information retrieval systems have not been developed. Such a definition and theory may be extracted from the work of T. A. van Dijk. This paper discusses some of the implications of van Dijk's work for bibliographic classification theory. Two kinds of intertextuality are identified: that between documents classified in the same class of the same classification system; and that between the classification system as a text in its own right and the documents that are classified by it. Consideration of the two kinds of intertextuality leads to an investigation of the linguistic/cognitive processes that have been called the ‘translation’ of a document topic into a classificatory language. A descriptive model of the cognitive process of classifying documents is presented. The general design of an empirical study to test this model is suggested, and some problems of implementing such a study are briefly identified. It is concluded that further investigation of the relationships between text linguistics and classification theory and practice might reveal other fruitful intersections between the two fields.

The purpose of this paper is to bring the work of Seth Siegelaub (1941–2013) to the attention of document studies. Siegelaub was a pioneer of the conceptual art movement in New York in the 1960s, active as an Art Dealer, Curator and Publisher. He is remembered by art history for his exhibition catalogues, which provided a material base for intangible works of art.

This paper uses a comparative approach to examine the documents of conceptual art, especially the exhibition catalogues produced by Siegelaub between 1968 and 1972. Drawing on literature from document theory and art history and criticism, it examines several of Siegelaub’s key exhibition catalogues and books.

Siegelaub’s theories of information have much in common with the documentalist tradition. Siegelaub’s work is important, not just for its potential to contribute to the literature of document theory. It also provides a point of dialogue between art history and information studies.

To date, the common ground between art and documentation has been explored almost exclusively from the perspective of art history. This paper is among the first to examine conceptual art from the perspective of document theory. It demonstrates potential for cross-disciplinary collaboration.

This article presents the findings of a study that sought to gain an insight into social studies preservice teachers’ reported reasons for selecting a primary source document they believe will be at the heart of their curriculum. Their selections included founding documents, historical speeches, inspirational sources, as well as personal mementos. The authors conclude with a discussion of implications for social studies teacher education.

In 1971 UNISIST proposed a model for scientific and technical communication. This model has been widely cited and additional models have been added to the literature. There is a need to bring this model to the focus of information science (IS) research as well as to update and revise it. There are both empirical and theoretical reasons for this need. On the empirical side much has happened in the developments of electronic communication that needs to be considered. From a theoretical point of view the domain‐analytic view has proposed that differences between different disciplines and domains should be emphasised. The original model only considered scientific and technical communication as a whole. There is a need both to compare with the humanities and social sciences and to regard internal differences in the sciences. There are also other reasons to reconsider and modify this model today. Offers not only a descriptive model, but also a theoretical perspective from which information systems may be understood and evaluated. In addition to this provides empirical exemplification and proposals for research initiatives.

The article presents a historical narrative model designed to encourage analytical thinking. My historical narrative inquiry model (a) teaches procedural knowledge (the process of “doing” history); (b) enhances interpretative skills; (c) cultivates historical perspectives based upon evidentiary history; and (d) encourages student authorship of historical narratives. The instructional model emphasizes small- and large-group activities, including oral presentations, discussions about primary documents, and considerations relative to the creation of written history. Students generate their own historical narratives in order to articulate their perspectives. The purpose of the model is to facilitate students’ historical understandings by developing more empathetic perceptions of the people of the past.

This study collected the bibliographic data of 2034 journal articles published in 2000–2021 from Web of Science (WoS) core collection database and adopted two bibliometric analysis methods, namely historiography and keyword co-occurrence, to identify the evolution trend of construction risk management (CRM) research topics.

CRM has been a key issue in construction management research, producing a big number of publications. This study aims to undertake a review of the global CRM research published from 2000 to 2021 and identify the evolution of the research topics relating to CRM.

This study found that risk analysis methods have shifted from simply ranking risks in terms of their relative importance or significance toward examining the interrelationships among risks, and that the objects of CRM research have shifted from generic construction projects toward specified types of construction projects (e.g. small projects, underground construction projects, green buildings and prefabricated projects). In addition, researchers tend to pay more attention to an individual risk category (e.g. political risk, safety risk and social risk) and integrate CRM into cost, time, quality, safety and environment management functions with the increasing adoption of various information and communication technologies.

This study focused on the journal articles in English in WoS core collection database only, thus excluding the publications in other languages, not indexed by WoS and conference proceedings. In addition, the historiography focused on the top documents in terms of document strength and thus ignored the role of the documents whose strengths were a little lower than the threshold.

This review study is more inclusive than any prior reviews on CRM and overcomes the drawbacks of mere reliance on either bibliometric analysis results or subjective opinions. Revealing the evolution process of the CRM knowledge domain, this study provides an in-depth understanding of the CRM research and benefits industry practitioners and researchers.

The Historical Scene Investigation (HSI) project builds upon the work of a number of scholars to facilitate the application and acquisition of historical thinking skills in the K-12 classroom. Through a structured yet flexible approach, HSI exercises attempt to provide scaffolding for the analysis of a variety of historical documents to simultaneously develop an understanding of the content focus of the investigation and the historiography skills embedded in their work. HSI exercises are designed to be “interpreted” and edited by classroom teachers in either a low- or high-tech approach. This article explores the background and structure of the model and discussion of the classroom implementation of two examples.