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The tenets of Scholarship of Teaching and Learning (SoTL) allow librarians to assess their teaching effectiveness through an evaluation of student learning. For the author, the sudden reliance on digital primary source collections during the 2020 pandemic lockdown provided a catalyst to examine her digital primary source instruction as a research project. In this case study, the author aims to examine library instruction for a required course for third-year history majors.

The author collaborated with a history professor to identify “bottlenecks” related to digital primary source research, and to design two new library instruction sessions with in-class activities and assignments to address these bottlenecks. The professor and author then evaluated the assignments to determine if students had understood and incorporated the methods modeled during the research instruction classes.

Teaching undergraduate history majors digital primary source research skills that will lead to the habits of mind of historians cannot be done in one academic quarter, for it takes time to develop disciplinary ways of thinking. Providing select core concepts more systematically earlier in the history major curriculum could make the enculturation into the discipline less fraught and confusing later, so that students begin learning foundational skills in their third year to carry them forward into their senior year when they write their theses.

Little has been written on digital primary source library instruction, which intersects with a variety of other research literacies. Assessing library instruction through the lens of SoTL is relatively new for academic librarians and has not been used in evaluating student learning in the digital primary source environment.

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.

For more than 25 years, the National History Day (NHD) program has a number of distinctive features that make it a uniquely powerful collaborative vehicle for information literacy instruction. By requiring that student participants do in‐depth research using primary source materials, NHD strongly encourages integrated learning of historical content and information‐seeking processes, and thus partnerships between history teachers and librarians. Because few middle and high schools have extensive collections of primary source materials, NHD also promotes partnerships between K‐12 schools and academic libraries, public libraries, and museums in making primary source materials available to students. This case study aims to draw on one academic library's three‐year experience of partnering in NHD events in its community.

Describes the NHD program, highlighting the commonalities between NHD learning goals; the National Standards for History: Historical Thinking Standards (Grades 5‐12); the American Association of School Libraries' Information Literacy Standards for Student Learning; and the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education.

Shows how one academic library was able to successfully implement NHD programming, especially in the area of library instruction, to engage students in their own learning.

NHD participation by higher education librarians, collaborating with their K‐12 counterparts, can be a powerful learning vehicle for elementary and secondary students to learn historical content knowledge, historical thinking skills, and information literacy skills.

This paper aims to teach educators a variety of ways to navigate the digital collections of the Library of Congress, which include primary source materials from the past which can be used to instruct students of all grade levels from elementary through college.

Workshops for preservice teachers, practicing teachers and their college-level and librarian counterparts focused on advanced searching skills and pedagogical structures which help students access primary sources and use them as evidence to draw conclusions about historical events in history.

Many of the Library of Congress’ holdings have been digitized, described and categorized for ease of access (subject, keyword and metadata descriptors) and for ease of rights management (copyright, ownership and permissions indicated for each digital object).

Digitized primary sources help students create deeper understandings of historical events and periods and allow for multiple perspectives on the same events, thus teaching students valuable skills in drawing conclusions based on primary and secondary information sources.

Online collections from the Library of Congress are free for use by teachers, students and the general public, and the Library of Congress Teaching with Primary Sources program makes available free training for teachers in how to use the materials, as well as provides lesson plans, project ideas and thematic units for use in K-12 schools and beyond.

The authors received a grant to develop a digital educational tool to facilitate student engagement with online primary sources. Students and faculty were interviewed prior to developing the tool's specifications to ensure a user‐centered focus. This research paper seeks to report the results of a user needs assessment that explored students' use of primary sources and their learning preferences, as well as faculty's pedagogical goals for student work with primary sources.

Faculty, graduate, and undergraduate students enrolled in humanities courses at the University of Colorado at Boulder were interviewed to help guide the development of this tool. The interview transcripts were analyzed to uncover several key findings.

The results of the user needs assessment suggest that primary sources have great potential to excite students' enthusiasm and enhance their learning experiences; however, these materials present several challenges that prevent students from using digital primary‐source collections to the fullest extent. Educational technology may be able to help students overcome these difficulties, but only if the technology is easy‐to‐use and designed to support faculty's pedagogical goals.

This study employed a semi‐structured interview methodology to collect the relevant data. Its central research questions could be explored in greater depth using other user‐centered design methodologies, such as artifact and task analyses.

This research will be used to inform the development of a digital educational tool for student use with primary sources.

This study contributes to the growing body of research on user needs for effective work with online primary sources in university‐level humanities education.

State and national initiatives place an increased emphasis on both students’ exposure to diverse texts and teachers’ integration of English/language arts and history/social studies. The intent is for students to critically examine diverse accounts and perspectives of the same historical event or era. Critical examination can be accomplished through teachers’ purposeful juxtaposition of age-appropriate, engaging trade books and relevant informational texts, such as primary source materials. To guide interested elementary and middle level teachers, researchers can evaluate trade books for historical representation and suggest divergent or competing narratives that compel students to scrutinize diverse perspectives. Researchers can locate germane primary sources and modify them in ways that maintain their historicity. As students read, they scrutinize, contextualize, and corroborate sources, which enables them to actively construct historical understandings. We examined children’s literature centered on child labor. We juxtaposed trade books targeting elementary students with those intended for middle level students. While our findings revealed various forms of historical misrepresentation, child labor trade books appear far more historically representative than those centered on slavery.

This paper deals with current efforts to control the amorphous range of newsprint ephemeral documents that have dominated the Nigerian literary market for nearly thirty years. The materials which are of inestimable value to social scientists, administrators, politicians, historians, the military and commerce, originate from a variety of sources. Some of the major sources are identified and the lack of any conscious and adequate attempts by their producers to bibliographically control these publications are hereby examined in relation to the special responsibilities of the National Library of Nigeria in the production of a comprehensive national bibliography.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

The archival records of Canadian corporations held by Library and Archives Canada (LAC) are a rich source of primary documents for the study of the history of marketing and advertising in Canada. The paper discusses the records of iconic department store Sears Canada, steel manufacturer Stelco, and Canadian National, the country’s largest railway, provide primary source material on marketing, sales, catalogues, promotions, celebrity endorsements, sponsorship of charitable causes and other areas of publicity. Additionally, discussing archival records provides a case study of the major archival processes involved in making historical documents available to researchers and the general public, including appraisal and evaluation, archival processing, preservation and digitisation.

The paper discusses and highlights primary source archival records for the study of marketing history. These archival fonds are unique primary source records that document three historically significant Canadian corporations and their roles in Canadian history.

The archival records of Canadian corporations held by Library and Archives Canada (LAC) are a rich source of primary documents for the study of the history of marketing and advertising in Canada. The records of iconic department store Sears Canada, steel manufacturer Stelco, and Canadian National, the country’s largest railway, provide primary source material on marketing, sales, catalogues, promotions, celebrity endorsements, sponsorship of charitable causes and other areas of publicity. Additionally, discussing archival records provides a case study of the major archival processes involved in making historical documents available to researchers and the general public, including appraisal and evaluation, archival processing, preservation and digitisation.

The archival records of Canadian corporations held by Library and Archives Canada (LAC) are a rich source of primary documents for the study of the history of marketing and advertising in Canada. The records of iconic department store Sears Canada, steel manufacturer Stelco, and Canadian National, the country’s largest railway, provide primary source material on marketing, sales, catalogues, promotions, celebrity endorsements, sponsorship of charitable causes and other areas of publicity. Additionally, discussing archival records provides a case study of the major archival processes involved in making historical documents available to researchers and the general public, including appraisal and evaluation, archival processing, preservation and digitisation.

Purpose – ‐‐ The aim of this article is to locate and describe collections of digitized primary sources of value to scholars and librarians in the fields of women's history and gender studies. This bibliography focuses on digitized primary source collections related to the global history of women.Design/methodology/approach ‐‐ This article provides an overview of subscription databases and open access websites dedicated to women's history primary source collections available electronically. Priority was given to sites with materials or transcriptions available in English, those that represented a diversity of aspects within women's history and those that are curated by scholars in the field or supported by academic institutions. Two major criteria for inclusion in the list were that a large portion of the collection must focus on women's history and that the site could be navigated in English.Findings ‐‐ The majority of these collections are focused mainly on the history of American and British women and secondarily on the history of women from other cultures and global regions. While some primary sources have been digitized and made available online relating to Asian, African, South American and Latin American women's history, they appear as part of more general regional primary source collections.Originality/value ‐‐ Though there are a number of excellent librarian or scholar web guides available online, a thorough examination and comparison is lacking from professional literature.