The ULS participated in an ITHAKA S+R Project to better understand how to support instructors use of primary sources in undergraduate classroom learning.  Our local report, compiled after interviewing Pitt instructors and analyzing the findings, revealed that teaching with primary sources is valued in the development of student evidentiary inquiry and critical thinking--complex and transferable skills in other areas of study and life! 

Overall,  primary source engagement is understood as a way to foster understanding that there is not necessarily “the right answer."  This experiential learning  establishes greater understanding of what research is, and it builds confidence and resilience.  And, of course, there's the "Wow, this is really cool!" factor, sparking student interest as they handle and view materials.

Instructors cited several goals for student learning through primary source integration into the coursework including the ability to: read and navigate a primary source; evaluate and interpret the information presented; formulate arguments based on evidentiary inquiry, including context and materiality; identify gaps or silences in the historical record; recognize bias in evaluating primary sources; use additional sources to provide context in which the primary source originated.

If you'd like to explore potential use of A&SC primary sources in your teaching, please contact us using the online form at Ask an Archivist.  We'd love to hear from you to discuss your learning goals and how we can support your teaching!

References

Dill, Diana and Donovan, Carrie and Haas, Jeanann and Webster, Berenika and Withers, Clare (2020) Teaching with Primary Sources at the University of Pittsburgh Summary Report of Local Findings | August 2020. Project Report. University of Pittsburgh Libraries, Pittsburgh, Pennsylvania