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While higher education frequently incentivizes open pedagogy and open-educational resources (OER), primary sources should also be cultivated as freely available resources that foster engagement, critical thinking, and historical inquiry. Blending both the theoretical and the practical, this article covers definitions, research, and case studies from teaching archivists representing five institutions at different stages of implementing primary source instruction programs. 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The activity was delivered in the context of a large Midwestern university’s undergraduate business course. This case is based on the ACRL RBMS-SAA Guidelines for Primary Source Literacy and gives students an opportunity to use digitized primary archival sources as part of the research process in connection with a modern business-related scenario in which they can apply primary source literacy skills. This guided activity also explores affective experiences as they occurred in student responses to this activity through Varnalis-Weigle’s Four Affects of Experience. 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and 2023 features case studies from institutions able to support embedded archivists and scaffolded educational experiences. This article examines five common themes in the scholarship published within that time, including constructivism, the roles of digital and physical resources, and the importance of collaboration between archives and instructors. It subsequently comments on the aspects of archives instruction notably absent from the same sample of literature, including faculty and student preparedness, limits imposed by resource shortages, and the one-shot session. The article calls for more scholarly attention to the range of instruction programs and recognizes archives' place in the wider library education network.", "publicationTitle": "portal: Libraries and the Academy", "publisher": "Johns Hopkins University Press", "place": "", "date": "2025", "volume": "25", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "527-545", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://muse.jhu.edu/pub/1/article/964644", "accessDate": "2025-07-11T23:24:03Z", "PMID": "", "PMCID": "", "ISSN": "1530-7131", "archive": "", "archiveLocation": "", "shortTitle": "Scaffolded Assignments and Embedded Archivists", "language": "", "libraryCatalog": "Project MUSE", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "2BKBRTH8" ], "relations": {}, "dateAdded": "2025-07-11T23:24:03Z", "dateModified": "2025-07-11T23:24:03Z" } }, { "key": "7JPEA98U", "version": 1599, "library": { "type": "group", "id": 76402, "name": "Teaching with Primary Sources Bibliography", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_with_primary_sources_bibliography", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/76402/items/7JPEA98U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_with_primary_sources_bibliography/items/7JPEA98U", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/76402/items/QB9S6X4T", "type": "application/json" } }, "meta": { "createdByUser": { "id": 4494439, "username": "j3nhoyer", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j3nhoyer", "type": "text/html" } } } }, "data": { "key": "7JPEA98U", "version": 1599, "parentItem": "QB9S6X4T", "itemType": "attachment", "linkMode": "imported_url", "title": "ScienceDirect Snapshot", "accessDate": "2025-07-08T12:55:21Z", "url": "https://www.sciencedirect.com/science/article/pii/S0099133325000977?dgcid=coauthor", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "S0099133325000977.html", "md5": null, "mtime": null, "tags": [], "relations": {}, "dateAdded": "2025-07-10T18:20:08Z", "dateModified": "2025-07-10T18:20:08Z" } }, { "key": "QB9S6X4T", "version": 1598, "library": { "type": "group", "id": 76402, "name": "Teaching with Primary Sources Bibliography", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_with_primary_sources_bibliography", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/76402/items/QB9S6X4T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_with_primary_sources_bibliography/items/QB9S6X4T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4494439, "username": "j3nhoyer", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j3nhoyer", "type": "text/html" } } }, "creatorSummary": "Hoyer and Bahde", "parsedDate": "2025-09-01", "numChildren": 1 }, "data": { "key": "QB9S6X4T", "version": 1598, "itemType": "journalArticle", "title": "Evidence-based shared agendas for scholarship on teaching with primary sources: Reflections on a bibliometric analysis", "creators": [ { "creatorType": "author", "firstName": "Jen", "lastName": "Hoyer" }, { "creatorType": "author", "firstName": "Anne", "lastName": "Bahde" } ], "abstractNote": "This article explores how scholarship about teaching with primary sources (TPS) has evolved over time and what future directions past work might suggests. Using bibliometric analysis and visualization tools, we examined how TPS work has grown; what fields and disciplines focus on this work; key themes and issues; and what scholarship has been influential to the field. These insights led to reflections on disconnects across the field, considerations for publishing about TPS, and the potential of pedagogical standards and guidelines. Finally, this article concludes with recommendations on how this analysis points to possibilities for shared education, space, conversation, and products.", "publicationTitle": "The Journal of Academic Librarianship", "publisher": "", "place": "", "date": "2025-09-01", "volume": "51", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "103101", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "The Journal of Academic Librarianship", "DOI": "10.1016/j.acalib.2025.103101", "citationKey": "", "url": "https://www.sciencedirect.com/science/article/pii/S0099133325000977", "accessDate": "2025-07-08T12:55:15Z", "PMID": "", "PMCID": "", "ISSN": "0099-1333", "archive": "", "archiveLocation": "", "shortTitle": "Evidence-based shared agendas for scholarship on teaching with primary sources", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Archives", "type": 1 }, { "tag": "Bibliometric analysis", "type": 1 }, { "tag": "Information literacy", "type": 1 }, { "tag": "Special collections", "type": 1 }, { "tag": "Teaching", "type": 1 }, { "tag": "Teaching with primary sources", "type": 1 } ], "collections": [ "2BKBRTH8" ], "relations": {}, "dateAdded": "2025-07-10T18:20:08Z", "dateModified": "2025-07-10T18:20:08Z" } }, { "key": "P5Y3ETPN", "version": 1597, "library": { "type": "group", "id": 76402, "name": "Teaching with Primary Sources Bibliography", "links": { "alternate": { "href": "https://www.zotero.org/groups/teaching_with_primary_sources_bibliography", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/76402/items/P5Y3ETPN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/teaching_with_primary_sources_bibliography/items/P5Y3ETPN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 4494439, "username": "j3nhoyer", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j3nhoyer", "type": "text/html" } } }, "creatorSummary": "Manchester and Sheridan", "parsedDate": "2025", "numChildren": 1 }, "data": { "key": "P5Y3ETPN", "version": 1597, "itemType": "conferencePaper", "title": "How Do Libraries, Archives, and Museums Portray Learning? A Discourse Analysis of Mission and Vision Statements", "creators": [ { "creatorType": "author", "firstName": "Eileen J.", "lastName": "Manchester" }, { "creatorType": "author", "firstName": "Kimberly M.", "lastName": "Sheridan" } ], "abstractNote": "Approaches to learning in library, archive, and museum (LAM) spaces vary and institutional barriers make it challenging to design connected learning experiences involving more than one type of LAM. To support the design of high-quality educational experiences, this discourse analysis investigates learning in LAMs as portrayed by their mission and vision statements. The analysis reveals that libraries, archives, and museums use similar linguistic strategies to construct rhetorical communities along geographic, disciplinary, and interest-driven lines. Libraries and archives differed from museums in that they positioned themselves as conduits to learning resources rather than as direct providers of learning experiences. Shared elements of organizational discourses around learning present promising starting points for conversation and collaboration.", "proceedingsTitle": "Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025", "conferenceName": "ISLS Annual Meeting 2025", "publisher": "International Society of the Learning Sciences", "place": "", "date": "2025", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "2880-2882", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://repository.isls.org//handle/1/11625", "accessDate": "2025-06-23T18:14:44Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "How Do Libraries, Archives, and Museums Portray Learning?", "language": "", "libraryCatalog": "repository.isls.org", "callNumber": "", "rights": "", "extra": "Publisher: International Society of the Learning Sciences", "tags": [], "collections": [ "2BKBRTH8" ], "relations": {}, "dateAdded": "2025-06-23T18:14:44Z", "dateModified": "2025-06-23T18:15:52Z" } } ]