Evidence-based shared agendas for scholarship on teaching with primary sources: Reflections on a bibliometric analysis

Authors

• Jen Hoyer, CUNY New York City College of TechnologyFollow
• Anne Bahde, Oregon State UniversityFollow

Document Type

Article

Publication Date

7-2025

Abstract

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.

Comments

This is the author's accepted manuscript of an article originally published in The Journal of Academic Librarianship, available at https://doi.org/10.1016/j.acalib.2025.103101