Publications and Research
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.
Included in
Archival Science Commons, Curriculum and Instruction Commons, Educational Methods Commons, Information Literacy Commons, Scholarship of Teaching and Learning Commons
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