Guidelines for Primary Source Literacy

dc.contributor.authorBahde, Anne
dc.contributor.authorGrob, Julie
dc.contributor.authorHorowitz, Sarah
dc.contributor.authorRichardson, Leah
dc.contributor.authorSmedberg, Heather
dc.contributor.authorSwan, Morgan
dc.contributor.authorCrisp, Samantha
dc.contributor.authorDaines, Gordon
dc.contributor.authorKatz, Robin
dc.contributor.authorLandis, Bill
dc.contributor.authorMorris, Sammie
dc.contributor.authorSjoberg, Lisa
dc.date.accessioned2021-12-09T20:26:17Z
dc.date.available2021-12-09T20:26:17Z
dc.date.issued2018
dc.description.abstractPrimary sources provide compelling, direct evidence of human activity. Users who encounter primary sources gain a unique perspective on the subject they are studying, and an opportunity to learn firsthand how primary sources are used for original research. As users learn to successfully engage with primary sources, they also gain important skills that help them navigate the use of other information sources, and further develop their critical thinking skills. Primary sources can also be challenging to those who use them. The formats of primary sources may be unique and unfamiliar. They require critical analysis due to their creators’ intents and biases; the variety of contexts in which they have been created, preserved, and made accessible; and the gaps, absences, and silences that may exist in the materials.en_US
dc.identifier.urihttp://hdl.handle.net/11213/17218
dc.language.isoen_USen_US
dc.titleGuidelines for Primary Source Literacyen_US

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