Abstract
Grounded in extensive research and instruction experience, archivist Julie Thomas discusses the relevant theories, literacies, pedagogy, and methodologies from intra- and inter-related fields of study that form the building blocks for teaching primary source research skills (PSRS). Instructors will find guidance that cuts across disciplines and is more descriptive than manuals and more prescriptive than guidelines. Thomas introduces new concepts and terminology as well as questions some of the longstanding principles traditionally associated with primary source research. --