Primary Source Instruction in Theological Libraries Through Rare Book Collections

Abstract

This paper addresses how students perceive primary sources instruction in the credit-bearing information literacy labs and explores the implications of this pedagogical practice on the development of students’ understanding of research. Through collaboration with the course instructor, library labs instructor, and Chief Librarian, the students visited the Rare Book Room and interacted with the rare and unique material as part of their course curriculum. The authors completed a thematic analysis of students’ reflections, exploring the impact of this visit on their research journey and their perceptions of how primary source instruction has impacted their understanding of other topics covered in the course. The authors share their lessons learned and recommendations for those who would like to adopt a similar practice at their institutions.