1. Michael Eamon, “A ‘Genuine Relationship with the Actual’: New Perspectives on Primary Sources, History, and the Internet in the Classroom,” The History Teacher 39, no. 3 (2006): 297-314 and Laurel Singleton & James Giese, “Using Online Primary Sources with Students,” The Social Studies 90, no. 4 (1999): 148.
2. Using Primary Sources to Build a Community of Thinkers;Morgan;The English Journal,2002
3. Bianca Falbo, “Teaching from the Archives,” RBM 1, no. 1 (2000): 33-5; Ann Schmiesing & Deborah Hollis, “The Role of Special Collections Departments in Humanities Undergraduate and Graduate Teaching: A Case Study,” Libraries and the Academy 2, no. 3 (2002): 465-480; and Carol Toner, “Teaching Students to be Historians: Suggestions for an Undergraduate Research Seminar,” The History Teacher 27, no. 1 (1993): 37-51.
4. Charles Cole, “Information Acquisition in History Ph.D. Students: Inferencing and the Formation of Knowledge Structures,” The Library Quarterly 68, no. 1 (1998): 33-54 and Charles Cole, “Name Collection by Ph.D. Students: Inducing Expertise,” Journal of the American Society for Information Science and Technology 51, no. 5 (2000): 444-455; Jean-Francois Rouet, M. Anne Britt, Robert Mason, & Charles Perfetti, “Using Multiple Sources of Evidence to Reason about History,” Journal of Educational Psychology 88 (1996): 478-493; Peter Stearns, Peter Seixas, and Samuel Wineburg, eds., Knowing, Teaching, and Learning History: National and International Perspectives (New York: New York University Press, 2000); Samuel Wineburg, “Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary Pictorial Evidence,” Journal of Educational Psychology 83 (1991): 73-87.
5. Clio in the Raw: Archival Materials and the Teaching of History;Taylor;American Archivist,1972