Inaugural copublication offers ideas for teaching with primary sources; searchable database of strategies connects educators and students with Library artifacts to help deepen learning engagement, literacy and critical thinking skills
WASHINGTON — English language arts teachers and others with an interest in embedding primary source use in education programs can now access a peer-reviewed book drawing on nonfiction texts from the Library of Congress collection to explore applications in the ELA classroom.
Working with Primary Sources in the English Language Arts Classroom is the first copublished book by the Library and the National Council of Teachers of English (NCTE), the professional organization for literacy educators spanning preK through college. Developed by a cohort of teachers over the course of two years, the peer-reviewed collection of teaching ideas and assignments details ways in which ELA teachers have taught their students to examine Library sources critically.
In addition to the book, NCTE and the Library published a searchable database of strategies for classroom use. The strategies detail instructional use and state standards alignment for more than 150 items in the Library’s digitized primary source collection.
“It’s incredibly exciting to connect students and classrooms to rich resources that have traditionally only been available to examine and study in person,” NCTE Executive Director Emily Kirkpatrick said. “More than two dozen teachers lent their time and expertise to this project so we could surpass geographic barriers and bring this treasure trove of deeply engaging materials to classrooms in all parts of the country.”
Primary sources are original documents and objects that were created at the time being studied in the classroom, including film, audio recordings and images — for example, the largest collection of images from early Western photographer John C. H. Grabill. The strategies articulate each source’s specific literacy merit for curriculum or classroom use, suggested teaching approaches, and alignment with state education standards.
“Primary sources are valuable curricular tools because they give students a sense of life at different points in history while prompting curiosity, improving critical thinking and analysis skills, and exposing students to multiple perspectives,” said Lee Ann Potter, director of the Library of Congress Professional Learning and Outreach Initiatives Office. “By partnering with NCTE on this project, we can give even more teachers and students the opportunity to engage with our unparalleled collection.”
The book and database were created by English language arts teachers and leaders convened by NCTE through grant funding from the Library’s Teaching with Primary Sources program, an effort to expand the use of primary sources in the teaching and learning habits of literacy teachers and students.
About NCTE
The National Council of Teachers of English (NCTE) is the professional organization for literacy teachers spanning preK through college. Through the expertise and advocacy from its members’ professional research, practice, and knowledge, NCTE has served at the forefront of every major improvement in the teaching and learning of English and the language arts since 1911. For more information, please visit www.ncte.org.
Contact: Allie Ciaramella, NCTE: aciaramella@ncte.org