Publications
Research Report
March 23, 2021
Teaching with Primary Sources
Looking at the Support Needs of Instructors
Kurtis Tanaka, Daniel Abosso, Krystal Appiah, Katie Atkins, Peter Barr, Arantza Barrutia-Wood, Shatha Baydoun, Catherine Bazela, Cara Bertram, Colleen Boff, Steve Borrelli, Jay-Marie Bravent, Sarah Brennan, Tina Budzise-Weaver, Margaret Burri, Liz Cheney, Cait Coker, Heather Cole, Lisa Conathan, Emily Cook, Danielle Miriam Cooper, Joshua Dacey, J. Gordon Daines III, Diana Dill, Carrie Donovan, Lori DuBois, Lisa Duncan, Sarah Evelyn, Mary Feeney, Patricia Figueroa, Rebecca Friedman, Myranda Fuentes, Danielle Gabbard, Eleonora Gandolfi, Chloe Gerson, Kelly Godfrey, Melissa Grafe, Brenda Gunn, Jeanann Haas, Terese Heidenwolf, Heidi Herr, Laura Hibbler, Matthew J. K. Hill, David Hirsch, Stefanie Hunker, Jamie Johnson, Emily Kader, Jessica Keyes, Paula Kiser, Joel D. Kitchens, Maggie Kopp, Andrew Laas, Bill Landis, Christina Larson, David Lewis, Sara Logue, Maureen Maryanski, Jennifer Meehan, Ruthann Miller, Rebecca Miller Waltz, Meg Miner, Sarah Morris, Kevin M. O’Sullivan, Catherine Oliver, Barbara Olson, Anne Peale, Matt Phillips, Roxane Pickens, Julie Porterfield, Sara Powell, Marcus Robyns, Dylan Ruediger, Deirdre Scaggs, Carrie Schwier, Matthew Sheehy, Nicole Shibata, Dainan M. Skeem, Holly Snyder, Linda Stepp, Matthew Strandmark, Morgan Swan, Michelle Sweetser, Gabriel Swift, Jason Tomberlin, Niamh Wallace, Berenika Webster, Ashley Werlinich, Clare Withers, Lijuan Xu
Encounters with primary sources—historical or contemporary artifacts that bear direct witness to a specific period or event—are central to the pedagogy of many disciplines, especially in the humanities and humanistic social sciences. Their use in undergraduate instruction aligns with universities’ commitments to experiential and inquiry-based learning and library initiatives focused on media and information literacy. Reflecting the importance of the topic within higher education, “Supporting Teaching with Primary Sources” attracted the largest cohort of any Ithaka S+R program to date.
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Research Report
September 9, 2020
Supporting Research in Languages and Literature
Danielle Miriam Cooper, Cate Mahoney, Rebecca Springer, Robert Behra, Ian G. Beilin, Guy Burak, Margaret Burri, Paula Mae Carns, Ashley Champagne, Charles J. Cobine, Heather Cole, Angela Courtney, Anne Donlon, Angela Ecklund, Sarah Evelyn, Darby Fanning, Patricia Figueroa, Nancy E. Friedland, Luis A. González, Pamela M. Graham, Emily Guhde, Julian Haller, Pamela Harris, Heidi Herr, Glenda Insua, Melissa Jones, Sara Kearns, Jessica Keyes, Semyon Khokhlov, Samantha Kirk, Triveni Kuchi, Carl Lehnen, Jade Madrid, Jeremiah R. Mercurio, Catherine J. Minter, James P. Niessen, Marie Paiva, Lis Pankl, Katie Rawson, Matthew Roberts, Alla Roylance, Jonathan Sauceda, Margaret Schaus, Sócrates Silva, John L. Tofanelli, Ellen Urton, Roberto Vargas, Julie Frick Wade, Amanda Watson, Sarah S. Witte
Ithaka S+R’s Research Support Services program investigates how the research support needs of scholars vary by discipline. From 2018 to early 2020, Ithaka S+R examined the changing research methods and practices of language and literature scholars in the United States with the goal of identifying services to better support them. The goal of this report is to provide actionable findings for the organizations, institutions, and professionals who support the research processes of language and literature scholars.
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