George Margetts. Astronomical Watch. 1750-1810. Science Museum Group Collection.

Imagine trying to understand the American Revolution—its precursors, specific events during and the aftermath—without reading first-hand accounts and seeing items in situ. Encapsulating a historical event solely through secondhand accounts is like debating about the Civil Rights Movements without having read MLK’s speeches and exploring firsthand narratives of the protests that occurred in diners and in the streets.

Primary sources are the closest thing we have to a time machine, allowing students and researchers to experience history through the eyes of those who lived it.

The evolution of primary source instruction

For generations, primary source instruction relied heavily on physical archives, library special collections, museum visits and sometimes navigating institutional red tape. While undeniably valuable, these resources presented challenges; limited access, preservation concerns, and geographical constraints. Only a handful of scholars could engage deeply with these materials, often requiring extensive travel and permissions. 

The digital revolution broke down physical and logistical limitations, paving the way for powerful OERs (Open Education Resources) like Reveal Digital and our pilot program Path to Open to increase bibliodiversity. Libraries and cultural institutions began digitizing vast collections, opening up unparalleled access to historical documents, newspapers, letters, and multimedia sources. With JSTOR, Chronicling America, and other digital repositories, educators and students no longer have to rely solely on physical access. This transformation was further accelerated by COVID-19, when the sudden shift to remote learning highlighted the urgency of digital access to scholarly and archival materials. The demand for online resources skyrocketed, pushing institutions to rethink how they provide access to primary sources.

The opportunities and challenges of “digital” excavation

Today, digital primary sources are more available than ever, and their value in higher education is widely recognized. However, integrating them effectively into instruction requires more than just providing access—it demands new pedagogical approaches and digital literacy skills.

Challenges

  • Digital literacy gaps: Not all students (or educators) are equipped with the skills to critically analyze digital materials. Understanding metadata, source credibility, and historical context is crucial.
  • Overwhelming volume: The sheer abundance of digital materials can make it difficult to curate and navigate relevant sources effectively.
  • Pedagogical integration: Many faculty members seek guidance on incorporating digital primary sources into their syllabi in meaningful ways.

Some solutions address the challenges

To address these challenges and maximize the impact of digital primary sources, educators can turn to innovative teaching strategies and tools:

Interactive learning with digital annotation

One of the most powerful ways to engage students with primary sources is through social annotation. JSTOR’s collaboration with Hypothesis, a digital annotation tool, transforms scholarly reading into a dynamic, collaborative experience. Instead of passively reading a historical document, students can highlight key passages, ask questions, and respond to peers’ insights—all within the document itself. This integration has amplified instructors’ ability to teach their students how to read primary sources.

Teachers and professors can grab a link to a specific piece of JSTOR content, put it into their Learning Management System (LMS) and curate assignments that develop students’ metacognitive reading strategies. One technique outlined by Hypothesis is guided reading, where teachers can “scaffold” academic articles, scholarly books, or primary sources (ex. 95 theses by Martin Luther) and place prompts or images in the margins for students to reply to, guiding them to think critically not only about the words or imagery, but the context each respective piece of work exists. This tool can be used during class, or as an assignment to be done independently.

Curated exploration through Reveal Digital

For faculty seeking structured ways to introduce students to primary sources, Reveal Digital is an entity developing primary source collections accessible to all, with the help of library crowdfunding. The intention is to offer primary sources “underrepresented by the standard cataloging process,” because they add a new dimension to complex and painful topics or events. Faceless people, once part of an aggregate statistic, become individuals with a history when accessing primary sources from one of their six collections.

Practical strategies for faculty

Educators looking to integrate digital primary sources into their teaching can consider:

  • Comparative analysis: Have students examine primary sources alongside secondary analyses to understand historical narratives from multiple perspectives.
  • Research projects: Assign students to create their own curated collections of primary sources, fostering hands-on archival research skills.
  • Digital storytelling: Encourage students to develop digital exhibits or multimedia presentations using primary sources, making historical analysis more engaging and interactive. One of the ways we integrate this into our platform is through Artsor on JSTOR, a repository of more than 865,900 art images, paintings, photographs, and more  from museums and archives worldwide. Artstor is searchable, making it easy for users to find what they are looking for. 

What the future holds for digital research and teaching

As digital primary source collections continue to grow, the future of research and education will increasingly rely on technology-driven discovery tools, interactive platforms, and advanced data analysis methods. To facilitate the easy use of these new technological features, and thereby a more efficient research process, there also needs to be resources for instructors to teach this digital literacy to students. JSTOR and similar platforms are continuously refining their digital offerings, making it easier for educators to integrate these materials into their teaching.

For example, things like the “scaffolding approach,” as we outlined in conjunction with Hypothesis; this is applicable to every phase of the research and writing process. In our Choice & JSTOR Teaching and Learning report, we reveal how instructors use in-classroom and homework-based database assignments to teach how to properly vet sources. For example, Lindsay O’Neill, an associate History professor at USC, recommends assigning “database activities” where students are guided, step-by-step actions to guide students through research process and train them to vet their sources by asking crucial questions like “is there potential bias in this source” or “what can you read between the lines?” By asking these questions, students can find the right primary sources to support their research. 

Moreover, as new generations of students engage with these resources, digital literacy and primary source analysis will become essential skills, preparing them not just for academia but for careers in research, journalism, policy, and beyond.

To explore more strategies and best practices, download the Choice & JSTOR Teaching and Learning Report and discover how faculty and librarians are successfully using digital primary sources in higher education.

About the author

Rumika Suzuki Hillyer is a Content & Community Engagement Manager at ITHAKA, where she leverages her teaching background and social media skills to connect with a diverse range of JSTOR users. From enrolling in an ESL program at a community college to earning a doctoral degree in sociology, Rumika has developed a comprehensive understanding of various tiers of higher education in the U.S. and their associated challenges. She is excited to embark on her journey with ITHAKA, where she hopes to contribute to its mission and promote accessible and equitable higher education for all.