Peer Review

Using Primary Sources in Research

Material Detail page

Reviewed:: Aug 27, 2026 by ICT Literacy

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Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

This micro-course was developed by Stony Brook University faculty member and Associate Librarian Kristen J. Nyitray. It is the first formal initiative of it type to engage students in primary source literacy.

Type of Material:

Tutorial

Recommended Uses:

Have student do each lesson before class, and discuss learning in class, or vice versa.

Technical Requirements:

Works in Windows browsers.

Access to SBU resources are needed to use the links to databases described in the course.

Identify Major Learning Goals:

Find and use primary srouces in writing assignments and creative projects.

1. Conceptualize: identify types of primary sources and differentiate between secondary and tertiary sources.

2. Navigate: understand the nature of special collections and archives and how to embark on research.

3. Articulate: develop a research question and embark on research using primary sources.

4. Find, Select, and Access: search for primary sources using effective strategies.

5. Analyze: examine, read, understand, synthesize, summarize, and communicate about primary sources.This stage also includes assessing if sources align with assignments; analyzing potential biases, audiences, and gaps in historical records; evaluating formats and physical condition; and understanding the significance of preserving content.

6. Use and Incorporate: use primary sources to construct a narrative or argument while considering cultural contexts and ethics.

Target Student Population:

High School, College General Ed, College Lower Division, College Upper Division, Graduate School, Professional

Prerequisite Knowledge or Skills:

Basic ICT skills and basic understanding of libraries and history.

Content Quality

Rating:
Strengths:: The detailed tutorial was created by university fzculty and librarians, and is informed by their archives and historical expertise. Information is both historical and current, authoritative, and relevant. The tutorial self-contained, and can be used flexible. There is more than adequate information, and concpets are well summarized and integrated. Links work and are appropriately attributed.
Concerns:: no concerns

Potential Effectiveness as a Teaching Tool

Rating:
Strengths:: The learning objectives draw directly from ICT literacy standards. The prerequisite skills assumed are research skills. The seven lessons build upon each other progressive, and show relationiships between concpets. The tutorial is easy to write assignments for, and learning can be efficient. Material use is applicable for ICT literacy and research in general.
Concerns:: Some information applies to Stony Brook University, and is even included in the quizzes.

Ease of Use for Both Students and Faculty

Rating:
Strengths:: The website is clear, engaging, visually appealing and consistent in layout. It is easy to navigate independently; little technical skill is needed. It includes help features.
Concerns:: The tutorial is not ADA-compliant. Lesson 2's feedback is not available. There is little interactivity, and the pages of text are sometimes very long to scroll through.

Other Issues and Comments:: The material is directed to users at the institution, and some examples and resources will not be available or relevant to students.
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