Notes from the Field, a publication of the TPS Collective, is accepting submissions about teaching and working with primary sources for three series of peer-reviewed blog posts: “Art and Creative Making in Primary Source Instruction,” “Primary Source Kits,” and an Open Call.

These topics are drawn from subjects discussed at the 2025 TPS Fest and Conversations on the TPS Listserv. Grounded in issues your colleagues in the field are exploring, this call is intended to highlight a broad range of voices from all sectors of the TPS community. Please see the calls below for more information.

Art and Creative Making in Primary Source Instruction

Following up on a spectacular session at TPS fest, we want to hear about your experience with integrating art creative making in primary source instruction. Are your students making zines? Are they remixing or crafting creative, visual, or otherwise less conventional outputs than a written worksheet or assignment? For this series, we want to hear about it all. What works, what doesn’t work, or what you hope to explore in the future.

Primary Source Kits

For this series, we want to hear about your experiences with primary source kits, physical, digital, or hybrid. What were the logistics of making such a primary kit (e.g., audience, content, creator, etc.)? What have been the challenges and/or the successes? What are your hopes for the future of these kits? We look forward to hearing your answers to these questions and more to better understand the work being done by our colleagues with this tool for instruction and outreach.

An Open Call!

We are also accepting submissions on topics related to teaching and working with primary sources to be featured in peer-reviewed blog posts. While we ask that contributions fall into either our “Reflective Practice” or “Practical How-To” categories, this fall we are open to reviewing submissions from a range of contexts. Our hope is that this call for miscellaneous submissions will create opportunities for practitioners to submit work that may fall outside our recent thematic calls.

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Contributions should be 1000-1200 words and are subject to Notes from the Field’s peer review process.

Posts will be published on a rolling basis beginning in October 2025. Full submission information is available in the Notes from the Field author and peer review guidelines.

Any questions, expressions of interest, or submissions can be sent to the Notes from the Field Lead Editor, Joe Lueck at lueckj@union.edu.

Notes from the Field, a publication of the TPS Collective, is accepting submissions about teaching and working with primary sources for three series of peer-reviewed blog posts: “Paleography,” “Teaching with Born-Digital Materials,” and “Artificial Intelligence.”

These series were crowdsourced during the 2024 Notes from the Field TPS Fest session. Grounded in issues your colleagues in the field are exploring, this call is intended to highlight a broad range of voices from all sectors of the TPS community. Please see the calls below for more information.

Series One: Paleography

What tools, lesson plans, and/or activities surrounding teaching paleography and the reading of handwriting do you use? By leaving this call intentionally broad, we look forward to learning about a wide range of your ideas regardless of era (Medieval, Victorian, etc.), language (English, German, non-European languages, etc.), or audience receiving the instruction (K-12, graduate, general public, etc.). 

Series Two: Teaching with Born-Digital Materials

We want to hear about the ways you teach with born-digital materials. Do you introduce them in tandem with analog materials? How do you incorporate born-digital materials into sessions, and what instructional contexts do you use them in? Does teaching with born-digital materials inspires new sorts of collaboration with your colleagues?

Series Three: Artificial Intelligence

In this series, we are interested in the ways emerging AI tools are impacting your instruction experience. Are you incorporating AI into your lesson plans? Are students relying on generative AI to complete assignments? Are you working with faculty partners to differently shape instructional experiences in response to AI? Is it making things easier or more difficult?

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Contributions should be 1000-1200 words and are subject to Notes from the Field’s peer review process.

Posts will be published on a rolling basis beginning in April 2025. Full submission information is available in the Notes from the Field author and peer review guidelines.

Any questions, expressions of interest, or submissions can be sent to the Notes from the Field Lead Editor, Anastasia Armendariz, at ajarm@uci.edu.