Abstract
This paper infers the dominant, nondominant, and overlooked themes in recent research on integrating primary source collections and instruction. The authors analyzed data on 75 publications to determine relationships among the themes. The results show that the three most common themes for linking curriculum to primary sources are (1) to create, access, and describe data about cultural heritage artifacts and courses, (2) to match literary collections to classroom activities and research areas, and (3) to help students to investigate, and faculty to educate about, cultural heritage.
