TEACHING FROM THE ARCHIVES

My first thoughts in response to the question “What’s so special about special collections¿̣” were in relation to my own experience researching and writing about nineteenth-century Anglo-American literature and print culture. But like a lot of teachers, I find that my research informs my classroom practice and that my classroom practice, in turn, reinvigorates my research. Consequently, much of my thinking about this question comes out of my experience designing archival research projects for my undergraduate students. So, in response to why, at a time of increasingly sophisticated electronic resources for “preserving” and making available special collections materials, we should . . .