Steve -

Thanks for the link to this thorough paper. On first glance, an obvious draw-back to using this paper as a model is that NCSU is very much a curriculum-integrated instruction institution. I think that this is a commendable innovation on their part, but at the same time many of us work at institutions where, for example, the statement that, “in order to be relevant, library instruction must be planned strategically across the curriculum….”, is a statement that cannot be lived by. Otherwise, we’d have to admit that our instruction is “irrelevant,” because we are not integrated in the way that NCSU instruction is.

The idea for my article is roughly, “Using Archival Materials to Teach Book History.” You see how this cannot be “across the curriculum.” But, what I hope is that this sort of microcosmic look at the life of a book – its author, publisher, printer, audience – can take the place of a simple show-and-tell of library jewels that lacks narrative and practical application.

I like the “Types of Instruction” section in the NCSU paper, which could be teased out a little more with regards to my own situation.

So, if anyone knows of articles about teaching in the archives, those would be very relevant to my thinking on this. Thanks!