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The increasing emphasis on primary source research is causing cultural heritage professionals to look at how to assess the effectiveness of their teaching.2 The need to evaluate teaching has in turn caused some to wonder what it is exactly that we hope to assess. The term �primary sources� can itself be defined in a variety of ways. In this paper, primary sources �provide first-hand testimony or direct evidence concerning a topic under investigation.�3 They include rare books, photographs, diaries, personal papers, and a wide variety of other material types. There have also been proposed a range of definitions attempting to . . .
