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In the last five years, a wealth of literature has been published on collaborations and practical approaches to engaging undergraduate students with special collections and archival materials.1 However, there is a gap in the literature on pedagogical approaches to teaching undergraduates with special collections. Constructivism, a learning theory, centers on the idea that students are able to construct their own meaning from their learning environment and experiences with guidance from a teacher, and that students possess prior knowledge from their own experiences.2 Prior knowledge helps to connect students to new knowledge with support from the teacher. Rather than create a
