This week in my research I encountered arguments both for and against the teaching of archival research methods to K-12 teachers. In “The Archivist as Educator: Integrating Critical Thinking Skills into Historical Research Methods Instruction,” Marcus C. Robyns argues that being a teacher goes beyond the mandate of archival management and that the responsibility for teaching thinking and research skills should be left to properly trained faculty (364). On the other hand, in “Archivists as Educators: Integrating Primary Sources into the Curriculum,” Peter Carini asserts that archivists need to step away from archival neutrality and recognize that archivists are “guides who are uniquely qualified to teach those unfamiliar with primary sources how to use, judge, and evaluate these materials for themselves (49).” While some argue that archivists should act as teachers to K-12 groups in a classroom format, others think that archivists should be educating teachers on archival methods and the importance of archives, and they can then impart this knowledge to students. I’ve seen mixed opinions about the level of involvement on the part of the archivist, although most argue that there needs to be some degree of collaboration between educators, archivists, and historians in the development of primary source curriculum (also, archivists are rarely considered as historians in these articles). I understand that committing to teach upwards of 30 students on a rotating basis is taxing on the archivist, and I tend to agree that archivists should aid in developing primary source guides for teachers to use while leaving the teaching up to the teachers. I think that the collaborative aspect of these learning guides is vital, and that is something that I am going to have to work towards while completing my own thesis project this winter.