Manuscripts in the Flesh: Collections-Based Learning with Medieval Manuscripts at the University of Victoria

Instruction with primary sources in cultural heritage institutions has shifted dramatically from show-and-tell tours of collections to hands-on learning opportunities. However, how students engage sources, and the effectiveness primary-source instruction, remains an emerging area study. There is a growing body professional literature online resources supporting but there are few studies impact collections-based teaching on learning, or sustained use across full academic term. This article discusses experiential its remarkable student engagement. The authors share findings empirical research measuring this through study semester-long undergraduate course medieval manuscripts. Employing mixed-methodology approach (pre-assessment post-assessment surveys reflective journaling), assess learner perceptions engagement alongside development measurable literacy skills. They demonstrate rare unique materials, particularly when implemented related pedagogical approaches such as collaborative methods, pedagogies care, metacognition, active strategies.