Abstract
This paper explores using architectural drawings as primary sources in instruction sessions at the North Carolina State University Libraries’ Special Collections Research Center (SCRC) with a critical pedagogy approach. Architectural collections are among the SCRC’s most frequently used materials, yet effective engagement with these unique resources requires specialized knowledge that is often lacking among teaching librarians and faculty, who excel in artifactual literacy and archival practices. The research addresses this gap by arguing that additional guidance in architectural history and technical details is necessary to improve teaching methods and enhance student interpretation of architectural drawings. Using a 200-level architecture class as a case study, this article outlines domain-specific teaching strategies aimed at encouraging reflective inquiry about architectural archives.
Recommended Citation
Hosseininasab, Shima; Ferris, Virginia; and Erdim, Burak
(2026)
"Unpacking Architectural Drawing Literacy: A Critical Pedagogy Approach to Architecture Collections,"
Journal of Contemporary Archival Studies: Vol. 13, Article 13.
Available at:
https://elischolar.library.yale.edu/jcas/vol13/iss1/13