This paper details a study conducted in the context of a large Midwestern university’s undergraduate business class, employing the ACRL RBMS-SAA Guidelines for Primary Source Literacy in a guided in-class activity using digitized primary sources. Students participated in an introductory lesson pertaining to primary sources and their connection to business, followed by viewing and analyzing digitized clips from Frank and Lillian Gilbreth’s time-motion studies. In addition, they completed a reflective discussion board post, illuminating their connections to the ACRL RBMS-SAA Guidelines for Primary Source Literacy core ideas of the analytical, ethical, theoretical, and practical. Potential affective experiences were also examined through Varnalis-Weigle’s affects of experience. This study examines how the core guidelines were met, which affective experiences were realized, and how the use of digitized primary sources can encourage the use of original physical sources among undergraduate business students.
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