This post is by Lora Taylor, a 2025-2026 Albert Einstein Distinguished Educator Fellow at the Library of Congress.
Tell us a bit about yourself.
Growing up in a remote town in Northern Utah, my local library opened the world to me. I developed a deep love of libraries and reading early in life, checking out towering stacks of books and reading them late into the night. Jack London, Farley Mowat, Jean Craighead George, and Sir Arthur Conan Doyle were usually somewhere in the mix.
During my time as an undergraduate student at UMass Amherst, I worked in a conservation genetics lab that allowed me to blend my love of nature with hands-on fieldwork and my curiosity about scientific inquiry through lab work.
After several years in New England, I moved to Chattanooga, Tennessee, where I joined a teacher residency program and earned my master’s degree in education. For the past seven years, I have taught a variety of subjects in Title I public middle and high schools. I began as a biology teacher but soon transitioned into Makerspace education after launching a digital design and fabrication lab to provide students with rich, hands-on learning experiences.
How has using primary sources changed your teaching?
During my first year teaching, I learned that students become most excited about science when they have real-world phenomena to explore. One example that stands out in my memory was finding real-world data for an exploration of the Red Queen Hypothesis and connecting students to Lewis Carroll’s Alice in Wonderland to explore the literary connection.
What prompted you to apply to be an Einstein Fellow?
I have always loved a good adventure, and the opportunity to spend a year in Washington, D.C., exploring, learning, and contributing in such a unique setting was irresistible. This fellowship offers extraordinary opportunities for growth, reflection, and inspiration. I know the experiences I gain this year will shape my work in education for years to come.
What are your goals for your year as an Einstein Fellow?
First and foremost, I want to enjoy being curious in a place filled with endless curiosities. I am eager to spend time exploring reading rooms, engaging with collections, and learning from the people who make this institution so special.
I have two main areas of interest, though the list seems to grow a little more each day. I am especially excited to investigate how primary sources can support Makerspace education, including opportunities to examine the history of technology and engineering. I am also interested in how the Library’s archives can enrich environmental science investigations and help students use primary sources to notice patterns and trends.
What advice would you give to teachers who want to use primary sources in classroom activities while still meeting standards and preparing students for standardized tests?
Using primary sources and meeting standards do not have to be competing priorities. Primary sources naturally support critical thinking and evidence-based reasoning which are skills that directly contribute to success on standardized assessments.
My recommendation is to start small. Choose one compelling image, graph, map, or text and use it as a bell ringer or warm-up. Give students a chance to observe, question, and interpret. Over time, weave primary sources into the lessons you are already planning and begin incorporating a wider range of formats. These materials enrich content and give students authentic practice with the skills they need to thrive.
Comments
Great post, Lora!