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Primary sources are the foundations of historical research because they are artifacts representing first-hand accounts or connections to the event, time, or place being investigated. The reality is that many IDT researchers do not have training in historical source analysis, nor do many researchers know where to find primary sources in the field of IDT, or how to conduct historical research if interested. Thus, this article retraces the history of the Association for Educational Communication and Technology's archive, and reveals where primary sources are located. The article details the history of the AECT archive to understand its significance in research. Next, a description on how to begin an archival visit, how archives function, and how to research within the archive is given -- including examples. Last, the authors discuss the importance of historical archive preservation and research to the field of IDT.

In organizational anarchies (i.e., public institutions) decisions are typically made by oversight or flight. Decision makers and choice opportunities exist simultaneously but on separate tracks resulting in few problems being solved. This paper presents the findings of a study surveying current literature on organizational anarchy as well as studies that have reported on how decision styles, problem activity, problem latency, decision-maker activity, and decision difficulty impact instructional design decision-making.

The recent shift to remote instruction in response to the global pandemic has resulted in increasing demand for flexible learning options in higher education going forward. As institutions strategize the advancement of distance education as a means of addressing these demands, a parallel need has emerged for increased awareness of flexible learning options and their systemic implications. Such options range from within-course pedagogical strategies to comprehensive, program-level options that provide an extensive menu of student choices for when, where, and how learning takes place.

Duoethnography is an emerging branch of autoethnography in which dialogic narratives help co-create meaning from lived experiences influenced by or reflected in larger social or cultural issues (Norris & Sawyer, 2012). This excerpt, from a larger duoethnography project, invites readers to join in a dialogue on the how, when, and who is responsible for engaging in social justice work in the field of instructional design.