Reading and understanding primary research literature is a challenge for students as they can be intimidated by scientific jargon and the unfamiliar style of scientific prose (Epstein 1972; White 2001). It is, however, an important skill that should be developed well before they graduate. Students’ abilities to accomplish this are often underestimated, especially in the case of nonscience majors who are capable of reading the biological literature and of approaching it critically (Gillen et al. 2004). The paper by Fang et al. [attached] provides an example of how to bring primary literature into both large and small classes, using a cooperative learning strategy known as a “jigsaw”.