Archivist on the Issues: The Best of Both Worlds, Combining physical & digital primary source education

Archivists on the Issues is a forum for archivists to discuss the issues we are facing today. Today’s post comes from Adriana Flores, Assistant Archivist for Acquisitions at Boston University’s Howard Gotlieb Archival Research Center.

If you have an issue you would like to write about for this blog series or a previous post that you would like to respond to, please email archivesissues@gmail.com. Please note that opinions expressed in Archivists on the Issues posts do not indicate an official stance of SAA or the Issues and Advocacy Section.

 

If you have been keeping up on current trends in the archival profession, then you have heard about teaching with primary sources. The topic has had a distinct presence at the past few annual meetings, particularly the Reference, Access, and Outreach section’s full-day unconference, “Teaching With Primary Sources,” happening for the third time in Portland. However, another trend has also sparked my interest: creating education programs that utilize digitized archival materials. These programs offer access to primary sources in a whole new way and force archival educators to re-imagine the ways we’ve taught archival intelligence in the past. Clearly, teaching with primary sources is a vast subject with many approaches.

As an early professional, I am torn over how best to bring materials to college students. Should students be brought into the reading room to handle our rare and exciting materials themselves or should our items be scanned so students can access them from the comfort of their laptop? Or should students be exposed to both? To explore this issue further, I reviewed current literature on primary source education that highlight projects involving both physical and digital primary sources.

First, a quick overview of teaching with primary sources. Many archivists are not professionally trained educators so new publications, webinars, and other tools are vital to the transition from custodian to educator. Professors often enjoy incorporating primary sources into their classes because it gives their students an opportunity to engage with their lessons in a new and exciting way. In Teaching With Primary Sources, authors Elizabeth Yakel and Doris Malkmus write:

Textbooks and lectures present information in an authoritative voice, striving for clarity and concision, but research shows that students learn best when they experience cognitive dissonance and must struggle to make sense of new information by integrating it into an existing framework or building one around. (p. 35)

When engaged with primary sources, students are forced to think beyond the pre-packaged information often found in textbooks or articles. This method of teaching presents numerous opportunities for archival repositories to become more involved in course curriculum on campus.

When teaching with primary sources, the first approach that archivists can employ is straight-forward: bring students into archives. By allowing students to see archival materials first-hand, to touch them, to even smell them, understanding of the item can completely change. Physical materials often spark an interest in history by making an event or idea seem more tangible. Additionally, by being in an archival repository, students are able to learn more about how archives work and how to do research, also known as archival intelligence. As described in “AI: Archival Intelligence and User Expertise”:

Archival intelligence is a researcher’s knowledge of archival principles, practices, and institutions, such as the reasons underlying archival rules and procedures, how to develop search strategies to explore research questions, and an understanding of the relationship between primary sources and their surrogates. (p. 52)

By bringing college students into the archival repository and showing them primary sources, the archivist is able to impart archival intelligence, which will hopefully impact their future research skills. Overall, working with physical archival materials can make a lasting impact on students, which is both exciting and rewarding for archival educators.

Another approach to teaching with primary sources involves digital surrogates, which can be used to create online collections or exhibits, and expose a wider audience to archival materials. These platforms oftentimes make students feel more comfortable with the process of using primary sources; students can access documents from the comfort of their laptops without the limitations of reading room hours. Additionally, these methods can be great for distance or online-only students who are unable to visit campus. Digital projects will only become more prominent in our profession and it is worth investing the time to learn how to implement them.

It seems that the best way to expose students to primary sources is through a combination of physical and digital methods. By doing so, instructors are able to broaden their students’ research skill-sets and foster comfort and confidence with both in-person and online research. Yakel and Malkmus write:

While online sources are increasingly being used as substitutes for physical documents, both educators and archivists have also used online and physical records in a complementary sense. Instructors may introduce documents online to familiarize students with the sources and then bring students into the archives to focus on some of the material aspects of the items. Likewise, archivists may begin by introducing students to the actual records and then have them finish assignments using online collections…In the end, the important thing for both primary source and archival literacy is that students understand the advantages and disadvantages of using only actual, only online, or both types of primary sources. (p. 44)

By using primary sources in multiple formats, students are able to gain complementary research skills that will help them throughout their college career and beyond.

Lastly, working with both physical and digitized primary source materials presents one more exciting opportunity: digital humanities projects. At Nebraska University, archivists worked with faculty to create a series of classes that explored the relationship between physical and digital primary sources. Their goal for their students was to “…personally work with collections and learn more about the benefits of archival research through use of the materials in potentially compelling interpretative projects, and the online world would be able to discover our collections digitally” (Brink et al, p. 163). Digital humanities projects hold a great deal of potential for what primary source education can look like in the future; these projects are creative, collaborative, and constantly evolving. If you are struggling for a way to connect with humanities professors on campus, this is a great place to start.

Teaching with primary sources cannot be ignored by college and university archivists. Both physical and digital sources have their benefits and disadvantages while teaching, but I believe an education program is strongest when they are combined. If you are interested in learning more, I highly recommend SAA’s Teaching With Primary Sources, ACRL’s Past or Portal: Enhancing Undergraduate Learning through Special Collections and Archives, as well as attending RAO’s unconference. Any success stories, ideas, or reading suggestions? Please leave your comments below!

 

Adriana Flores is the Assistant Archivist for Acquisitions at Boston University’s Howard Gotlieb Archival Research Center. She graduated in 2016 with her MLIS from Simmons College, with a concentration in Archives Management. Currently, Adriana is also a contributor for SNAP’s “Year in the Life” blog series.

 

Sources Cited

Brink, Peterson, and Mary Ellen Ducey, Andrew Jewell, and Douglas Seefeldt.”Teaching Digital History through the University Archives: The Case of Nebraska U: A Collaborative History.” In Past or Portal?: Enhancing undergraduate learning through special collections and archives, by Eleanor Mitchell, Peggy Seiden, and Suzy Taraba, 163-68. Chicago: Association of College and Research Libraries, 2012.

Yakel, Elizabeth, and Deborah Torres. “AI: Archival Intelligence and User Expertise.” The American Archivist 66, no. 1 (2003): 51-78. Accessed April 20, 2017. doi:10.17723/aarc.66.1.q022h85pn51n5800. http://americanarchivist.org/doi/pdf/10.17723/aarc.66.1.q022h85pn51n5800?code=same-site

Yakel, Elizabeth, and Doris Malkmus. “Contextualizing Archival Literacy.” In Teaching with Primary Sources, by Lisa Janicke Hinchliffe and Christopher J. Prom, 5-68. Chicago: Society of American Archivists, 2016.

 

Archivists on the Issues: Disability Records Accessibility at the University of Texas at Arlington

Archivists on the Issues is a forum for archivists to discuss the issues we are facing today. Today’s post about the University of Texas at Arlington Libraries’ Texas Disability History Collection comes courtesy of UTA’s Jeff Downing and Betty Shankle.

If you have an issue you would like to write about for this blog series or a previous post that you would like to respond to, please email archivesissues@gmail.com. Please note that opinions expressed in Archivists on the Issues posts do not indicate an official stance of SAA or the Issues and Advocacy Section.

July’s oven-like heat drenched Jim Hayes’ shirt with sweat as he pulled cable for Western Electric one last time. On Monday he was going to trade his workman’s clothes for the olive drab of the Army, but today was his 18th birthday and he intended to celebrate.

Once home, he shoehorned eight of his family and friends into his 1963 Ford Fairlane and made the short drive to Fort Worth’s Lake Benbrook.  During the ride Jim’s younger brother, John, bragged that he could swim the length of a nearby cove faster than Jim. As soon as the car pulled up to the lake, John sprang from the car and sprinted into the water. John was far ahead even before Jim got out of the car, but Jim knew a shortcut and he was a fast runner. He tore across the bank to a floating barge and climbed on top of the slippery barrier rail, ready to jump over it and into the lake.

Jim Hayes acquired quadriplegia on July 28, 1967, when he lost his footing and pitched head-first into two feet of water, breaking his neck.

After the accident, Jim enrolled at the University of Texas at Arlington. In 1971, only two majors were taught in wheelchair-accessible buildings—history and accounting. Jim chose history; he hated math.

Jim had been an athletic youth and he worried about the health effects of a sedentary life in a wheelchair. In 1976 he founded the Freewheelers wheelchair basketball team, which later changed its name to Movin’ Mavs. The team brought national attention to UTA when it won four National Wheelchair Basketball Association championships in a row, establishing the school as a leader in adaptive sports. In 1989, Hayes and UTA offered the first full-ride scholarships for adapted sports in the country, forcing other universities to follow suit or lose talent to UTA.

Cover, Sports 'N Spokes, May/June 1992
“15th National Intercollegiate Wheelchair Basketball Tournament: Movin’ Mavs Successfully Defend Title,” Sports ‘N Spokes, May/June 1992. From University of Texas at Arlington. Movin Mavs Records.

When Jim died in 2008, hundreds attended the memorial service on the UTA campus and told stories of how he encouraged them to persevere. Jim’s own view of perseverance was summed up best in an interview he gave to the Dallas Morning News: “You can sit in a dark room watching TV and eating Cheetos for the rest of your life, if that’s what you want. But you don’t have to.”

The U.S. Census Bureau estimates nearly one-fifth of the population has a disability, making this the largest minority group in the country and the only one that anyone can join at any time. The history of disability leaders, activists, and milestones is often marginalized, making it difficult for members of the disability community to discover their own stories of empowerment, development, and activism.

Jim’s story is one of hundreds preserved in UTA Libraries’ Texas Disability History Collection (TDHC) online. The site, launched in 2016, makes once-hidden disability records available to researchers anywhere. The project was a collaboration between two Libraries’ departments, Digital Creation and Special Collections, and the University’s Disability Studies Minor. Funding was provided by the Institute of Museum and Library Services to the Texas State Library and Archives Commission under the provisions of the Library Services and Technology Act.

UTA Libraries believed it was crucial to incorporate best practices for online accessibility into the website, encompassing visual, auditory, physical, speech, cognitive, and neurological disabilities. During the website development process, UTA Libraries followed the standards issued by the Web Accessibility Initiative.

Special Collections partners were tasked with selecting 1,500 documents and photographs for the site from existing archived collections. Locating records not accessed regularly proved challenging.  A priority was to determine keywords to use for searching finding aids, since Special Collections houses few collections entirely comprised of disability records. For example, we encountered difficulty finding polio records; it took a while to learn that, decades ago, polio was often called infantile paralysis. After re-thinking our search terminology, we located many more disability manuscript and photograph records than we thought possible.

The Digital Creation department staff were responsible for project management, scanning materials, and building the website using Drupal. The chair of the Disability Studies Minor and her assistant were tasked with compiling a group of 40 oral histories, as well as advising on the site’s taxonomy.

Building for the Future

The foundational work on TDHC described above feeds into coming work by the Disability History/Archives Consortium in building a U.S.-wide portal for disability history collections. UTA researchers are already using the TDHC as a primary research tool. As a result of the project, UTA Libraries has developed expertise around designing maximally accessible websites and collecting disability-related materials. Growth of the collection and website is assured with $10,000 in additional support from UTA’s College of Liberal Arts. Connections are being made with State of Texas officials responsible for supporting disability efforts. In 2017-2018, an inventory to identify other disability-related collections in Texas will happen to inform planning of future activities.

Because of the project, the UTA Libraries has added disability records to its collection scope and is the “only repository in the state focused on collecting Texas disability history.” There remain many stories to tell.

 

Authors:
Jeff Downing, Digital Projects Librarian, UT Arlington Libraries. Jeff has been a Digital Projects Librarian at UTA Libraries for four years. During his 35 year career, Jeff has worked for a number of libraries and library-related organizations, including Amigos Library Services, the Superconducting Super Collider Laboratory Library and of course UT Arlington.

Betty Shankle is the University and Labor Collections Archivist at the University of Texas at Arlington Special Collections. Betty has worked in the Archives field since 2004 and served on local, state and regional professional committees, presented at local and regional conferences, published articles, and curated several archival exhibits.

A Celebration of Accomplishments, August 2015-August 2016

Hi everyone! I’m Wendy Hagenmaier, outgoing Chair of the SAA Issues and Advocacy Roundtable. As you know, our Roundtable is a forum for discussion of the critical issues facing the archival profession. We have over 640 members from SAA and beyond. Our group is committed to outreach and advocacy efforts that support the continued growth of the archival profession and nurture archivists and archives. Our Core Values are advocacy, awareness, diversity, education, and dialogue.

With SAA’s Annual Meeting taking place this week, I want to reflect on and celebrate the Roundtable’s accomplishments over the past year. Thank you all for your involvement, insights, and dedication over the last twelve months.

As Chair, my central goal for the past year has been to continue the discussion Past Chair Sarah Quigley started with leaders of SAA and allied advocacy groups to clarify the role of our Roundtable in light of SAA’s advocacy agenda, and to identify the concrete ways in which we can best “support the continued growth of the archival profession and nurture archivists and archives.” I believed like this was a crucial step towards mapping out how I&A could direct its efforts over the year, and into the future. I wanted to prototype some clear, sustainable models of taking concrete collaborative action, and to get as many members as possible involved.

Thanks to the stellar work of outgoing Vice Chair Christine George, an amazing steering committee (who met every month to share ideas and discuss progress), and to all of you, who generously volunteered your time to work on I&A projects, I think we’ve done a wonderful job of tackling that goal, and I’m very excited for everything this Roundtable will accomplish in the next year.

Speaking of which, do you have ideas about projects we could tackle next year or reflections on this year? We’d love to hear them. Please take a minute to share your ideas via this quick survey: http://bit.ly/IandAnextyear

And always feel welcome to get in touch with I&A leadership and our Council liaison throughout the year.

I wanted to share information about some of the Roundtable’s recent activities:

In January of this year, we launched 7 I&A Research Teams, which are groups of dedicated volunteers who monitor breaking news and delve into ongoing topics affecting archives and the archival profession.

Each Team is led by a member of the I&A Steering Committee, and their ultimate goal is to compile their findings into journalistic Research Posts for the I&A blog. Each Research Post offers a summary and coverage of an issue. Taken together, the Research Posts offer an important overview of issues affecting archives and the archival profession and serve as an informational resource for further research, advocacy action, and the historical record.

Research Posts and the work of Research Teams may inspire the following:

  • I&A Polls – to take the pulse of SAA members on a specific issue, in order to inform potential SAA action
  • Advocacy Overviews – detailed summaries of issues that provide SAA leadership with the information they need in order to determine whether (and how) SAA might be able to assist with an advocacy issue
  • Letters to the editor
  • Collaborations with SAA leadership, committees, sections, and roundtables

We had 87 volunteers for the Research Teams within a 48-hour period and were able to accommodate 42 volunteers. We’re treating the Research Teams as a pilot that will run through the SAA Annual Meeting in August, and we’re hopeful that the Research Team model will prove to be an effective way of mobilizing a large portion of our membership and beyond to engage in work that supports advocacy.

Three of the Research Teams did research on recent legislative activity in order to identify potential allies for archives in Congress. Two Teams were agile, on-call teams who could be mobilized to quickly investigate issues as they arise. One Team monitored the communications of other professional associations, for issues related to archives. And the final Team monitored news media for issues related to archives.

We also launched a WordPress site, to create a flexible online presence that provides a forum for dynamic content and discussion. Our Vice Chair Christine George has done amazing work organizing a very successful series of blog posts called Archivists on the Issues, which features personal reflections from individual archivists about issues facing the profession. The blog has also featured posts by the Research Teams and updates about advocacy talks and events.

Steering Committee member Jeremy Brett wrote a truly inspired nomination of Hamilton’s Lin-Manuel Miranda and Ron Chernow for the 2016 Jameson Archival Advocacy Award, and they won!

In addition, we partnered with the Regional Archival Associations Consortium Advocacy Subcommittee to revise the I&A Toolkit, which is available on our site. We conducted a survey that provided useful feedback for improving the Toolkit, and will continue to revise it in the future, so it can be a resource for SAA and RAAC members.

We also welcomed nominations for “Great Advocates”–individuals in the archives profession whose advocacy efforts you admire. Thanks to your thoughtful nominations, we have an exciting panel session planned for this meeting!

Our overall goal this year has been to establish sustainable, productive models of advocacy practice that engage our membership broadly and support the advocacy mission of SAA through concrete projects that will make a difference to archivists and archives. To that end, we’ve been encouraging conversation and information-sharing among SAA leadership, various SAA groups engaged in advocacy (including the Committee on Public Policy and the Committee on Public Awareness), as well as the Regional Archival Associations Consortium.

Thank you all so much for your active participation in I&A activities throughout this past year. Archives change lives!