CUA CHIM Forum Update: Call-For-Posters Submission Deadline Extended

The Department of Library and Information Science at the Catholic University of America will be hosting the Cultural Heritage Information Management Forum on June 5, 2015.  This year’s Forum will include a poster session.  Call-For-Posters: Cultural Heritage Information Management Forum at the Catholic University of America, posted on January 31, 2015, outlined the specifications for submitting poster proposals to the Forum Planning Committee.

Since the original press release, the CHIM Forum Planning Committee has elected to officially extend the poster proposal submission deadline to March 15, 2015.  All subsequent call-for-posters announcements and related information releases will reflect this change.  All other “important dates” related to the Forum and call-for-posters remain the same, including the March 23, 2015 notification of proposal acceptance.


For more detailed information on submitting a proposal, please refer to the original blog post.  Those seeking further details about the CHIM Forum itself may refer to the event website.

As always, questions and concerns can be answered by contacting the CHIM Forum Planning Committee.


Important Changes:  Deadline for poster proposal submissions has been changed from March 2, 2015 to March 15, 2015.

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Call-for-Posters: Cultural Heritage Information Management Forum at the Catholic University of America

The Department of Library and Information Science at the Catholic University of America is pleased to announce that the June 5, 2015 Cultural Heritage Information Management Forum will host a poster session.  The session is designed to showcase research and projects related to the Forum’s theme: Cultural Heritage Collections: Content and Access in the Digital Era. We welcome poster proposals concerning topics related to this theme.  Topics include, but are not limited to:

  • Infrastructure for collection sharing, research, and access
  • Creation of digital collections
  • Access to digital cultural heritage collections
  • Outreach and engagement of users
  • Stewardship of cultural heritage collections
  • Partnerships and collaboration
  • Sustainability and funding models

The posters for the CHIM Forum are refereed. Poster presenters will participate in the lightning talk and have time to discuss their posters with fellow Forum participants over lunch.  Presenters will have many opportunities to interact with the audience and receive feedback on their projects.

Since space for poster display is limited, please submit your poster proposals by the deadline, March 2, 2015.

For further information about the CHIM Forum please visit the event website. The site will be updated as new details become available.

Instructions for Poster Proposals Submission

In a Word document, please include:

Name and contact information:

  • Full name of presenter(s)
  • Contact information (phone number and email address)
  • Institutional affiliation
  • Academic status and/or job title

Poster description:

  • Poster title
  • Poster abstract (50 words, for Forum program)
  • Poster description (maximum of 200 words)

Please email your poster proposal to the Planning Committee at cua-chim-forum@cua.edu by Monday, March 2, 2015. Your poster proposal submission will be acknowledged within 24 hours after submission. Notification of acceptance will be sent on March 23.  Poster presenters are responsible for printing the posters and mounting them for display at the CHIM Forum. Poster presenters must register for the CHIM Forum. Registration is free and includes lunch.  You will be alerted when registration opens.

Important Dates

  • Proposal submission deadline:  Monday, March 2, 2015
  • Notification of acceptance: Monday, March 23, 2015

Questions?

Please contact the Planning Committee at cua-chim-forum@cua.edu if you have any questions about submitting a poster proposal.

Thank you!

Rethinking Oversize Materials in Archival Collections

icfa

Written by Deena Gorland, ICFA intern (Fall 2014); Edited by ICFA staff

Due to previous experiences working at the Smithsonian Institution and the National Geographic, I was relatively well-prepared for the challenges inherent in processing substantial quantities of oversize materials in the Image Collections and Fieldwork Archives (ICFA) of Dumbarton Oaks. Certainly, I was cognizant of how large format materials present a unique challenge to archives, since their physical size requires different organizational and storage needs than normal-sized documents (e.g., personal papers and correspondence).  In addition, the oversize items in ICFA has been intellectually separated from their parent collections; therefore, the context or relationships between the items was lost and needed to be restored.

Starting in 2011, ICFA staff conducted a re-assessment of its oversize architectural drawings, tracings, and rubbings, primarily to evaluate their current storage environments and state of preservation, as well as to determine their history and relationship…

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Yellowstone Archives Blitz: Five People, One Week, and a Huge Success

Written by Justine Rothbart

Yellowstone Archives Blitz Team 1 (September 2014): (left to right) Patricia Lehar, Anna Trammell, Erin Bostwick, Anne Foster, Shawn Bawden, Henry Mac, and Justine Rothbart (me).

Yellowstone Archives Blitz Team 1 (September 2014): (left to right) Patricia Lehar, Anna Trammell, Erin Bostwick, Anne Foster, Shawn Bawden, Henry Mac, and Justine Rothbart (me).

 

As I skimmed through my e-mails, this one caught my eye: “Yellowstone National Park is seeking five graduate students (or recent graduates) to volunteer in the park’s archives for five days.” As I’m sitting at my desk at the National Park Service Washington Office (WASO) in Washington, D.C., I imagine myself hiking through the first national park. Maybe I would actually see wildlife in person, instead of just from a “live cam” on my computer. Maybe I would see a part of the country I have never seen before. And most of all, maybe this position will give me experience to work on an innovative project in my field of study: Archives.

Continue reading this blog post on the Yellowstone National Park’s blog: In the Shadow of the Arch.

“Boys and Girls:”

Oh my gracious, look what I found.

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Stuffed into the bookshelves of my local antique junk store, waiting for discovery, hid this treasure of a pamphlet: an undated “Guidance Bulletin” for DC public schools. Just how much of an actual “treasure” it is I don’t know – maybe the Washingtoniana Room at the MLK branch of the DCPL is overrun with the things – but to me, it really is a treasure.

You see, this bulletin was written for children. Children who went to school. The verso of the dedication page reads, “Boys and Girls: This Bulletin was prepared especially to help you in choosing your courses in the Junior High School and to aid you in selecting your future vocation.” Although it is undated, it references “The Armstrong High School.” Some internet sleuthing places the pamphlet circa 1957, reveals that Armstrong Manual Training School was a segregated African-American institution, and explains that it was “illustrative of the national campaign for vocational training for African-Americans promoted by Booker T. Washington.”

But this isn’t the only school featured in the pamphlet. One can also read about Cardozo High School and Dunbar High School (both of which many DC kids still attend today). Many of the school buildings discussed in the work are now listed on the National Register of Historic Places.

A review of the classes advertised shows that boys could look forward to classes in Electricity, Shoe Repair, Engineering, and Chemistry. They might pursue occupational tracts like Auto Mechanics or Auto Painting, Electrician, Printing, or Sheet Metal Making. Girls could take classes in Home Economics (Food or Clothing), Nursing, Child Care, and Dietetics. Potential careers would include Household Arts, Dressmaking, Laundress, or Chef.

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If you are still not seeing why I’m excited, I’ll try to explain – wouldn’t this pamphlet make an unbelievably fantastic classroom resource for teaching local DC history? Kids connect to things that they can relate to. What’s more relatable to a kid at school than, well, other kids at school? Other kids from long ago that attended some of the same schools still attend today!

As I explained in an earlier post about primary sources in K-12 education, kids often need extra mediation in order to fully understand an historic resource. So just handing out these pamphlets to a Social Studies Classroom and saying, “Go!” probably wouldn’t do anything. In order to make it an effective teaching tool, other resources would be necessary. But think about all the topics this little pamphlet covers or supplements: Booker T. Washington, segregation and desegregation, race and gender discrimination, the sphere and/or cult of domesticity, education, historic preservation, and the role of these schools in the community.

This pamphlet was geared towards African-American students. Was there a similar one for White students? Would the contents be different? If a more accurate date were established, would students have photos of their family members from that period of time? Would period job postings or product advertisements shed light on gender discrimination? What if we added letters or photos of Booker T. Washington when discussing his work and views on education?

The possibilities seem endless! And maybe not all of them would be successful. But this is the kind of material that is perfect for K-12 education – and I’m really nerding out about it.

 

By Kelsey Conway

Primary Sources: K-12

As an intern in the History of Medicine Division of the National Library of Medicine, much of what I do relates to the digitization of analog materials. Digitization increases access when people who are unable travel to the physical item  can see the materials virtually from any computer. This is great news because getting information to researchers is of highest priority.

But the term “researcher” may conjure up a mental image that is not reflective of the demographic I personally consider the most interesting beneficiaries of digitized primary sources – K-12 students. How kids react to and learn from digitized historic materials is fascinating, as are the methods of presentation and usage employed by their teachers.

In late June, I had the opportunity to sit in on a workshop that focused on exactly this. Hosted by the Exhibition Program at the National Library of Medicine, the 2014 Teacher Institute brought together school librarians from throughout the region. The little group was gregarious, taking very seriously their responsibilities of review and commentary on current NLM online resources and the drafting of future NLM online resources for K-12 education.

The information exchange between the school librarians and the exhibitions team was incredible; the discussion was eye opening and candid. I was impressed by the significance of allowing students to interact with primary sources to engage their developing skills of critical thinking, analysis, and synthesis. Although the academic exercises crafted around the materials are carefully constructed for student advancement, the documents themselves were made for entirely different purposes. As students interact with and absorb the information presented by primary sources, they aren’t simply pulling answers from the text – they are reading smudges on the pages, creases to the corners, and notes in the margins.

With my archival background, I comprehend how to organize materials for those seasoned professionals defined by the term “researcher.” This is inadequate mediation for K-12 students. As my understanding of how teachers effectively integrate primary sources into the classroom grew, so did my understanding of the archivist’s role in the process. Because K-12 students cannot synthesize the raw information as seasoned professionals can, primary source materials must be vetted and structured for classroom use. This starts when the repository decides what materials to digitize and develops suggestions for the presentation of and interaction with those materials. It is from these resources that educators facilitate and structure the learning process through activities, lesson plans, and carefully selected primary sources.

Primary sources carry a feeling of “realness” and opportunities for abstract thinking. These experiences are difficult to gain through a textbook and test, but are incredibly enriching to the educational process. Digitized primary source materials serve students just as they serve traditional researchers – the physical materials are unlikely to ever be accessed by any students, but dozens of students can simultaneously access a single document virtually.

To be truly useful for K-12 students, a little extra (and specific) processing is necessary for digitized materials. Yet there is a surprising lack of literature available to archivists on how to do this. The National Library of Medicine is fortunate enough to have an Exhibitions Program with experts in interpretation of cultural heritage materials. But most repositories do not have the resources to support such a program. Although it seems almost unfathomable to add additional responsibilities to already overextended archivists, we as a profession must begin to consider K-12 students as part of our patron base – our researchers. And we must begin developing best practices for how to serve them.

 

By Kelsey Conway