Introduction to Archives

Transcription

1 Course Syllabus LI809XJ Introduction to Archives Fall Semester 2014 Faculty: Ashley Todd-Diaz Primary Phone: (620) Online Course Login: canvas.emporia.edu Credit Hours: 3 Meetings: Internet, begins 8/18 Important Dates for Fall /18 First Day of Class 8/29 Last Day to Add/Drop 9/1 Labor Day (ESU closed) 10/24 Last Day to Withdraw 11/11 Veteran s Day (ESU closed) 11/26-30 Thanksgiving (ESU closed) 12/5 Last Day of Classes 12/13 Commencement 12/16 Final Grades Due Program Goal The goal of the SLIM Master of Library Science program is to prepare creative problem solvers who will provide proactive client-centered services in information agencies.

2 Catalog Description Introduction to the world of archives and manuscripts, regardless of form, and to the archival profession. The functions of selection, appraisal, acquisition, arrangement and description, reference services and access, preservation and protection, outreach, advocacy, promotion, management, and professional ethical and legal responsibilities are explored and applied. (Approved 2/27/2008) Course Learning Outcomes By the end of the course, students will be able to: Describe the complex meanings and functions of archives and the different types of archival repositories Identify and describe the seven domains of archival practice, and the ways in which these are used by archival institutions carry out their mission. Identify the guiding principles of archival practice, major theorists, and relevant terminology Know the basic functions and principles by which archival institutions carry out their mission, including selection and appraisal, arrangement and description, reference and access, and outreach and advocacy Apply basic competencies and knowledge that are essential for providing, managing, and administering information services in a variety of archival environments Demonstrate an understanding of the archival mission within the perspective of prevailing and emerging technologies Identify best practices for the long-term preservation of archival records and materials, the main causes of the deterioration of materials within a collection, and appropriate procedures for disaster prevention, response and recovery. Identify laws, regulations, and ethical considerations governing access and use of archival records and materials. Research and evaluate issues pertinent to archives and convey conclusions in writing. Approved NYA Program Outcomes Professional Values ALA Core Competence(s) 1, 2, 3 1A, 1B, 1C,1E, 2A 1, 2, 3 2B, 2C 1, 2, 3 2A 1, 2, 4, H, 2B, 2C, 3B, 3C, 5A, 5E, 5F 8D 1, 2 4D 2 2D 2 3 1F, 1G 2, 7, 8 1J, 6B

3 Instructor Contact Information Each week I will hold virtual office hours via Adobe Connect ( Monday: 10am 12pm CT Tuesday: 7:30pm 9:00pm CT Thursday: 2pm 3:30pm CT I will also be available by appointment, either virtually or in person, at my office in William Allen White Library, room 119 (Special Collections and Archives). For all other communication during the course, please me through Canvas. Required Readings Hunter, G.S. (2003). Developing and maintaining practical archives: A how-to-do-it manual (2 nd ed.). New York: Neal Schuman. Eastwood, T. & MacNeil, H. (Eds.). (2010). Currents of archival thinking. Santa Barbara, CA: Libraries Unlimited. Textbook readings will periodically be supplemented with scholarly articles, which will be available via Canvas. Learning Activities Assignment Course Outcome(s) Met Due Date Points Repository Site Visit 1, 8, 4 9/28 25 Archives in the News 3, 5, 9 10/26 15 Creation of Web Archives 4, 5, 6, 7 12/5 40 Participation 1, 2, 3 Throughout 20 Assignments Please submit all assignments through Canvas by Midnight in your time zone on the due date. All written assignments should be prepared using word processing software (MS Word is preferred). Formatting should be Times New Roman, 12 pt. font, with 1 margins. All citations should be in APA.

4 Assignment 1: Repository site visit and report (25 points): Make an in-person visit to an archival institution on your own, review a finding aid (online or at the repository), and request access to a physical collection (or portion thereof) for your examination. Summarize your experience in a report, with a particular focus on user services. Examples of the types of details to include: If you were able to consult a website, how easy was it to find the information you needed? Which procedures were necessary to gain access to the collection? What security measures did you observe? Was the finding aid sufficiently detailed, accurate, helpful? Did you speak to an archivist? (approx. 8 pages) Assignment 2: Archives in the News (15 points): Archives appear in the news everyday, either directly or indirectly. Identify an archival issue that appears in at least three contemporary news articles (the articles may be about different events but focus on the same issue) and write a 4-5 page analysis discussing the treatment of the issue and the professional implications of the news articles. In order to gain an awareness of archives within popular culture, do not use peerreviewed or academic articles for this assignment ONLY. Be sure to include your own reflections and perspective in the paper. Assignment 3: Creation of Web Archives and Report (40 points): Working in small groups you will use the Internet Archive's web archiving tool Archive-It to harvest websites and build a small test collection. After receiving training on Archive-It, you will choose four websites to harvest for building your collection. You will then run test crawls, analyze the results, scope your harvesting, run production crawls, perform quality assurance, and reflect on the overall results of the project in a short report. Ongoing: Participation (20 points): Students will be expected to complete assigned readings and participate in weekly Canvas discussions. A post for each discussion forum is required. Each week I will also hold a weekly meeting through Adobe Connect to discuss the readings and important concepts relating to that week's topic. Although these meetings are not mandatory (I know everyone is has different schedules and obligations), they are a valuable way to hold discussions and answer any questions that arise. The timing of meetings will be based on what works best for the majority of you. Each meeting will be recorded and posted following the meeting; if you are unable to attend in real-time, I expect that you will watch the recording and post a response to the discussion board. Tentative Course Outline Session Topics Readings Activities and Due Dates Week 1: 8/18-8/24 Introductions Mini biography discussion post Week 2: Archives and Hunter, Ch. 1; Discussion post 8/25-8/31 Archivists Eastwood and MacNeil, Introduction and Ch. 1 Week 3: Selection and Hunter, Ch. 3 Discussion post

5 Session Topics Readings Activities and Due Dates 9/1-9/7 Appraisal E&M, Ch. 3 (Domain 1) Week 4: Acquisitions and Hunter, Ch. 4 Discussion post 9/8-9/14 Accessioning Week 5: 9/15-9/21 Arrangement and Description Hunter, Ch. 5, 6 E&M, Ch. 2, 5 Discussion post Week 6: 9/22-9/28 Week 7: 9/29-10/5 Week 8: 10/6-10/12 Week 9: 10/13-10/19 Week 10: 10/20-10/26 Week 11: 10/27-11/2 Week 12: 11/3-11/9 Week 13: 11/10-11/16 Week 14: 11/17-11/23 Week 15: 11/24-11/30 Week 16: 12/1-12/5 (Domain 2) Access and Reference (Domain 3) Audiovisual and Visual Collections Hunter, Ch. 9 E&M, Ch. 6 Assignment # 1 due 9/28 (midnight) Readings in Canvas Discussion post Material Culture Readings in Canvas Discussion post Role of Records in Society E&M, Ch Discussion post Preservation and Hunter, Ch Assignment #2 due 10/26 Protection E&M, Ch. 4 (midnight) (Domain 4) Security and Hunter, Ch. 8 Discussion post Disaster Planning Digital Issues Hunter, Ch. 10 Discussion post Outreach and Promotion (Domain 5) Management (Domain 6) Professional, Legal, Ethical (Domain 7) Readings in Canvas Discussion post Hunter, Ch. 12 E&M, Ch. 7 THANKSGIVING BREAK Discussion post Hunter, Ch. 13 Assignment #3 due 12/5 (midnight) Grading Criteria Detailed rubrics for each assignment will be available via Canvas. Criteria considered will include: following the instructions and meeting the goals of each assignment, intellectual content, critical thinking, synthesis of course materials and concepts, reflection, writing skills and timeliness. Late assignments will be marked down for each day they are late unless arrangements for an extension are made in advance. I encourage you to start working on assignments early and do not hesitate to contact me if you have and questions or concerns.

6 SLIM Grading Scale A C A C B D B 0-69 F B- SLIM Grade Policy All graduate courses required in the university-approved curricula of SLIM s master s programs, certificate programs, academic concentrations, and doctoral program--or their approved substitutions--must be passed with a final grade of B- or better to receive academic credit. If a student does not receive a final grade of B- or better in any or all of SLIM s required classes, then the student will be given an academic warning and the student will be notified by SLIM administration that he or she must retake that course or those courses. When a student has been given an academic warning, an administrative hold will be placed on the student s record to block future enrollment. Before enrollment can be done, the student is required to meet with his or her academic advisor with the goal of developing an academic improvement plan. The administrative hold can only be released by the student s academic advisor or by the SLIM dean. The administrative hold will be released once the student completes his or her next semester course(s) with a B- or above. If a student has a semester GPA of less than 3.0 for two semesters or has been given an academic warning for two semesters, then the student s academic progress will be reviewed in light of the academic improvement plan by the student s program director and the SLIM dean. A decision will be made as to whether the student should be academically dismissed from the SLIM graduate program. This SLIM Grade Policy applies to all students in SLIM s master s degree programs, certificate programs, the doctoral program, and academic concentrations. It also applies to all those who have passed into MLS or doctoral degree candidacy. SLIM Incomplete Grade Policy SLIM s Incomplete Grade Policy upholds the Emporia State University Incomplete Grade Policy (for full policy, go to: SLIM s Incomplete Grade Policy further stipulates that an incomplete request will not be considered approved without an Incomplete Request Form having been submitted by the instructor and approved by the SLIM dean within two weeks after the issuance of the incomplete. If the incomplete grade is being requested for reasons of health, then documentation must be submitted to the SLIM dean s office before the final grade change is made. If a SLIM student s request for a single incomplete grade is approved by the instructor and dean, then the student will be limited to enrolling in six credit hours in the immediately succeeding

7 semester. If a SLIM student requests more than one incomplete grade to be issued at the conclusion of a semester, then an administrative hold will be placed on the student s record to block future enrollment until all incomplete grades are finished and the final grade changes have been submitted by the instructor(s), signed by the SLIM dean, and accepted by the ESU Registrar s Office. SLIM Netiquette Policy This course will involve the exchange of ideas, questions, and comments in an online and/or blended learning community. In all of your class communications, please use the same tact and respect that you would if you were talking to classmates face to face. Remember that in online communication the visual and auditory aspects are missing, so be especially careful to ensure your s and discussion postings accurately convey your meaning and are not open to misconstruction. Humor is especially difficult to convey in this environment, so take extra care with your writing. Please maintain your professionalism and courtesy at all times when interacting with others in the class. Course Evaluations SLIM uses the IDEA evaluation instrument to gather feedback from students on the effectiveness of each course. The data gathered is shared with instructors in aggregated form, and is used for both course and teaching improvement. Evaluation surveys are made available to students toward the end of each semester, and periodic reminders are sent to encourage participation. The surveys are administered by The IDEA Center and student responses are anonymous (unless students share any identifying information in their comments). Instructors do not have access to individual student surveys at any time, and only receive aggregated data at least two weeks after final grades are submitted. Faculty-initiated Student Withdrawal Procedure SLIM instructors follow the university s policy of faculty-initiated student withdrawal which states: If a student's absences from class, disruptive behavior, lack of prerequisites, or academic dishonesty become detrimental to the student's progress or that of other students in the class, the faculty member may advise the student to withdraw from the class. Withdrawal may also be advised if the student is inappropriately enrolled in the class. If the faculty member chooses to withdraw the student, he/she shall attempt to notify the student in writing that a faculty initiated withdrawal is in progress. This notification will be copied to the department chair and Academic Affairs office to serve as the request for withdrawal. If efforts to contact the student have been unsuccessful, or unacknowledged, the faculty member shall then seek the aid of the Academic Affairs office in contacting the student. The Academic Affairs office shall provide the student with information about the existing appeals procedures. Upon receiving a written request for withdrawal from the faculty member, the Academic Affairs office may initiate a student withdrawal from the class. None of the above implies or states that faculty members are required to initiate any student withdrawal. [Policy and

8 Procedures Manual 4E.13] Academic Dishonesty At Emporia State University, academic dishonesty is a basis for disciplinary action. Academic dishonesty includes but is not limited to activities such as cheating and plagiarism (presenting as one's own the intellectual or creative accomplishments of another without giving credit to the source or sources.) The faculty member in whose course or under whose tutelage an act of academic dishonesty occurs has the option of failing the student for the academic hours in question and may refer the case to other academic personnel for further action. Emporia State University may impose penalties for academic dishonesty up to and including expulsion from the university. Disabilities Policy Emporia State University will make reasonable accommodations for persons with documented disabilities. Students need to contact the Director of Disability Services and the professor as early in the semester as possible to ensure that classroom and academic accommodations are implemented in a timely fashion. All communication between students, the Office of Disability Services, and the professor will be strictly confidential. Contact information for the Office of Disability Services: Office of Disability Services 106 Plumb Hall Emporia State University 1 Kellogg Circle / Box 4023 Emporia, KS Phone: 620/ TTY: 620/ disabser@emporia.edu