Supplemental Texts



Anthony M. Cucchiara, Visiting ProfessorPratt Institute School of Information144 W. 14th St., 6th Floor New York, NY 10011-7301Phone: 212-647-7682Email: anthony.cucchiara@ URL: 625-01: Management of Archives and Special CollectionsSpring 2021Class Hours: Tuesday 3:00p – 5:30pOffice Hours: Online Appointment(s)Upon RequestCredits: 3Prerequisites: NoneLocation: OnlineBulletin Description: An examination of the nature of archives and the principles underlying their management. The acquisition and processing of archival material; appraisal principles and techniques; conservation of textual and non-textual materials, including control of the physical environment; use of archival materials; and administration of archival repositories are studied in depth.Detailed Description:This course is intended to heighten the student’s awareness of the critical link that the archivist plays in the historical research process. Students will be introduced to the theoretical and historical underpinnings of archival management and the applications of modern archival practices. Specifically, it will cover archival theory; types of archives; the role of the archivist; and the six applicative functions of the archival process.Course Goals:Through the reading of archival literature, in-depth discussions and the student’s interaction/conversations with several archival professionals, students will be firmly grounded in the theoretical and practical approaches to the archival profession. More importantly, students will be trained in the primary archival functions of appraisal, collection development, arrangement and description of collections, and rudimentary preservation techniques which are essential for the beginning archivist.Student Learning Outcomes:By the end of the course, students will be able to: Understand the social function of archives and how it differs from and intersects with libraries and museums. Demonstrate understanding of core archival principles and practices, such as collection development, archival management and leadership, appraisal, donor relations, arrangement and description, legal/ethical issues, access/reference, and preservations practices.Think critically about the role of archives for sustaining personal and societal memory.Design and present professional presentations.Course Schedule and Readings:Week 1 January 19, 2021Introduction “So You Want to Be an Archivist: An Overview of the Archives Profession” , Andrew R. “Rarities Online” HYPERLINK "" , Robert A. “Turn Every Page”. The New Yorker, January 28, 2019 pp. 34 – 49, Glenn. (2004) “Trusting Archivists: The Role of Archival Ethics Codes in Establishing Public Faith.” American Archivist, Spring/Summer 11-30 of American Archivist of American Archivists, “Core Values and Code of Ethics for Archivists,” at: and peruse the case studiesThe following archival and professional web sites offer important information for archivists, records managers, and public historians. Most of these organizations publish valuable literature, hold regular meetings, and are important sources for professional networking. Please make an effort to search and regularly monitor them: Society of American Archivist Welcome to SAA Connect () includes announcements, SAA blogs, SAA Twitter, and latest job announcements.Archivists Round Table of Metropolitan New York () is of particular importance to regional archivists and archival students interested in professional networking. Its nominal student rate ($10.00) entitles you attend monthly meetings held at varied regional archival venues. ARMA International (); National Association of Government Archives and Records Administrators (); Mid-Atlantic Regional Archives Conference (); Archivists Round Table of Metropolitan New York (); National Archives and Records Administration (); New York State Archives (); New York City Department of Records ()SAA Archives and Archivists Listserv of Certified Archivist 2 January 26, 2021 Role of the Archivist and Records ManagerScanlon, Kathryn A. (2011) “ARMA v. SAA: The History and Heart of Professional Friction”. The American Archivist, Vol. 74 (Fall/Winter 2011): 428-450, Randall C. (2006) “Embracing the Power.” The American Archivist. Vol. 69 (spring/summer): 19-32 , Steven. (1999) “Information Cultural and the Archival Record,” American Archivist 62:1(spring) pp. 10-22 Willa Samuels, “Who Controls the Past?” American Archivist (Spring 1986), pp. 109-124 D. Roe (2016) Why Archives? The American Archivist: Spring/Summer 2016, Vol. 79, No. 1, pp. 6-13 3 February 2, 2021Historical Records ProgramsMairz, George, et.al. (2011) “Leadership Skills for Archivists”. The American Archivist, 74(spring/summer) 102 – 12, Geoffrey. (2007) “Concepts of Records: Evidence, Information, and Persistent Representations”. American Archivist 70 (fall/winter), pp. 315 – 343., Luke J. (1991) “The Provenance of a Profession: The Permanence of the Public Archives and Historical Manuscripts Traditions in American Archival History.” American Archivist 54:2(spring), pp. 160 – 175 4 February 9, 2021Archival AppraisalHyry, Tom, et al. “Though this Madness…” The American Archivist, Spring/Summer 2002:pp.56 – 69, Valerie and Stine, Kathryn. (2011). “Politically Charged records: A Case Study with Recommendations for Providing Access to a Challenging Collection”. The American Archivist, Vol. 74 (fall/winter): 633-651 M. O’Toole, “On the Idea of Uniqueness”, American Archivist 57 (Fall 1994), pp. 632‐658.?? O’Sullivan, “Diaries, On-line Diaries, and the Future Loss to Archives; or Blogs and the Blogging Bloggers Who Blog Them,” American Archivist (Spring/Summer 2005), pp. 53-73. 5 February 16, 2021Collection DevelopmentKaiser, Barbara J. (1969) “Problems with Donors of Contemporary Collections” The American Archivist, Vol. 32, No.2, pp. 103 – 107., Michelle. (2011) “Thank You Very Much, Now Give Them Back: Cultural Property and the Fight over the Iraqi Baath Party Records” The American Archivist, Vol. 74(spring/summer): 211-240, Laura U. and Thompson, D. Claudia. (2010) “But You Promised: A Case Study of Deaccessioning at the American Heritage Center, University of Wyoming”. The American Archivist, Vol. 73 (Fall/Winter): 669-685 6 February 23, 2021Green-Wood Cemetery - Virtual Field TripWeek 7 March 2, 2021 Archival Arrangement and DescriptionGreene, Mark A. and Meissner, Dennis. (2005) “More Product, Less Process: Revamping Traditional Archival Processing” The American Archivist, (fall/winter): 208 – 263 A. Greene, “MPLP: It’s Not Just for Processing Anymore,” American Archivist (Spring/Summer 2010), pp. 175-203. , Sara. (2004) “In Secret Kept, In Silence Sealed: Privacy in the Papers of Authors and Celebrities”. The American Archivist, (fall/winter): 194 – 211, M. et. al. (2008) “Applying DACS to Finding Aids: Case Studies from the three Diverse Repositories.” The American Archivist, 71(spring/summer) 210 – 217, Donna E. “Getting More for Less: Testing a New Processing Model at the University of Montana,” American Archivist (Fall/Winter 2006), pp. 284-290 , Tomaro I. “Basic Archives Processing Manual for Student Employees and Volunteers (210) Academic Services Faculty and staff Publications. Paper 65. Van Ness, Carl “Much Ado about Paper Clips: ‘More Product, Less Process’ and the Modern Manuscript Repository,” American Archivist (Spring/Summer 2010), pp. 129-145. 8 March 9, 2021 Archival Preservation and SecurityWebsite: Northeast Document Conservation Center Document Conservation Center (NDCC) Preservation Leaflets: 2.1 Temperature, Relative Humidity, Light, and Air Quality: Basic Guidelines for Preservation: Monitoring Temperature and Relative Humidity 2.4 Protection from Light Damage 2.5 Protecting Paper and Book Collections During Exhibition Emergency Salvage of Moldy Books and Paper ’Toole, James M. “On the Idea of Permanence,” American Archivist 52 (Winter 1989), pp. 10‐25. 9 March 16, 2021 Archival Trends and Issues PresentationsMarch 23, 2021 ---Wellness Day ---No ClassWeek 10 March 30, 2021 Case Study Presentations &Guest Speaker(s) - TBAWeek 11 April 6, 2021Case Study Presentations &Guest Speaker(s) - TBAWeek 12 April 13, 2021 Case Study Presentations &Guest Speaker(s) - TBAWeek 13 April 20, 2021 Case Study Presentations &Guest Speaker(s) - TBAWeek 14 April 27, 2021 Archival Access and Reference Hirtle, Peter B. (2003). “Archives or Assets?” American Archivist (Fall/Winter 235– 247 Dryden, Jean. (2011). Copyfraud or Legitmate Concerns? Controlling Further Uses of Online Archival Holdings” American Archivist (Fall/Winter) 523 – 541 Dryden, Jean. (2014). The Role of Copyright in Selection for DigitizationThe American Archivist?Apr 2014, Vol. 77, No. 1 (Spring/Summer) pp. 64-95 15 May 4, 2021 Archival Site Survey Presentations Textbooks, Readings and MaterialsAll required readings (except for Albanese) are found on the SAA Website: Supplemental TextsDearstyne, Bruce W., ed. Leading and Managing Archives and Records Programs: Strategies for Success. New York, Neal-Schuman Publishers, Inc., 2008Hackbart-Dean, Pam and Slomba, Elizabeth. How to Manage Processing in Archives and Special Collections. Chicago: SAA, 2012 Jimerson, Randall C. ed. American Archival Studies: Readings in Theory and Practice. Chicago: Society of American Archivists, 2000Millar, Laura. Archives: Principles and Practices. New York: Neal-Schuman Publishers Inc., 2010. Archivists Toolkit: Archon: Archon User Collaborative: Space: , Papers and Assignments*Class Participation/Discussion/Attendance. ………………………………………….......20%Archival Literature Review 3/2..………………………………………………20%Archival Trends/Issues (Group) 3/16 ……..………………………………………. 20%Case Study Presentations 3/30 and 4/6,13,20...……………………………….20%Archival Site Survey 5/4…..………………………………………….....20%*See webpage () for assignments.Assessment and GradingClass Participation Group Work:In today’s professional environment, many archival institutions form working groups or task forces to address a myriad of challenges and issues facing their organizations. To simulate this professional work setting, this course will include several group (3 to 4 students per group) related assignments. Groups will be established at our first class meeting. In order for group work to be successful and rewarding for each members, it’s imperative that each group member actively participate in all assignments. Students are expected to be prepared and to contribute to class discussions each week with scholarly analyses and insights. In addition, each week one team will present their perspective on the topic of the readings for the week. This is an opportunity to consolidate your (or your team’s) understanding on a topic, to present your perspective, to make novel connections to other domains, and to relate the readings to real world experience. Remember that everyone in the class has read the week’s readings, so it should not simply be a summarization of what we have already read. Please note that the course is 2 hours and 50 minutes, and you will be expected to attend the entire time. Also, forms of digital distraction (working on email, social media, etc.) will be interpreted by the instructor as reduced participation in the course. Pratt’s grading scale: Superior work:A 4.0 (96-100)A- 3.7 (90-95) Very good work: B+ 3.3 (87-89)B 3.0 (83-86) B- 2.7 (80-82) Marginally satisfactory: C+ 2.3 (77-79) C 2.0Failed: F 0.0 (0-69)PoliciesOnly one (1) unexcused absence is permitted. Students with extensive absences (two or more for any reason) may be required to drop the course or may receive a failing grade at the discretion of the instructor.All Institute-wide policies are listed in the Bulletin under “Community Standards,” which include policies on attendance, academic integrity, plagiarism, computer, and network use. Students who require special accommodations for disabilities must obtain clearance from the Office of Disability Services at the beginning of the semester. They should contact Mai McDonald, Disability Services Coordinator, in the Office of the Vice President for Student Affairs, Main Building, Lower Level: 718-636-3711. Students with extensive absences (three or more for any reason) may be required to drop the course or may receive a failing grade at the discretion of the instructor. ................
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