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5856 results in Facet Publishing

Page 113 of 293

  • 17 - New approaches to the community recording and preservation of burial space

  • from Part 3 - Solutions
    • By Gareth Beale, researcher in the Department of Archaeology at the University of York., Nicole Smith, researcher in museum studies and in digital archaeology with a particular interest in the potential of digital technologies for community-led expressions of heritage.
  • Edited by Henriette Roued-Cunliffe, Andrea Copeland
  • Book:
    Participatory Heritage
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 January 2017, pp 173-184

  • Summary

    CRITICAL DISCOURSE SURROUNDING the use of digital technology within archaeology has tended to portray the discipline as a consumer of preexisting technology and has rarely seen itself as an agent of technological development or innovation (Huggett, 2015). Increasingly, however, as barriers to participation in software development have fallen, archaeology has played a small but significant role in the development of digital technology (Wilson and Edwards, 2015; Beale and Reilly, in press). Of equal significance to technological development has been the focus within archaeology upon the development of digital practice in response to the specific social, cultural and political conditions within which archaeological work takes place (Jeffrey et al., 2015; Perry and Beale, 2015).

    These developments have been of particular significance within community archaeology where archaeological practice can be a nexus for identity formation and the recasting of the relationship between people and places (Smith, 2006). The shape of practice, and the role of technology within it, can have a powerful influence on the experience of the archaeologist. The meaning, function and perceived value of technology are dictated to a significant degree by the conditions of use and the preconceptions of users. This is complicated still further by the asymmetrical power relationships which have been an endemic feature of the archaeological research community and which have resulted in the privileging of specific ways of working and thinking about archaeological practice (Collins, 1999; Conkey, 2005; Hamilakis, 2007). As we move towards the development and recognition of increasingly diverse research communities it is imperative that we understand technology not only in terms of perceived (abstract) affordances but in terms of their use and their impact within specific social, political and cultural scenarios.

    In this chapter we describe the latest developments in the Re-reading the British Memorial project, a University of York-based research project which aims to enable the use of open source and low-cost technologies by community groups involved in the archaeological and historical study of burial space in the United Kingdom. This project responds to the urgent need to re-engage communities in the use and management of burial space. A range of social and environmental factors have created a situation in which burial spaces are at risk as heritage assets and as community resources (Ray et al., 2014; Jones, 2016; Mytum et al., 2015).

  • 10 - Social inequalities in the shaping of cultural heritage infrastructure

  • from Part 2 - Challenges
    • By Noah Lenstra, Assistant Professor of Library and Information Studies at the University of North Carolina – Greensboro.
  • Edited by Henriette Roued-Cunliffe, Andrea Copeland
  • Book:
    Participatory Heritage
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 January 2017, pp 97-104

  • Summary

    IN THIS CHAPTER I discuss the challenges that arise when well-funded institutions engage in the collaborative production of cultural heritage with marginalized communities. Ten years of university-led research on this topic in the United States shapes this discussion. Based on this experience, I articulate how social inequalities condition these partnerships. I also identify particular techniques that lessen the social inequalities that contextualize this type of work. This work is important because cultural heritage institutions around the world – including libraries, archives and museums – struggle to create and support socially just and inclusive representations of the past (Silverman, 2011).

    Marginalized communities seek autonomy over their cultural heritage through diverse and evolving tactics. Recognizing and supporting these tactics requires (1) deep community engagement and (2) a commitment to supporting community leadership. Sensitivity to the diverse rhythms of community life leads to a more participatory heritage infrastructure across social divides.

    This discussion is organized around three heritage projects. All three involved universities and marginalized communities. In the United States, community engagement projects emanating from universities are quite common (Driscoll, 2008). This tradition of university-led community engagement contextualizes these projects. In the first project, I worked with a small Black Arts museum in East St Louis to inventory and preserve the documentary holdings of the museum. Like other predominantly African- American communities in the United States, East St Louis has been severely affected by loss of jobs as a result of deindustrialization in the 1960s and 1970s. I found that the museum's board struggled to maintain its autonomy in relation to larger, external institutions, which in various ways also shape the museum. In the second project, I worked with diverse institutions and individuals in a local African-American community to create a digital library on local African-American heritage. I found that members of that community increasingly use social media as a semi-autonomous platform for cultural heritage production. The third project focused on helping a local librarian to create a digital library on African-American history in her community. I found that leaders of marginalized communities are ready and eager to direct cultural heritage projects. Recognizing and supporting community leaders takes time, but can also lessen social inequalities.

  • 11 - No Gun Ri Digital Archive: challenges in archiving memory for a historically marginalized incident

  • from Part 2 - Challenges
    • By Donghee Sinn, Associate Professor in the Department of Information Studies, University at Albany (State University of New York).
  • Edited by Henriette Roued-Cunliffe, Andrea Copeland
  • Book:
    Participatory Heritage
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 January 2017, pp 105-116

  • Summary

    DIGITAL ARCHIVE PROJECTS often face challenges, from financial constraints to technological problems, from legal and ethical issues to specific challenges from organizational context (McKay, 2003). When it is a multi-institutional project, challenges can include different cultures, levels of engagement, methods of communication and many others. There are additional issues if the main entity conducting the project is not the one holding the materials. The No Gun Ri Digital Archive project aims to create a digital platform for the memory of the No Gun Ri massacre. The project team comes from three different universities in two countries (University at Albany in the US and Chung-Ang University and Chun-Buk University in South Korea). No one is directly associated with the No Gun Ri Museum or any survivors. This project received limited funding from the Korean National Research Foundation. In this situation, the No Gun Ri Digital Archive Project has an interesting research process and challenges. This chapter will discuss some of these challenges and some insights learned from them.

    No Gun Ri Massacre

    The No Gun Ri massacre was a mass killing of refugees during the Korean War. The massacre occurred during four days, from 26 to 29 July 1950, in the middle of a refugee evacuation operation by American soldiers, and hundreds of people were killed.

    Refugees became the main victims of the Korean War because of suspicions of guerilla infiltration. The US military adopted a policy of allowing lethal weapons to be used against South Korean refugees who approached US lines. This policy was decided in a meeting among the highest officials of the US Army on the day before the No Gun Ri killing (Conway-Lanz, 2005). There are many military documents from army units near No Gun Ri that describe orders to fire on approaching civilians. There are some other factors identified by researchers working on No Gun Ri, such as the lack of sufficient training for soldiers (Kuehl, 2003; Ryoo, 2001) and unfamiliarity with the Korean people and their culture (Cumings, 1990, 690–1). The connection between the war situation and refugee casualties is described thus in Encyclopedia Britannica: ‘weakened by inadequate weapons, limited numbers, and uncertain leadership, US troops were frequently beset by streams of refugees fleeing south … These produced unfortunate attacks on Korean civilians’.

  • Introduction: what is participatory heritage?

    • By Henriette Roued-Cunliffe, an Assistant Professor at the Royal School of Library and Information Science, University of Copenhagen, Denmark, Andrea Copelandis, an Associate Professor in the Department of Library and Information Science in the School of Informatics and Computing at Indiana University, Indianapolis
  • Edited by Henriette Roued-Cunliffe, Andrea Copeland
  • Book:
    Participatory Heritage
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 January 2017, pp xv-xxii

  • Summary

    PARTICIPATORY HERITAGE COULD be thought of as a space, a space in which individuals engage in cultural activities outside of formal institutions for the purpose of knowledge sharing and co-creating with others. Those engaged with participatory heritage collaborations tend to place more importance on content and less importance on medium, process or professional expertise; thus they acknowledge a diversity of expertise and operate from a premise of shared authority. The collaborations are bottom-up in nature, as they emerge from connections among individuals rather than organizations.

    Participatory heritage activities do not necessarily interact with cultural heritage institutions, which are governed by policies and procedures and are hindered by legal and budgetary constraints. These institutions employ information experts who guide practices and innovation in information organization, access and use. They typically do not employ community experts and increasingly are employing fewer subject experts (Gerolimos, Malliari and Iakovidis, 2015). Participatory heritage draws individuals together around content, and expertise in and knowledge of that content. These individuals have a strong desire to engage with heritage content in order to gain, share and create new knowledge. While this sounds like the sort of activity heritage institutions are designed to support, this contrast of focus creates a mission mismatch between participatory heritage groups and heritage institutions, and raises the concern that heritage institutions will lose their connections to those very persons they are trying to serve if they do not engage in the participatory heritage sphere.

    The do-it-yourself (DIY) movement, strong in many professional domains, is well represented in archives and other heritage activities. The power of digital connectivity and the ease of content creation fuels participation. Local and family historians, craftspeople, artists and many more groups are participating in collection building and memory making outside of formal heritage institutions. The breadth of participatory heritage space will continue to expand and, in doing so, create a more inclusive shared heritage.

    Without links to formal heritage institutions, issues of scalability, capacity building and long-term and equitable access arise. Ideally, the participatory heritage space will evolve to include means for community-based heritage groups to partner with heritage institutions to the benefit of both.

    If participatory heritage groups value shared expertise, dynamism and bottom-up approaches and heritage institutions value formal credentials, guiding policies and top-down approaches, how could the linkage between the two be improved?

  • 14 - Ethiopian stories in an English landscape

  • from Part 3 - Solutions
    • By Shawn Sobers, Associate Professor of Lens Based Media at the University of the West of England.
  • Edited by Henriette Roued-Cunliffe, Andrea Copeland
  • Book:
    Participatory Heritage
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 January 2017, pp 143-152

  • Summary

    New alternative narratives

    WHEN MUSSOLINI INVADED Ethiopia's capital in May 1935, he forced its Emperor, Haile Selassie I, into exile. The Emperor arrived in the city of Bath, England, in October 1936, and lived in a property called Fairfield House with his family, government advisors and Orthodox priests. After returning to Ethiopia in 1941, the Emperor gave the house to the city of Bath as a gift to be used by aged citizens. This chapter explores the legacy of this period in Bath's history and what it means for the people living and visiting there today. I will discuss attempts to introduce this alternative historical narrative into the fabric of Bath's identity and beyond, discussing reflexively through my experiences of working in a voluntary capacity with Fairfield over a period of 17 years.

    To understand the modern-day impact of this Ethiopian Emperor living in Bath, it is important to state that Haile Selassie I is viewed as a deity by members of the Rastafari faith. Whilst it is not only Rastafari that are interested in this history and recognize its importance (as will be discussed below), it is undoubtedly Rastafari that have most kept the name of Haile Selassie alive in public consciousness, especially through lyrics in reggae music and the use of the Emperor's face on items such as clothing, flags and other tributes. The complexity of feelings towards the legacy of this history is summed up by the Rastafari High Priest for the South West UK region, Honourable Ras Bandele Selassie:

    It makes me feel sad, and it makes me glad, because the reason for His Majesty to be here is through the sadness of his heart. If the sadness never occurred, then the gladness of me being here today would not have occurred. The gladness of … the elderly being looked after here would not have occurred. The gladness of Rastafari having celebrations here would not have occurred. Many things that are happening in Bath now … the love that we feel would not have occurred. So for that, whilst I am sad I am glad.

    This notion, that the memory that sites hold acts as a source of both pain and comfort, positions Fairfield as an embodiment of what historian Olivette Otele refers to as a ‘reluctant site of memory – a seen or unseen space that owes their very existence to brutal European colonial conquest’.

  • 4 - Acquiring and developing Special Collections

  • Alison Cullingford
  • Book:
    The Special Collections Handbook
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2016, pp 67-90

  • Summary

    Introduction

    So how do libraries acquire their Special Collections? In this chapter, we consider:

  • Methods of acquisition: foundation collections, donation and deposit, purchase, internal transfer and proactive collecting.

  • How librarians can use these methods to ensure Special Collections are assets not problems.

  • Record-keeping issues in the acquisitions process.

  • Special Collections disposals.

  • Remote storage of Special Collections.

  • Bringing all these issues together in the Special Collections development policy.

    • Managing foundation collections

    These are the libraries that were established by or grew with the organization that holds them. Originally gathered as working libraries, time has made them and their contents distinctive, and precious. Such collections are typically found in historic foundations such as cathedrals or ancient public libraries (for example, Chetham's Library and Innerpeffray, which you will visit elsewhere in this book).

    Managing foundation collections is about ensuring that their historical importance to their organization is recognized. They should be high priority for conservation, salvage, cataloguing and digitization. Above all, they should not be dispersed. The sale or other breaking up of such collections is a great loss and strongly discouraged by professional bodies such as CILIP Rare Books and Special Collections Group (2015). We discuss disposals in more detail below.

    If foundation collections have already been dispersed, projects to reunite them physically or intellectually can recreate what was lost. For example, the Sloane Printed Books Project created a database of the 40,000 books once owned by the scientist Sir Hans Sloane. Sloane bequeathed his books to the nation, creating one of the foundation collections of the British Museum Library, now the British Library (Walker, Macgregor and Hunter, 2012). Many of Sloane's books were dispersed in different British Library collections, or were sold in the British Museum's 18th- and 19th-century duplicate sales and are now held by other libraries, including the Wellcome Library.

    Working with donors and depositors

    Special Collections and their users everywhere owe a debt to the people who have donated or deposited collections to Special Collections services. Many great Special Collections libraries bear the names of such donors: the Huntington Library, the John Rylands Library, the Lilly Library, the Brotherton ….

  • Preface

  • Robin Rice, John Southall
  • Book:
    The Data Librarian's Handbook
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2016, pp xi-xiv

  • Summary

    This is not the first book written about data librarianship, and hopefully it will not be the last, but it is one of very few, all written within the past few years, that reflects the growing interest in research data support. Academic data librarians help staff and students with all aspects of this peculiar class of digital information – its use, preservation and curation, and how to support researchers’ production and consumption of it in ever greater volumes, to create new knowledge.

    Our aim is to offer an insider's view of data librarianship as it is today, with plenty of practical examples and advice. At times we try to link this to wider academic research agendas and scholarly communication trends past, present and future, while grounding these thoughts back in the everyday work of data librarians and other information professionals.

    We would like to tell you a little bit about ourselves as the authors, but first a word about you. We have two primary groups of readers in mind for this book: library and iSchool students and their teachers, and working professionals (especially librarians) learning to deal with data. We would be honoured to have this book used as an educational resource in library and information graduate programmes, because we believe the future of data librarianship (regardless of its origins, examined in Chapter 1) lies with academic libraries, and for that to become a stronger reality it needs to be studied as a professional and academic subject. To aid the use of this book as a text for study we have provided ‘key take-away points’ and ‘reflective questions’ at the end of each chapter. These can be used by teachers for individual or group assignments, or by individuals to self-assess and reinforce what they may have learned from reading each chapter.

    Equally important, we empathetically address the librarian, academic, or other working expert who feels their working life is pulling them towards data support or that area of academic activity known as research data management (RDM).

  • 8 - Dealing with sensitive data

  • Robin Rice, John Southall
  • Book:
    The Data Librarian's Handbook
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2016, pp 121-136

  • Summary

    Challenging assumptions about data

    What is meant by confidential or sensitive data? In Chapter 2 we outlined some of the formats of common types of research data. The field is of course wide and may include datasets that are based on numbers, text or audiovisual material. Most of the time researchers will be interested in how they can manipulate these in order to address the goals of their investigations. Some researchers are interested less in the format than in what they consider to be fundamental problems of confidentiality or data sensitivity. They have concerns about managing the data securely while they are working with it – and are unsure what they are supposed to do. Others have concerns about the appropriateness of allowing preservation or re-use of the same material. Understanding what a researcher actually means when they state their data are confidential therefore becomes significant. This is a growing area of discussion and is demonstrated by the huge interest shown by researchers in training and awareness raising courses on this topic. Typical concerns include whether the data:

  • 1 were collected just for a specific research project

  • 2 are still needed for future analysis

  • 3 may only be properly understood by the original researchers

  • 4 should be destroyed once they have been used or analysed

  • 5 could be exploited for non-academic purposes

  • 6 cover a subject area that is not for public consumption such as studies of terrorists, family history or locations of endangered species

  • 7 contain general information that could allow participants to be Identified

  • 8 include names and addresses or similar personal information

  • 9 include particular details that could be harmful to participants if made Public

  • 10 are to be treated as confidential so an unintended release in itself would be damaging.

    • Such a wide range of concerns illustrates that no data type is inherently more confidential than another. It is possible to encounter variations on some or all of these arguments from researchers working with statistical data, video interviews or samples of genetic material. However it is commonplace to find researchers working under the assumption that all their data are confidential and present unique problems. The role of the data librarian is to help shift that perception.

  • 2 - Emergency planning for Special Collections

  • Alison Cullingford
  • Book:
    The Special Collections Handbook
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2016, pp 25-46

  • Summary

    Introduction

    The threats to Special Collections outlined in Chapter 1 harm collections over a period of years. This chapter discusses threats that can destroy collections or items within them very quickly: the timescale for effective action is much shorter, so prevention, planning and rapid response are essential. The chapter will cover:

  • Causes and impact of emergencies in Special Collections, with particular emphasis on fire and water damage.

  • How to prevent and prepare for emergencies via the emergency plan.

  • Issues in responding to and recovering from emergencies.

  • Planning for service continuity.

  • Security issues and how to manage them.

  • Insurance issues.

    • A note on terminology

    An emergency is ‘any incident which threatens human safety and/or damages or threatens to damage (or destroy) an institution's buildings, collections, contents, facilities or services’ (Matthews and Eden, 1996, cited by Matthews, Smith and Knowles, 2009). Emergency planning seeks to prevent such incidents or to minimize their impact when they occur.

    The term ‘disaster’ has traditionally been used by librarians to describe such events. It is not widely used in other professional areas, and ‘avoidance of the word “disaster” is seen as more positive’ (Dadson, 2012). The terms crisis or incident may also be encountered.

    Emergency planning also needs to consider how to get the service back to normal as quickly as possible. This is known as service continuity or business continuity planning. The US government uses the term continuity of operations (COOP).

    Understanding Special Collections emergencies

    Special Collections are at risk from emergencies that may harm collections, affect services, and put human life and welfare in danger. Incidents are caused by various phenomena, including:

  • Extreme weather conditions: heavy rainfall or other precipitation, hurricanes or tornadoes, resulting in floods or destruction/damage of buildings.

  • Geological phenomena such as earthquakes, which impact on the building and its infrastructure.

  • Buildings and facilities problems such as electrical fires, leaking roofs and pipes.

  • Accidental damage, for example, fire started by discarded matches or cigarettes.

  • Arson and other criminal damage.

    • Accidental and deliberate incidents caused by people are also discussed under security, below. Serious mould outbreaks or pest infestations (see Chapter 1) may merit treatment as emergencies.

  • Appendix B - Skills for your Special Collections career

  • Alison Cullingford
  • Book:
    The Special Collections Handbook
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2016, pp 275-278

  • Summary

    Getting into Special Collections work

    Special Collections work remains a popular career choice; new entrants are drawn to the mixture of fascinating material and varied opportunities. It is therefore a competitive sector, a problem compounded by low turnover (staff tend to stay in jobs they enjoy for many years) and lack of opportunities at senior level. As in all job sectors, prospective Special Collections librarians are advised to monitor the market, see and try to fill their skills gaps, reflect on their own practice and strengths, and produce high-quality applications. Engaging with the profession at events and via the listservs and social media will help. Many of the skills required can be developed in other aspects of library or other work, for example customer care and project management.

    This book gives a flavour of the core skills for Special Collections work. Of course many Special Collections librarians have specialist roles, but this work needs to be informed by understanding of the basics, for example collections care.

    The Special Collections sector is notable within the library profession as an area in which rapid technological change has not made traditional skills irrelevant. This means that new entrants need both the older skills from established areas of professional practice (cataloguing, collections care, historical bibliography) and newer ones for emerging areas of work (digitization, social media, outreach, augmented reality). This mixture of ancient and new endeavours is one of the elements that makes this work so rewarding.

    Skills frameworks

    The professional associations for librarians have produced skills frameworks to help Special Collections librarians and employers assess training needs.

    CILIP PKSB. In 2012, CILIP launched the Professional Knowledge and Skills Base (PKSB), a structure listing areas of knowledge and skills. Ethics and values are core, along with generic skills and professional expertise, and the wider context. The PKSB is designed for librarians to rate their own skills and knowledge and decide in which areas they need to improve: it is highly unlikely that anyone will need to be expert in every single area! To help members analyse their skill sets, CILIP have produced sector templates for Rare Books and Special Collections (newly qualified and experienced staff), available via the CILIP VLE.

  • 5 - Cataloguing, description and metadata in Special Collections

  • Alison Cullingford
  • Book:
    The Special Collections Handbook
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 December 2016, pp 91-112

  • Summary

    Introduction

    In this chapter we discuss the essential first step in bringing Special Collections to users: cataloguing. Many Special Collections librarians have cataloguing responsibilities. All librarians working with such collections need to understand how the materials in their care have been catalogued, in order to help users and make effective decisions. This chapter will:

  • Introduce Special Collections metadata.

  • Outline the most important codes, standards and controlled vocabularies for Special Collections metadata.

  • Discuss key developments: linked data, Functional Requirements for Bibliographic Records/Resource Description and Access (FRBR/RDA) and the future of Machine Readable Cataloguing (MARC).

  • Examine the massive problem of ‘hidden collections’.

  • Discuss classification and shelf arrangements of Special Collections.

  • Discuss marking and labelling of Special Collections materials.

    • A note on terminology and some key concepts

    Metadata can be simply defined as ‘data about data’. All metadata creation is based around the use of standards and codes, which produces searchable and predictable results and allows metadata to be shared and reused. Crosswalks map similar elements in different metadata standards onto each other. The match is unlikely to be perfect because different standards record and code information in different ways, but they enable resources to be created from many sources using different metadata standards. Library catalogues and archival descriptions are metadata, though the term is most commonly encountered when dealing with digital materials. In libraries, cataloguing is used for the process of metadata creation and catalogue and catalogue record for what is produced. Archives also refer to archival description, and their end products are known as descriptions or finding aids. Note that the term processing is often used, especially in the USA, to cover cataloguing of all kinds, plus the other activities required to make materials accessible.

    Book cataloguing: some history, introducing AACR and MARC

    Librarians have been developing cataloguing codes since the publication in 1841 of Panizzi's Rules for the British Museum Library (find out more about cataloguing history via the ‘Useful websites’).

    The Anglo-American Cataloguing Rules, first published in 1967 and revised several times since, are the most significant historic library cataloguing standard for new librarians to consider. The 2nd edition, known as AACR2 (Gorman and Winkler, 1978), would have been used in most Special Collections’ parent libraries and, as we will see, is the basis for many other standards.

Page 113 of 293