Teaching Through The Archives
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Teaching through the Archives
Disruptive pedagogies for archival research In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations. Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work. Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.
Teaching through the Archives
Disruptive pedagogies for archival research In a cultural moment when institutional repositories carry valuable secrets to the present and past, this collection argues for the critical, intellectual, and social value of archival instruction. Graban and Hayden and 37 other contributors examine how undergraduate and graduate courses in rhetoric, history, community literacy, and professional writing can successfully engage students in archival research in its many forms, and successfully model mutually beneficial relationships between archivists, instructors, and community organizations. Combining new and established voices from related fields, each of the book’s three sections includes a range of form-disrupting pedagogies. Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections. Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research. Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives in which we all work. Ultimately, contributors explore archives as sites of activism while also raising important questions that persist in rhetoric and composition scholarship, such as how to decolonize research methodologies, how to conduct teaching and research that promote social justice, and how to shift archival consciousness toward more engaged notions of democracy. This collection highlights innovative classroom and curricular course models for teaching with and through the archives in rhetoric and composition and beyond.
Encyclopedia of Archival Science
Author: Luciana Duranti
language: en
Publisher: Bloomsbury Publishing PLC
Release Date: 2015-06-17
Here is the first-ever comprehensive guide to archival concepts, principles, and practices. Encyclopedia of Archival Science features 154 entries, which address every aspect of archival professional knowledge. These entries range from traditional ideas (like appraisal and provenance) to today’s challenges (digitization and digital preservation). They present the thoughts of leading luminaries like Ernst Posner, Margaret Cross-Norton, and Philip Brooks as well as those of contemporary authors and rising scholars. Historical and ethical components of practice are infused throughout the work. Edited by Luciana Duranti from the University of British Columbia and Patricia C. Franks from San José State University, this landmark work was overseen by an editorial board comprised of leading archivists and archival educators from every continent: Adrian Cunningham (Queensland State Archives, Australia), Fiorella Foscarini (University of Toronto and University of Amsterdam), Pat Galloway (University of Texas at Austin), Shadrack Katuu (International Atomic Energy Agency), Giovanni Michetti (University of Rome La Sapienza), Ken Thibodeau (National Archives and Records Administration, US), and Geoffrey Yeo (University College London, UK).