Lately I've Had the Strangest Feeling...Archival Arrangement and Description

My dear cousin Nikki played the Jodeci rendition of Stevie Wonder's "Lately" at least ten times each Sunday  before church during the summer of 1993 when my little brother and I visited with our extended family in Choccolocco, Alabama. "Lately" is one of the songs that I belt out at the top of my lungs every time it comes on the radio. Those of you with healthy eardrums within a 50 foot radius of me and a radio can blame Nikki's unique praise and worship routine for the bells ringing inside your skull. The song begins, "Lately I've Had the Strangest Feeling". Lately I've had the strangest feeling about archival arrangement and description. Really. Arranging and describing the collection I've been assigned at the National Transportation Library has me feeling mighty strange about what is considered standard archival procedure.

Jodeci Understood Me

This week I worked with the two other archives interns to reformat the previous summer’s intern’s finding aid for the Dale Grinder Collection which required creating 38 new smaller finding aids which will ultimately be converted into pdf files and listed on the NTL historians webpage since the collection has not been digitized (it is only available in house) and government security policy prevents us from converting them to EAD using an OpenSource program such as Arcon. We have also reformatted the finding aids and are moving forward in processing the collection. I elected to process the 50 Secretary of Transportation Speech binders. These binders contain statements, addresses, testimony, nomination materials, and articles related to the tenure of Secretaries from 1967 to the present. Because of the work of previous interns these binders must be processed at the item level and entered manually into the access database created for the entire collection. Each document must be given a item unique number, folder number, description, year of creation, and Library of Congress Subject Headings. 

The biggest question facing the Archival Collections Intern team is one raised by Abigail Hoverstock and Rebecca Baird in their case study "Legacy in flight: processing the Marlon D. Green collection". Hoverstock and Baird know all about the Lately Blues, "As many questions resurfaced repeatedly throughout the process, it was also helpful that the students could work together to test their archiving “policies”. If they grouped “x” items in one way, should they apply the same principles to “y”?" The preliminary question we faced was "if the previous grouped items one way should we apply the same strategy when we KNOW that the current manner of arrangement and description is not in accordance with SAA standards". Processing documents at the item level is extremely time consuming and with the size of this collection we probably will not complete processing this summer. Most archives arrange items at the folder level. My team and I have just decided to go with established protocol and describe at the item level. The other day my mentor Mary gave me some much needed encouragement concerning work in the library field. She said something along the lines of "there will be projects that you work on for YEARS, but its the little ones you can see into completion that keep you sane and inspired to continue working." 

 So in the meantime my short-term, instant gratification project is cataloging Aerospace Medicine Technical Reports inside the NTL Digital Repository using Workroom cataloging software. I was assigned the task of editing punctuation in previously ingested records and adding report abstracts and report numbers into empty fields. I’m working to complete records from report years 1999-2009. Each year series has between 25 and 30 reports that require editing in Workroom. Some of the topics these reports cover are “Guidance for Medical Screening of Commercial Aerospace Passengers”, “Identification of Sildenafil (Viagra®) and Its Metabolite(UK 103,320) in Six Aviation Fatalities”, and “An Assessment of Commuting Risk Factors for Air Traffic Control Specialists” to name a few. I am glad that cataloging does not cause me as much angst as archival arrangement does. 

Nikki also played Tevin Campbell's "Can We Talk" a great deal. When I need a break from the access database, I get all googly eyed, log into WorkRoom, pull up an ingested record, and sing:

"Can we talk for a minute,

Girl I want to know you name,

Can we talk for a minute,

Girl I want to know your name.....oops I mean record number." 

Archival Education and A Field Trip to The Capitol

This past Monday The Washington Center treated us STIPDG Interns to a tour of The United States Capital and Congress. The field trip was a much appreciated break from another manic Monday in the "Real World", where everyday feels like Monday. I was feeling a bit homesick that day so I mostly took pictures and grin and beared the corny jokes of our tour guide who was used to eight grade audiences. Though I understand why, I was very disappointed to learn visitors aren't allowed near The Senate Chambers or The Chamber of the House of Representatives. I'm probably just spoiled from my trip to the United Nations two years ago for the International Day of Solidarity with Israel when my seminary classmates and I sat in the General Assembly Hall. Can't have it all, can we now? The tour was great despite my inability to elude the M16 armed security and enter the contemporary "pressure chambers". I'm glad The Washington Center organized the tour because I would not have sought a visit out myself. I'd run (I'm training for a half-marathon) from our residential facility to the Capitol Building a few times since arriving in D.C. but did not have a burning desire to check it out. The ambivalence is silly given my fascination with standing in the Senate and House chambers, isn't it? Nevertheless, I came to The Capitol, I saw The Capitol, and I conquered The Capitol--by photographic force. See below how I strong my point and click (finger/hand/arm) is!

Meet Me In the Court Yard...It's Going Down

The Statue of Freedom

Capitol Dome "The Apothesis of Washington by Constantino Brumidi in 1865

Inside the Rotunda

Old Senate Chamber 

The Capitol Building: Housing Congress Since 1800

This week I read "The Historical Profession and Archival Education" by Joseph M. Turrini. Turrini's section on the increased commitment of Library Science to Archival Education inspired me to look at NCCU's own Archives and Records Management LS track with a more critical eye. Turnni describes a stagnation in History archival concentrations and a rise in Library Science based archival programs. This is somewhat the case with the curious NCCU concentration. A few years ago all the required archives courses were outsourced and required enrollment at North Carolina State University. Within the past two years they have been reintroduced and taught by a professor from the history department, who is not a trained archivist. There are in fact no faculty members with archival training nor experience in the NCCU SLIS either. Interesting huh? Despite the lack of archival training, LS and MA students are receiving solid archival education from a professor who is dedicated to giving students practical archival experiences via tours, practicums, and lectures.


 Turrini says "Granted that the failure of the historical profession to increase the number of archival professors comes at a time of an overall contraction of tenure-track faculty positions. Regardless of the context, the increase in archival curriculum and full-time archives faculty in library school demonstrates a much stronger commitment to archival education than in history departments". I say one history professor's commitment to archival curriculum and one LS professor's commitment to metadata and digital library curriculum in addition to the tenacity of archival students in seeking out professional development experiences circumvents the curious predicament of our archival program and produces field ready archivists. Normally there are less than ten library science students enrolled in archives classes offered at Central although there are many students (at least that I've talked to) who are considered Archives and Records Management track matriculates. Those enrolled in archives courses receive special attention and access to engaging archival tours and collection development projects.We get by just fine but I would love to see the addition of certified archival professors and serious attention given to increasing the number of matriculated archives students from the public history and library science departments at NCCU. 

Training Historians to Work In Archives

The article I want to discuss this week is "What's History Got to Do With It?: Reconsidering the Place of Historical Knowledge in Archival Work"by Tom Nesmith. The piece begins with a lengthy historiography of Tina Turner who's 80's hit "What's Love Got to Do With It?" inspired the theme of the 2003 Annual Meeting of the Association of Canadian Archivists, What's History Got to Do With It?". I love when research articles go off in unexpected directions and provide little known historical facts. Did you know that after her abusive relationship with Ike Turner Tina Turner found a "role model for equal leadership roles in the Egyptian woman Hat-shepsut, rule Egypt for her young step son, Pharaoh Thutmose III, around 1500 B.C.E. Hat-shepsut was so effective that she was eventually treated as a Pharaoh and did not readily relinquish her leadership when Thutmose came of age". If you didn't know, now you know.

I'm Just Saying...Aliens Who Love Tina Turner???  Maybe.

Tina Turner is clearly the theme, inspiration, and reason for the season of this article on the connection between archives and history and I LOVE IT. Tina Turner drips from each word in this article--pure unadulterated Tina Turner divinity (you really have to read the article).  Eventually Nesmith comes around to discussing the 20th century archival problem of less concern about historical orientation and the diminishing relevance of archival academic historical interests. I learned the importance of being knowledgeable about archival histories in addition to having records management skills early on in my internship at the NCCU Archives.

I started working in the archives in October, after only being in Durham for 3 months, straight off a summer spent in FL and three years in grad school in New Jersey. I definitely would have benefited from enrolling in some public history courses, and gaining more familiarity with Durham/North Carolina State History. A crash course in North Carolina politics would have been especially helpful.  There were many times Mr. Vann began sentences with "You know, xyz was such and such, right!?!" to which I responded  "No", with a slight head nod and follow-up questions, ALWAYS (if you don't know something don't stay stuck in ignorance, ask questions). On the occasions when I had no reference point for Mr. Vann's "fun facts" I would make a note on a Post-It and do a little research after he returned to his office. There were also times when I'd divert to Mr. McMillion, former University Archivist and Registrar--also one of the few people still living who knew Dr. Shepard personally. Mr. McMillion spends a few hours a day shifting through records and providing reference assistance to former staff, students, and professors who often stop by to chat with him. Did I mention Mr. is close to 90 (if not already pass 90). Read (and see) about him here: http://hbcudigitallibrary.auctr.edu/cdm/singleitem/collection/nccu/id/73/rec/19

In addition to quizzing Mr. M, I would attend history lectures and programs on campus to catch up. My membership in the Durham Public Library's Adult and Humanities Program provided me many opportunities to learn about Durham history from attending talks with local historians and publishing university professors. Nesmith imparts that the "best strategy is to base archival work on as much knowledge of the multiple provenances, many contexts of creation, or the overall history of the records as can be attained--and then use the power of this provenance information to locate, appraise, describe, and protect the integrity of the records." Though often fickle, exercising and maintaining  intellectual control over a collection requires a level of familiarity with its history and reason for being amassed in a particular way, at a particular time, by a particular person (or group of people). Archival practices should clearly convey knowledge about contents including different levels of detail about what materials are available and how they are arranged. What's History Got to Do With It? Plenty. The role of the archivist/historian is to be cognizant of and attentive to what about the collection would be of particular interest to researchers and other visitors to the archive. I think of the connection between archives and history like this: One can not recommend a restaurant at which one has never eaten. Nor can an archivist publicize a collection she is not acclimated with. 

  

Forget Happy Hour, I'm Going to the National Archives After Work!

To the dismay of my fellow STIPDG Interns, I declined invitations to bar crawl after work this past Friday. I instead to chose to sip the sweet cocktail of Public History and Archives...shaken not stirred (corny I know). When the clock struck 5:30 I zoomed out of the DOT building headed towards Navy Yard Station to catch a Green line train to the National Archives and Records Administration. Outside the building I ran into B and J, two engineering interns who were making their way to Chinatown to "peep the scene". When I shared that I was heading to the National Archives to do research for a class assignment, B remarked "Oh that's right you're the excited librarian!" Right!

At orientation earlier in the week I unabashedly cheered each time an intern introduced themselves as a library science grad student during the "stand up and state your credentials" portion of our first session. The cheering caught on and the library science students now have a wiggle hand dance we do every time the word librarian is said. We might be a small group at 7 but we are PROUD!

Back to my field trip: After checking through security and signing in I requested a brief tour from Jeff, an Archives Technician in the Mircofilm and Research Room on the 1st floor. Jeff answered my questions about a typical work day in the archives, what materials were most popular among patrons, and the process of requesting archival materials. Jeff also cosigned Dr. Jones', professor of Public History and Archives at NCCU constant refrain that genealogists are keeping archives open.  While I was there three patrons asked Jeff about the best ways to search census, military and pension records, and immigration and naturalization records. I didn't request any materials of my own but did ask Jeff about African American church documents that might be held in the repository. Jeff related that there probably weren't too many records aside from land and municipality records given the U.S.'s separation of church and state. He did say that there are a good deal of documents chronicling the FBI's investigation and wire tapping of  Black Churches in the 50's, 60's and 70's. I will definitely check those out at my next visit. 

 Jeff pointed me towards other African American historical research areas where I might find religious references including two pamphlets, "Black Studies: A Select Catalog of National Archives Microfilm Publications" and "Black Family Research: Records of Post-Civil War Federal Agencies at the National Archives. I scooped up "Freedmen's Bureau Field Office Records" pamphlet too. My childhood love of the American Girl Addy Walker series books and dolls first introduced me to the history of the Freedman's Bureau (thanks Mom!). The next stop on the tour was a carrel-like wood file filled with color coated frequently researched group/topic handouts.Green is military, yellow-immigration, salmon-African American, white-census, pink-maritime and marine etc., cream-Latino, blue-register of U.S federal employees etc., purple-tribes (Native American), yellow-District of Columbia. I packed a rainbow of handouts into my book bag and met Jeff at the Registration area so that I could apply for my Researcher Identification Card (see picture on left). 

A Rainbow of Handouts
If you look closely you can see a research at the computer

Beefed Up Security

Post-It Notes Left Behind by Genealogists  

  After I was registered as an official research Jeff told me about the shuttle to Archives II in College Park, MD and encouraged me to return to the National archives during regular business hours when I would be able to speak with a certified archivist. I plan to return to the archives on one of the upcoming Fridays I have off so stay tuned for another installment of "Files Fridays".

Work Makes Life Sweet

Today was my first official work day as a National Transportation Library (NTL) Summer Transportation Internship Program for Diverse Groups Archival Collections/Cataloging intern in Washington, D.C. Here are a few quick highlights:

* The Federal Government is FULL of acronyms, full names are few and far between. I am currently working on a cheat sheet Post-It note for the various agency acronyms within the Department of Transporation.

* Transporation is fascinating! Each mode of traditional mobility including (air, rail, ground) has a plethora of corresponding agencies with work to ensure the United States has a fast, safe, efficient, accessible and convenient transportation system that meets our vital national interests and enhances the quality of life of the American people, today and into the future. My internship is facilitated through the Research and Innovative Technology Adminstration. The Research and Innovative Technology Administration (RITA) coordinates the U.S. Department of Transportation's (DOT) research programs and is charged with advancing the deployment of cross-cutting technologies to improve our Nation’s transportation system

*It is great living and working with a group of diverse college, graduate, and doctorate students who are as equally ambitious as I am! My fellow STIPDG interns come from various backgrounds and bring unique perspectives about the world to every conversation we engage in. Dare I say: I know I will make some life long friends this summer! My roommates are also amazing people.

*Super-duper high heeled shoes are not the best option in a professional setting that requires you walk between buildings to meetings all day. Blisters and dragging feet are definitely not hot in the business world. One needs to be able to move and move well.

As an Archival Collections intern I will be gaining various RELEVANT technical experience which I am extremely excited about and greatful for! My mentor shared today that we will also be trained on the Circulation Desk and Techincal services. Check out all the cool archival tasks below:

1.      Create an XML finding aid (EAD, encoded archival description) that integrates the “U.S. DOT Historian’s Archive Collection” Access database and the “Authorities” Word document (these can be found in Sharepoint Historian’s Files folder).

2.      Using the “Authorities” document to apply subject headings, continue item by item, folder by folder, database entry to the “U.S. DOT Historian’s Archive Collection” Access database.  The collection is in the filing cabinets in the microfiche room and also in the “Speeches” binders  and   Add terms (Library of Congress subject headings) to the “Authorities” list if needed.

3.      Continue writing a) a description of the entire collection and b) a description of the sub-collections by type, i.e. speeches, photographs, press releases, etc.

4.      Identify points of contact in DOT to ensure historical material continues to be sent to the library staff.

5.      Update the DOT Historian’s home page.  Provide suggestions for improvement. 

Social Media  

1.      As you look through the U.S. DOT Historian’s Archive Collection, (and browse the maps collection and the security shelves collection), evaluate and suggest items for potential write-up / photo in NTL social media.  This can be done daily or weekly.  The intern will consult NTL’s Social Media “Policy and Standards” and “Strategy and Procedures” documents (in Sharepoint Web 2.0 folder) for guidance.  Items can include facts, resources, photos etc. found in library materials.

Twitter and Delicious:  Email items and suggestions as they are found.

Wikipedia: Update NTL’s Wikipedia page to add more detail about our collection and make hidden collections known. 

Flickr and YouTube: As a group, interns will meet once per week to photograph gathered materials.  The group will meet every two weeks for the YouTube project.  Recording for the video will take place in the 5-6^th week of the internship.

Participate with the other library interns in group social media projects for the library.  Possible projects include (but are not limited to)

a.       Creating a YouTube video (pending DOT approval).

b.      Photos of library facilities or events.

2.      Contribute short intern updates and observations and post on NTL’s Facebook wall.  If you are not comfortable posting on NTL’s FB, or prefer to contribute anonymous updates.Create catalog records for a unique technical sub-collection; perform simple and complex copy cataloging; assist in the creation of original cataloging records; assign subject headings and call numbers; perform collection assessment and prioritization; participate in workflow assessment.  NTL cataloging includes both traditional and digital repository cataloging systems.

As a cataloging intern I will be working on the following:

1.      Cataloging digital collection. The intern will use OCLC Connexion and Workroom (NTL Digital Repository) to create original metadata catalog records with Library of Congress Subject Headings and Transportation Research Thesaurus (TRT) Terms. The intern will work with NTL’s digital submission email box to catalog original reports created by government funded projects.  The intern will consult NTL’s cataloging policies and procedures (in Sharepoint Cataloging à Policies & Procedures folder) for guidance.

The intern will perform original cataloging of digital mini-collections (shown as “collection views”).  Mini-collections include materials from:

-          DOT’s Intelligent Transportation Systems Joint Program Office (ITS JPO)

-          University Transportation Centers (UTC)

-          Federal Rail Administration Collection

-          Civil Aeronautic Medical Institute Collection (CAMI)

2.      Work with National Transportation Knowledge Network (NTKN) Metadata and Cataloging Initiative Team to develop standards for the transportation community. The NTKN Metadata and Cataloging Initiative is a support group to help the Transportation community in cataloging original documents. The intern will submit one article to the team for peer review.  Upon acceptance, the article will be published in the NTKN Cataloger’s Toolkit Wiki.

3.      TRT maintenance team participation. During the course of cataloging, he intern will identify terms for potential inclusion in the TRT.  Terms will be presented to the cataloging team along with basic subject analysis; where terms belong within the hierarchy of the Thesaurus or whether they are relevant to be included in the TRT.

4.      Update and organize state DOT websites cataloged in NTL.  Add state DOT annual reports to NTL. The intern will update metadata records in NTL’s Digital Repository for accuracy and currency of State DOT websites. The intern will also catalog and ingest State DOT’s annual reports to be archived for future reference.

5.      Processing and cataloging of archival materials in NTL’s “secure room.”  The intern will use AACR2 and MARC formats to create original catalog records in EOSi, NTL’s integrated library system.

Department of Transportation Building

In the 1994 work, Sisters of the Yam, Black Feminist scholar, bell hooks discusses how" most of us [black women] did not enter the workforce thinking of work in terms of finding a ‘calling’ or a vocation.  Instead we thought of work as a way to make money” (43).  hooks asserts the importance of black women “learn how to think about work and our job choices from the standpoint of ‘right livelihood’” (45).  Growing up she was surrounded by older black folks who felt “work makes life sweet” and did their work with pride,  joy and presence, whether it was ironing, teaching,  or gathering worms for fishing –despite being confronted by racism and sexism everyday. The philosophy of "right livelihood" is one that will undergird my work at NTL this summer. I am confident in my choice to enter the field of librarinship. I hope the practical experience I gain this summer will be the first step in my journey towards a vocation that "makes life sweet".