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This spreadsheet is provided as an informal tool to connect individuals who are seeking ideas and/or collaboration on session proposals for ARCHIVES*RECORDS 2019. It is not monitored by CoSA, SAA, or the 2019 Program Committee and is not part of the official submission process. Read the full Call for Program Proposals: https://www2.archivists.org/am2019/program/call-for-program-proposals.
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Are you proposing a POP-UP or WORKING GROUP session? Please note that Rows 4-53 were added to this spreadsheet for the initial Call for Proposals, which closed in November 2018. Some of these proposed sessions may have already been selected by the Program Committee for inclusion in the program.
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Name: Session ProposerContact InformationTopic PresentationldeaName(s) of interested partiesContact Information
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Lydia Seearchetypographia@gmail.com /
828-254-6892		Artists Engaging in Libraries, Archives, and Special CollectionsI am a cross-disciplinary artist, practitioner, curator, and educator who has used Libraries, Archives, and Special Collections for research, engaged as an artist in residence, and worked in community engagement capacities. I'm interested in connecting with those who have hosted artists, created makerspaces or community engagement spaces, assisted in processing artist's collections, mediated preservation of ephemeral artworks, or are called to collaborate with artists as translators to increase engagement, accessibility, and inclusion of alternative narratives and connections within existing collections. I am currently pursuing an MFA and my thesis is focused on these concepts and how hospitality and inclusivity (or exclusivity) plays a role in how collections are used and accessed, as well as myriad other connective threads between the arts and archives worlds. As this would be my first foray into approaching the professional archives world with this research (other than working closely with Archivist + Librarian friends and colleagues on targeted projects), I am particularly interested in how those who are not already fluent in the Library Science jargon can connect, engage, and develop deeper connections without too steep of a learning curve. And to be perfectly honest, I am incredibly intimidated by this whole process, so anyone who is interested on collaborating, knowing that I will gratefuly accept any input and guidance, would be deeply appreciated.Claudia M. Friedel- Howard Gotlieb Archival Research Center Boston University, Contemporary Art; Culture; Data
claudia.m.friedel@gmail.com, claudiamfriedel.com
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Kate Hujdahujda001@umn.edu / 612-624-1402Interested in exploring the relationship between personal ethics and our professional ethics as archivists/records managers. Where do personal and professional ethics intersect and when are they in opposition? Possible speaker topics could address: Have you had to do something that was professionally ethically but did not align with your personal ethics? How do you navigate the difference between personal and professional ethics when working as a lone arranger, state archivist, or the sole records manager for an institution? What about personal/professional ethics in regarding to hiring, paying, and retaining employees?How do we balance professional obligations to document and preserve with concepts of right to privacy, or right to be forgotten? Interested in connecting with state government archivists, corporate archivists, and lone arrangers in particular. If your topic is sensitive we can chat via email or phone.Jennifer Shaw-Spence; Bethany Fair, Vermont State Archives; Elizabeth Lisa Cruces, University of Houston; Andrew Majcher, Brown University;
Amanda Demeter, King County Archives
Susan Anderson Laquer; Philadelphia Museum of Art, Library and Archives; David Obermayer, Fort Hays State University 		jshawspence@dunwoody.edu; bethany.fair@vermont.gov ; ecruces@uh.edu or (713) 743-9903; andrew_majcher@brown.edu or 401-863-1876;
amanda.demeter@gmail.com
skanderson@philamuseum.org or (215) 684-7659; deobermayer@fhsu.edu or (785) 628-5282
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Kayla Harriskharris2@udayton.eduExploitative Labor Practices - What I Can DoInterested in a discussion of what those in power (i.e. employed but not necessarily administration level) can do about some of the issues of undervaluing labor and time. For example, asking for master's degrees but not compensating on the same level as others within that institution, using term-positions for core needs, justifying low-paying entry level jobs as "great stepping stones" even when they are going to professionals with years of experience and how all of these common practices place certain groups at a higher disadvantage than others. Thinking along the lines of the SAA documents on best practices for volunteers, and the best practices for internships as a component of graduate archival education. Would like to have a discussion (different formats? working session outlining main points?) approached from those in different levels of power since I think there is not always a clear path of how to change these traditional practices within our own institutions without jeopordizing our position.Stephanie Bayless, National Archives at San Francisco; Jennifer Mitchell, LSU; Jennifer Grant, Archives and Special Collections, York University Libraries (Toronto); Liz Beckman, Special Collections Research Center, George Mason University; Lydia Tang (Michigan State University)sbayless@nara.gov; jmitc84@lsu.edu; grantj@yorku.ca; ebeckman@gmu.edu; ltang5@msu.edu
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Diana Marshmarshd@si.eduAssessing and piloting methods for engaging underrepresented communities in the archivesThe below session was organized with a subset of interested folks--I'm pulling together a new panel based on lots of interest in this topic!marshd@si.edu
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Kristen Weischedelkristen.weischedel@utrgv.eduWays to highlight underrepresented communities in archives/museums/libraries0Beth Twiss Houting, Historical Society of Pennsylvania - working with audience groups to learn what interests them in the archives and have them help us plan programs for people like them. (one project was with archival material around LGBT history, another Puerto Rican) Interested in sharing what we have learned works and does not work as well as gain ideas from others. Are we really being inclusinve? Do we diversify our audiences with this work?                                                                                                                                                                                                                                  Megan Benfild, University of Wisconsin-Milwaukee: Application of queer and feminist theories to combat the erasure of women and sexual minorities from the historical record by challenging normative appraisal methodologies and information literacy education.                                                                                                                                                      Jessica Ballard University of Illinois: Assessing the underrepresented groups within the archives collections at the U of I. Working with underrepresented gropus, mostly African Americans who have a long and unrecognized history on the campus. Have used different methods to connect with groups including GIS. Diana Marsh, National Anthropological Archives, conducting interviews and focus group discussions with our users to understand how we increase the use, access, and discoverability of our collections, especially with Native and Indigenous communities. Molly Seegers, Brooklyn Museum- i just did a free public program called "Archives as Raw History" that had archival material available to visitors to peruse from a contenscious period in the museum's history in the late 1960s. Program was wildly successful, can share approach and lessons learned


Stefanie Baltzell, Serials Librarian at The Hart Research library of History Colorado (the Colorado Historical Society).
History Colorado is committed to building a collection that reflects the history of diverse people who have always called this Colorado home. We are currently focused on enhancing our Hispanic history holdings and are engaged in a multifaceted process that will ultimately lead to a significantly more robust Hispanic presence within the collection and holding which include photographs, artwork, archives, newspapers, and textiles. After an intense survey is completed in 2019, staff will generate a research aide for students and scholars studying Colorado’s Hispanic history. This process will also help staff with outreach activities and community partnerships and will be used to inform collection activities as well as future exhibits. Additionally, the surveys will prompt steps to increase the discoverability of current collections.
Melissa Gohlke and Katie Rojas, University of Texas at San Antonio Special Collections.

The TRANSAMERICA/N exhibit at the McNay Art Museum in San Antonio will feature the work of over 40 prominent artists who explore the richness of gender fluidity. UTSA Special Collections is collaborating with the museum to exhibit archival material from UTSA’s LGBTQ collections at the museum; the exhibit will open June 20-Spetember 15, 2019. The juxtaposition of art and lived experience, as is evident in the archival items, will provide contrast and context for exhibit patrons. Exploring transgender identities from the archives will highlight the work of transgender activists, gender bending plays and ballets that question social norms and agents of authority, photographs, and publications featuring drag divas and conservative cross dressers. A digital component of the exhibit reintroduces the viewer to the Texas bathroom battle. Through our selection we investigate themes of action, sanctuary, history, language, and community. We also address competing notions of what transgender means to different individuals and groups.

The McNay Art Museum is a prominent and active arts institution in San Antonio that received nearly 96,000 visitors in 2016. UTSA Special Collections’ exhibition space is limited to two small freestanding exhibit cases on the fourth floor of the John Peace Library building on main campus, and a small exhibit case at the library’s location on the downtown campus. Visibility of exhibited material in these cases is generally limited to students, faculty, and staff who happen to pass by. Passersby represent only a tiny fraction of UTSA’s student population of about 30,000, so UTSA Special Collections is excited to partner with the McNay Art Museum to exhibit archival materials relating to San Antonio’s transgender community in a space which will allow for greatly heightened visibility.
 btwisshouting@hsp.org or 215-982-2442                                                                           benfiel5@uwm.edu ballard9@illinois.edu marshd@si.edu molly.seegers@brooklynmuseum.org
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Colleen Hoelscherchoelsch@trinity.eduStandardized Statistical Measures and Metrics for Public Services: How has the standard transformed your institution's assessment practices?Approved by SAA and RBMS in January 2018, the Standardized Statistical Measures and Metrics for Public Services in Archival Repositories and Special Collections Libraries aim to establish standard practices for assessing public services, with an eventual goal of allowing for data collection and/or comparison across diverse institutions. How have these standards transformed assessment practices at archival repositories in the time since their adoption? This panel could include case studies about adoption of the new standards, attempts to undertake the cross-institutional comparisons that the standards aimed to make possible, or other related projects.
Bethany Scott, Digital Projects Coordinator, University of Houston Libraries; Virginia Seymour,
Research and Reference Associate, Harry Ransom Center; Heather Oswald, Manager of Public
Services, Baker Library Special Collections, Harvard Business School (We are undertaking a library-
wide assessment project while simultaneously trying to standardize data collection across Harvard
Library using the Standardized Statistical Measures and Metrics as a guide.); Donna McCrea, Head of Archives and Special Collections, University of Montana.
bscott3@uh.edu, v.seymour@austin.utexas.edu; hoswald@hbs.edu
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Kelsey O'Connellkelsey.oconnell@northwestern.eduBorn-digital processing workflowsInterested in developing a session with representatives from various institutional settings and sizes (museum, private, academic, etc.). I'm hoping we can share a variety of workflows and examples for acquiring, describing, arranging, and making available born-digital materials in collections and that the talks will provide take-aways for audience/participants with reliable tools, recommendations, and advice on how to incorporate born-digital processing methods.Brenna Edwards, Project Digital Archivist, Emory University
Kristen Weischedel, Digital Archivist at UTRGV. We just started Digital Preservation at UTRGV- we will be a few months in by the time of this conference. If this level in the process would match your panel ideas I'm happy to oblige.
Rachel Gattermeyer, Digital Archivist, University of Wyoming's American Heritage Center. I am modifying our born digital workflows to be more in line with MPLP. I'd be happy to talk about matching resources with realities and expectations when creating born digital workflows, policies, and practices.
Devon Proudfoot, Digital Archivist, University of Texas at Arlington
Stefana Breitwieser, Digital Processing Archivist, Canadian Centre for Architecture;
Aditi Worcester, Processing Archivist, California State University San Marcos (CSUSM);
Meredith Rector, Federal Reserve Bank of Atlanta - most of the Federal Reserve district bank records are nonpublic, so our processes are similar to many private archives.
Ricc Ferrante, Director of Digital Services, Smithsonian Institution Archives - I established our born digital program 15 years ago with a tiny budget and it's grown remarkably since then. We are acquiring, processing, preserving and providing access to terabytes a year. Most of our collections are permanent, unrestricted holdings.		brenna.edwards@emory.edu / @ForeverBren_x
kristen.weischedel@utrgv.edu
rgatterm@uwyo.edu
devon.proudfoot@uta.edu
sbreitwieser@cca.qc.ca
aworcester@csusm.edu
meredith.rector@atl.frb.org
ferranter@si.edu		Kristen Weischedel, Digital Archivist at UTRGV. We just started Digital Preservation at UTRGV- we will be a few months in by the time of this conference. If this level in the process would match your panel ideas I'm happy to oblige.kristen.weischedel@utrgv.eduRachel Gattermeyer, Digital Archivist, University of Wyoming's American Heritage Center. I am modifying our born digital workflows to be more in line with MPLP. I'd be happy to talk about matching resources with realities and expectations when creating born digital workflows, policies, and practices.rgatterm@uwyo.eduAnna Trammell, University Archivist, Pacific Lutheran Universitytrammell@plu.eduDevon Proudfoot, devon.proudfoot@uta.edu
The Digital Archivist position is a fairly new position at UTA, and I have had the oppertunity to determine acquisition and processing workflows for born-digital content. This has included not only identifying tools and systems for our processes, but also realizing how to best work within the existing workflows of the rest of our staff.
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Elizabeth Stauberelizabeth.stauber@austin.utexas.eduArchivists out of the boxI am interested in gathering stories (inside and outside of the workplace) from archivists and other information professionals of creative ways they have used their skills gained in library school. Do you use your information professional skills as a volunteer or activist? Do you regularly work with people outside of the typical archival work unit? Do you work in a business archive – corporate, non-profit, philanthropy, etc. – that has impact beyond the traditional role of maintaining a business’ historical records? Have you spearheaded an initiative that had a wide-reaching impact on the way your organization develops programs/services/products or does business? Do you bring your archivist’s eye while serving on an institution-wide committee? Perhaps even your title is not archivist but you call upon those skills every day in your duties. What are ways you have used your training as an archivist to bring order to organizations and projects outside the traditional stacks? Some examples: archivists building controlled vocabularies for purposes of institutional research/evaluation, archivists serving on IT committees and optimizing cloud service providing contracts alongside RM priorities, etc. If enough people have stories this would make a good lightning talk.aworcester@csusm.educatherine.bell@tpwd.texas.gov, patricia@glbthistory.org/patriciadelara12@gmail.comjennifer.sirotkin@cfacorp.com; martha.lawrence@cfacorp.com  Elizabeth, Kay, Karolina, and Catherine, We represent Chick-fil-A's corporate Archives and have several current initiatives that could speak to this topic.  We are working with interior designers, restaurant design, and many more departments to think about using the records to tell the story in a different way.   Clara Nguyen, Project Archivist for the Maurice Sendak Foundation at UConn. I am working on several initiatives involving several themes and with multiple entitites and departments, such as, Fine Arts, English, Human Rights, and the greenhouses at UConn. clara.nguyen@uconn.edu
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Marcella Huggardmhuggard@ku.eduStudent labor in the archivesInterested in proposing a session on undergraduate and graduate students working in special collections and archives—students who may not go onto have careers in the cultural heritage field but who saw your job ad and thought it sounded like an interesting job. How do you manage their work, whether working in processing, reference, or other capacities? How do you approach these part-time employees with a necessarily high turnover rate: as students who are gaining professional experience, or otherwise? How is hiring and managing student employees different (and potentially more challenging) than hiring and supervising other employees? Think this topic could speak to many of the “Transformative” themes, depending on other speakers’ interests and perspectives. Format: potentially panel, traditional, lightning, or other format if others are so inclined. May be primarily academic but if others have examples of bringing in student workers would be interested in hearing about that as well!April Anderson-Zorn, Illinois State University
Robert Lay, University of Georgia ; Ann Merryman, University of South Carolina Upstate ; Beaudry Allen, Villanova University
aander2@ilstu.edu; amerryman@uscupstate.edu; beaudry.allen@villanova.edu;
Meaghan O'Riordan, Accessioning and Collections Manager, Emory University; I manage five students - 2 undergraduate federal work study positions, 1 undergraduate non-work study position, and 2 graduate positions. 4 of my reports serve the whole collection services unit (manuscript processing, rare book cataloging, and digital archives functions) with the 5th doing work only for me. I also manage one part-time staff position, so I have a lot of thoughts both on the student management topic and the comparison with staff management. meaghan.oriordan@emory.eduLaura Romans, Manuscripts Archivist, University of Tennessee - Our Special Collections department regularly employs 12-15 students, 4-5 of which I oversee. These students do a variety of tasks including processing collections and rare books, providing reference services, working on digital projects, and much more. Very interested in examining the importance and value of their labor as well as the labor we as managers undertake to oversee them.lblair9@utk.eduSarah Nguyen, snguye@uw.edu, MLIS candidate at University of Washington. Could this session benefit by including an actual student and part-time worker? I'm part-time at a grant-funded dance archive and the program my host institutions have set up has been successful and supportive.Lauren Goodley lgoodley@txstate.edu
Archivist, the Wittliff Collections, Texas State University
I work with one undergrad work/study student doing audio digitization (with yearly/semester turnover) and I recently was able to hire a grad student intern for a summer project. I like the idea of including this grad student in the panel, if that's of interest. My thoughts are related to the invisible labor and how to make this visible to stakeholders. Also, how to empower undergrads to have ownership of their project and add their skills to the 'data entry' type projects.		Tyson Koenig, Southeast Missouri State University, tmkoenig@semo.edu. I'm broadly interested in many facets of the topic of student labor in archives and its management. I supervise 5-8 undergraduate student workers at any time. My institution has an accredited undergraduate program in historic preservation, one of only handful in the country, meaning that most of my student workers are interested in going into the history/heritage field (if not necessarily into libraries/archives). We've also had great sucess hiring students outside the field, though. We also have a graduate assistant and a half-time clerical staff person in addition to 2 archivists, and we all sort of supervise the undergrads jointly, which could also bear out interesting discussion.Scott Burgess, University of Colorado Denver
scott.r.burgess@ucdenver.edu
We recently acquired an archive which we've been managing with mostly student labor. The donor desired that students be given maximum possible access to this collection (which I might try to address in a different session). We are part of the Music department, and so don't have access to MLS grad students or the like. I'd like to discuss the opportunities this presents and how that might scale up as this collection grows. FWIW, I just started grad studies in History myself, so I suppose I'm on all sides of this at once!		Alicia Patterson, Portland General Electric. apatterson06@msn.com/alicia.patterson@pgn.com. I manage a HS Intern (for his second year now- Freshman and now Sophomore) once a week and another Monday a month during the school year. He also worked for a month during the summer this year. I also manage questions as the Subject Matter Expert and Project Manager from 2 full-time preppers and 1 full-time scanner in a 2 year scanning project here at PGE. I have many thoughts on how to manage a high school student in their first job, learning new archiving skills with zero knowlege beforehand, alongside managing contract workers in prepping, document handling, scanning procedures, document types, and retention. These are all directly related to archiving within a corporate atmosphere, while maintaining archival and library standards of our documents in all formats.Audrey Swartz, Kansas State University, aeswartz@ksu.edu, I manage our reading room and processing students anywhere from 8-10 students at a time. Our students are from across majors and graduate/undergraduate status. I am interested in not only examining the work we have them do normally but also post fire how their work has changed and how much we as a department relied on student labor to help us through the immediate aftermath.Robert Lay, University of Georgia, robert.lay@uga.edu: most of our arrangement and description work is performed by student assistants under my supervision. Because we might have three or more processing projects ongoing at once, part of my job is to design workflows and to keep tabs on the progress each student is making, whether they have the resources they need, if they have questions/concerns, etc. In previous positions, I've led teams of up to six student assistants from various backgrounds. Several of my past student assistants decided to pursue careers in libraries and archives because their experience, others found ways to translating those skills into their own interests.Ann Merryman, University of South Carolina Upstate, amerryman@uscupstate.edu: I'm working on an NEH Landmarks of American History and Culture grant that will require the use of student workers in the archives to do various tasks preparing primary source materials for use by participants in the grant program (scanning, metadata, oral history transcription, etc). They will primarily be college undergraduates, although some may be from the Scholars Academy program here at Upstate (gifted high school students earning dual hs diplomas with 2-year degrees from Upstate). Up to this point, I have not had student workers in the archives, only a couple part-time paraprofessionals. I'm currently developing and working through ideas on how to manage workloads, training the students on archival best practices, and ensuring quality output. This grant proposal will not only transform the archives through the addition of a significant collection of textile industry primary source material, but should provide real-world, high-impact experience for the students to take with them in whatever career field they end up pursuing. It will also help transform and elevate the perception of our archive on campus as well as within our local and regional community.
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Sue Luftscheinluftsche@usc.eduArchival description and linked open dataI'm interested in putting together a panel on the interactions between archival descriptive practices and linked open data projects. What kind of impact does archival description have on the success and/or failure of linked open data projects? How can/does/will standardized archival description affect linked open data? How can archivists ensure the success of linked open data projects when faced with minimal description? Will, or does, linked open data transform our descriptive practices?Marianne Swierenga, Western Michigan University Librariesmarianne.swierenga@wmich.edu
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Meg Tuomalamegt@gatesarchive.comProviding exceptional serviceInterested in a session on providing exceptional service. How do you do it and what does it take? This could build upon the 2018 session 709 (Beyond the Reference Interview: Assessing the Reading Room Experience), but want to expand beyond the reading room. Looking for folks who provide service to all types of users in all types of contexts and settings-- private/corporate, virtual, non-traditional user groups, users of different abilities, ages, backgrounds, etc. And not just regarding access to your collections but all the different types of services archives and archivists can and do provide. How providing this level of service can be transformative all-around (for the user, the archive, the archivist, the profession, etc.)Steven D. Booth, Barack Obama Presidential Library; Krista Sorenson, State Library of North Carolina; Adria Seccareccia, Canadian Centre for Architecture (Montreal); Malia Van Heukelem, University of Hawaii at Manoa; Kate Barbera, Carnegie Mellon University; Marta Crilly, Boston City Archives | UPDATE-- after 10/19/2018 please email Meg (megt@gatesarchive.com) to chat about the proposal. We'd be happy for you to join our 10/29 kickoff call.steven.booth@nara.gov
krista.sorenson@ncdcr.gov
aseccareccia@cca.qc.ca
maliavh@hawaii.edu
kbarbera@andrew.cmu.edu; marta.crilly@boston.gov
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Sharad Shahshahs@si.eduProcessing complex and large-scale collectionsA recurring theme is the challenge of processing large-scale, complex collections. For example, you may be a lone arranger working part-time to process a collection with 200+ linear feet, or you may be a group of archivists working together to process a collection of several thousand feet. You may also be working on a collection consolidated from various donors and groups. This panel will work to address the challenges of workload, staffing, and complexity. Amy Moorman, Archivist, Wartburg Archives and Archives of Iowa Broadcasting (Wartburg College, Waverly, Iowa): amy.moorman@wartburg.edu Hope Bibens, University & Political Papers Archivist, Drake University ; Amanda Oliver, Archivist, Western University Archives, aolive32@uwo.ca; Jane Zhang, Department of Library and Information Science, Catholic University of America, zhangj@cua.edu; Ann Abney, Archivist, National Archives at College Park, ann.abney@nara.gov; Jordan Jancosek, Survey Librarian for Special Collections and Acting Comic Book Curator, Brown University (I am am hopefully heading a presentation on this exact topic at NEA); Anna Rimel, Archivist & Collections Manager for the Joseph Cornell Study Center, Smithsonian American Art Museum; Tanya Yule, Project Archivist, Hoover Institution tyule@stanford.edu; hope.bibens@drake.edu; jordan_jancosek@brown.edu; rimela@si.edu ; tyule@stanford.edu
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Matt Francism-francis.1@onu.eduTransforming and creating archival public spaces to better serve users and to create more inclusive environments.Wondering if there is interest in a session that would discuss transforming or creating archival spaces in order to better serve users and creating more inclusive environments. Potential areas of interest could include public space renovations, transforming public space programming, introducing new technologies, creating more accessible spaces, and anything else that can be thought of. Open to different session format ideas, but would like to avoid the traditional papers format. I am happy to participate as either the chair/moderator, as a presenter, or even not at all, depending on what shape this might take.Hope Bibens
Ann Merryman, Coordinator of Archives and Special Collections - USC Upstate, Spartanburg SC
Alexis Braun Marks, University Archivist at Eastern Michigan University, Ypsilanti, MI
Kate Wilson, College Archivist, St. Mary's College of California, Sarah Ponichtera, Seton Hall University
hope.bibens@drake.edu; amerryman@uscupstate.edu; abraunma@emich.edu; kfw3@stmarys-ca.edu; sarah.ponichtera@shu.edu; lcoyner@elon.edu
Ann Merryman, University of South Carolina Upstate, Spartanburg SC: I'm in the midst of planning for renovations to our University Archives (the entire library is being renovated). This is the second time I've designed new spaces for our archives, but the first that will be undertaken by outside architects. I've provided information on design best practices, security measures, and environmental controls, but I'm also working to include elements of display as well as technology that would help visitors more easily interact with materials. Alexis: I have been at EMU since 2011 and in that time we have used our interior spaces in multiple configurations to achieve a superior research and instruction environment. Our would be a case study in how to transform a space with sweat equity to increase acessibility and usability. Sarah: I'd like to talk about online accessibility and its challenges especially when presenting archival documents that may be handwritten, etc.
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Meaghan O'Riordanmeaghan.oriordan@emory.eduTransforming acquisitions workflowsFocusing on the transformative theme, as well as the invisible labor track, I am interested in panelists coming together to share how their acquisitions workflows have transformed over time to improve retention of information, improve donor relations, and make collections accessible more quickly. Emory's workflows at the time I took on these duties were not working, and we have spent two years refining them and have statistics to show areas of improvement. There is no single, correct way to do the precustodial work of archives, and our acquisitions workflows involved improving communication within our team and other groups across campus, as well as finding what works well for everyone, especially the donor. Open to a variety of session format ideas and staff from various institutions working with acquisitions prior to accessioning or processing who have changed steps of their workflows for better (or maybe for worse!) or implemented entirely new workflows.Rachel Van Unen, MIT; Brittan Nannenga, Northwestern University Libraries; Jessica Barr, University of St. Michael's College; Korben McBride; Sarah Bost, UA Little Rock Center for Arkansas History and Culture; Alexandra Mills, Concordia University Library; Rachel Greer and Todd Gilbert, Appraisals and Accessions Unit, New York City Municipal Archivesrvanunen@mit.edu; brittan.nannenga@northwestern.edu; jj.barr@utoronto.ca; kmcbride@ldschurch.org; sarah.bost@gmail.com; alexandra.s.mills@gmail.com; rgreer@records.nyc.gov; tgilbert@records.nyc.gov
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Ray Barkerray.barker@dc.govProgramming in Special Collections:Identifying Goals, Transforming Status QuoI am seeking individuals to not simply share examples of approaches to programming, but to analyze what their individual goals are regarding programming: What are the goals--To provide awareness of available services? Provide awareness of individual collections? Highlight unknown aspects or individuals of a particular collection? Increase access and use of under-used collections? Were these goals met? The framework of the panel is drawn from my own experiences with programming, where I feel sometimes the programs themselves "overhwelm" the collections that inspired them. We'd want to refute, support, or comment on that notion at some point in your presentation. James Roussain, University of Toronto, Toronto, Canadaray.barker@dc.gov
james.roussain@utoronto.ca
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Dani Stucheldstuchel@pima.eduArchives of the AnthropoceneThe archives cannot escape the messy system of planetary events we call the “Anthropocene.” Like any institution, the archives contributes to and suffers from the climatic and environmental changes which have resulted from fossil fuel culture, deep earth extraction, plastics proliferation, and chemical agriculture. The proposed panel will address both theoretical and practical approaches to archives of the Anthropocene, and seek to understand the relationship between the archives and this geologic-social era. Panelists might pose or respond to questions such as: What are the ecological impacts of archival processing or preservation? How can archivists understand the global supply chain network, and its environmental impacts, which make modern archival practice possible? What is the archivist’s relationship to non-human entities (plants, animals) which contribute to archival knowledge and practice? How does the Anthropocene prompt us to re-think what we know about archives?David Staniunas, Presbyterian Historical Society, Philadelphia PAjoanna.black@sierraclub.org; dstaniunas@history.pcusa.orgStaniunas here: My devout hope is that we get advice from archivists of the global south; I may have a contact at the Seminario Evangelico Teologica in Matanzas, Cuba, who we can Skype in? Basically, archives outside the US do not obsess over 65 degrees F and 50% RH; they do what they can. We're going to have to adapt more of these flexible strategies in the course of the 21st c
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Leah Loscutofflloscuto@stevens.eduDocumenting Disappearing Labor in the ArchivesSince 1872, North Jersey was named the "Embroidery Capital of the World." The embroidery industry dominated north New Jersey for over a hundred years, and was almost entirely run by immigrants and first generation American families. The industry started to fade away from the region when the work largely moved overseas in the late 1990s-2000s. The story of the embroidery industry is not just an important documentation of industry and growth in America, but also touches on labor history and the immigrant communities who helped shaped the region. In learning the importance of the embroidery industry in this area, and then learning that no institution was actively collecting in this area, we took it upon ourselves to preserve what we could. The Embroidery archive has since received a huge emotional response within the community here. Locals growing up in the area either remember the sounds of the embroidery shops nearby, worked in one, or had family members that did. This presentation would be focused on collections which document a unique labor force that has almost entirely disappeared and has not been actively documented. This topic is another take on the "invisible labor" theme of the conference.

Conor Casey, Labor Archivist Labor Archives of Washington, University of Washington Libraries Special Collections (SAA Labor Archives Section Co-Chair); cmcasey@uw.edu,
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Samantha Crosssamantha.cross@crtkl.comPop culture and the ArchivesHow archives, archivists, and RIM specialists are depicted on television, movies, literature, comic books, cartoons, etc. has an impact on how our profession is perceived and how those outside the profession act towards us. The misconception of what an archive is and what archivists do persists as we regularly have to reestablish ourselves and showcase what separates us from libraries and museums despite the numerous ways we overlap. Are there any pieces of pop culture that represent us fully? How can archivists utilize pop culture as a teaching tool? Are there efforts we can make within SAA to transform how our profession is represented outside of academia? Should we laugh it off or do we want to continue fielding questions about Indiana Jones for the rest of our natural lives?Amy San Antonio, University of North Texas; Cate Peebles, Yale Center for British Art ; Priscila Hernandez, University of Texas at Austinamy.sanantonio@unt.edu, catherine.peebles@yale.edu, priscila.m.hernandez@utexas.edu
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Ryan Leimkuehlerrleimkue@ksu.eduArchivists as Educators "working title: We can be teachers too?"This session will explore the different methods and tactics special collections can use to engage their community and students. Too often information professional interactions in the classroom are more “show and tell” and less focused on educational discovery. The panel will offer practical advice as well as discuss education partnerships and methods in the archives. This panel will be geared towards non-educators, new professionals, and seasoned professionals who need to update their educactional/outreach approach. Eli Brown, North Carolina State University - In the teaching that I do I encourage students to challenge to archival record and engage deeply in crtical thinking and context rather than artifactual value.

Libby Coyner, Elon University, Elon, NC. Embedding institutional archives in Critical Whiteness curriculum in partnership with the Philosophy Department.

Michael Dello Iacono, Suffolk University, Boston, MA. We have recently partnered with several academic departments (History, English, Sociology, Government) to design a student-centered curriculum that develops students’ information literacy and historical thinking through the use of primary-source based instruction.
roliveir@conncoll.edu; gschechter@auctr.edu; dainan@byu.edu; sarah.bost@gmail.com; duckwors@ohsu.edu; pamelanye@westminster.net; mdelloiacono@suffolk.edu
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Lydia Tangltang5@msu.eduAsserting the Archivist: JOBSHow do you advocate for yourself, your staff, and your unit? Ever had to renegotiate a salary? Justify a change from staff to faculty rank? This session seeks to showcase tips and lessons learned.
Catherine Bell (Texas Parks and Wildlife Department), Aditi Worcester (California State University San Marcos, CSUSM), Meredith Rector (Federal Reserve Bank of Atlanta) Jessica Ritchie (Old Dominion University Libraries), Kelsey Duinkerken (Thomas Jefferson University)
catherine.bell@tpwd.texas.gov; aworcester@csusm.edu; meredith.rector@atl.frb.org, jhritchi@odu.edu; kelsey.duinkerken@jefferson.edu
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Scott Burgessscott.r.burgess@ucdenver.eduMaximizing Student Access to ArchivesWe recently were gifted a sizable archive of materials relating to the entertainment industry (my department). The donor expressed a desire that students have as much access to these materials as possible. Doing so runs counter to the usual Archive model of keeping everything behind a counter, so this session would explore how this sort of operation could best be carried out. Security, organization, staffing, and handling of materials are all concerns. Are there any other archives that operate in this way, or something like it?
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Emily Higgserhiggs@ncsu.eduProviding Access to Born-Digital CollectionsInterested in panel/discussion of how institutions are providing access to born-digital archival collections on the front end - how are researchers finding or requesting files? How do they browse the collections? What tools are institutions using to present this information, or to improve discovery (using NLP, for instance)?Hannah Wang, Laura Poplett - Wisconsin Historical Society
Stefana Breitwieser - Canadian Centre for Architecture (We've recently built a digital archives access interface that will hopefully be integrated with our Archivematica storage in 2019. https://github.com/CCA-Public/dip-access-interface)
Joe Carrano - Massachusetts Institute of Technology 		hannah.wang@wisconsinhistory.org, laura.poplett@wisconsinhistory.org
sbreitwieser@cca.qc.ca
carrano@mit.edu
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Amy Mondtamy.k.mondt@ttu.eduArchivesSpace tools/customizationsA forum for ArchivesSpace users to talk about unique tools they have developed for their ArchivesSpace database that might be useful for other institutions. Each presenter will briefly showcase their specific tool/customization: why they created it, how it works, and their success or continuing development of the tool. Examples of tools that might be suggested would be customizations of the staff or public interface, development of reports, enhancement of public search features and navigation tools, adding plugins to view new file types not currently available, integration of ArchivesSpace with other programs to enhance access, etc. This session will show people how customizable ArchivesSpace is and a great way for institutions to share their innovative tools/code with other members.Karla Irwin, University of Nevada, Las Vegas
Dallas Pillen, Bentley Historical Library, University of Michigan
Katrina Windon, University of Arkansas		karla.irwin@unlv.edu
djpillen@umich.edu
windon@uark.edu
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Amy Mondtamy.k.mondt@ttu.eduInnovative OutreachWe would like to explore different ways that archives present their records to patrons/researchers that go beyond archival description and the traditional finding aid. We are currently exploring using GIS data from our archive so that researchers can visualize records using map locations and perhaps use those visualizations to spark new areas of scholarship on the Vietnam War. Other potential projects would be innovative use of archive records in K-12 programs, online and physical exhibits, and innovative use of social mediaNorie Guthrie, Rice University
Sara Pezzoni, UT-Arlington
Sally Blanchard-O'Brien, Vermont State Archives
Marta Crilly, Boston City Archives
Brittany Newberry, Atlanta University Center Robert W. Woodruff Library
Gayle Schechter, AUC Robert W. Woodruff Library (GLAM Center for Collaborative Teaching & Learning)
Pamela Nye, Archivist at The Westminster Schools, a K-12 school in Atlanta, Ga.
Marc Levitt, National Naval Aviation Museum		slg4@rice.edu
sara.pezzoni@uta.edu; sally.blanchard-obrien@vermont.gov, marta.crilly@boston.gov
bnewberry@auctr.edu; gschechter@auctr.edu; pamelanye@westminster.net; vaxtang2010@yahoo.com (Marc Levitt)
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Sarah Quigleysarah.quigley@emory.eduIncreasing the visibility of technical services workI'm interested in a panel about how those of us who work "behind the scenes" in technical services increase the visibility of our work both within and outside of our institutions. How do you communicate the value of the work you do to resource allocators? How do you talk to donors and/or the public about arrangement, description, appraisal, etc.? Have you altered your practice to be more transparent about the work you're doing and if so, how?Elizabeth Lisa Cruces ; Lara Michels, Head of Archival Processing, The Bancroft Library, UC Berkeley; Nicole Davis, Supervisory Archivist @ Museum of Flight; Benn Joseph, Head of Collections Services, Northwestern University Librariesecruces@uh.edu; (713) 743-9903 ; lmichels@berkeley.edu ; ndavis@museumofflight.org; benn.joseph@northwestern.edu
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Allison Schein Holmesaschein@wfmt.comAudio Archives and Not Following the Traditional Access Model * *(poor title that could be better with your help!)How are you presenting your audio or media archives or re-imagining online access? Building on the launch of the Studs Terkel Radio Archive that provides interactive transcripts, a browser based remixer and a robust searcBuilding on the launch of the Studs Terkel Radio Archive that provides interactive transcripts, a browseh alongside a few upcoming tools, I would like to put together a panel that showcases audio or media archives that are using a non traditional access model. Have additional ideas to knock this session out of the park? Hit me up! Selena Chau, Los Angeles Philharmonic; Virginia Millington (StoryCorps)schau@laphil.org; vmillington@storycorps.orgFollowing the launch of WDCH Dreams (mass archives data affected by algorithms to produce a media projection), we are interested in maximizing the project for artistic and educational programs and public research. We publish content on Google Arts and Culture and are brainstorming additional ways to publish digital collections. The length of audio we can present is limited by musicians unions and artist agreements, but we want to provide an exploratory interface.
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Camila Tesslercamila.tessler@yale.eduThis is not show and tell: teaching research skills in instruction sessionsSo much of the time when we are asked to do a one-off session introducing students to the archive, we end up dragging out the impressive materials and doing a show-and-tell session, asking students to provide their opinion. This doesn't demonstrate the challenges of doing research in an archives or special collections setting, where a box might - or might not - have the answers a researcher is looking for. This session aims to identify projects and instruction that teaches students how to do research, as opposed to simply understanding what the archives are. Anna Trammell, Pacific Lutheran University; Fatemeh Rezaei, University of Baltimore; Julia Corrin, Carnegie Mellon University; Amanda Hawk, Louisiana State University; Rose Oliveira, Connecticut College; Michael Dello Iacono, Suffolk University; This seems a lot like Ryan Leimkuehler's proposal;trammell@plu.edu; frezaei@ubalt.edu; jcorrin@andrew.cmu.edu; ahawk1@lsu.edu; mdelloiacono@suffolk.edu
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Kate Hujda/Sarah Bosthujda001@umn.edu / sjbost@ualr.edu Doing Good Deeds: Working with Donors and Deeds of GiftOpportunity to take a closer look at gift agreement practices. How can we make our deeds of gift more transparent -- both to our donors and to our successors? What do you do when a predecessor has agreed to stipulations in a gift agreement that you are no longer comfortable with -- or that no longer align with archival best practices? How do we draft deeds of gift that succcessfully address electronic records, oral histories, sensitive materials, or other special cases? Can adapting our best practices concerning deeds of gift (and getting out of our comfort zone!) potentially open us up to richer and more diverse acquisitions? Interested in case studies and unique solutions!Amanda Lanthorne, San Diego State University; Annie Tummino, Queens College CUNY Gwynn Thayer NCSU Libraries, Special Collections; Rachel Gattermeyer University of Wyoming's American Heritage Center, Katie Howell, UNC Charlottealanthorne@sdsu.edu; rgatterm@uwyo.edu; katie.howell@uncc.edu
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Julia Corrinjcorrin@andrew.cmu.eduEmpathy in the Archives: Using archives to develop empathy Archives can help students step into someone elses shoes and understand the lived experiences of other people in other times. During this session, I'd like to look at how archivists have used their collections to help students connect to the past, rather than just study it. For example, the CMU archives helps teach an "Archives and Digital Storytelling" course, where a distinct phase in their creative process is "empathizing."Rachel Jirka, Amherst College (interested in the use of provenance to enhance K-12 archival instruction)rjirka@amherst.edu
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ecruces@uh.eduCritical Librarianship in Archives and Technical Services (digital collections)Special Collections are considered authorities of knowledge and through acquisition and digitization (A&D) they have the unique role of defining what is worthy of inclusion in the cultural record. Sadly often the collections selected for A&D are not based on the core values that we, as a profession, champion: diversity, democracy, preservation, and access. In fact, these decisions are driven largely by, as David James Hudson says, the “dominant value” of practicality in our profession. Factors such as--copyright, language, fundraising opportunities, format, bureaucracy, and institutionally defined value
that influence our decisions are far from transparent to users. Consideration for copyright risk is often the first tier of criteria for identifying materials for digitization. The realities of many special collections is that material with easily resolved copyright, i.e. it is in the public domain, typically represents privileged individuals and families. Another common deciding factor for the selection of collections for A&D is the language of materials, and the potential challenges it can present for description, metadata, and OCR processing. Often institutions lack or fail to pursue the language expertise or software to accurately describe and create access to non-Western texts. Changes in the economic realities of many university libraries---decreasing government funds, has led to an increased reliance on financial support from donors and benefactors. Archivists and curators, as well as deans and department heads, increasingly use digitization as a tool for courting potential monetary donors and donors of collections. Are we digitizing collections that perpetuate a retelling of history from a “top-down” perspective? In addition to defining value through A&D, libraries are also creators of knowledge through descriptive practices. Consider the work of Sanford Berman, an activist librarian whose seminal work critiquing Library of Congress subject headings, Prejudices and Antipathies: A Tract on the LC Subject Heads Concerning People (1971). In Prejudices, Berman identifies problematic subject headings such as “Yellow Peril” describing it as “not only an affront to the people so labelled, but also demeans the user.” Decades later we are still confronted with similarly problematic language like “Illegal Alien,” a term with nativist subtext that calls into question an individual’s personhood. Adhering to common vocabularies promotes interoperability and certain types of discovery, but the lack of agility in modifying terminology in monolithic standards perpetuates harmful language. While it may be more economical to reuse existing vocabularies, the authors suggest that if the profession is to uphold its stated values, resources must be invested in developing solutions that meet the equally important goals of discoverability and inclusion.		Hannah Robinson, University of Washington Information School (my project is in the row above. I think that we could work together to develop a session about power in archives. I also think your second idea could be tied to my paper as well in terms of "community outreach." Let me know what you think.)

Arlene Yu, The New York Public Library - I've published on the invisibility of Asian American dance in our catalogs until recently, despite its presence in our collections. I'm most recently concerned about how MPLP may perpetuate exclusion as the pursuit of efficiency and speed in processing and digitizing may sacrifice thoughtful, useful description.

Libby Coyner, Elon University, Elon, NC. I'm working with our philosophy department to embed institutional archives in critical whiteness curriculum.
her31@uw.edu




arleneyu@nypl.org
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Elizabeth L Crucesecruces@uh.educapitalism in archives, ROI, community archives, community outreach, developmentDiscuss and explore emerging funding and project models for documenting community archives or non-traditional archival partnernships | Working Abstract: Means of Production and Selection: Capitalist Frameworks in Academic Archives:
As access to resources becomes increasingly competitive, more and more often decisions at the administrative and curatorial level are being made based on capitalist frameworks. To what extent does the impact or return on investment (ROI) of the material that we choose to invest in---relationships, systems, processing, or digital collections--influence our selection? Is this adverse to the values of democracy and advocacy that archives espouse? Are we perpetuating dependency on “the haves” at the cost of the “have-nots”? Should ROI be a factor in determining which projects, collaborations, and collections we invest in? Is an equitable and inclusive historical record mutually exclusive to monetized value (organizational prestige, monetary donations, and grant awards) in academic archives? What are our alternatives? Panelists examine the various ways capitalism and the monetization of cultural heritage infiltrate the archive, critically reflecting on our practice as archivists and our roles in transforming the definition of value.		Simon Rogers, Curtis Sassurastanley@georgialibraries.org, csassur@ryerson.ca, simon.rogers@utoronto.ca
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Jane Kelly & Jennifer Weintraubjane_kelly@radcliffe.harvard.edu
jennifer_weintraub@radcliffe.harvard.edu		#metoo Digital Media Collection, web archives, social media data collection, archiving current/ongoing social movementsWe could approach a session related to our work on the #metoo Digital Media Collection from any of several different angles: ethical collecting/collection building of web archives and social media (especially Twitter); thoughtful and ethical development of collecting scope Rosalie Gartner, Lead Processing Archivist, Iowa State University
Kate Schlesinger, graduate student in Archival Studies, University of Arizona, Tucson		sea2162@columbia.edu; rgartner@iastate.edu
kschlesinger@email.arizona.edu		I'm a grad student currently researching the documentation and archiving of the Women's March on Washington in particular, and other contemporary movement archives which face similar challenges and opportunities in the digital age. I'm not an expert, but very interested in this topic. Kate
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Brad Wilesbjwiles@uwm.eduTitle: Texas is the Reason that the President's Dead: Archives in an Era of Selective IncredulityDescription: Archivists are witnessing a transitional point in this country's political and social history. The very real future prospect of a Twitter-based presidential library, that may or may not contain a sex tape, vies with reassembled scraps of official documents salvaged by dismissed NARA employees in the archival imagination. The legacy of continued conservative efforts to defund key programs that support libraries, archives, museums, and other cultural organizations, dovetails with the ongoing defense of a narrow and skewed understanding of American history and heritage. Distrust of information and institutions is driven by the selective incredulity of a reactionary political base increasingly at odds with facts and ideas that contradict their inviolable beliefs. It appears that the identity politics at the heart of post-modern skepticism has come full circle in the form of populist retribution against nebulous "elites" whose primary offense seems to be seeking greater enfranchisement of traditionally marginalized communities. This panel will feature a discussion of the implications of this popular mentality for archives and archival institutions in the US. Such a volatile atmosphere has the potential to transform the archives profession for good and ill as it strives for greater inclusiveness. The proposed session will be interactive and offer participants a chance to critique and assess the profession's ability to function as stewards of the historical record going forward. The goal of the session is to facilitate a conversation on how the American archives profession is reacting to the current political environment, which is frequently characterized by behavior and policies that run counter to our professional values. Participants will have the opportunity to discuss how this era of selective incredulity might affect theoretical and practical aspects of the archives profession, with the ultimate goal of devising and sharing strategies for managing the resultant transformation. ***This proposal has already been submitted. I am seeking 3-4 panelists from diverse backgrounds who would like to help facilitate this discussion. If you would like more information or have a recommendation please email me at bjwiles@uwm.edu. Thanks!***
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Kimberly Johnson and Katie Vestkjohnson@arch-no.org
kvest@arch-no.org		Transforming record keeping of today, to allow for better archival access tomorrowWe are considering a proposal that addresses the following questions
and concerns:
How has poor record keeping and archival practices of the past
affected access and information available to researchers of today?
Examples:
- Records lacking proper names
- Historical records without dates
- Omitted ownership information
- Cemetery Records without burial locations
How can record keeping and archival techniques be improved to allow
for better access to historical records in the future?
Examples:
- Updating and enforcing metadata collection requirements
What could archival staff do to offset poor record keeping?
- Suggest other resources such as:
State and Local Records
Census Records
City Directories
Church Records
How does archival staff advocate for better record keeping practices?
Examples:
- Regular digitization of records, to ensure a backup exists
- Periodically checking records for quality assurance
What causes the lack of records for a certain time period? And how
can we mitigate these issues in the future?
Examples:
- Epidemics
- Natural Disasters
- War
- poor record keeping
- Disaster preparedness
priscila hernandez, University of Texas at Austinpriscila.m.hernandez@utexas.edu
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Katrina O'Brienkatrina@worldofspeed.org, katrinatobrien@gmail.comInnovative Archive Programming & Resources on a Budget. Created Archive-related programs or resources with limited resources, pushed tools in innovative ways, found free or cheap platforms to manage or share collections, scaled a project idea to fit your institution's capacity, instated or built community members to enact programming or resources? Share your projects completed or in progress that show how your small or medium institution has produced innovative programming and resources on a budget, offering ideas and opportunities that others can learn from.
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Karen Morsekwmorse@uri.eduPOSSIBLE FUTURE POP-UP SESSION Would anyone be interested in a session about actual and perceived lacunae in the documentary record (archival silences)? I'm thinking about people/topics/etc that are absent or underrepresented in the master narrative/history education/the public's understanding of history/published histories/etc because they are (or are believed to be) underdocumented, but in some cases it's just that the records are hidden/difficult to find/require reading between the lines/etc. Happy to work with others to flesh this out if it's of interest.Karen Morse, Univ. of Rhode Island (lived experience of slavery in "the North"). Hannah O'Daniel, Wayne State University (people with disabilities); Mary Larson, Oklahoma State University (silences in oral histories - literal and figurative) David Obermayer, Fort Hays State University (closeted LGBT communities in historically hostile areas) hannahmodaniel1@gmail.com, deobermayer@fhsu.edu
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Virginia Seymourv.seymour@austin.utexas.eduDeveloping assessment strategies: how to evaluate programs in university-affiliated archivesPrimary source instruction for students is a central objective for many university-affiliated archives and special collections. With increasing focus on analytics and assessment, how do we build sustainable student feedback programs with limited resources? This session (ideally a hands-on workshop session but could work as a panel) would address the process of implementing assessment programs for classroom instruction and course partnerships in university-affiliated archives. This includes how to: address both staff and institutional goals when creating feedback surveys, work with faculty to improve learning outcomes, and create surveys that serve organization-specific needs while promoting interoperability with standardized metrics. How can we implement sustainable assessment programs that improve classroom instruction and demonstrate value to stakeholders? We would discuss differences between organizations in their needs and approaches with a goal of providing session participants with practical methods to implement or improve instruction assessment programs in their own organizations. When we talk about assessment, that scares a lot of people away in archives and special collections because staff often don't feel like they have appropriate training on data and assessment. Other staff go through the motions of data collection but feel like they're doing it wrong. This would make a breakout workshop format work great and be gentle on co-presenters, because the role would resemble facilitators rather than experts. A workshop could allow participants to focus on assessment areas they feel uncomfortable with, whether that be creating organization-specific surveys, relating and analyzing data, or bringing assessment results to stakeholders in meaningful, fearless ways.
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Lara Michelslmichels@berkeley.eduArchives, Archivists, and the Afterlife of CrimeLaw professor Katherine Biber has written recently about the “cultural afterlife” of crime and criminal evidence. What happens to criminal evidence when it is removed from its original legal context and placed in an archives or other cultural institution? What practical, legal, and/or ethical issues do archivists encounter in collecting, processing and/or providing access to archival materials that document crime?
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Carrie Schwier / Carey Beam clschwie@indiana.edu / crbeam@indiana.edu Place-based education in archivesPlace-Based Education (PBE) uses students’ local environments, communities, resources, and people to provide immersive learning opportunities. This educational approach advantages students’ interest with the familiar to engage in more meaningful learning, develop stronger connections to their communities, and heighten their appreciation for their surroundings (both physical and cultural). Instructional archivists at higher education institutions and community archives often encounter the power of place commonly referred to in PBE literature through using collections with campus and local ties to the community.
To begin, we’d like to explain the foundational theories of this method and then discuss its strengths and potential weaknesses for archival instruction. And then we’re looking for other participants for a lightning round style set of case studies, where we like to explore the use of these sorts of collections for instructional purposes.
Bridget Burke, University of Oklahoma, on the "imaginary" places of unbuilt environments (bridget.burke@ou.edu) and the uses of archtectural arhives in place-based education. Jessica Ritchie (jhritchi@odu.edu): partnering with faculty to create sustainable student projects that use archives to locate, document, and research current and historical LGBTQ spaces in the local community; Ann Merryman (amerryman@uscupstate.edu) University of South Carolina Upstate, writing an NEH Landmarks of American History and Culture grant application, which will use primary source documents to teach K-12 educators how to develop PBE. We're using our own landmark, the Beaumont Mill and Beaumont Mill Village in Spartanburg SC as our basis for the grant and the workshops. ; Virginia Ferris (vlferris@ncsu.edu), North Carolina State University: critically engaging with campus history in recent teaching collaborations, with specific examples of partnerships with faculty in Public History and in Architecture, and how we use this approach as part of our outreach on a predominantly STEM campus.
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Anne Migginsannemiggins@gmail.comWelcome to the Archives: Day 1Can I please have an orientation presentation? I stumbled into this profession and I am not sure where to start. What books do I read? What information should I know? Where do I start?
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Megan Benfieldbenfiel5@uwm.eduCombating Erasure in ArchivesI am interested in the applications of queer and feminist theory to challenge normative interpretations and methodologies in archives to combat the erasure of women and sexual minorities in the archival record. I believe by focusing on appraisal methodologies and information literacy education, we can challenge a history of social minority erasure. I would like to be on a panel that focuses on combating social minority erasure, perhaps including how community archives are designed to fight against erasure.
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Dr. Allyn Enderlyndr.allynenderlyn@gmail.comFirst Showing of 100 year archivesThe archives of Captain Arthur Enderlin, USN, Ret (deceased) came to light from the eaves of the family home, 16 years after his passing. I have worked to learn to become an independent archivist and now would like to bring this collection to be seen for the first time in 100 years (the first photos were taken in 1917). Capt Enderlin had an amazing career and there are many surprises in store for the audiences, just as there were for me! I would like to invite 1 or 2 others who are like-minded to join a panel. I would be happy to discuss with you at your earliest convenience. Please see: www.drallynenderyn.com and contact me
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William Flisswilliam.fliss@marquette.eduDigital Humanities: What it is and what Archivists need to know about it.Digital Humanities (DH) is a growing trend in academia, but it has received no discussion (that I have seen) at SAA meetings. What should archivists know about DH? What are its implications for how we do our jobs? I want to propose an incubator session on DH. The incubator session consists of two 10-minute presentations as a launching point for 40-minutes of discussion. I am willing to give one of the brief presentations, but I am looking for an archivist familiar with DH and some of its tools who can give the other presentation and help me to guide the ensuing discussion.
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Mark Petersonmpeterson@woodrowwilson.orgCollections and CultureThe collections that librarians and archivists assemble tell us a lot about their concerns and their expectations of researchers. Little has been written on what collections show us about the underlying culture, though. In this session we will examine the patterns of collecting at various institutions to discuss the connections between assembling material and contemporary worldviews, both acknowledged and hidden. Our approach will cover issue such as bias and silence in the archives, as well as ideals and favoritism among academic, local, and national collections. What scholars can learn from these studies will range from the the influence of librarians, limitations on the material available to researchers, hindrances to the cultural remembering of the disenfranchised, and need to expand the offerings provided by collection work.
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Katharina Heringhering@ghi-dc.orgInternational archival digitization initiativesI'd be interested in organizing a discussion (panel discussion or experiential format) focusing on experiences with and challenges of international archival digitization initiatives -- topics can range from legal, financial, and practical challenges of managing the digitization of collections that are located in different countries, to ethical and political issues inherent in international archival collaborations. Simon Rogers, Curtis Sassur

Yingwen Huang, Processing Archivist @ Columbia University Libraries RBML- On the Wellington Koo papers. 		simon.rogers@utoronto.ca
yh3112@columbia.edu
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Dara Bakerdabaker.research@gmail.comThe Art of ReprocessingArchival education teaches us the concepts of how to process a collection, but speaks little about the increasing need in the profession for reprocessing collections. This session would address the various ways in which reprocessing is of increasing importance in relation to MPLP, legacy collections, and born-digital collections. Concepts include the need to learn to process/reprocess collections where the archivist may not be able to ever work with the entire collection, limited time frames, revisions of finding aids that may be historically accurate but inappropriate in a modern era, introducing access for new communities, and collections where original order may have been lost--or never known. Lisa Huntsha, Archivist/Librarian, Swenson Swedish Immigration Research Center; Mary LaMotte Silverstein, Jewish Theological Seminary
Sarah Jones, University of Nevada, Las Vegas, Mary Kidd, Virginia Commonwealth University
Kevin Luy, Colorado State Archives
Jessica Tai, UCLA Library Special Collections		sarah.jones1@unlv.edu
kevin.luy@state.co.us
jessicantai@library.ucla.edu
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Kevin Luy
Colorado State Archives		kevin.luy@state.co.usMPLP in Gov't archivesThe nature of gov't records (for example: large amounts of similar records, and new accessions that append more records to already existing collections ) means gov't archivists can (should?) be applying the over-arching principles of MPLP in unique ways. The seminal MPLP article proposed 4 linerar feet per hour as an attaiable goal. I'd be interested in presenting with any gov't archivist who is meeting or exceeding that metric to discuss how exactly you're "killing it" at your archives.
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Bryan Whitledgewhitl1br@cmich.eduPersonal Tales of Crimes against ArchivesSome archivists have been the victims of various crimes against archives - theft, mutilation, destruction, etc. Whether perpetrated from an outsider or from a colleague within the institution, such crimes leave a lasting impact on the archivists who hold it as their responsibility to protect materials. For this panel, archivists would be asked to talk about their own experience as 1) a way of opening their soul and sharing a bad experience with others and 2) giving those who have not experienced crimes against archives somethign to think about and inspire steps they could take to prevent such crimes from coming to pass at their institutions.
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Ricc Ferranteferranter@si.eduExposing Hidden Collections: From description to search aggregators and stops along the way.Researcher access to holdings is why archives exist, why we preserve and why we wrestle with getting those holdings online. Finding aids are one way, but are there others? The Smithsonian Institution Archives' Field Book Project is a case study in exposing its biodiversity holdings through cataloging, digital preservation, and community engagement that has made contributions to search aggregators Biodiversity Heritage Library and Digital Public Library of America possible and leveraged the "crowd" to build awareness of these collections around the world.
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Amy Armstrong, Harry Ransom Centeraearmstrong@austin.utexas.eduLeading without Formal AuthorityInterested in presenting ways archivists who are not in senior leadership and/or decision-making positions have influenced, managed-up, etc. to make changes in your institutional culture, changed or initiated policies, etc. I would share my experience with forming the Center's PEER (Professional development, Employee Engagement, and Recognition) committee.
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