Course Syllabus LI 827XJ Preservation Strategies Summer Semester 2018
Faculty: Ashley Todd-Diaz E-mail: atodddia@emporia.edu Primary Phone: (914) 475-5346 Online Course Login: canvas.emporia.edu Credit Hours: 3
Meetings: Internet begins 5/21 Important Dates for Summer 2018 5/21 First Day of Class 5/25 Last Day to Add/Drop 7/4 Last Day to Withdraw 8/10 Last Day of Classes 8/14 Final Grades Due
Program Goal The goal of the SLIM Master of Library Science program is to prepare creative problem solvers who will provide proactive client-centered services in information agencies.
Catalog Description This course introduces the strategies, techniques, processes, and applications involved in the preservation of library materials. Students learn the history of the production of library materials; the causes of physical and chemical deterioration; the accepted approaches to conservation; and preventive measures such as environmental control, proper handling of materials, and effective approaches to disaster preparedness and response. (Approved 3/9/2015)
Course Learning Outcomes By the end of the course, students will be able to: Program Outcomes Professional Values ALA Core Competence(s) 1 Understand preservation vocabulary. 2 2A, 2B, 2C, 2D 2 Explain collections care and ethical treatment for library and archival materials. 2, 5 3 2D 3 Describe major causes of deterioration of library and archive materials. 2 2C, 2D 4 Describe collection assessment and evaluation strategies. 2 2B, 8C 5 Describe resources on the preservation of library and archive collections 2, 4 2D 6 Define components of a comprehensive preservation plan. 5, 6 2D, 8A 7 Execute a disaster plan for libraries and archives. 2, 3 2 2D, 8A 8 Understand the fundamentals of sustaining digital collections 2, 4 4C, 4D Approved 8/26/2014
Instructor Contact Information I will hold office hours via Zoom 30 minutes before and after our weekly meetings (the timing of which will be determined collectively during the first week of classes). I will also be available via email or by appointment via phone, chat, or Zoom. The phone number listed above is my cell number, so calling and texting are both fine (just remember I live in Maryland and am at least one time zone ahead of you).
Required Readings Ritzenthaler, M. L. (2010). Preserving archives and manuscripts. Chicago: Society of American Archivists. (Available through the Society of American Archivists (SAA) at: http://saa.archivists.org/store/preserving-archives-and-manuscripts-2nd-ed/1599/ ) Other readings will be provided in Canvas.
Learning Activities This course will include a combination of assigned readings, written assignments, discussion posts, and participation in weekly meetings (either in real-time or via meeting responses). There will be weekly readings and discussion prompts. Assignments are spread evenly across the semester, and on the weeks where an assignment is due there will not be a discussion prompt (though there will still be a meeting). Brief details about each of the assignments follows, and will be supplemented by full descriptions and rubrics in Canvas.
Assignments
Assignment 1: Exploring Formats (15 points): Libraries and archives hold materials in countless formats, some of which are more common and useable than others. Particularly in archives, it is common to receive donations of materials in an unfamiliar format and it is a good skill to be able to identify them and know how to handle them. Students will work in small, assigned groups for this assignment. Everyone will be given a format to research to learn more about the preservation concerns and strategies that apply to it. As a group, you will consider your formats as a mini-collection and write a 2-3 page paper discussing the preservation priorities of the individual formats vs. the mini-collection as a whole.
Assignment 2: Digital Preservation Paper (25 points): Digital preservation involves a number of new questions, topics, and debates that sometimes pit best practice and practicality against one another. Working from a selection of prompts, students will write a 5-7 page paper taking a position on one of these topics.
Assignment 3: Disaster Planning (15 points): Disaster planning is an important task for any libraries and archives, but can be a daunting task to begin. Drawing on course readings and discussions, as well as using active plans as examples, students will create a disaster plan for a familiar library or archives.
Assignment 4: Preservation Survey (30 points): The focus of this assignment is to visit a working library or archives and evaluate gaps or successes within their current preservation practices based on readings and course content discussed throughout the semester. This assignment does not include interviewing a librarian or archivist, but instead challenges you to observe practice and apply insight gained from course content in order to make pertinent and realistic suggestions to improve preservation of the institution's materials.
Participation (15 points): Students will be expected to complete assigned readings and participate in weekly virtual meetings (either in real-time or via meeting responses) and Canvas discussions. A post for each discussion forum and a thoughtful reply to a classmate’s post is required. Assignment Course Outcome(s) Met Due Date Points Exploring Formats 2, 3, 4 6/18 15 Digital Preservation Paper 3, 8 7/9 25 Disaster Planning 1, 7 7/23 15 Preservation Survey 1, 2, 3 8/10 30 Participation 1, 2, 3, 4, 5, 8 Throughout 15
Tentative Course Outline Session Topics Readings Activities and Due Dates Week 1: 5/21-5/27 Introduction to Preservation Ritzenthaler, ch. 1; Readings in Canvas Post mini-biography to the “Introductions” discussion forum by Sunday 5/27 (midnight) Week 2: 5/28-6/3 Elements of a Preservation Program Ritzenthaler, ch. 2, 8; Readings in Canvas Discussion post Week 3: 6/4-6/10 Paper-based Materials Ritzenthaler, ch. 3 (pp. 43- 76); Readings in Canvas Discussion post Week 4: 6/11-6/17 Audio-visual Materials and Artifacts Readings in Canvas Assignment #1: Exploring Formats due Sunday 6/17 (midnight) Week 5: 6/18-6/24 Preservation Surveys Ritzenthaler, ch. 2; Readings in Canvas Discussion post Week 6: 6/25-7/1 Digital Materials, pt.1: Overview and Metadata Readings in Canvas Discussion post Week 7: Digital Readings in Canvas Assignment #2: Digital Session Topics Readings Activities and Due Dates 7/2-7/8 Materials, pt. 2: Repositories and Strategies Preservation Paper due Sunday 7/8 (midnight) Week 8: 7/9-7/15 Collections Maintenance and Environmental Control Ritzenthaler, ch. 4, 5, 7; Readings in Canvas Discussion post Week 9: 7/16-7/22 Security and Disaster Planning Ritzenthaler, ch. 6; Readings in Canvas Assignment #3: Disaster Planning due Sunday 7/22 (midnight) Week 10: 7/23-7/29 Selection and Reformatting Ritzenthaler, ch. 9; Readings in Canvas Discussion post Week 11: 7/30-8/5 Conservation Ritzenthaler, ch. 10; Readings in Canvas Discussion post Week 12: 8/6-8/10 Wrap-up Assignment #4: Preservation Survey due Friday 8/10 (midnight)
SLIM has specific hardware, software and network requirements for all students that are specified on the SLIM website at http://tinyurl.com/SLIMtechnology. Computer technology is integrated throughout the curriculum, including the use of Canvas, ESU’s learning management system, and use of video-conferencing software. All students must have devices, high-speed Internet access, and current software for home use that makes possible full participation in extensive course assignments. The ESU financial aid office provides details about possible funding for purchase of computer equipment at https://www.emporia.edu/finaid/.
Grading Criteria I expect that your work will reflect an awareness of theories and arguments found in the readings, as well as an understanding of LIS’s core concepts. Written assignments should be well organized, possess appropriate grammar and punctuation, follow APA style guidelines, and provide supporting evidence when necessary. Detailed rubrics and feedback will be provided in Canvas for all assignments to aid you in getting the most out of your experience with this course. I will expect assignments to be submitted to Canvas by midnight on the due date. If you foresee that you will be unable to submit an assignment on time, please inform me in advance. If I do not hear from you before midnight on the due date, the assignment will be considered late and will lose 5% of the total grade for each day it is late. If you have any questions or concerns, please do not hesitate to contact me.
SLIM Grading Scale 96 -100 A 77 - 79 C+ 90 - 95 A- 74 - 76 C 87 - 89 B+ 70 - 73 D 84 - 86 B 0 - 69 F 80 - 83 B-
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SLIM Netiquette Policy This course will involve the exchange of ideas, questions, and comments in an online and/or blended learning community. In all of your class communications, please use the same tact and respect that you would if you were talking to classmates face to face. Remember that in online communication the visual and auditory aspects are missing, so be especially careful to ensure your emails and discussion postings accurately convey your meaning and are not open to misconstruction. Humor is especially difficult to convey in this environment, so take extra care with your writing. Please maintain your professionalism and courtesy at all times when interacting with others in the class.
Course Evaluations Course evaluation is an important part of the process of teaching and learning. SLIM uses the IDEA evaluation instrument to gather feedback from students on the effectiveness of each and every course. The resulting data is reviewed by the instructors and the Dean, who work together to improve teaching and learning across the whole of SLIM. Evaluation surveys are made available to students toward the end of each semester, and periodic email reminders are sent to encourage participation. The surveys are administered by The IDEA Center through the Campus Labs platform, and student responses are anonymous (unless students share any identifying information in their comments). Nobody in SLIM has access to individual student surveys at any time, and aggregated data is only made available to instructors at least one week after final grades have been submitted. (Updated 4/16/2015)
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Accessibility Policy Emporia State University will make reasonable accommodations for persons with documented disabilities. Students need to contact the Director of Student Accessibility & Support Services (formerly Disability Services) each semester and as early in the semester as possible to ensure that classroom and academic accommodations are implemented in a timely fashion. Students should then contact the professor with documentation from Student Accessibility and Support Services. All communication between students, Student Accessibility and Support Services, and the professor will be strictly confidential. Contact information for Student Accessibility and Support Services: Student Accessibility and Support Services 106 Plumb Hall Emporia State University 1 Kellogg Circle / Box 4023 Emporia, KS 66801 Phone: 620/341-6637 TTY: 620/341-6646 Email: disabser@emporia.edu