Wednesday, July 16, 2014

On Curiosity

I am a very curious person. I like looking up random facts and tucking them away in my mental pockets, to pull them out and study them later. I enjoy microscopes and bits of information and sitting very still in various locations to see what happens when I do that. Curiosity, though, seems to be for the young. If I do a google search on "places for curious people" I inevitably come up with 80% children's museums, 15% adult reenactment websites, and 5% restaurants.

Where is the place for grownups who are curious about things? Some people might argue "graduate school", but I think most people who have attended graduate school know that there is generally very little room for curiosity in graduate school. I try to rope my friends into being curious with me, with usually quite limited success. I have resorted to sort of randomly barraging them with new knowledge while they snack on queso during a sporting event. And the thing is, I have amazing friends who are all quite talented and intelligent and interested in things. Yet, I can count on one hand the number of people I know that are just CURIOUS. And those people are just as fed-up with this situation as I am. Why are children the only ones encouraged to be curious? "Youth is wasted on the young", indeed. Where's my version of a children's museum, filled with science experiments and factoids and water tables? Some people point me to Makerspaces, which....ok? I suppose? but I'm not a builder. I see that these are fellow-curious people, but they want to discuss engineering concepts and solutions to physical problems. Makerspaces are also geared more towards the young, with the idea that curiosity can be commodified into generating engineers.

Another angle I've considered is political issues. Some people like to argue politics, but I do not think that discussing politics is an appropriate outlet for the intellectually curious, if I'm totally honest with myself. I find myself envying the old Royal Society of London (even though it's strictly scientists) for its camaraderie of inquisitiveness. But guess what? It's reserved for the "most eminent" scientists. If you are curious but not capable of successfully navigating the world of peer-reviewed research journals, you need not apply, sir.

 So where do the curious go, once they've grown up? I'm no Peter Pan, I have no desire to return to childhood. I just want to keep my curiosity going, to keep it fresh, to keep looking and learning and exploring knowledge. The internet assures me that I, as an adult, *should* be curious, because it makes me healthier and helps me live longer. As if curiosity can be turned on and off depending on how high my cholesterol is. Do people turn off their curiosity? Do they grow lazy? Have they learned everything already and I'm just lagging behind everyone else?

I bought a magnifying glass the other day. It seemed like a tool I could use. I also keep a tape measure near me in case of measuring opportunities. I keep my smartphone always, for checking Wikipedia or music lyrics or finding etymologies in the OED. I have no idea what drives me to be so curious, but I am and I like it. I just wish more other adults liked it, too.

Thursday, May 15, 2014

The Future of the Archival Professional

Lots of people are talking about the future of archives, mostly from the point of view of materials and access, and these are indeed very pressing issues. Reinventing the mission of the archives and finding ways to mediate and educate the user will certainly be the greatest challenge in the coming years.  But occasionally scholars are diving into the waters of defining archivists themselves. Richard Cox wrote a bit about what he terms the “generational divide” that archivists are facing. Cox postulated in 2011 that since many managerial archivists today did not grow up in a multiverse of information technologies, while their subordinates are “first-generation digital natives”, this is going to lead to a lot of friction about future paths, if it has not already. New careers and job titles are already flowing out of this new reality: digital archivist, data curator, instructional archivist. Seamus Ross, involved in digital humanities at the University of Toronto, has said that one of the most serious problems in archives today is the lack of collaboration between archivists and IT workers.  The gaps between those two groups are still large, although archivist like to think that they're closing it. Perhaps the "native digital" generation will help close that further, or maybe it's up to who will follow us to close it.
Lawrence Serewicz had an interesting postulation on how the materials we preserve will change: he claimed that in just 20 years, we may be faced with digital collections surpassing paper collections. I don't think he's being too hasty; if my own collections are any indication, some institutions are already at that point. Kate Theimer recently wrote that she envisions the entire mission of archives changing. To put it bluntly, I think this is amazing and I love her idea of explicitly calling archives a place that adds value to people's lives. For me, it ties in with how I want my institution's archives to be: a place where the community comes to find out about itself.

And these changes will necessitate a change in how archivists are created, and how archivists perceive themselves, and how archivists educate themselves and interact with their peers in IT and libraries and museums. As the archivist changes, so too does the archivist’s goals and ambitions. Diversity of experience leads to new definitions of what’s important to collect, the best means of collecting and preserving, and the best way to provide access. The whole plane is shifting under our feet. Embracing these changes is the only way to stay standing. I think that figuring out ways to incorporate the variety of skill sets/experiences of current or new archivists, beyond just their archival training, is a good way to start taking action. As Richard Cox said, we are dealing with generational issues and professional status issues, not just issues of products or process. This would be a small step, to be sure, but if we don't start with what we already have--our own diversity of experience and knowledge of the world, and personal feelings about how we interact with technology and the historical record--I'm not sure that we'll get very far with the other areas, either.

Wednesday, February 12, 2014

Archival stewardship

One of the things I'm thinking about right now is how we're going to appraise and accession new materials for the archive. Based on the literature I'm reading right now, and the population we're serving, and the constraints on my time, it seems like the traditional archivist-driven models aren't going to work very well here. So instead I'm working on the idea of participatory/crowdsourcing archives, creating flexible delivery options, and providing a metric ton of education to help enable our community to create its own historical record. It's some of the most exciting work I've ever done in archives. Honestly, I'm so excited to get to work every day, because I know that I can build something here that I wouldn't be allowed to build in other places (due to local practice/tradition/inertia/what-have-you).
I was remarking to my boss that I've seen a lot of proposed projects (in the literature) that never got off the ground. In our case, though, it HAS to get off the ground, because there is no plan B. Plan A is the only plan--the old models of an archivist going around telling everyone what's historically useful is simply not going to work here, and won't give us the kind of the archives that I know we need. Since this university's archive will be for the community, and used by the community, we need to build something that comes from the community as well. We need to overlap groups, get the materials from places that information would not normally come from, and because of space considerations, we need the materials to be high-information sources. We cannot afford to take in just anything. Which, again, leads to a vital need for education--our potential donors need to know what the archives can use, and what it cannot use. And then they need to be able to tell us what they're giving us and why they believe it's important.
I know that this project, this idea, is a long-term goal, like 10 years or more in the building. But if we can create a community that has some stake in the success of the archives, and we can position the archivist and archives in a position of stewardship, rather than gatekeeping, I think that it would go a long way towards creating a really useful historical perspective on this place.

Tuesday, January 28, 2014

More bad poetry

This is the second haiku I've written about cataloging/metadata, but it was for a report, so I feel like I get a free pass. I apologize in advance.

"A haiku about interdepartmental collaboration", by Me

Building best practice
is communicating well
with cataloging
"Wicked people never have time for reading. It's one of the reasons for their wickedness." —Lemony Snicket, The Penultimate Peril.