\* MSLIS Portfolio *\
I.
Project: Processing the Theoharis David Papers
Element(s): Finding aid; Presentation slides; Report
Description: My partner and I processed a collection of materials related to Theoharis David—a practicing architect, Pratt faculty-member, and Pratt alumnus—for the Pratt Institute Archives. This project was completed during of the ‘Management of Archives and Special Collections’ course under the instruction of Cristina Fontánez Rodríguez.
Methods: Once we selected the collection we wished to process, we began our initial assesment of its contents. The collection comprised various periodicals, documents, notes, architectural drawings, digital projects, and course materials, scattered between Bankers boxes, flat-file boxes, and thumb-drives. After our assessment, we determined the best approach to categorize the materials, then divided and foldered items accordingly. We created a finding aid for the collection using ArchivesSpace. While processing, we implemented theoretical and practical texts assigned by the professor, notably Meissner (2019) and Duff and Verne (2002).
My Role: I worked collaboratively with Althea Meer on this project. Together, we devised categories for the materials and divided the processing work evenly. We discussed and made decisions about processing together, and we worked together create our final presentation slides and report. I processed, rehoused, and produced the finding aid for the first two series, ‘Projects’ and ‘Academic Materials.’ I also worked on the notes about the creator and the collection’s creation and contents.
Learning Outcome(s) Achieved: Foundations of Library & Information studies; Technology; User-centered services
Rationale: The goal of this project was to archivally process a collection of materials. We were able to process, rehouse, and produce a finding aid for our collection, in turn helping to better conserve these materials and increase their discoverability and accessibility. In doing this work for Pratt’s Archives, we have augmented the institutional history of a prominent architecture school. Researchers may consult the papers of Theoharis David when studying the history of Pratt’s architecture program, to learn more about the practice and pedagogy of one of its notable faculty members. Using ArchivesSpace means that the finding aid is available openly online with unrestricted access, so it can be discovered by people without campus affiliation, expanding who is able to find and reference this collection.
II.
Project: Reference Letter Writing for NYPL Jail & Prison Services
Element(s): Three letters (private); Reflection
Description: During the Foundation course, ‘Reference & Instruction,’ I contributed to New York Public Library’s (NYPL) Jail and Prison Services by providing reference services to people who are incarcerated. I wrote three letters in response to reference questions from three people, adhering to the requirements laid out by NYPL’s staff and utilizing the reentry resource guide, Connections. Following my completion of the letters, I produced a reflection on the process.
Methods: To respond to the questions that were asked, I consulted the Internet, government websites, and library resources to gather and synthesize information for the patron. Because of the page limit enforced by the program (enacted so as to reduce the likelihood that the letter is thrown out by prison staff before it reaches its recipient), it was crucial to think strategically about space while prioritizing depth, understanding, and clarity. Further, if the letter was unclear or incomplete, it is not likely that the person inquiring would be able to follow up in a timely manner to request greater explanation. In the letters, I incorporated text, images, and citations to provide sufficient and diverse information.
My Role: I worked independently on this project, receiving feedback from the course’s professor, Shawn(ta) Smith-Cruz.
Learning Outcome(s) Achieved: User-centered services; Ethical/Creative/Critical practice
Rationale: Writing letters for this service prompted me to consider and determine better ways to find and convey information while adhering to strict criteria. Because the people requesting assistance are unable to access information independently, I needed to ensure that I provided the information they were looking for with efficiency (e.g., timeliness, relevance, accuracy and bervity), depth, and directness. Many of the letters (including those I responded to) are regarding goals and plans for once they leave prison, requesting assistance in gathering information for “reentry.” Participating in this program was an opportunity to challenge how the U.S. carceral system tries to revoke the human right to information, and it required me to be creative, critical, and ethical in providing reference services.
III.
Project: RFP Submission for the (Fictive) Jim Johnson Estate
Element(s): Report; Presentation slides; Reflection
Description: For this project, we responded to a (fictive) Request for Proposal (RFP). I was a part of the group responding to a call from an artist’s estate. We created a report to address the needs of the estate and prepared a presentation to explain and defend our proposal. Following completion of the project, each individual group member submitted a reflection on the process.
Methods: Completing the RFP involved surveying the collection, assessing the specifics of the request, and addressing those specifics. From there, we determined how to catalog, apply metadata and object identification, organize, and create visual surrogates for all of the artworks and materials within the collection using digitization tools: OmekaS for artworks, ArchivesSpace for archival materials. We also addressed the projected staffing, technologies, and supplies required, the anticipated budget, and the estimated timeline in which the project’s goals will be achieved.
My Role: I worked on a team with five peers for this project: Emma Crist, Marissa Moxley, Charlie Shaw, Katherine Duval, and Brianna Casas. Over the course of the semester, our group did a good job of communicating and completing components of the assignment promptly and efficiently. Tasks were delegated fairly naturally as they arose, as everyone was happy to participate. Most decisions were made using group consensus during our meetings, including the persona of our artist and the specific attributes and structure of our concept map and metadata. I helped create and fine-tune the concept map using Miro, wrote our preliminary abstract, wrote about the requisite technology, staff, and budget in our report, added bibliographic references to the report, adjusted the timeline when it needed to be extended, and produced a sample record in OmekaS (“Sketchbook #12”). I also produced and edited other bits of the report, the MAP, the OmekaS Item Set, and our presentation slides. Further, I coordinated our team’s Zoom meetings and communicated via email and Google Docs.
Learning Outcome(s) Achieved: Technology
Rationale: I used OmekaS and ArchivesSpace for this project to create sample records.
IV.
Project: [Special] Collection Development: Artists’ Books in Academic Libraries
Element(s): Research paper
Description: For the final project in the ‘Collection Development’ course taught by Amy Ballmer, I researched the nuances and challenges of collection development for artists’ books—particularly the mediation of materials and processes of selection—and provided suggestions for how outreach and clear policies may improve the efficacy of such collections.\
Methods: I consulted books and journal articles related to artists’ books, collection development, and academic libraries. I also conducted interviews with two people who work with collections of artists’ books, Brittan Nannenga (Head of Library Special Collections and Digital Services at SAIC’s Flaxman Library) and Johanna Baumann (Associate Director for Collections Management at Pratt Institute). I used my research to write a paper related to collection development for special collections materials, specifically artists’ books, and how this relates to the relevance and usability of these items for research.
My Role: I am the sole author of this work.
Learning Outcome(s) Achieved: Research; Ethical/Creative/Critical practice
Rationale: I utilized library’s resources during my research, navigating the catalog to find relevant items to develop my knowledge on the topic, discover what has been written already, and guide the direction of my thesis. The interviews I conducted were useful to learn about the current and historical landscape of artists’ books in academic libraries and how collection development relates to these materials. While writing this paper, I was interested in the barriers of accessing items in special collections. Through this paper I explored this and considered how bars to access may be circumvented through collection development, like purchasing duplicates to have circulating copies, clear policies, and outreach.
V.
Project: Writing a Collection Development Policy
Element(s): Collection development policy
Description: During the ‘Collection Development’ course taught by Amy Ballmer, I wrote a full collection development policy, incorporating principles of intellectual freedom, specific community needs, and the library’s unique organization.
Methods: I consulted ALA resources, research papers, statements from organizations like Unite Against Book Bans, and the policies of other academic and special libraries. From these sources, I composed my own policy for a fictitious library in accordance with the particulars of their community and mission.
My Role: I am the sole author of this work.
Learning Outcome(s) Achieved: User-centered services; Research
Rationale: Creating informative policies helps inform users about what items can and should be found within a library’s collection. Further, they help guide decisions about purchasing and weeding, which helps better tailor the collection to the unique needs of their library’s users, thus ensuring relevant, timely resources are available. When compiling my policy, I did research related to the purpose of policies and best practices derived from individual researchers as well as information made available by organizations like the ALA and Unite Against Book Bans. I also consulted the policies of other libraries, paying attention to when (and if) the policy was last updated and if it was publically available.
VI.
Project: Augmenting Wikidata for Duane Linklater
Element(s): Screenshot of additions and edits
Description: For the Wikidata Project, which was assigned as part of the ‘Art Documentation’ course taught by Christina Patuelli, I enhanced the Wikidata entry for Duane Linklater, a contemporary Indigenous artist of Omaskêko Cree ancestry. I created two new items for artworks he created and determined the appropriate properties and qualifiers within the Wikidata ecosystem for those respective items.
Methods: Prior to beginning this project, I completed training modules from Wiki Edu to ensure that I had a strong grasp of the system and its particulars. Once complete, I began adding and editing information related to his biography, education, practice, and exhibitions, including adding sources and creating new items for artworks the artist has created.
My Role: I worked independently on this project.
Learning Outcome(s) Achieved: User-centered services
Rationale: Wikidata intends to provide open data for anyone with internet access to utilize. This helps encourage open information for a broad range of users. Further, this project helped expand and deepen information for arts research.
FIN.
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