E-records use testing: Introduction

Howdy, campers! Some of you may be aware from my various ramblings on Twitter etc. that I have volunteered/been enlisted to be the electronic records guy at the UWM Archives. This is not entirely an unwanted position-- I am very interested in this kind of stuff, and it's only going to become more important as the shift from paper goes on-- but it is nonetheless a challenging role because I am sort of making it up as I go along. I didn't take a single course in Library School specifically on any of metadata, databases, electronic records, or digital imaging (to say nothing about programming), and now that I have undertaken an effort to rethink the way we are dealing with e-records, that lack of specific training is obvious (to me, at least... I don't know how much it appears to be so with my colleagues, most of whom are less techie than I am).

Luckily, I am far from the only person in this particular boat. SAA has been very good about getting in front of this issue, most recently through their Digital Archives Specialists certificate program. Said program purports to "provide [its participants] with the information and tools [they] need to manage the demands of born-digital records" through a series of courses at various skill levels and in various domains of practice for electronic records. The full certificate program involves 9 courses and is not cheap, so for right now I'm not focusing on finishing that (although I would like to be able to do so in the future). I was, however, able to take a course from the sequence, Arranging and Describing Electronic Records, which I found very useful in introducing me to tools and topics for getting a better handle on processing these. And so, in light of that course, I thought, "Hey, I bet other people would be interested in what we're doing with these tools and processes here at UWM. (and/or happy to tell me what it is I'm doing wrong)." And so, here we are.

I am going to structure this post series as a chronicle of working with Archives collections through the lens of various tools that I am testing, having been tipped off to the existence of said tools through the ADER workshop and other sources. (Chris Prom's Practical E-Records blog in particular has been invaluable for this.) My intent is to present my experiences and difficulties with these born-digital collections in order through the various stages of Archival Records, to wit Ingest-->Accession-->Arrangement-->Description-->Access-->Preservation. I am also cognizant, however, of the fact that the best laid plans of mice and men oft gang agley, and that not all of the tools I'm going to be looking at fit neatly into one of these categories (e.g. Archivematica and the Duke Data Accessioner). I am, however, going to give my best shot at providing a chronicle of working with these records from beginning to end, whenever "end" might be. (I'm also aware that "end" might not end up so easily defined.) Of course, because this whole process is in fact in process, the beginning is not especially well-defined either-- see next post for details-- but I'm hoping working through it in this form will help fix it for the next accession to come down the road.

So that's going to be this blog for the next few posts. Hope my readers (all 3 of you) find it useful, or at least interesting. Do feel free to comment/point out miscues/heckle/etc., as that will help me figure out where we're going wrong and point at ways to fix it. (Oh boy, I've just given people license to flame on my blog... Asbestos underwear at the ready...)

Archives TCG: Nerdiest thing EVER.

Sooooo, this is supposed to be a wrap-up post on SAA 2010. Which I swear I am still going to do. But first for something a bit sillier. OK, check that, a LOT sillier.

A bit of context: 2011 is SAA's 75th Anniversary Year, which means a lot of ill-conceived nostalgic foolishness. Exhibit A: Archivist Trading Cards. No, really, check that link. This is a true thing that is happening that is being sponsored by SAA. Go ahead. I'll be here when you get back. (Let the record show as well that Student Archivists at Maryland thought of this first.)

Anyway. Have you read the call for archivist trading cards? A little frivolous for a professional organization, you say? A lot of the Archives Twitterati thought so too. In fact, we took it a step further: why just have trading cards when you can have a COLLECTABLE CARD GAME?

@cdibella: I'm sorry, but the prospect of #archives trading cards makes me giddy. Hans Booms, black box, that crazy macroappraisal diagram - I want.

@sheepeeh: @cdibella I may or may not have a set of attribute icons and monster cards in my sketchbook already.

@cdibella: @sheepeeh Omigod - too cool. SAA's example card is pretty darn staid, but there's definitely a lot of potential there.

@sheepeeh: @cdibella As soon as I heard about the trading cards, I started imagining an #ebz like game for archives :P #nerd (never a big Magic player)

@derangedescribe: @sheepeeh @cdibella Archives: The Processing? @herodotusjr could write the rules.

I am sure Ms. Goldman thought she was being funny because Magic: the Gathering is one of the Big Three topics I tweet about, the others being Archives and Politics. Well WHO'S LAUGHING NOW HUH?! I give you the introductory rules for ARCHIVES: THE PROCESSING, the first trading card game where you fight not for universal domination, but for domination of the ARCHIVES WORLD! MUAHAHAHAHAH *cough cough* Sorry.

(Note: These rules are highly influenced by Magic: the Gathering, so all apologies to Richard Garfield, Aaron Forsythe, Mark Rosewater, etc. None of the example cards are balanced at all and are likely to stay that way unless the full set is actually developed, which seems unlikely if it's just me. So in the unlikely event that you are reading this and want to submit cards or card ideas, please feel free. If you are one of my Magic friends who have drifted over here, I am so, so sorry for butchering the game. But the potential for lulz was just too high. Also, I am probably the biggest geek in the history of geekdom for doing this.)

OBJECT
You're an archives manager looking to achieve complete archives domination. Or failing that make those other repositories fall flat on their faces. (We don't go for those namby-pamby consortia here in the world of Archives: the Processing.)

Win the game by either reducing your opponents’ Reputation to 0 (starting from 20; when Reputation = 0 the head of that player's institution no longer sees a point to an archives and discontinues the program) or accumulating 20 Processing Points (starting from 0; when you hit 20 processing points you have cleared out your backlog and are acknowledged as an Archives rock star).

CARD TYPES
Resources: Analogous to lands in MTG, produce Funding instead of Mana. Come in basic and specialized flavors. Basic Resource Types:
· Public Grants: W
· Institutional Support: U
· Shady Sources: B
· Benefactors: R
· Private Grants: G

NHPRC
Resource
T: Add WW to your Funding Pool. This Funding can only be used on Arrangement, Description, or Preservation cards or to pay upkeep on Project Archivists.

Electronic Records Management Initiative
Resource
T: Add an amount of U to your Funding Pool equal to the number of Computer Artifacts you control.

ARCHIVISTS:
Analogous to creatures. Legendary if named (Greene/Meissner, Margaret Cross Norton, Schellenberg, etc.) Instead of power and toughness have Publishing Offence/Defense to put dents in Reputation. Usually require resource upkeep cost.

University Archivist 2U
Archivist
Salary U (During your upkeep, pay U or sacrifice this archivist.)
If you would tap University Archivist to add a processing counter to a University Collection, add two processing counters instead.
T: Draw a Card.
2/2

Tenure-Track Professor 4GG
Archivist
Salary GG (During your upkeep, pay GG or sacrifice this archivist.)
Rhetoric (This archivist may only be blocked by other archivists with Rhetoric.)
Tenure-Track Professor cannot be tapped to add a processing counter to a Collection.
Sacrifice a Student: Add a processing counter to a University collection.
6/4

STRATEGIES: Analogous to enchantments. Have one or more of seven subtypes (preservation, description, arrangement, appraisal, reference, outreach, acquisition). Provide benefits to player who controls them, sometimes include drawbacks. Cannot have more than one of each subtype on board at once.

Collection Policy 1UUU
Strategy—Acquisition Appraisal
As Collection Policy comes into play, name a Collection subtype. Collections of that subtype require 1 fewer Processing counters to Process. This effect can’t reduce the Processing cost below 1.
You may ignore any effects triggered by rejecting a collection.

More Product Less Process 2RR
Strategy—Arrangement Description
At the beginning of your upkeep, put an additional Processing counter on each collection you control.
You may only play one Action, Challenge, or Artifact per turn.

ACTIONS: Analogous to instants. May have one or more of seven subtypes and are usually, but not always, used for defensive or beneficial purposes. Discarded after playing.

Conference Presentation 1G
Action—Outreach
Search your library for a basic Resource and put it into play tapped. Then shuffle your library. You gain 2 Reputation.

Collection Sell-Off B
Action—Acquisition Appraisal
As an additional cost to play Collection Sell-Off, return an unprocessed collection you control to the accessions deck. You may add an amount of B to your Resources pool equal to the number of processing counters on that collection.

CHALLENGES: Analogous to sorceries. May have one or more of seven subtypes and are usually used for offensive purposes. Discarded after playing unless they have Ongoing supertype, in which case only one of each subtype can be put on the field at once.

Mildew 2B
Ongoing Challenge—Preservation
Affect Opponent
Collections affected opponent controls have “At the beginning of your upkeep, sacrifice this collection unless you pay 1.”

Inconsiderate Researcher XRR
Challenge—Reference Preservation Remove X processing counters from target collection. Inconsiderate Researcher does X damage to that collection’s controller.

ARTIFACTS: “Tools of the trade”, usually have a beneficial effect for controller. May be tapped or sacrificed for additional benefit.
Hollinger Box 2
Artifact
Preservation Action or Challenge cards cost 1 less to play.
T: Add U to your resource pool.

Reading Room Reference Collection 5
Artifact
Archivists you control get +1/+1 for each other archivist you control.
At the beginning of your draw phase, draw an additional card.

COLLECTIONS: Free cards revealed from the Accession pile. Have processing point value which shows how much processing they require and how many points they provide once processed. May or may not have additional benefits. Untapped: Unprocessed; Tapped: Processed

Photo Series
Collection—Visual Records
When you complete processing on Photo Series, you gain 3 Reputation. If you also control an artifact named Content Management System, you gain 6 Reputation instead.
If you reject Photo Series, the next time you would gain Reputation, you gain no Reputation instead.
4

Unsolicited Benefactor Papers
Collection—Paper Manuscript
At the beginning of your first main phase, if Unsolicited Benefactor Papers are processed, you may add RR to your funding pool and lose 1 reputation.
If you reject Unsolicited Benefactor Papers, sacrifice a resource and lose 4 reputation.
6


TURN ORDER
· UNTAP
· UPKEEP: All “During your upkeep” things happen. Active Player places one “free” processing counter on an unprocessed collection he controls (representing his/her own processing efforts that turn).
· ACCESSION: Active Player reveals top card of communal collections deck. S/He may choose to accession the collection, in which case it enters play unprocessed under his/her control, or to reject it, in which case it’s put on bottom of deck. There may be consequences for rejecting a collection as noted on the collection card. “Accession” or “Appraisal” Action cards may be played at this time by any player.
· DRAW: Player draws one card from own constructed deck (action, funding, archivist, strategy, challenge, artifact).
· FIRST MAIN: Players may play one Resource Card per turn during this phase. Any number of non-Resource cards may be played. Cards in play may change these limits. Any player may also play Action Cards of any subtype during this phase.
· PROCESS: Active player may tap any number of his archivists to add that many processing counters to his collection. OR he can attack the reputation of an opposing archives (Representing a withering scholarly article published somewhere). Opposing archives may block with any untapped archivists available to prevent damage to the defending player's reputation. If an Archivist takes damage equal to his reputation defense, that archivist is Fired and goes to the discard pile. “Arrangement”, “Description”, or “Preservation” Action cards may be played at this time by any player.
· SECOND MAIN: See First Main for cards which may be played during this phase.
· DEACCESSION: Damage is removed from Archivists and “Until End of Turn” effects end. All Resources remaining in your pool drain and do one damage to your Reputation per resource (Administrators don't like it when you don't spend the money that you have been allocated). Any player may play Action cards at this time.

Summer at the UWM Archives

So it occurs to me that I've sort of written myself into a corner here with this blog. I promised myself that it would be a professional-topic only blog, but the truth is I've been a bit unconcerned with professional issues lately. At least part of the reason for this is that on May 30, I got married to a very lovely and amazing woman (the one who made fun of me for not understanding the concept of Rhetoric), and we've been on honeymoon in Quebec City since May 31. So yeah, kinda busy in personal life, so not a whole lot of leeway to keep up with the professional side of things.

"But Brad, what about the Library of Congress archiving Twitter? I thought you said you were going to blog about that!"

I may have said that, and then I may have forgotten to do so. It happens. Anyway LoC came out with a press release that answered a lot of the questions I posed on my Twitter account shortly after I posed them. I still would like to write an article about this or about appraisal of social networking sites in general. We'll see if it happens.

"But Brad, what about the brouhaha on the A&A list? That's interesting, right?"

Maybe if you're a giant process nerd (which, to be fair, most of the people who read this blog are). I suspect other people would find that IMMENSELY boring and trivial. Suffice to say, it sucks that PK felt like he was being censored, and I think RAIN is an incredibly useful resource, but some of the people who jumped to his defense were perhaps a little too vehement in said defense. (What? Overreaction? That never happens on The List!) That's all I'm going to say about that.

"Well, what about the post title? Are you doing stuff this summer since you're done with all the wedding crap?"

Funny you should ask. Yes, this summer should be a very productive one for the UWM University Archives program (note use of the word "should"; best laid plans of mice and men etc etc.). A lot of good opportunities in particular for electronic records and other alternate formats, because that's the way things have worked out. (It should come as no surprise that Summer is when things get done at University Archives; no more excuses of "Oh, we have to deal with students"). At the risk of overextension, here are a few of the things I'm hoping to get done before the end of August:

• Create a good way to harvest University Communications press releases. This is actually something I've been wanting to do since I got here a few years ago but only now am I getting the actual chance to do so, having finally met with the University Communications staff through the intercession of my boss. They gave us all of their HTML press releases, which I'm having a student convert to PDF for preservation and presentation and then processing via an index. That much is good; getting the stuff from the University Communications CMS is better. Supposedly this is easily accomplished by a harvester program which the tech guy at University Communications can set up. We'll see. In any case, a good e-records case study.
• Talk with Student Activities about harvesting defunct student org files from their new CMS. Student Activities has actually been very good about keeping me in the loop about what they're doing with their records. When they decided they wanted to move their student org files to a CMS, they contacted me to ask about records management and archives specifications, which I was naturally pretty happy about. They picked the system I liked better but I haven't yet seen what the RM/Archiving capabilities are like. This is a good opportunity, though, to get in on the ground floor and make sure that proper RM is being used throughout the life of the system. Another great e-records opportunity!
  
• Properly appraise and (maybe?) digitize historical center tapes. We processed the PAPERS of the founder/director of UWM's Center for 20th Century Studies earlier this year; most of what he gave us, however, were reel-to-reel tapes of lectures given by him and other figures. Some of these are easy to appraise (Buckminster Fuller!); others are not. I'm hopefully working with some people from the Center to identify key topics and speakers and preserve the ones that have some historical value. I don't actually know if digitization is in the future for any of these, but it's a nice dream. In any case we can finally get rid of the tapes that DON'T have value and clear out some space.
• More subject guides! We've put a number of research guides on various UWM History topics, including the history of the school's mascot, Vietnam War protests, and the history of the school's football program. These guides include timelines, photos, and bibliographies for additional resources and are, in my opinion, pretty cool. I'd like to make more of them, both on specific topics and on general things like collections dealing with The Arts at UWM.
• Process the Photo Services collection and make it more accessible. In January, we accessioned probably 120,000 negatives and contact sheets from the campus photo services department. That's good! Unfortunately, most of these are not labeled adequately. That's bad. Happily, we also accessioned the indices that Photo Services was using to access the negatives. That's good! Unfortunately, these indices are all paper, meaning that it is impossible to search them except manually. That's bad. Even worse, the later ones are HANDWRITTEN, which also means we can't OCR them. So we need to figure out a way both to provide initial access to the negatives (which I think we are going to be able to do since a large number of them correspond to the contact sheets we also received) and then to provide detailed, searchable access via the indices (which I suspect is going to involve some outsourcing and/or manual data entry. My students are so lucky....) This might get its own post later this summer.
  
• Maybe get going on a campuswide EDMS initiative? Maybe? We've been stalled for a while on getting EDMS going on campus because of various budgetary concerns, but there are a few things that might get it going again:
  

1. Our interim provost, who is in his day job the dean of the iSchool here and so has some appreciation for RM concerns;
2. The systemwide adoption of the HRS recordkeeping system for Personnel Records, which might get other departments also thinking about how to keep their e-recs (it helps that the CIO here is heavily involved in its implementation);
3. The fact that we're demoing some RM software at the UWROC summer meeting, which, while this campus doesn't like the particular software being demoed, might at least get the UWROC ball rolling on how to implement SOMETHING across the various campuses.

I don't have to tell you, o faithful readers, that getting a bunch of academic departments to do ANYTHING is akin to herding cats. But maybe, just maybe, if we get the infrastructure in place some people will sign on. In the meantime, I think some additional e-recs training is in order. Remember kids, only YOU can prevent the digital dark ages! Speaking of:

• Develop online training for Records Management. This is really neat-- UWM Employee Development met with me the week before I left for my honeymoon and indicated they wanted to work with me to develop some online training modules for records management, including interactive quizzes and possible certificates. Which of course is something I've wanted to do basically since 2008, but it's good that it's finally happening. In particular they validated my argument, ignored during the UWROC webcast process, that the average employee has a 15 minute attention span and so the 50-minute behemoths aren't going to cut it. Very exciting. This WILL have its own blog post as it develops.

So yeah! Good stuff. Also in August I'm going to SAA, so I intend to blog about that as well (hopefully on the Library's dime, because D.C. is expensive, yo.) Stay tuned!

CSI: Archives

As promised, the second post in as many days! (Man... I hope you guys don't think I'm making a habit of this.)


So, Tuesday morning, I am having a meeting with the Library Staff Association here to plan our annual holiday party. At the conclusion of this meeting, my student informs me that while I was in said meeting, someone from the bookstore called looking for information about the school's logo, specifically when the various iterations thereof are adopted. He also mentioned something about police officers, to which I said to myself, "He must have heard wrong. Police Officers don't go to the university archives." I have him look it up in a couple of locations while I'm at lunch, planning to call the bookstore director when I get back.

Returning from lunch, it turns out that my student got the boxes, but apparently did not get the memo that I wanted him to, you know, actually look in them. Sigh. I do the research myself, double check our course catalogs for the appropriate branding, make some photocopies, and call the bookstore director. "Great!" says he. "The officers and I will be right over."

Me: "Wait, what?"

As it turns out, the police officers are real! They are in from Los Angeles investigating a cold case from around 1985. I don't know many of the details, nor am I probably allowed to mention them even if I did, but apparently they recently discovered a portion of a missing person's anatomy in a ditch, wrapped in... wait for it... a University Bookstore bag. They brought pictures to show to me and the director of the bookstore. Ahem: EEEEEW.

The reason they need to talk to me is because the logo appears on one side of the bag, and identifying when said logo was in use is apparently critical to determining the possible range of dates the, um, separation could have happened. What a great opportunity to explain about archives! Sort of! I walk them through the various documents, talk about their provenance and their authenticity, and help them with the interpretation thereof. They seem very interested in what I have to say about the logo while I am trying to not throw up in my mouth a bit, take down my statement and my contact info, make an oblique reference to the possibility that I will have to fly down to LA as an expert witness, and thank me for my time and assistance. I am left more than a little nonplussed.

I have to say, I've seen a lot of weird stuff in my archival career thus far-- for example, the University of Maryland College Park Archives has a portrait of Spiro Agnew made out of feathers-- but I think providing evidence that a bookstore bag is from the appropriate time period based on when the logo was or was not in use is the strangest thing I've yet had to do. They don't really prepare you for this sort of thing in Library School (and as such I hope I'm not doing anything wrong by posting this here! It was just such a surreal experience that I had to share it. Hopefully I'm being vague enough that I'm not contaminating anything).

One does wonder what whoever did this was thinking when they wrapped up said body part in a bag with location-specific branding on it. Clearly the person was not exercising... *puts on sunglasses* Respect des Fonds.

YEEEEAAAAAHHHHH


(If you don't get that, go here. You're welcome.)

Jon Stewart, Archival Education, and Other Things That Are Far Out, Man

We're back, baby! Wow, really haven't posted here since January? Guess this is proof that while lack of content can't keep a good blog down, it CAN keep a mediocre one down. (My discovery of Twitter in March probably didn't help.) Buuuut, this week there are not one, but TWO newsworthy things to talk about! Whee! (The second of which will come tomorrow.)

So, as essential background, last week the University of California-Santa Cruz posted a, shall we say, unique job opportunity on the SAA website. Yes, that's right, ladies and gentlemen, you too can smoke pot and drop acid for 30 years and still have a respectable archives career:

The University Library of the University of California, Santa Cruz, seeks an enterprising, creative, and service-oriented archivist to join the staff of Special Collections & Archives (SC&A) as Archivist for the Grateful Dead Archive. This is a potential career status position. The Archivist will be part of a dynamic, collegial, and highly motivated department dedicated to building, preserving, promoting, and providing maximum access both physically and virtually to one of the Library's most exciting and unique collections, The Grateful Dead Archive (GDA). The UCSC University Library utilizes innovative approaches to allow the discovery, use, management, and sharing of information in support of research, teaching, and learning.

Under the general direction of the Head of Special Collections and Archives, the GDA Archivist will provide managerial and curatorial oversight of the Grateful Dead Archive, plan for and oversee the physical and digital processing of Archives related material, and promote the GDA to the public and facilitate its use by scholars, fans, and students.

Full disclosure here: When I saw this posting, I may or may not have proclaimed it the "best job ever posted on the SAA Career Center" on my twitter account. (This is, to be fair, not that hard of a thing to be.)

Naturally, this sort of thing doesn't go unnoticed by people who are not archivists. The posting was picked up by Cory Doctorow on Monday, and of course people on the site saw fit to complain about how silliness like this is why the UC system is over budget all of the time. Uhhh, way to not understand how university finance works at all there, buddy. Of course, the real shitstorm hit when, presumably learning of it from Boingboing, The Daily Show saw fit to mock the posting on its 11/11 show. Let's take a look:



Hot stuff. I can embed video on this thing. Suck it, twitter.

Anyway. FOR SHAME, JON STEWART! You pronounced "Archivist" incorrectly. This is, of course, not what most of the archives twitterati and commenters on the Daily Show website were primarily concerned about. The primary problem was with Stewart's characterization of the Archives profession as overpaid and overqualified for what they do, which is, according to him, determining whether or not to file something alphabetically or numerically. ("What?! Alphanumerically? Slow down, I don’t have a doctorate!") The current thread on the A&A list is 15 posts long, and, as these things do, has quickly escalated from writing him letters to making up videos mocking him from an archives perspective to calling for his head on a platter. (I may have made that last one up, but stay tuned.)

Can we calm down here and put things in perspective before we do anything dumb like having SAA write the Daily Show an official letter of disapproval? (Because he won't mock that on the show or anything.) As I see it, there are two issues at play here: one, the fact that Jon Stewart and the Daily Show writers are underinformed about the nature of the Archives profession (no argument here), and two, that they are using that lack of information to deliberately and maliciously denigrate the profession and the fact that most of the serious jobs require an MA or MLS of some sort. Whoa, Nelly. Let's think about this last one.

First of all, it IS a comedy news program. The Grateful Dead Archivist is sort of inherently a funny concept, but it's not something you can write a whole bit about. I think it likely that the writers of the Daily Show rely on librarians, archivists, and other information professionals to help them research their bits and put together clips and montages, so they're probably not as ignorant about the profession as they let on. Maliciously insulting their in-house info staff seems like a bad decision if they ever want to show videos on the show again, so I suspect that "for the sake of the bit" was invoked here somewhat.

(Though, of course, the need for additional education about what it is an Archivist actually does is always there. My girlfriend, 2 years after we started going out, still says my primary job is "telling people where to put their email". She's only half-joking.)

Second of all, is it possible that part of the reason for this outrage is that Stewart's comments hit a little close to home for people? Two-and-a-half years after leaving library school, I am still not entirely sure what I learned from the archives classes that is immediately useful for my everyday work (though of course the practicums WERE immediately useful). Provenance and Original Order? Do I really need a master's degree for that? Of course there's more to being an Archivist than alphabetizing and categorizing, but I feel like most of what I do at my job I learned from my on-site experiences rather than from the classes themselves. (EAD and MARC? National Geographic Internship. Preservation? Phillips Collection Internship. Reference and Outreach? Working at the UMD Archives.)

I will maybe, MAYBE concede that I got a lot out of my Records Management class, but I didn't really understand how to put it into practice until I got my EOP job and started writing records schedules. Even my appraisal skills, which are by far the most "abstract" of the main Archives/RM functions, I got mostly from my History coursework and evaluating which documents are likely to retain historical value, rather than from Archives coursework.

There's been a lot of talk of late about revamping the state of Archival education in this country to make sure that the knowledge and skills being taught are the ones that will serve future archivists well in their careers. There's been considerably less action on same, as task force after task force has concluded that it's not an immediate concern and that the idea of having ALA or SAA accredit Archives programs is probably an unnecessary expense. Maybe the mockery at the hands of Jon Stewart will get people to reevaluate this stance, at which point I will laugh and laugh. It's bad enough that the Daily Show, as a "fake" news outlet, is already one of the best real news sources out there; if we use him to justify stop putting off reevaluating archival education, it's just further proof that truth is stranger than fiction.

All that said, there is no such thing as bad publicity for Archives and Archivists. Also, that part about finding a Grateful Dead fan with exceptional organizational skills was pretty hilarious.

EDIT: "No one cares about how you pronounce the word "archivist."--Mark Matienzo, via Twitter

EDIT 2: The official Daily Show forum for discussing last night's episode is also good for some lulz. THE DAILY SHOW IS SERIOUS BUSINESS

I'm in ur kongres, openin ur gubmint

Change we can believe in:

The end may finally in sight to the seven-year battle historians and archivists have waged to overturn President Bush’s Executive Order 13233 of November 2001 that restricted access to presidential records. On January 7, 2009, the House of Representatives approved H.R. 35, the “Presidential Records Act Amendments of 2009,” by an overwhelmingly bi-partisan vote of 359-58. H.R. 35 was chosen by the House leadership as the first piece of substantive legislation passed in 2009 as a symbol of government transparency.

Praise the Lord and pass the ammunition. For those of you not up with your archival issues, EO 13233 was passed by President Bush in November 2001 and allowed any president to withhold access to the records of any OTHER president "reflecting military, diplomatic, or national security secrets, Presidential communications, legal advice, legal work, or the deliberative processes of the President and the President's advisers, and to do so in a manner consistent with the Supreme Court's decisions in Nixon v. Administrator of General Services, 433 U.S. 425 (1977), and other cases...".

For those of you who were wondering, that just about covers everything that a historian might possibly want to look at from a president's records. It's not up there with, say, EO 9066, but it is nonetheless a pretty odious directive, a pretty obvious subversion of the Presidential Records Act, and an extremely flagrant attempt to protect the legacy of Ronald Reagan, who, conveniently enough, would have had his papers released in 2001.

Welp, saddle up the horses, boys, 'cause it's time to go riding. Here are a few of the provisions of the act:

• Overturn Bush Executive Order 13233. Huzzah, huzzah, we already knew this though. Moving on:
• Establish a Deadline for Review of Records. No more of this 'waiting indefinitely for the president to give his permission' foolishness, which is always a good thing.
  
• Limit the Authority of Former Presidents to Withhold Presidential Records.
  Basically, EO 13233 said that if a former president didn't want his records released, he could tell the incumbent so and said incumbent would have to withhold the records. This was, of course, specifically inserted into the EO so that Democratic presidents could not overturn executive privilege for the papers of some of the, um, more 'ethically dubious' GOP CinCs.
  

  No more! The incumbent MAY withhold the records, but is no longer required to do so. Obama, coincidentally, has promised to support this kind of transparency in government. I'd be sweating if I were Oliver North right now.

• Require the President to Make Privilege Claims Personally. Not that former presidents have to physically go down to their presidential libraries and stop the researcher, but that any privilege claims expire once he does. In other words, Ronald Reagan DOUBLY has no way to withhold his papers now.
• Eliminate Executive Privilege Claims for Vice Presidents. This is a pretty obvious F-U to Vice President Cheney. Not that I'm complaining.

A similar bill actually passed in the House in 2007, but died when President Bush threatened to veto. It is unlikely that President Obama will do the same. Assuming people in the senate are non-stupid, this will be a boon to archivists, historians, and the general public alike. I for one am very excited about HR 35. If you're an information professional, you should be, too.

Library School 0, Brad's Girlfriend 1

Early this week, I decided that my current approach to scheduling offices' records-- i.e. "we need to bring you into compliance with State records law"-- wasn't working for me as well as I had hoped, and so chose to tackle the problem wearing my archivist hat instead. Instead of using the stick of compliance to get offices to go along with records scheduling, I would use the carrot of Immortality! (That sounds like a deranged Dungeons and Dragons item. Anyway.) To this end, I sent out emails to several academic departments, indicating that the UWM archives wanted to do an appraisal of those departments' records for addition to our collections and the historical record of UWM.

Amazingly, I actually received replies from a number of the emailed folks. Even more amazingly, the one surveyee thus far has been more than happy to give me subject files, syllabi files, departmental review stuff, and other types of records that I have been trying to get into the archives since I arrived at UWM. Even MORE more amazingly, when I talked about the prospect of writing records schedules for some of the non-archival files, they warmed to the topic! "We haven't known what to do with these," they said. You catch more flies with honey than with vinegar, it seems. Who knew?

Flash forward 20 minutes from that meeting. I tell my girlfriend, who is a Rhetoric Ph.D. student at UWM, about this epiphany of mine. The following exchange occurs:

Me: Isn't that cool?
Her: Um, Brad?
Me: ...What?
Her: That's called 'rhetoric'. Talking to people to get the desired result.
Me: ...Really?
Her: Yep. So I already knew what you just told me. But I knew you would get there eventually!
Me: ...Epic fail on my part, right?
Her: Pretty much, yeah.

So, yeah. I feel pretty dumb now. On the plus side, I am slowly but surely developing tactics to better cultivate donors. (At first, I thought the acquisition of University Records was going to be easier than manuscript curating because they HAD to give them to me. How naive I was in October.) On the minus side, this really IS the kind of thing they should be teaching us in Library School, rather than Dialog or semantic frames or similar nonsense. I want my money back. (Well, not really, I did learn stuff in my actual archives courses. On the other hand, it WAS a lot of money...)

Speaking of information architecture, I've just read David Weinberger's Everything is Miscellaneous and have some thoughts, but those are for a different post.

Thoughts on the AHA Archives Wiki, or, "There's no such thing as bad publicity"

Kate Theimer over at ArchivesNext has alerted me and much of the rest of the archival community to the American Historical Association's Archives Wiki, which according to the site is "intended to be a clearinghouse of information about archival resources throughout the world". I admit that I am a bit ashamed to not have heard about this through my history contacts, but then I am an archivist first, a records manager second, and a historian bringing up the rear, so I'm not TOO ashamed. I had meant to respond to her post immediately but for one reason or another did not do so. Happily, David Mattison's post on the subject on the Ten Thousand Year Blog reminded me that I did want to talk about it. So let's to it:

Do I think it's a useful resource at the moment? Not particularly.
Do I think it can BECOME a useful resource? Absolutely.

Kate's first impression of the site is that "The site has potential, but I have a few reservations." I think some of her reservations are spot on: the initial population of the site is a bit random, the formatting on some of the pages is irregular and a little disquieting, it's unclear how much administrative control the AHA is going to wield, etc. But these, ultimately, are problems that are going to be solved in time if enough archivists and historians learn about the existence of the site. Wikipedia, to use the most immediately accessible example, is not a foolproof, 100% accurate site by any means, but it works at least as a quick ready reference source or a link to more authoritative sources because it has a large community of editors and contributors who are willing to examine the articles and edit them for accuracy, clean them up, etc. If people use this wiki, the same thing will happen here. In fact, because in theory you have academics and professionals using this, there's the potential for a lot more information-rich pages! So, yes, legitimate concerns, but I think ones that are solvable by the nature of Web 2.0.

I'm a little more disturbed by the philosophical reservations Kate voices on her blog:

I am all for having a wiki that has information about different kinds of archives (although most of the basic information would probably have been pretty accessible through a Google search), but I wonder how eager historians will be to share really detailed information about their experiences with collections. (Cheap hotels, maybe, but not tips on how to get access to “the good stuff.”) I had the impression that most historians were rather close-mouthed about their sources. Or is my stereotype of the historian just as unfair as the stereotypes of archivist that I complain about regularly in this blog?

And, to play devil’s advocate, how much of this background information is really useful or necessary to be gathered in this format? Do historians really not know where to go for archival resources in their area, and if they don’t, would they really discover an archives by this kind of broad categorization? (As opposed to a more targeted Google search?) And, I think most researchers wanting information about hours, policies, and contacts would always rely more heavily on the archives’ own web site than on the information in this wiki (which might very well be out of date).

Sorry, Kate, but I think your stereotype is unfair. It's true that there's some degree of hoarding the 'good stuff' in the profession, particularly in newly-opened, important collections, but I think there is much more collaboration in the profession than the above would seem to imply. For one thing, as soon as you publish your article or monograph or whatever, people are going to know where you found your stuff anyway (at least if you're being intellectually honest about it); for another, giving access tips to the material you used, or related material, helps people build on your argument and expands the discourse of that particular subject. Even if they disagree with you, they are still bringing your argument into the forefront of that particular journal or collection-- and in that case, that's free publicity and prestige for you in the profession. There ARE people who hide the path to their sources-- but I haven't come across them in my historical research, or even in talking to other people in my history program.

As far as the necessity of this resource, I would have KILLED for something like this in undergrad, or even (to a lesser extent) in grad school. I think EVENTUALLY historians know where to go for archival resources in their area, but what about those who are just starting out? What about historians who are, for whatever reason or another, compelled to seek out archives in a different region? In one of my undergrad history seminars, I wrote a paper about small-town brass bands, but it was not nearly as comprehensive as it could have been because I did not know about which towns had archives, and even then I did not know which had collections relevant to my paper. A resource like this would have at least helped me to determine where some of these collections MIGHT be, and depending on how effectively the wiki is used, even may have helped me find some relevant collections outright.

Now, the immediate counterargument to THIS argument is that these kinds of directories already exist in various forms, either as entries in NUCMC or as listed in Terry Abraham's Repository of Primary Sources. Honestly? Before David's post, I never knew the latter existed. Which is, I think, the point of the AHA Wiki-- the more places that list your repository, the more exposure your repository gets, the more likely a researcher who only uses one repository list will find your particular archives, and-- thanks to the algorithm used by Google-- the more likely that a Google search will turn up your archives. And what if your archives doesn't HAVE a website? Well, shame on you, because it's really easy to set up a website. But meanwhile, if your repository is listed here with even rudimentary information about hours, etc., that's better than not having any listing at all.

This is definitely a project which, much as I tell my Records Management clients, won't happen without user buy-in and effort. But if the wiki DOES get the buy-in which it needs-- and I think it will-- I think it will be a great resource for historians, particularly those historians who are new to the profession and haven't created the scholarly network to get the word-of-mouth information that this wiki is meant to imitate/supplement. In fact, I think I'm going to put UWM's info up there right now.

ETA: Jeanne Kramer-Smythe has some interesting musings about structured data and the AHA Archives Wiki at Spellbound Blog. As someone who's trying to configure an ERMS for an entire university I sympathize with her views, but I think having structured data for this kind of project is less critical than having it for the purposes of records retention and disposition. I am happy, however, to be convinced otherwise.

Zimbra, E-mail management, and all that rot

Good morning, campers! This post is being written via Zimbra, the engine underpinning PantherLink, the new email/collaboration suite that is being rolled out at UWM sometime next month (and which allows direct blog posting! Very cool). UWM's IT department is surprisingly understanding of records management needs and concerns, considering some of the horror stories I heard last week at the UWROC semi-annual meeting, and they have given me a test account to play with and check out the records management capabilities of the system. So far? I like it, with a few reservations. Not really surprising, considering it's an email system first, a collaboration system second, and a records management application last-- but it's still a bit distressing, considering how much of a problem email management is for both archivists and records managers.

So, without further ado:

THE GOOD
--Tags! Oh man, tags are exciting, and they're implemented here very well. Unlike a lot of tag-enabled applications, which make you input tags separately for each email, Zimbra lets you tag a document, then saves that tag in a visual tag library with color-coded icons. This is REALLY useful for taxonomy, because if a user sees tags, and they are readily available for application to emails, that user is more likely to apply them to the emails they receive. This, in turn, makes searching for e-discovery, reference, etc. That much more likely. Well done Zimbra!
--The Ajax-based UI is a gigantic improvement over the PantherMail interface currently in use. Essentially, what Ajax does for the client is to allow for full interactivity in email management. In practical purposes, this means that things I was doing with Thunderbird-- dragging files, right-clicking to get email properties, etc.-- can be done through the web interface. This is fantastic for standardizing RM training for emails (more people are likely to use the webclient, which in turn means that I don't have to present three scenarios), and also makes it more likely that emails will be dragged to appropriate tags/folders. Speaking of which:
--The foldering schema in Zimbra allows for multi-level hierarchy, which is something not even Thunderbird does. This is great for records management purposes, because it allows users to organize by subject and date, which can (in theory) correspond to records series and disposition date. Of course, this is all still dependent on user application, but to a certain extent this can be partially automated by:
--Message filtering, which appears as a big blue plus sign on every email. With a little training on setting up filters, people can send emails from a certain address or containing certain subject terms directly to the appropriate folder, do not pass Go, do not collect $200 or create inbox clutter. I tell people to use Thunderbird because it has this functionality, but if the web client ALSO has the functionality people may be inclined to use that AND to set up filters.
--Advanced search capabilities built right in, including the use of all appropriate metadata (including tags) as well as keyword search. I don't need to mention how nice this is.

THE BAD
--As far as I can tell, there is no mechanism for actually archiving emails. This is obviously a major flaw from a records management standpoint, exacerbated by the problem from an IT standpoint of people keeping everything on the email server again instead of downloading to a departmental server. This, in turn, will lead to more "reduce your inbox size"-type emails from IT, which will lead to more difficulties with record emails being destroyed. I am hoping this will be addressed in the PantherLink meetings to which I have been invited, but I (admittedly no techie, but at the very least a "clueful user") couldn't figure it out from here.
--A lot of functionality-- but I wonder if that may also lead people to conclude it's too busy. Right now, I count 21 buttons and/or tabs to push on the main screen, and I suspect people-- particularly non-tech-savvy people-- might get intimidated by that, thus not using the RM functionality of the program at all. Similarly:
--The Ajax UI is radically different from the HTML interface being used by the PantherMail system currently in place. For me this is good because I like new and shiny things. For a lot of people this will be bad because they've gotten in the groove of their old email system and don't want to learn a new one. Ultimately, this will result in a lot of people not using the RM functionality out of sheer orneriness. In addition:
--While some aspects of the UI are very user-friendly, like dragging files and creating folders, others are, well, not. For example, it took me about 15 minutes to figure out how to even CREATE a tag, let alone how to apply a pre-existing tag to an already-existing email. This will ultimately mean A TON of training resources expended on my part and on the part of UITS. Speaking of which:
--Zimbra does not, as far as I can tell, include functionality for top-down tag dissemination or categorization. This is problematic because if I don't have the power to make tags immediately available for insertion into people's clients, they will invent their own tags, categories, and folders. This works well for one-computer searching, but not so well for multi-computer searching of the kind that universities often have to do. To a certain extent I can ameliorate this by posting a list of suggested tags on the RM website or something, but again, it's a case of "you can bring a horse to water, but you can't make him drink".

THE UGLY
--The Help menu, in addition to not working right at the moment, takes you to a page on purging the trash folder when you click on "archiving email" in the index listing of topics. Yikes. I hope that's just a link error and not what passes for records management at the Zimbra corporate offices, 'cause if so I think a couple of fellows named Sarbanes and Oxley are going to want to have a few words with them.

So, my initial impressions? As an email management system, very good! This will help a lot of people keep their emails straight, which means less work for me in explaining to people how to find that one email. As an enterprise records management system, less good! There doesn't seem to be any account taken for disposition, workflow, or even exporting of email into a program that CAN do that stuff. Which is fine, considering that Zimbra didn't design the client to incorporate disposition scheduling or archiving, so I can't really blame them for doing that. But it also means more work for me in attempting to come up with a workaround for the lack of university-wide control. If it's helping people organize their emails it's probably a no-score win, but when people start deleting stuff to meet quotas... Oy.

Anyway, this is all subject to change after the PantherLink meetings and/or the actual rollout. We'll see what happens.

ETA: Apparently, I'm not the first person to note that there's no archiving tool in the Zimbra Client, as a little poking around on their website yielded a link to Zimbra Archiving and Discovery. So I stand partially corrected. However, I will keep the original concern up in the post because this is an add-on rather than an automatically included part of the Zimbra email client, and at $24/mailbox, I'm not sure that UITS will be entirely happy to invest in that. Also, the archiving/discovery functionality is administrator-based, which DOES take the onus off of users to archive their email (good) but relies entirely on the discretion of the IT professionals to determine which mailboxes and email messages are worth keeping (potentially not so good). Anyway, I reserve judgment until such time as I actually meet with the PantherLink folks and voice these concerns.

Cry Havoc and Loose the 7th-Graders of War!

(Yeah, one person in the entire universe will get why I chose that particular title. Considering there are all of about 6 people who actually read this blog, though, I am not yet terribly worried about an abundance of in-jokes. So it goes.)

Yesterday, the UWM Archives played host to a veritable horde of 7th graders from a local Milwaukee middle school, as a way of helping said horde with their National History Day projects. Let's get this out of the way right now: God I'm old. These kids, with a couple of exceptions, seemed so YOUNG, even though most of them were probably 12 or 13 (which, at the top end, is still almost 13 years younger than me). Don't believe the hype about kids growing up faster these days, because it's a damn dirty lie. I know that as archivists go I am a mere sprout myself, but yikes. Somebody get me my walker.

That said, it was a pleasure to open up the archives to these students, whose behavior ran counter to what I have come to expect from children that age. For the most part, these students came in with interesting and well-fleshed out topics, and they were very attentive regarding the Archives staff's mini-Bibliographic Instruction and respectful of the materials. Our reference archivist was wished a mass "Merry Christmas" (I didn't think kids still did that at that age), and all of my students were very respectful and even thanked me on their way out (I REALLY didn't think kids did that! Though perhaps working in a public library for a time has biased me). It was, overall, a lot less frightening than I thought it was going to be, and makes me think there may yet be hope for the future of humanity. (I reserve final judgment, however, until I see what these kids are like WITHOUT their teacher hovering in the next room.)

Overall, I think it's a great idea to get kids interested in archives this early. Everybody knows what a library is, but I had no idea what an archive was for until COLLEGE, and I didn't seriously consider it as a profession until the second half of that. Getting kids into the archives, or at the very least using archival material, is a great way, from my perspective, of increasing the exposure of both individual archives and the profession as a whole. Early exposure to archives makes it more likely that the student will become interested in the collections, use them or other archives later in life, tell other people about this cool rare stuff tucked away in the library, etc. etc. "Give me a child until the seventh grade, and I will give you the man," as the saying goes. Or something like that.

On the other hand, getting students that young to use archives EFFECTIVELY can be a challenge for archives who are used to serving more seasoned researchers. I had to send a couple of my students back out to the library because they did not have adequate background on their topic to use their collections correctly. More needed guidance on how to do research more efficiently-- he was using a scrapbook and reading all of the articles contained within cover to cover, rather than skimming the headlines for useful articles first. And I think all of the students needed some guidance regarding using the documentation not only for informational value, but also for evidential value (I pointed out to one group, for example, that child labor permits, by the nature of the fields it contained, told the researcher a lot about what educational expectations were at that time, and they were amazed). These issues are not the fault of the students, but merely stem from an understandable lack of experience.

I think there's a lot of opportunity in getting younger researchers into the archives, but I also think that there's a lot more preparation involved on the part of the archives and its archivists. What follows, then, is a brief list of observations and/or suggestions on some ways of doing this effectively, based on my experience here and at other institutions.

1) Familiarize them with primary documents before bringing them to the archives. This is something that the teacher can do either independently or with the help of the archives he intends to have his students use. There are a ton of published primary sources out there, and before the younger researcher steps foot in the archives he/she should have at least a rudimentary grasp of what a primary document is and what it can or can't tell them. (Particularly important to impress upon students at this point is that EVERYBODY has a point of view, and just because it's a primary source doesn't make it gospel truth.) Alternately, individual repositories can pull together documents on a topic of particular interest and make copies of those documents available to the class in question. For example, the Truman Presidential Library has produced a number of Student Research Files, which are artificial collections pulled together by archivists on certain broad topics, such as the decision to drop the atomic bomb or the Marshall Plan, that allow students to "get their hands dirty" and play with the files, but allow the students to skip the often tedious process of combing collections to find relevant documents.

2a) Encourage preliminary research on the part of the students. This, I think, is something we could have done better here. If students have picked their own research topics, as was the case with the students we hosted yesterday, they are going to get a lot more out of the archival documentation if they have the background to contextualize it. During our arrangement with the teacher(s), we as archivists should encourage them to require students to do at least a little library research on their topic before coming to the archives. After all, this is going to be an expectation if students decide to do research in the archives later in their academic careers; why should we encourage bad habits early on?

2b) Provide background information for the provided material. In the cases where archivists pick out specific collections for students to browse for an assignment, it seems similarly incumbent upon us to give the students enough information to use the collections effectively. The finding aid header notes, including scope/content and biographical/administrative history notes, should be the bare minimum for this purpose. Ideally, archivists making specific collections available to students should write a much extended history note for the students to use in determining what in the documents at which they are looking is important.

3) Pick out interesting material ahead of time. In this case, by contrast, our reference archivist did an excellent job. The students we hosted provided us with some general topics, and in almost all cases she was able to find and pull portions of collections that were directly relevant to what they were studying. Eventually, of course, you want to have the students actually learning the entirety of the research process-- the thrill of discovery is often the best part of research, I find-- but the tedium of trudging through the files you don't need is usually the worst part of it. As the idea is to get them hooked on how cool archives can be, it's probably best at this point to eliminate the less-glamorous parts of it.

4) Assist the students with basic research skills. We provided the students with finding aids for their collections in case they wanted to conduct further research on their topics. None of my students had topics in which the UWM archives is particularly deep, but a number of the other archivists' students did, and they were very helpful with showing the students how to use a finding aid, pointing them in the direction of related material, etc. Meanwhile, it is useful to reinforce the tips and tricks that archivists/historians/whoever use to maximize the efficiency of their research, such as skimming, looking for evidential value, selecting pithy and appropriate examples, etc. With luck, the teacher has cooperated on #1 of this list, and this will be review for most students.

4a) Get students in the citing habit. All of the archivists working with the students were (as far as I can tell) extremely conscientious about making sure the collections were cited correctly, which is as it should be. During my term as a teaching assistant for History of Science, by far the most common error students made on their papers was undercitation or incorrect citation of materials. I couldn't do much about it except write little chastising notes on the papers, because you can't fail an entire class! But this is, to my mind, not a matter of malicious intent so much as it is a matter of not knowing when, where, or how to cite properly. If you emphasize the correct manner of citing material-- and especially the correct matter of citing archival material, which has extremely confusing rules by its very nature-- you get them started on the road to having it be second nature by the time they get to college. You're welcome, History TAs of tomorrow.

5) Remember your audience! I definitely used words like "pertinent", "provenance", and "promulgate", to use just the examples that start with P, when briefing the students on the rules of the archives, what it was an archivist did, and how they could best use the collections with which we had provided them. Cut to 10 minutes later, when I happened to glance at the notes of one of my students, which included a reminder to look up the word "pauper." Oops. Fortunately one of the other archivists said later that she did the same thing, so I didn't feel AS bad, but that just drives home the point that you can't talk to 7th graders the same way you talk to academics or undergraduate researchers. It's not a matter of bringing yourself down to their level or a question of oversimplification, but you really have to put in a concerted effort to remember who you're talking to, and then adjust your vocabulary and/or phrasing accordingly.

None of the above, of course, should be taken as gospel, coming as it does from one experience with a class of 7th graders, some work on student research files for the Truman Library, and some reference experience with a surprise class of undergraduates all coming in to do the same assignment. Still, I thought I would share my observations of what could be taken away from the experience in the hopes that someone will find it useful. I, for one, would love to hear other people's experiences with archives use by children and/or young adults. If nothing else, comments on that might be useful to pass back for the next time we have a younger-than-average research group.

I suppose the same principle of getting to 'em while they're young could also apply to records management. Maybe. On the other hand, I kind of doubt 12 and 13 year olds are really going to be all that interested in retention schedules and file management schema...

Yeah... that went well.

*clears out cobwebs* Hi, folks. I said I was going to actually update this blog, but that did not so much happen. Well, that changes now! Possibly. Maybe.

In any case. Since my introductory post waaaay back in August, I have been hired as Records Archivist for the University of Wisconsin-Milwaukee, so this blog is going to take a slightly different turn than I originally envisioned. As Records Archivist, I am responsible for maintaining, processing, and providing access to the records produced by the various offices on campus. But wait, there's more! I am also the University Records Officer (The title on my business cards), which in Wisconsin means that I am the representative of the State Archivist on the University and pass along his permission (actually the permission of the Public Records Board) to destroy records according to state law. Furthermore, my OFFICIAL title is Academic Archivist I, which means I ALSO deal with manuscript collections that pertain to the university but aren't actual university records, such as the records of Student Organization. As you can tell, I wear a bunch of different hats in this job. And yes, all of them are silly.

As a result of the above, this blog is going to have a very definite Records Management bias-- I will talk about scheduling, policy development, records surveys, General Records Schedule development, e-records disposition, and training and outreach issues. But, again, because my official title is as an ARCHIVIST, I will also take on archives-specific issues of access systems, appraisal strategies, description and cataloging (I still <3 EAD, even if my job doesn't involve me using it a lot), reference, and fun stuff like format issues and exhibit design. Plus, if all else fails, I'll just talk about what I'm working on right now. Because, I gotta say, guys, this job is pretty great and most of the time that will actually be interesting.

For example: Right now I am doing preliminary appraisal and writing a processing plan for a collection we received from University Relations. This collection is all photographs, which I've had some experience with, but never with anything this extensive-- and it's great. Part of it is publication files from UWM newsletters and such, but most of it is detailed subject files-- campus scenes and important/yearly events and celebrity visits and important people on campus and aerials of Milwaukee. This is a fantastic collection, I don't mind telling you. I kind of envy the student who's going to be working on this collection for her field study-- she's going to be the one who really gets to go in-depth looking at the photos and doing the cool arrangement and description work (although, as her site advisor, presumably I will have something to do with it). It will be interesting to see how she chooses to approach the collection in arranging and describing it, and I'm excited to get this collection ready for the big show (i.e. the Processed Collections page).

So yeah, that's me right now. Doing some appraisal, meeting with some offices, writing some Records Retention and Disposition Authorities for office approval, and, you know, writing the blog. Oh! And doing research on email preservation, more about which later. Right now I should get back to work.