COMMUNITY
LANGUAGE
ARCHIVES
SHANNON BISCHOFF
SUSAN GEHR
SUSAN (SMYTHE) KUNG
OVERVIEW
• Day 1: Defining archives, archivists, archival
research
• Day 2: What kinds of language materials go into the
archive and when
• Day 3: What is involved in creating and donating
archival materials (deeds of gift, organization of
materials, metadata, best practices, archive ingest
costs and policies)
• Day 4: Starting your own community archives
(physical vs. virtual, partnering with a larger archive,
necessary resources, e.g. human, physical,
technological, fiscal)
DAY 1
DEFINING ARCHIVE,
ARCHIVIST, AND
ARCHIVAL RESEARCH
• Instructor introductions
• Class introductions
o Name
o Where you are from
DEFINITIONS & DESCRIPTIONS
• Archive
oTraditional “brick and mortar”
archive
oDigital language archive
• Archivist
DEFINITIONS & DESCRIPTIONS
• Archive
DEFINITIONS & DESCRIPTIONS
• Digital language archive
DEFINITIONS & DESCRIPTIONS
• Archivist
Archivists working at the Bancroft Library at UC Berkeley
DEFINITIONS & DESCRIPTIONS (CONT)
• Archival research
•
http://www2.archivists.org/usingarchives
• Working with old documents
DEFINITIONS & DESCRIPTIONS (CONT)
• Archival research
• At a brick and mortar archive
DEFINITIONS & DESCRIPTIONS (CONT)
Archival research
Pre-searching a brick and mortar archive via its
Internet portal
• National Anthropological Archives Search
Engine (Smithsonian Institution) http://sirisarchives.si.edu/
• The American Philosophical Society (APS)
http://www.amphilsoc.org/
• Open Language Archives Community (OLAC)
http://www.language-archives.org
DEFINITIONS & DESCRIPTIONS (CONT)
Archival research
At a digital language archive via an Internet portal
• AILLA at UT Austin www.ailla.utexas.org
• Kaipuleohone at UH Manoa
www.ling.hawaii.edu/langdoc/archive.html
• ELAR at SOAS www.elar-archive.org
• PARADISEC http://www.paradisec.org.au/
DEFINITIONS & DESCRIPTIONS (CONT)
• Working with old materials
OLD DOCUMENTS
Archives’ roles in
language revitalization
• Breath of Life
• Coeur d’Alene Online
Language Resource
Center
AICLS / UC BERKELEY
BREATH OF LIFE
AICLS / UC BERKELEY
BREATH OF LIFE
COEUR D’ALENE ONLINE
LANGUAGE RESOURCE CENTER
FOOD FOR THOUGHT:
What sorts of language
materials do you think
should go into an
archive?
DAY 2
WHAT
MATERIALS GO
IN AN ARCHIVE
NOTE
Course resources available on the thumb drive
One to add: “Using Archives: A Guide to Effective Research.”
http://www2.archivists.org/usingarchives
GROUP EXERCISE:
Discuss:
• What kinds of materials should go into an
archive?
• Of the work you have done, what would
you put into an archive?
• What kind of archive would you put them
in (traditional or digital only)?
Summarize & share with the class
TOPICS TO CONSIDER:
Intellectual Property
•
•
•
Creations of the mind, e.g., literary
works, musical works, inventions,
designs, brands, etc.
IP is protected by copyrights, patents,
trademarks, and tradtitional law
One institution’s policy on intellectual
property http://www.humboldt.edu/policy/PEMP0
9-03Intellectual-Property-Policy
TOPICS TO CONSIDER:
Copyright
• Copyright law varies from country to country
• Always talk to a copyright attorney in your country,
on your campus, in your community!
• If your tribe or community has a copyright attorney,
talk to that person.
• There are attorneys that specialize in tribal law,
copyright law, and repatriation of heritage resources
TOPICS TO CONSIDER:
U.S. Copyright
• The U.S. Copyright Act of 1976 limits copyright to
"original works of authorship fixed in any tangible
medium of expression."
• See Copyright Basic from the US Copyright Ofc:
http://www.copyright.gov/circs/circ01.pdf
• Public domain – works published before 1923
• Under copyright – works published after Jan. 1, 1964
• Unknown copyright status – works published
between 1923 & 1963. Check the copyright status:
http://collections.stanford.edu/copyrightrenewals
TOPICS TO CONSIDER (CONT):
Access restrictions
TOPICS TO CONSIDER (CONT):
Access restrictions
• Culturally sensitive materials (e.g.,
ceremonial, ritual or esoteric
language)
TOPICS TO CONSIDER (CONT):
Access restrictions
• Culturally sensitive materials (e.g.,
ceremonial, ritual or esoteric
language)
• Protected populations
TOPICS TO CONSIDER (CONT):
Access restrictions
• Culturally sensitive materials (e.g.,
ceremonial, ritual or esoteric
language)
• Protected populations
• IRB (or other authority) requirement
TOPICS TO CONSIDER (CONT):
Access restrictions
• Culturally sensitive materials (e.g.,
ceremonial, ritual or esoteric
language)
• Protected populations
• IRB (or other authority) requirement
• Restrictions imposed by speakers,
their families, speech community
TOPICS TO CONSIDER (CONT):
Access restrictions
• Culturally sensitive materials (e.g.,
ceremonial, ritual or esoteric
language)
• Protected populations
• IRB (or other authority) requirement
• Wishes of speakers, their families,
speech community
• Temporary embargo (e.g., thesis in
progress, 5 year embargo for data
analysis, etc.)
TOPICS TO CONSIDER (CONT):
Access restrictions
• Culturally sensitive materials (e.g.,
ceremonial, ritual or esoteric language)
• Protected populations
• IRB (or other authority) requirement
• Wishes of speakers, their families,
speech community
• Temporary embargo (e.g., thesis in
progress, 5 year embargo for data
analysis, etc.)
• Material under copyright
TOPICS TO CONSIDER (CONT):
How restrictions affect
language revitalization
DAY 2 WRAP-UP
Points from Mary Linn’s Models talk:
• Larger archives (e.g., AILLA) might be willing to serve as
backup repositories to smaller, community-based archives
• Family collections
• Digitizing free or low cost
• Families can give a copy to the museum
• Priority on getting materials into the community for use
RESTRICTED MATERIAL
“Contents closed to
researchers until 2036”
TOPICS TO CONSIDER (CONT):
Access negotiations,
legal systems, and
traditional law
TOPICS TO CONSIDER (CONT):
Respecting privacy
Removing confidential information
• social security numbers, personnel
and student records
• names of minors (if required by IRB or
tribe)
• taboo use of names or images
• Diaries (in a language archive)
CASE STUDIES
For each of the case studies, consider
the following:
•
Should the material(s) go into an
archive?
•
What kind of archive?
•
What about copyright issues?
DAY 3
DONATING
YOUR BODY
OF WORK TO
AN ARCHIVE
TOPICS TO CONSIDER:
Political winds & what
goes into archives
“The winners write history”
And they might fund the
archives
TOPICS TO CONSIDER:
Choosing an archive
vs.
Being chosen by an
archive
COLLECTING SCOPE
http://library.humboldt.edu/humco/services.html
“with emphasis on the natural resources, Native peoples, and
primary industries of Northwestern California, including the
history of Humboldt State University.”
Gifts/Donations
“Donations of books, manuscripts, photographs, or maps that
complement our collection strengths are encouraged. Monetary
donations to support the acquisition, processing, and display of
materials are very welcome. Please contact Joan Berman to
discuss a potential donation. See also Giving to the Library.
TOPICS TO CONSIDER (CONT):
Deed of Gift &
Copyright Transfer
http://www2.archivists.org/public
ations/brochures/deeds-of-gift
DEED OF GIFT, PART ONE
UNIVERSITY OF CALIFORNIA, BERKELEY
BERKELEY • DAVIS • IRVINE • LOS ANGELES • MERCED • RIVERSIDE • SAN DIEGO • SAN FRANCISCO
SURVEY OF CALIFORNIA AND OTHER INDIAN LANGUAGES
DEPARTMENT OF LINGUISTICS
SANTA BARBARA • SANTA CRUZ
1203 DWINELLE HALL #2650
BERKELEY, CA 94720-2650
Gift Agreement
I, ___________________________, herewith give to the Regents of the University of California,
for the use and purposes of the Berkeley language archives (including the Survey of California
and Other Indian Languages and the Berkeley Language Center), the following materials:
I agree that these materials may be made available to users of the Berkeley language archives (in
person or by remote computer access) for research, language education, linguistic and cultural
revitalization, and other non-commercial purposes, according to the established procedures of the
Berkeley language archives, except as specified in any amendment to this agreement. I agree that
persons given access to these materials may make copies or arrange to have copies made for the
same non-commercial purposes. I understand that I retain the right to distribute and publish these
materials and incorporate them in whole or in part into other works.
and Other Indian Languages and the Berkeley Language Center), the following materials:
DEED OF GIFT, PART TWO
I agree that these materials may be made available to users of the Berkeley language archives (in
person or by remote computer access) for research, language education, linguistic and cultural
revitalization, and other non-commercial purposes, according to the established procedures of the
Berkeley language archives, except as specified in any amendment to this agreement. I agree that
persons given access to these materials may make copies or arrange to have copies made for the
same non-commercial purposes. I understand that I retain the right to distribute and publish these
materials and incorporate them in whole or in part into other works.
The Berkeley language archives may appropriately dispose of duplicate copies or other items not
needed for its collection.
Date:
Signed:
Address:
Telephone:
Email:
The Berkeley language archives gratefully accept this gift to the Regents of the University.
Date:
Signed:
Survey Representative
FEES ASSOCIATED WITH
DEPOSITS
• Ingest fees
• Retrieval fees
• Disposal fees
• Service fees
http://bancroft.berkeley.edu/ref
erence/dsu/services.html
TOPICS TO CONSIDER (CONT):
Organizing materials
for deposit/donation
(grouping, bundling)
• Media types
• File types
• preservation/archival copy
• Access/presentation copy
• Transcriptions
• Translations
TOPICS TO CONSIDER (CONT):
Orthographies
• Old vs. new
• Special fonts (e.g.,Unifon)
• Unicode
ADDING TO ARCHIVAL
COLLECTIONS
• AILLA’s digital
“progressive
archiving”
• Accruals
DAY 4
STARTING
A NEW
ARCHIVE
FINDING AID
A tool that connects the researcher to information.
• Container list
• Card or online catalog
• Inventories
http://library.humboldt.edu/humco/holdings/BuckleyAid.html
How to read a finding aid (I learned of this on Twitter! - sg)
http://guides.lib.purdue.edu/content.php?pid=282374&sid=25
42554
METADATA: DATA ABOUT DATA
• DACS
Describing Archives: A
Content Standard
• Dublin Core
• IMDI
TOOLS FOR COLLECTING
METADATA
• AILLA metadata spreadsheets
• Toolbox template
• SayMore
EXAMPLE
Archive of the
Indigenous Languages of
Latin America
AILLA
www.ailla.utexas.org
AILLA
THINGS TO CONSIDER
•
Organizational Structure
•
Long-term, enduring commitment
•
Money
DIGITAL ARCHIVES
•
Digital repository +
asset management software
•
•
•
•
•
Hand-built relational database & portals
(somewwhat cumbersome when ingesting large
numbers of files)
Dspace (allows embargoes, not restrictions)
Digital Commons
Fedora (most versatile, but steep learning curve
& requires asset management software)
Murkutu (built in Drupal, which is quite complex)
BEST PRACTICES:
Society of American Archivists:
http://www2.archivists.org/statements/saacore-values-statement-and-code-of-ethics
Protocols for Native American Archival
Materials: http://www2.nau.edu/libnapp/index.html
Isle Metadata Initiative:
http://www.mpi.nl/IMDI/
CARE OF PHYSICAL
MATERIALS
GROUP DISCUSSION
Will you be
•
Starting your own archive?
•
Seeking out an archive?
•
Starting to take better care
of your language materials?
ADDITIONAL RESOURCES
Association of Tribal Archives, Libraries, & Museums
http://www.atalm.org
Society of American Archivists
http://www2.archivists.org
Association of Canadian Archivists
http://archivists.ca
Fleckner, John. Native American Archives: An Introduction.
Chicago: Society of American Archivists, 1984.
Hunter, Gregory S. 2003. Developing and maintaining practical
archives: a how-to-do-it manual. New York: Neal-Schuman
Publishers.
Thieberger, Nick. 1995. Paper and talk: a manual for
reconstituting materials in Australian indigenous languages
from historical sources. Canberra: Aboriginal Studies Press.
WRAP UP
• Questions
• Share Resources
• Course Evaluations
CASE STUDIES:
Consider the materials on
the following slides.
Discuss: What should be
put in an archive?
Why?
When?
CASE STUDY 1:
Huehuetla Tepehua
• 3 minidiscs
• 3 field notebooks (all
handwritten)
o 2 of text transcriptions
o 1 of text free translations
or summaries.
CASE STUDY 2:
Mixed analog and born digital materials
that include
• Audio, video, and ELAN files for 10 oral
histories.
• 40 audio recordings of the transcription
sessions.
• 20 notebooks of the handwritten
transcriptions
What goes into the archive? How much
storage and data entry will this require?
CASE STUDY 3:
Various languages:
2 printed books on Totonac, published by
SEP, Mexico.
1 professionally produced cassette tape,
language not specified
1 professionally produced CD of Guna
(Kuna) music.