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UNIVERSITY OF MARYLAND
COLLEGE OF INFORMATION STUDIES
LBSC 684
SECTION 0101
ARRANGEMENT AND DESCRIPTION FOR ARCHIVES
Course Syllabus
Spring 2013
Kenneth Heger, Ph.D.
Class Time: Wednesdays 2:00 – 4:45
Classroom: Hornbake 0109
Email: kheger@umd.edu
Please put LBSC 684 in the subject line of course-related e-mail messages
I will respond to student e-mails as soon as I can.
Office Hours: By Appointment
Course Overview and Objectives
 This course provides an introduction to the arrangement and description of archival
materials. Its objectives are:
 To familiarize students with collections of archival documents and their interrelationships
 To examine the principles underlying the arrangement of archival documents
 To develop the intellectual framework for the systematic identification and critical
evaluation of an archival fond and its parts
 To understand the principles and methods for describing archival materials according to
standards adopted by the archival community
 To understand the importance of empirical research in identifying user needs and
evaluating the extent to which archival description meets those needs
Readings
Required readings are assigned for each week; their location (e.g. SAA Website) is indicated in
the syllabus. Access to course documents is through your ELMS account. Additional readings
and other materials may be distributed during the semester. Students are expected to read the
assigned readings and participate in class discussions.
There are no required textbooks for the course; however, it is recommended that you have a copy
of Describing Archives: A Content Standard (Chicago: SAA, 2007), the standard archival
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description in the U.S. You can purchase this book directly from SAA (www.archivist.org) or
from the University bookstore.
The following book may also be useful and is available on-line: Pearce-Moses, Richard. A
Glossary of Archival and Records Technology. Chicago, SAA, 2005.
(http://www.archivists.org/glossary/index.asp)
Course Requirements
Reflections 1-3
Document Description Exercises 1-3
Arrangement Exercise
Evaluation of On-Line Descriptions
15%
15%
35%
35%
Due February 13, 20 & 27
Due March 1 & 27, April 24
Due March 13
Due April 17
1. Reading Reflections (15% -- Each worth 5%)
Each student must submit three short papers (reflections), 1-2 pages double spaced on the
required readings marked with a double asterisk (**). For the designated weeks, you must
provide a reflection on at least one of the readings, but you may also write about more than one
reading or about all of them. The purpose of the assignment is to demonstrate your critical
thinking skills as you explore the issues raised in the reading(s); merely summarizing the
readings is not sufficient. For example, you might consider the following questions: What
special thoughts or insights does this reading give you? What is the one concept or theory that
you agree with or disagree with? Has anything changed since the article was written? How
would you apply a concept discussed in the readings in an institution? Do you have experience
with archival arrangement that supports or contradicts a point in the reading?
You are to submit all reflections at the beginning of the class at which the topic will be
discussed. No papers will be accepted for credit once a topic has been discussed in class. Only
in exceptional circumstances, communicated to the instructor in advance, will electronic
submissions be permitted.
2. Document Description Exercises (15% --Each worth 5%)
In each of these exercises you will apply basic concepts of arrangement and/or description that
you learn in class. The exercises will be in ascending order of complexity. In each exercise you
will be working with digitized records available through the National Archives and Records
Administration’s (NARA) Archival Research Catalogue (ARC). You can access ARC through
NARA’s website through the “Research Our Records” link on the home page at
www.archives.gov. Click on the ARC link and type the ARC ID number in the search box. You
can access the digital copies by selecting the person’s name and the clicking on the “digital
copies” tab, or by clicking on the icon to the left of the person’s name [if you hover your cursor
over the icon it will read “digital copies available.”]
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Exercise No. 1 – Access ARC ID Numbers 1086610 and 1086611. Provide a complete
series title for both sets of records. The title should include the series name (e.g. Records
relating to Jane Smith’s Employment), the date span of the documents, and the volume,
in this case the number of documents. This assignment should be a single page.
Exercise No. 2 – Access ARC ID Number 1097553, and ARC ID Number 1097537.
Provide a complete series title for both series that includes the elements from Exercise
No. 1, above. Write an arrangement statement, i.e. how are the files for each series
arranged. Finally, list what user groups would be interested in these records and why.
This assignment should be no longer than two pages.
Exercise No. 3 – Access ARC ID Number 109800. Provide a complete series title for the
records. Write an arrangement statement, i.e. how are the records arranged. Write a
description of the records, including characterizing the kinds of documents included in
the files, the document formats, and the major subjects about which the documents
pertain. This assignment should be no longer than two pages.
3. Arrangement Exercise (35%)
Note: For the purpose of this exercise assume that all of your personal records are of enduring
value; this is not an appraisal exercise.
Apply the principles of archival arrangement to your own personal records (both electronic and
hard copy) to the series level and report as follows:
a) A brief description of each series including a title, dates, approximate extent, and scope
and content for each series.
b) A report of 3-5 pages on how you determined the scope of your records, how you
determined the series, any difficulties or problems you encountered, and your thoughts on
the process of arrangement.
4. Evaluation/Comparison of On-Line Descriptions (35%)
Note: This assignment can be done individually or in pairs.
Your archives is planning to put its archival description on-line and has asked you to look at
other institutions’ websites to see how they have done it.
Pairs: Select two of the four websites below, analyze the outline descriptions of their archival
holdings and related information from the perspective of an archivist and compare the two
websites.
Individuals: Select one of the four websites below, analyze the outline description of its archival
holdings and related information from the perspective of an archivist.
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Consult additional literature as required, but don’t contact the institution(s). Your report should
address at least the following issues:
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Structure and components of the on-line descriptive systems, i.e. how do you navigate the
site?
Ways in which the descriptions can be searched (and ways in which they can’t)
Assistance for users in searching archival material and understanding the descriptions
they encounter
What descriptions standards, if any, are used and what types of standards are they (e.g.
structure, content, value)?
Levels of description represented, and how the relationships among levels are represented
Data elements used for each level of description
Presence (if any) and location of contextual information about the creator
Any difficulties you encountered in finding any of this information
University of North Carolina at Chapel Hill, Manuscripts Division (http://www/lib.und.edu/mss/)
Minnesota Historical Society Manuscripts Collection
(http://www.mnhs.org/collections/about.htm)
University of Michigan Bentley Historical Library (http:/www.bentley.umich.edu/)
National Archives and Records Administration (www.archives.gov)
Further advice:
Limit your examination to on-line descriptive systems; do not include on-line exhibits, links to
actual documents, or (in Bentley’s case) the Image Bank
Organize your report in a logical manner, using headings to be sure that you have addressed all
the issues.
Since it is unlikely that you will look at every description on the sites, explain how you selected
the samples you looked at, and how you systematically examined the sample.
Where necessary, cite the particular access tools and/or finding aids you looked at as evidence to
support the statements you are making in the report.
Requirements of Written Work
Quality of Writing
Excellent written communication skills are essential to the provision of information in
professional contexts. Written work will be graded on the quality of writing as well as on its
content and evidence of critical analysis. The mark for work that is not well written, clearly
organized, and grammatically correct will be reduced accordingly.
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Formatting
 Double space, in Times New Roman 12 point type, with 1 inch margins all around
 Include a list of sources consulted
 Cite sources in conformity with the most recent edition of Turabian, using either notsbibliography style or in-text citations-references list style. See examples at
www.press.uchicago.edu/book/turabian-citationguide.html.
 Number the pages and staple them together. Please do not submit your assignments in a
binder or folder.
 Limit headers and footers to page numbers only. Please do not include headers or footers
to include your name or the title of the assignment.
Grade
A point-based letter grade will be assigned for each assignment. The course will be graded in
accordance with University and i-school guidelines: A=Excellent (90-100); B=Satisfactory (8089); C=Barely Adequate (70-79); D/F=Failure (<70).
Classroom Environment
The classroom environment should be professional and respectful. Students are to arrive
punctually; please do not leave early. If you know in advance you must leave early please let the
instructor know before class begins. Please turn off or mute all phones and other communication
devices during each class session. If you use your laptop in the classroom, limit the usage of the
computer to course-related reasons, such as taking notes. Please refrain from eating during class.
Academic Integrity
The University of Maryland, College Park has a nationally recognized Code of Academic
Integrity, administered by the Student Honor Council. The Code sets standards for academic
integrity at Maryland for all students. For more information on the Code, see www.shc.umd.edu.
Plagiarism is of particular concern in a networked digital environment. Be certain to cite your
sources and use quotation marks where appropriate.
Extensions
Extensions beyond an assignment’s due date will only be granted if the instructor is satisfied that
you have a legitimate reason for being late. Late submissions of written assignments will carry a
penalty, unless prior arrangements have been made with the instructor. Unexcused delays in
submission of an assignment will result in a reduction of the grade by one category for each day
the paper is late; for example, a paper that would have received a B+ if submitted on time will
receive a B if submitted a day late.
Students with Disabilities
Students with disabilities who require academic accommodation must inform the instructor of
their needs and provide written documentation about the appropriate academic accommodation
from Disability Support Services (www.counseling.umd.edu/DSS) at the beginning of the
semester.
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WEEKLY TOPICS
Week 1 – January 23. Introduction to Course
Week 2 – January 30. Arrangement and Description in Context
Readings:
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Craig, Barbara. “Parameters with Fences? Or Thresholds with Doors? Two Views of a
Border.” American Archivist 66:1 (Spring/Summer 2003): 96-101. (SAA Website)
Deodato, Joseph. “Becoming Responsible Mediators: The Application of Postmodern
Perspectives to Archival Arrangement and Description.” Progressive Librarian 27
(Summer 2006): 52-63. (on-line through UMD libraries Research Port)
Schaffner, Jennifer. The Metadata Is the Interface: Better Description for Better
Discovery of Archives and Special Collections. Dublin, OH: OCLC Research, 2009
(www.oclc.org/research/publications/library/2009/2009-06.pdf)
Yakel, Elizabeth. “Listening to Users.” Archival Issues 26:2 (2002): 111-127. (on-line
through UMD libraries Research Port)
Week 3 – February 6. Archival Arrangement.
Readings:
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Abraham, Terry. “Oliver W. Holmes Revisited: Levels of Arrangement and Description
in Practice.” American Archivist 54 (Summer 1991) 370-377. (SAA Website)
Meehan, Jennifer. “Making the Leap from Parts to Whole: Evidence and Inference in
Archival Arrangement and Description,” American Archivist 72:1 (Spring/Summer 2009)
72-90 (SAA Website)
Sweeney, Shelly. “The Ambiguous Origins of the Archival Principle of ‘Provenance.’”
Libraries and the Cultural Record 43:2 (May 2008): 193-213 (on-line through UMD
libraries Research Port)
Week 4 – February 13. Issues in Archival Arrangement. Reflection 1 Due.
Readings:
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** Cook, Terry. “The Concept of the Archival Fonds in the Post-Custodial Era: Theory,
Problems, and Solutions.” Archivaria 35 (Spring 1993): 24-37. (on-line e-Archivaria
site)
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** Currall, James; Michael Moss; and Susan Stuart. “What is a Collection?” Archivaria
58 (Fall 2004): 131-146. (on-line e-Archivaria site)
** Krawczyk, Bob. “Cross-Reference Heaven: The Abandonment of Fonds as the
Primary Level of Arrangement for Ontario Government Records.” Archivaria 48 (Fall
1999): 131-149. (on-line e-Archivaria site)
Week 5 – February 20. Issues in Archival Arrangement. Reflection 2 Due.
Readings:
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** Dryden, Jean E. “The Mackenzie King Papers: An Archival Odyssey.” Archivaria 6
(1978): 40-69. (on-line e-Archivaria site)
Eastwood, Terry. “Putting the Parts of the Whole Together: Systematic Arrangement of
Archives,” Archivaria 50 (Fall 2000): 93-116. (on-line e-Archivaria site)
** Fisher, Robert. “In Search of a Theory of Private Archives: The Foundational
Writings of Jenkinson and Schellenberg Revisited.” Archivaria 67 (Spring 2009): 1-24.
(PDF File as a course document)
** MacNeil, Heather. “Archivalterity: Rethinking Original Order.” Archivaria 66 (Fall
2008)L 1-24. (DPF File as a course document)
Week 6 – February 27. Studying the Users of Archives. Reflection 3 Due
Readings:
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**Lack, Rosalie. “The Importance of User-Centered Design: Findings and Methods,”
Journal of Archival Organization 4:1&2 (2006): 69-86. (SAA website)
Profitt, Merilee. “The How and Why of User Studies: RLG’s RedLightGreen as a Case
Study,” Journal of Archival Organization 4:1&2 (2006): 87-110. (on-line through UMD
libraries Research Port)
Schaffner, Jennifer. The Metadata Is the Interface: Better Description for Better
Discovery of Archives and Special Collections. Dublin, OH: OCLC Research, 2009.
www.oclc.org/research/publications/library/2009/2009-06.html.
**Yakel, Elizabeth, and Torres, Deborah, “AI: Artificial Intelligence and User
Experience,” American Archivst 66:1 (2003): 51-78. (SAA website)
Week 7 – March 6. Archival Description. Document Description Exercise 1 Due.
Readings:
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Yakel, Elizabeth. “Archival Representation,” Archival Science 3:1 (2003): 1-25 )on-line
through UMD libraries Research Port).
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MacNeil, Heather. “The Context is All: Describing Fonds and Its Parts in Accordance
with the ‘Rules for Archival Description,’” In The Archival Fonds: From Theory to
Practice, ed. Terry Eastwood. Ottawa: Bureau of Canadian Archivists, 1992. 198-225.
(e-reserves)
Edgecombe, Jennifer. “Finding Aids.” In Keeping Archives, 2nd Edition, ed. Judith Ellis.
Port Melbourne: Australia: Thorpe in Association with the Australian Society of
Archivists, 1993, 248-272. (e-reserves)
Week 8 – March 13. Date Archival Description and Standards for Archival Descriptions.
DACS. Arrangement Exercise Due.
Readings:
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Describing Archives: A Content Standard. Chicago: SAA, 2007. Preface and Chapter 1.
(PDF File as a course document)
Dryden, Jean. “Cooking the Perfect Custard.” Archival Science 3:1 (2003): 27-42 (on-line
through UMD libraries Research Port)
Duff, Wendy M. and Haworth, Kent M. “Advancing Archival Description: A Model for
Rationalising North American Descriptive Standards.” Archives and Manuscripts 25
(November 1997): 194-217. (PDF File as a course document)
SPRING BREAK – MARCH 17 – MARCH 24
Week 9 – March 27. Archival Description – Encoded Archival Description (EAD) Document
Description Exercise 2 Due.
Readings:
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Czeck, Rita L.H. “Archival MARC Records and Finding Aids in the Context of the EndUser Subject Access to Archival Collections.” American Archivist 61:2 (Fall 1998): 426440. (SAA website)
Encoded Archival Description Tag Library, v. 2002. Chicago: SAA.
www.loc.gov/ead/tglib/index.html. Read: Preface, Tag Library Conventions, EAD
Attributes: Introduction.
Pitti, Daniel. “Encoded Archival Description: The Development of an Encoded Standard
for Archival Finding Aids.” American Archivist 60:3 (Summer 1997): 268-283. (SAA
website)
EAD Help Pages: www.archivists.org/saagroups/ead/ (especially the section on EAD
implementors (www.archivists.org/saagroups/ead/implementors.htlm) to see what
different people are doing
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Week 10 – April 3. Using Records-Creator Provided Materials to Arrange and Describe
Records. In-Class Exercise and Discussion. Instructor will provide material at the beginning of
the class.
Week 11 – April 10. Access Points and Authority Files – Guest Lecturer Jerry Simmons,
Authority Files Expert, National Archives and Records Administration
Readings:
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Evans, Max J. “Authority Control: An Alternative to the Record Group Concept,”
American Archivist 49 (Summer 1986): 249-261. (SAA website)
Light, Michelle. “Moving Beyond the Name: Defining Corporate Entities to Support
Provenance-Based Access,” Journal of Archival Organization 5:1&2 (2007): 49-74. (online through UMD libraries Research Port)
Reid, Lydia J., and Simmons, Jerry. “Authority Control in the National Archives and
Records Administration,” Journal of Archival Organization 5:1&2 (2007): 95-120. (online through UMD libraries Research Port)
Szary, Richard V. “Encoded Archival Context (EAC) and Archival Description:
Rationale and Background,” Journal of Archival Organization 3:2&3 (2005): 217-227.
(on-line through UMD libraries Research Port)
Week 12 – April 17. Issues in Archival Description. Evaluation/Comparison of On-Line
Descriptions Assignment Due. Guest Lecturer, Robert Spangler, Director Archival Electronic
Records Operations (AERO), National Archives and Records Administration
Archival Description and Metadata
Reading:
 Gilliland, Anne J. “Setting in the Stage,” in Introduction to Metadata, 2nd Edition. Ed.
Murtha Baca,
www.getty.edu/research/conducting_research/standards/intrometadata/pdf.html.
Describing Electronic Records
Reading:
 Stollar, Catherine, and Kiehne, Thomas, “Guarding the Guards: Archiving the Electronic
Recods of Hypertext Author Michael Joyce,” in New Skills for a Digital Era, eds.
Richard Pearce-Moses and Susan E. Davis, 2007.
http://rpm.lib.az.us/NewSkills/Processing_Prepring.pdf.
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Week 13 – April 24. Issues in Archival Description. Guest Lecturer Rebecca Warlow, Office of
Innovation Services, National Archives and Records Administration. Document Description
Exercise 3 Due.
Readings:
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Green, Mark and Meissner, Dennis. “More Product, Less Process: Revamping Traditional
Archival Processing,” American Archivist 68:2 (Fall/Winter 2005): 208-263. (SAA
website)
“The Rise of Crowdsourcing” www.wired.com/wired/archives
Jeff Howe “Crowdsourcing: Why the Power of the Crowd is Driving the Future of
Business” www.crowdsourcing.com
Week 14 – May 1. Emerging Issues
Readings:
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Dryden, Jean. “Standardizing Archival Arrangement? Are You Serious?” Journal of
Archival Organization 3:1 (2005): 81-85. (on-line through UMD libraries Research Port)
Samoulian, Mary. “Embracing Web 2.0: Archives and the Newest Generation of Web
Applications.” American Archivist 72:1 (Spring/Summer 2009): 42-71. (SAA Website)
Anderson, Ian. “Necessary but Not Sufficient.” D-Lib Magazine 14:1&2 (Jan/Feb 2008).
(www.dlib.org/)
Week 15 – May 8. Keep this day open in case we need to reschedule a lecture due to bad
weather, illness or some other reason.
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