Archiving artistic heritage in museums

Last November, I attended a conference for 'Unboxing the Archive: how Tate is transforming access to our artistic heritage' at Tate Britain. As I have started a new project on listing the Asia Department Archives in the British Museum (BM), considering the prospect of digitising such an archive has become an increasing thought.

A vast majority of the 20th-century objects in the BM collection have archival correspondence detailing how the object became part of the collection and related files to multiple exhibitions. Whereas the BM Collection Online Database holds the basic information about each object, their corresponding archival files demonstrate the processes and attitudes regarding acquiring art during the time period. This information is valuable to understand how collections develop and change over time and can help people trace family members connections to the BM. Therefore, it is unfortunate that this information is not readily available especially online. As Rosemary Lynch stated in her opening remarks at the conference:

Experiences transitioning to RDA

The British Museum has recently switched from Anglo-American Cataloguing Rules (AACR2) to Resource, Description and Access (RDA) in a hybrid-catalogue intervention.

Alan Danskin, Collection Metadata Standards Manager at the British Library recently presented to the Association of Pall Mall Librarians on the introduction of RDA. He pointed out that for many; RDA was created due to the perception that AACR2 was not fit for purpose. This is because it has not adapted well to recent changes in user expectation and technology where information in presented on different platforms such as the web. Therefore, managing the cataloguing environment has become increasingly complex and the metadata captured needed to change.

There are free online training materials and webinars available for learning about RDA. However, the main issue with implementing RDA in small libraries or museums is that there are not many training courses or advice available. I have only come across the ‘RDA in a day’ course offered by the BL. As many will know this became very full, very quickly! Alan stated that the course was success and would run again possibly this year.

Ranganathan, India and LIS education

In July, we had a visiting academic and Assistant Professor from the University of Calcutta, Dr. Susmita Chakraborty gives a talk on LIS education in India.

History of LIS education in India 

During the 1950s, there were only 370 colleges and 27 universities. This has risen to around 719 universities in March 2015. Punjab University was the first institution to have a course in Librarianship during 1915. Since then LIS education has grown in popularity and 79 universities (divided by state, private and some deemed to be institutions) had LIS courses in 2001. For example, the Bengal Library Association have Bachelor and Master's degrees running for 1-2 years and a 5 year integrated MLIS. Further education courses also exist at PhD level across Indian institution along with MPhil degree. This level in education is in between a Masters and PhD level and not currently available within the UK. Although, in 1950 only 2 PhDs were awarded, further research in LIS has seen 345 PhDs awarded in 2008. The most interesting thing mentioned by Susmita was that there were refresher courses for LIS students which allows pass students to revisit certain topics in the early years of their careers when it is most needed.

Can we tear down the wall between the researchers and the library?

"Can we tear down the wall between the researchers and the library? Research support services at the Norwegian University of Science and Technology" by Marius Haugen.

A long time ago, I went to a UCL DIS event into the current issues in LIS. This event really highlighted the difference between libraries in the UK and elsewhere in regards to research support services. The Norwegian University of Science and Technology (NTNU) it is a science and technology specific university, however, it has a humanities department. NTNU is definitely a complex institution with 12 different libraries and its rare books, special collections and a medical collection spanning 4 departments.

It was very interesting to learn the differences of librarianship in Norway. For example, focus in university research support to satisfy user needs has recently become a trend. Furthermore, from what I could understand, unlike in the UK where librarians are expected to have a LIS qualification and work experience, only the research librarians in NTNU have this. Subject librarians on the other hand, have degrees from other fields which may be completely different from LIS. Nonetheless, the need to tear down the issue of "silo mentality" of faculty vs. librarians still remains a prevalent issue in the UK and Norway.

Young Stationers in Oxford

I went to my first Young Stationers event on Thursday 5th February and it was very interesting. A merry trip down to Oxford University College and I was welcomed by some new faces of the Oxford University Society of Bibliophiles and some recognizable Young Stationers. All to be launched into the fascinating talk about the traditional history of bookbinding at Shepherd's Bookbinders and how they have adapted to trading within modern times by Alison Strachan. 

Meeting my mentor

At the Stationer's New Members Evening late last year, I finally met my mentor for the first time. Sarah Mahurter, is the current Manager of University Archives & Special Collections Centre (ASCC) at University Arts London (UAL) and she invited me on a tour of her workplace.

It was interesting to learn that the Centre were created around 2007 with the Stanley Kubrick Archives as one focal point of the collections. As a mainly film and design archives and special collections, the layout of centre is a futuristic glass reading room and office space with red chairs, modelled after a clip in the movie Odyssey. The centre does not hold any university records (as they are located elsewhere) but the collections are embedded into the university courses curriculum. Furthermore, half of all users are students and the other half are external users such as film historians and actual film companies which is an exciting prospect.

In my opinion, the major strength of these collections is that they truly support academic teaching and foster learning development, as the student has physical resources to use as reference. The academic staff and library staff also understand the need for these resources and support their use. However, one downside is that there is usually only one copy of each resource and if damaged the chances of it being replaced is slim. Conversely, this explains the importance of the collections and why trained archivists work with the collections and supervise their use.

First few days at library school

My lecturers ( @AnneWelsh @RILADS ) have been quite keen in frequently reminding us of the need for doing reflection on this course, so I be trying to keep up with my blog posts over the next year.

So how has been first few days at UCL been, I hear you wonder? Well...with a course of around 31 people, it has been interesting few days meeting so many people from different library backgrounds. Although, there is a vast majority of soon-to-qualified librarians interested in academic libraries, others have mentioned interest in school, special collections, law, medical and music libraries too. As someone who has an interest in East Asian special collections possibility within academic libraries, it was comforting to know that a lot of my course mates were multiple language speakers. In which has been said to be helpful with their careers.

After last week's pretty long induction week, I was seriously ready to get my hands on some materials. I am not sure if I am regretting my eagerness just yet, as the preparatory reading and homework has began on mass during this first teaching week. However, I think it has only just really hit me that I am actually a student again. Compared to my undergrad days where having a social life was possible, I differently feel more mature and prepared this time around. There will be no partying for me! "Well...maybe one... a month", I think slyly while looking to the side. After all, I am sure you will agree, being able to know when you need a break is also important for a being student.