Teaching


In September, the Preservation Lab participated in a day-long workshop for 4-H youth in grades 8-12 from minority communities across Iowa.

4-H’ers participating in Ujima. Photo credit: J.P. Chaisson-Cardenas

The day that the kids spent at the ISU library was a part of a 3 day retreat called Ujima and AAPI (Asian American Pacific Islander). The kids who come to these retreats are African, African American and Asian American. The event was developed by the Culturally Based Youth Leadership Accelerator Program (CYLA).   The purpose of the initiative is to encourage underrepresented and underserved youth to become part of their local 4-H learning communities, drawing upon their cultural strengths, knowledge and narratives.  The library partnered with ISU’s Extension and Outreach in order to be able to reach this audience of 4-H students.

Participants were welcomed at ISU State Gym before breaking up into groups and scattering across campus. Photo courtesy of Extension and Outreach, 4-H, CYLA

The partnership has been of great benefit to the library because the university’s 4-H program provides the infrastructure that is necessary to be able to bring dozens of kids from communities across Iowa to the university campus. They stay at the Clover Woods camp center outside of town, where the majority of their activities take place.

The youth spend the first day of the retreat  on the ISU campus, participating in workshops that are offered by different university departments. This year the library was one of the sites that they could pick from.  ISU’s Extension and Outreach 4-H Office  took care of all the complicated logistics, all we had to do was prepare awesome, memorable workshops and be ready for a day full of exciting high energy interaction with our audience.

UjimaPreservation

Co-teaching one of the groups at the Preservation lab. Sonya Barron and Emilie Duncan, our Lennox Preservation Intern.

During their day at the library the students participated in 3 different workshops. And yes, we definitely provided plentiful lunch and snacks! Three departments within the Curation Services division created hands-on teaching sessions united by one theme: Telling Your Story. The inspiration for the theme came from observing and acknowledging that minority individuals are extremely underrepresented in professions engaged with cultural heritage. Most often, minority communities have their stories told by people who are not a part of that community and may not understand their experiences or have a similar perspective on their history. In our workshops we wanted to champion the idea that the students had a part to play in telling their story and the stories of their family and community.

UjimaRosie

Rosie Rowe, AV Preservation Specialist, explaining how to use an iPad to record a storyteller’s voice

Our AV Preservation Specialist, Rosie Rowe, taught the students how to record each other’s voices on an iPad app, StoryCorps-style. Most of the kids were willing to share a story about themselves and their families. In some cases English language skills presented a barrier. Most of the young people in this group had spent a significant amount of time in refugee camps and had been through difficult traumatic events. Their stories were powerful. At the end the day the students got to take their recorded story home on a USB jump drive.

UjimaSCUA

Practicing detective skills: looking at original documents from special collections.

At Special Collections and University Archives they worked on piecing together a real life story by examining  original documents from the library’s rare collections. Each person in the group only had information about one part of the story. How these fragments fit together was revealed only at the end of the session, when everyone shared what they discovered.

5 pamphlets sewn into a 10pt wrapper

Different colors for sewing

At the Preservation lab the participants got to try their hand at making their very own memory book/scrapbook. They selected colors of thread to sew a simple non-adhesive structure using attractive archival-quality materials. For all of them, this was the first time they had made a book. Although there was some frustration involved, there was a lot more enjoyment and pride of accomplishment.

This student said that he surprised himself. He didn’t know he could make a book.

This student was very proud of her finished product

I think that exploring the behind-the-scenes parts of the library was eye-opening for many of the youth. The conventional image of a librarian is a person sitting at a desk with a computer, helping people find books. The students were surprised that librarians could also be teachers, history detectives, recorders of others’ voices and could work with old books and historical documents.

On a personal level, I also made some discoveries:

  1. I got a glimpse into the depth of experience that the students possessed because they were willing to share their stories. I felt lucky to be there and was filled with respect for them.
  2. Phew, teaching is hard! I take my hat off to all good teachers out there. We really need to show our children’s teachers that we value their work. How about a bigger salary to start with?
Advertisements

A few weeks ago I co-taught a workshop at MAC, Midwest Archives Conference in Omaha, NE. I worked together with two lovely colleagues from the University of Kansas – Conservator of Special Collections Angela Andres and Assistant Conservator Roberta Woodrick.

The workshop was called Exhibit Support Basics: Solutions for Small Institutions and Small Budgets. Our group of 9 participants included librarians, archivists and one registrar. They came from institutions ranging from the Midwest Archaeological Center in Lincoln, Nebraska to Minnesota State University Library.

1_sonya_demo-300x178

During the workshop we presented demos of 2 variations on an exhibit support for a flat item and one model of a book cradle. Both were made from mat board. The participants fearlessly forged on, showing confidence with blades and rulers. All of them said that they had never used bone folders and scalpels before! Several of the ladies remarked on how good it felt to work with their hands and how satisfying it was to be able to complete a finite project.

3_class_at_work-300x152

Participants hard at work on their book cradles

Here are some anonymous comments from our students, as reported in the online workshop evaluation survey:

“Presenters were great. They spoke about realistic solutions to challenges. The hands on component was very valuable.”

“I could see this being a whole-day workshop, covering even more exhibit support ideas.”

4_finished_cradles-300x106

Examples of completed work

Angela wrote about this very same workshop on the KU blog

 

 

About a month ago, the Preservation Lab hosted a group of students taking an upper level class in Public History. In this course the students use archival materials as primary sources for the research they are conducting, drawing from the Library’s Special Collections and Archives. Spending time in the Preservation Lab gives them a behind the scenes look at what it takes to stabilize  original materials so that they can be viewed in the reading room.

img_1085

As part of a practical  introduction to preservation, I demonstrated some hands-on conservation techniques that are often used to repair archival documents. Working on a discarded photoreproduction of Marston Hall, I removed some tape with a heated spatula and mended tears using wheat starch paste and Japanese tissue.

An interesting inter-disciplinary discussion happened around a group of WWII propaganda posters that were in the lab for conservation treatment. The posters were approximately 2 feet by 3 feet. They were staple-bound into a pad that was attached to a foldable easel made of cardboard.

rs16_3_57_bt_r   rs16_3_57_bt_v

The instructor and the students talked about the use of this object as a presentation tool, a 1940’s PowerPoint presentation of sorts. The speaker could take the easel-pad  along with them to give encouraging talks to the public about wartime efforts at home. As you can see from the photos above, the top poster had gotten torn and became detached from the pad.  If I were to take this object out of its historical context and to consider only its physical characteristics, I would want to take it apart, repair it and store all the components separately. The posters would go into one folder, while the easel and the staple binding would go into a different folder. Stored in this way, the posters would be safe and easy for scholars to handle  without the assistance of an archivist or a conservator.

img_1083

However, the research value of this presentation pad lies in its format, which tells the story of its use as a WWII propaganda tool. So, my approach will be to disassemble the structure, repair the components and then to reassemble the binding using thread loops in place of the damaging rusty staples. The binding will be recreated, but slightly altered  to provide more stability and longevity to the object, ensuring the preservation of both its physical self and its contextual meaning.

This class discussion brought home to me the point that historians and conservators have an important conversation to carry out. In order to adequately preserve historic collections, we need to share our distinct areas of knowledge with each other, enriching each other’s understanding of primary source materials.

 

IMG_1045

June 28-30, 2016 Iowa State University hosted the Iowa 4-H Youth conference titled “Dive to the Depths”. Students grades 8-12 from all over Iowa converged on the ISU campus to participate in group activities and workshops. Every year  almost 1000 kids attend! The workshops introduce the students to new professional environments and careers.  They also give participants an opportunity to develop practical life skills that they will use throughout their lives.

IMG_1054

I taught three  workshops about books at the Parks Library preservation lab. At the start of each workshop I did a short presentation about the history of books, into which I crammed as many interesting images as I could find. Then we made a fold-up book and sewed a pamphlet out of multi-colored papers. Most of the participants already had extensive sewing experience. Many had made a quilt or an outfit before, so it took them all of 3 minutes to sew a simple pamphlet! Oops, I will have to step it up with the difficulty level next year!

IMG_1053  samples

At the end of the session I showed the 4-H-ers some conservation projects that I was working on. Many of them were really curious about the chemistry of the materials that they saw – both the artifacts and the conservation supplies. They answered my questions readily and were not too shy to ask their own, which I appreciated.

IMG_1059

 

Gloria-AllTreatments

Click image to enlarge.

One important part of my job is to train new student employees, but one of my highlights is to teach book repair skills to others such as Gloria Diez, one of our 2014 Lennox Interns.  Gloria was our intern for Audiovisual Preservation, so she had no prior book conservation experience. We designed her internship to include book repair and basic paper conservation, because these are useful skills for dealing with ephemera and other print materials when working in a film archives. Not all of our students and interns come with book repair knowledge or skills, so it can be a challenge when explaining and showing how to do a full repair to a book, or to construct a phase box.  When our students or interns have a hobby such as origami, sewing, knitting, or drawing that requires some hand skills, all the better.  And if they are a quick and eager learner like Gloria, it makes it fun for me, too.

Gloria adheres a label on a repaired book using a Teflon folder.

Gloria adheres a label on a repaired book using a Teflon folder.

We first started with the basics of simple enclosures such as pamphlets, CoLibri pockets, and encapsulation with Mylar using bookmarks, folded pamphlets, and other non-collection materials. When we worked on rebacks, recases, full repairs, and new cases, we used discarded library books so Gloria could take all her samples with her when her internship was completed, as a 3D portfolio of her repair work.  Then Gloria learned how to make phase and tux wrap boxes to house her repairs in.

Gloria uses the Minter ultrasonic encapsulator.

Gloria uses the Minter ultrasonic encapsulator.

This one-on-one time with Gloria also gave me a chance to learn a little more about her.  All Lennox Interns time must come to an end and it’s sad to see them go, but I’m glad to give a little of my talents at book repair in order to aid Gloria in her future endeavors.  Good luck Gloria!

 

Gloria's completed book repairs.

Gloria’s completed book repairs.

Gloria's custom enclosures for the repaired books.

Gloria’s custom enclosures for the repaired books.

Gloria's other treatments (pamphlet bindings, encapsulations).

Gloria’s other treatments (pamphlet bindings, encapsulations).

Custom enclosure for pamphlet and encapsulated ephemera, with foam insert.

Custom enclosure for booklet and encapsulated ephemera, with foam insert.

David Gregory

I don’t think anyone in the Preservation Department, or the Library, for that matter, was ready to say farewell to David Gregory, Associate Dean for Research & Access, on January 11, 2013. We all knew it was coming for quite some time, but we were in denial.  In 22 years, David helped shape this library. Within his role as AD for R&A, he oversaw Preservation & Digital Initiatives, Special Collections, Stacks & Media, Circulation, the e-Library (library website), and the Digital Repository, but maybe more importantly he managed a group of very strong-willed department heads and was able to keep the peace–most of the time.

Side note:  R&A was created in 2003 after a reorganization that pulled Preservation out of Technical Services and united it with these other departments that we work very closely with on a daily basis.  When I interviewed here I thought this was pretty forward-thinking, especially since I believed that preservation had outgrown its Technical Services birthplace long ago.  We will be looking at reorganizing the Library again, and I wonder what affinities we should look at and where Preservation will land.  Please leave comments for us if you have any thoughts on this.

Beyond R&A, David provided his leadership to the LibQUAL+ Survey, the Distributed Print Repository Working Group, the Library’s pandemic planning, and much, much more. He has an uncanny ability to identify all of the stakeholders and keep them informed at just the right levels. (It’s only week two and I already feel like I am wandering through the woods blindfolded.)

What I found most impressive was not that he juggled all of this, but the fact that he learned about all of these things in detail. David was not a supervisor from afar who just wanted an executive summary, nor was he a micro-manager; he wanted to understand the reasoning and philosophy behind departmental decisions. It turned out to be my pleasure to be the first Preservation Librarian he had to deal with. Training one’s supervisor is never an easy task, and it’s always frustrating when all they feel they need to take away is: “because it’s acidic” as the only issue we face. On several occasions I caught David explaining something from the preservation perspective, and sometimes to me when he was making sure he presented our concerns or decision correctly.  He was always spot-on, and it amused me how humble he was about it. I knew he really understood when he did not think I was overreacting when I told him that the solar trash compactor outside of the library looked like a book drop and it needed to be moved. He even familiarized himself with digital preservation concepts and the problems digital objects pose from a preservation standpoint. He learned about archival masters, file format pros and cons, multiple copies, dark storage, migration, obsolescence, checksums, metadata, and authentication (he liked to refer to the “chain of custody,” something he picked up from our Digital Repository Coordinator).

In the last couple of weeks before his retirement, we had a burst pipe in Special Collections. After checking the building, talking with the Head of Stacks Management, folks from Facilities Planning & Management and Service Master, and updating the Dean, David was in the Conservation Lab helping separate frozen documents so they could be spread out to air dry. He even had treatment advice for us: “breathe on them a little and they come apart.” This was not the only water disaster he helped us salvage. He was always willing to roll up his sleeves and help out.

David and his wife, Mary, at his retirement party.

David and his wife, Mary, at his retirement party.

We will all miss our editor (he’s a great writer/editor; I may never write anything coherent again), leader, mentor, therapist, friend, and the PVA that held this library together. He has earned his preservation merit badge and retirement, and we wish him bon voyage on his travels around the world with his wife, Mary.

This is the final post in our series from the students in Honors Seminar 321V, Smelling Old Books: The Art & Science of Preserving Our Past.  The students were asked to consider ways in which learning about heritage preservation has changed their attitude about any aspect of their relationship to the objects around them in their daily lives and habits.

Katie Gerst

I have been toying with the idea of becoming an art conservator for a few years, but I’m not entirely convinced that it is the correct path for me. The best I can do right now is prepare for the graduate school application process, and see what I decide when the time comes. It doesn’t hurt anything to take a few extra classes. Regardless of my choice to be a conservator or not, my material choices as an artist will forever be affected. I could purposely choose a medium that does not stand strong through the test of time, or I could pick a more stable material depending on the project.

Click on this image to visit AIC's "Become a Conservator" guide to conservation education and training.

When looking at my family’s photographs, I now see the adhesive backing of the photo albums as more than a producer of an annoying sound.  You know the sound: kind of like Velcro, but stickier. It’s not pleasant. Today, with a fresh set of preservation goggles, I now know that that adhesive backing could be a photograph killer! What would we do if our photos of the 1973 family reunion were destroyed? How would we remember the good times and the bad hair? Luckily, I am now equipped with the knowledge that I need to get those photos into a more stable photo environment. Also, it’s probably time to digitally back-up those images.

Claire Wandro

As a child, my weekends were spent following my mother around auctions and flea markets.  We would scavenge and barter for treasures others threw away.  My mother’s favorite finds were old black and white portraits from the early twentieth-century in which children sit rigidly on their parent’s knees and ghostlike brides stand in their long lace dresses next to their ancient husbands, both staring mysteriously into the camera.

Instead of storing these prized possessions in an album or frame, my mother pasted the portraits to the walls in the back hallway of our home.  Layer by leayer, she glued.  And in between strangers, my mother added images of her parents, our cousins our brothers and sisters.  Portrait by portrait our back hallway became a collage of familiar faces, sending us off in the mornings and welcoming us as we arrive home.  Photos yellow, they rip, and from time-to-time, they fall.  Then, my mother adds another and it too becomes part of our home and of our family.

These photos are not preserved or conserved.  They are not protected safely between the pages of an album or in the archivesof a library storage room.  But, the images and stories the strange and familiar faces represent are important to and valued, as part of our home and our every day lives.

Next Page »