This article reports on findings of a series of interviews conducted with 27 archivists on the topic of grief and other emotions in archival work. Centering the words of the interviewed archivists and demonstrating a research ethic of deep listening, this article describes how the interviewed archivists encounter and experience grief and other emotions as part of working with records, researchers, and donors. Interview participants highlighted a lack of preparation for the emotional dimensions of archival work as well as difficulty and damaging silences surrounding emotions in the archival work. This article argues that a first step toward transformative change in the way archival education programs and workplaces address the emotional dimensions of archival work requires sincere and committed acknowledgment of these dimensions and of archival work as person-centered and relational.
This teaching reflection, co-authored by two librarians and three instructors, offers a case study in collaborative assignment design and argues for the value of both collaboration as an instructional model and digital exhibitions as open educational resources. It explores how the transition to remote curating, learning, and teaching prompted by COVID-19 occasioned changes in how we curated exhibitions, on the one hand, and developed learning opportunities for students, on the other hand. Focused on a digital exhibition of nineteenth-century scrapbooks and the integration of scrapbooking—as a hands-on activity and a topic of scholarly inquiry—into three courses across two disciplines (English and art history), it also provides a model of how librarians and instructors might collaborate on assignment and coursedevelopment and scaffold such collaboration into assignment and course design. The reflection includes assignments and rubrics as well as examples of students’ work. It concludes with a series of recommendations for librarians and instructors who wish to collaborate.
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