Afleveringen
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In Museums, Archives and Protest Memory (Palgrave Macmillan, 2024), Red Chidgey and Joanne Garde-Hansen address the emergence of ‘protest memory’ as a powerful contemporary shaper of ideas and practices in culture, media and heritage domains. Directly focused on the role of museum and archive practitioners in protest memory curation, they make a compelling contribution to our understanding of how social movements and activist experiences are publicly remembered and activated for social and environmental justice.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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In Fate Unknown: Tracing the Missing after World War II and the Holocaust (Oxford University Press, 2023), Dan Stone tells the story of the last great unknown archive of Nazism, the International Tracing Service. Set up by the Allies at the end of World War II, the ITS has worked until today to find missing persons and to aid survivors with restitution claims or to reunite them with loved ones. From retracing the steps of the 'death marches' with the aim of discovering the burial sites of those murdered across the towns and villages of Central Europe, to knocking on doors of German foster homes to find the children of forced laborers, Fate Unknown uncovers the history of this remarkable archive and its more than 30 million documents. Under the leadership of the International Committee of the Red Cross, the tracing service became one of the most secretive of postwar institutions, unknown even to historians of the period.
Delving deeply into the archival material, Stone examines the little-known sub-camps and, after the war, survivors' experience of displaced persons' camps, bringing to life remarkable stories of tracing. Fate Unknown combs the archives to reveal the real horror of the Holocaust by following survivors' horrific journeys through the Nazi camp system and its aftermath. The postwar period was an age of shortage of resources, bitterness, and revenge. Yet the ITS tells a different story: of international collaboration, of commitment to justice, and of helping survivors and their relatives in the context of Cold War suspicion. These stories speak to a remarkable attempt by the ITS, before the Holocaust was a matter of worldwide interest, to carry out a program of ethical repair and to counteract some of the worst effects of the Nazis' crimes.
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Zijn er afleveringen die ontbreken?
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In Indigenous Materials in Libraries and the Curriculum: Latin American and Latinx Sources (Routledge, 2024), Javier Muñoz-Díaz, Kathia Ibacache, and Leila Gómez argue for a decolonial engagement with Indigenous peoples’ creative work to build awareness of divergent epistemologies and foster healing in the learning community.
This interview discusses how faculty and librarians can collaborate to develop inclusive library collections and curricula by supporting Indigenous peoples’ reclamation of lands and languages. In their book, the authors present practices to build and disseminate collections that showcase the work of Indigenous creators from Latin America and compensate for historical erasure and misrepresentation. Consideration is also given to developing a non-hegemonic curriculum in Indigenous languages and cultures for faculty and students from multicultural backgrounds, particularly Latinx students of Indigenous descent. Above all, the book aspires to facilitate the participation of Indigenous peoples in the scholarly conversation to counteract epistemic and material extractivism and transform the scaffolding of higher education in the current global climate crisis. Indigenous Materials in Libraries and the Curriculum is inspired by a transhemispheric vision to elicit conversation between Indigenous peoples from Latin America (Abiayala) and North America (Turtle Island).
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Creating a Person-Centered Library: Best Practices for Supporting High-Needs Patrons (Bloomsbury, 2023) provides a comprehensive overview of various services, programs, and collaborations to help libraries serve high-needs patrons as well as strategies for supporting staff working with these individuals. While public libraries are struggling to address growing numbers of high-needs patrons experiencing homelessness, food insecurity, mental health problems, substance abuse, and poverty-related needs, this book will help librarians build or contribute to library services that will best address patrons' psychosocial needs. Beth Wahler and Sarah C. Johnson, experienced in both library and social work, begin by providing an overview of patrons' psychosocial needs, structural and societal reasons for the shift in these needs, and how these changes impact libraries and library staff. Chapters focus on best practices for libraries providing person-centered services and share lessons learned, including information about special considerations for certain patron populations that might be served by individual libraries. The book concludes with information about how library organizations can support public library staff. Librarians and library students who are concerned about both patrons and library staff will find the practical advice in this book invaluable.
NBN can get 20% off Creating a Person-Centered Library by using the discount code NBN20 on the Blooomsbury.com US website.
Beth Wahler, PhD, MSW is founder and principal consultant at Beth Wahler Consulting, LLC and affiliated research faculty and previous director of the School of Social Work at the University of North Carolina- Charlotte. Dr. Wahler is a social work consultant, researcher, and experienced administrator whose primary focus is trauma-informed librarianship, library strategies for addressing patrons’ or community psychosocial needs, supporting library staff with serving high-needs patrons and reducing work-related stress/trauma, and various kinds of collaborations, services, and programs to meet patron, staff, or community needs. She has also published and presented internationally on library patron and staff needs, trauma-informed librarianship, and library/social work collaborations.
Sarah C. Johnson, MLIS, LMSW, is an Adjunct Lecturer at the School of Information Sciences at the University of Illinois at Urbana-Champaign where she teaches a graduate course on Library Social Work. As a researcher and educator, Sarah is the creator and host of the Library Social Work podcast which aims to inform the public about interdisciplinary collaborations between social service providers and public libraries.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Teaching our students how to become flexible and accurate evaluators of information requires teaching them adaptable processes and not static heuristics. Our conventional information literacy teaching and learning tools are simply not up to tackling the life-long, real-world challenges and transferable applications required by today's evolving information landscape.
Information Literacy and Social Media: Empowered Student Engagement with the ACRL Framework (ACRL, 2024) by Michele Santamaria and A. Nicole Pfannenstiel (2024, ACRL) provides librarians and non-librarian practitioners with ways to teach and learn with social media. It addresses how to broadly conceptualize information literacy teaching with social media and allay any student reluctance to using social media for academic purposes. It proposes how to map some of the ACRL threshold concepts onto specific social media platforms, including Facebook, X, Instagram, and TikTok, while providing general guidance for if and when those platforms change. There are eight concrete, cross-disciplinary lesson plans that factor in design, assessment, and student engagement. Finally, the book considers how up-and-coming platforms might empower students to be critical content creators and encourage librarians and faculty to support and create new information literacy initiatives on their campuses. Information Literacy and Social Media demonstrates how to engage students with and through social media platforms and teach them to embrace their role as information creators through engagement with the ACRL Framework for Information Literacy for Higher Education. This is the step that they must take to truly be metaliterate in the creative and ethical ways that make information literacy an essential college competency.
New Books Network listener can receive 20% off this title through the ALA Store using the promo code: ACRL5456P.
Michele Santamaría is the Learning Design Librarian at Millersville University.
Nicole Pfannenstiel, PhD., is a student-centered faculty member of the English & World Languages department at Millersville University.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Often assumed to be a self-evident good, Open Access has been subject to growing criticism for perpetuating global inequities and epistemic injustices. it has been seen as imposing exploitative business and publishing models and as exacerbating exclusionary research evaluation culture and practices.
Achieving Global Open Access: The Need for Scientific, Epistemic, and Participatory Openness (Taylor & Francis, 2024) engages with these issues, recognizing that the global Open Access debate is now not just about publishing and business models or academic reward structures, but also about what constitutes valid and valuable knowledge, how we know and who gets to say. the book argues that, for Open Access to deliver its potential, it first needs to be associated with "epistemic openness", a wider and more inclusive understanding of what constitutes valid and valuable knowledge. it also needs to be accompanied by "participatory openness", enabling contributions to knowledge from more diverse communities. interacting with relevant theory and current practices, the book discusses the challenges in implementing these different forms of openness, the relationship between them and their limits.
Stephen Pinfield is Professor of Information Services Management at the University of Sheffield, UK, and a Senior Research Fellow at the Research on Research Institute (RoRI).
Xiaoli Chen is project lead at DataCite, a non-profit organization that provides open scholarly infrastructure and supports the global research community to ensure the open availability and connectedness of research outputs. She has a background in Library and Information Science and worked with different disciplinary communities to create and integrate services and workflows for open and FAIR scholarship. She can be reached at [email protected]
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Predatory publishing is a complex problem that harms a broad array of stakeholders and concerns across the scholarly communications system. It shines a light on the inadequacies of scholarly assessment and related rewards systems, contributes to the marginalization of scholarship from less developed countries, and negatively impacts the acceptance of open access. To fix what is broken in scholarly communications, academic librarians must act as both teachers and advocates and partner with other stakeholders who have the agency to change how scholarship is produced, assessed, and rewarded. Predatory Publishing and Global Scholarly Communications (ACRL, 2024) by Monica Berger is a unique and comprehensive exploration of predatory publishing in four parts: Background; Characteristics and Research; The Geopolitics of Scholarly Publishing; and Responses and Solutions. It examines the history of predatory publishing and basics of scholarly assessment; identifies types of research misconduct and unethical scholarly behaviors; provides critical context to predatory publishing and scholarly communications beyond the Global North; and offers structural and pedagogical solutions and teaching materials for librarians to use in their work with authors, students, faculty, and other stakeholders. Predatory Publishing and Global Scholarly Communications gives powerful insight into predatory publishing across the world, inside and outside of the library community, and provides tools for understanding and teaching its impact and contributing to its improvement.Monica Berger is the Instruction and Scholarly Communications Librarian and Professor at the New York City College of Technology, City University of New York.Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.Learn more about your ad choices. Visit megaphone.fm/adchoices
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“Stories of archives are always stories of phantoms, of the death or disappearance or erasure of something, the preservation of what remains, and its possible reappearance—feared by some, desired by others,” writes Thomas Keenan. Archiving the Commons: Looking Through the Lens of bak.ma (DPR Barcelona, June 2024) is about those stories and much more. Özge Çelikaslan uses bak.ma, a digital media archive born out of the social movements in Turkey, to guide us through a journey in which archives become sites of other kinds of stories—some of solidarity, activism, and the commons. Çelikaslan uses the concept of archives of the commons reimagining archives as dynamic spaces of commoning in which creative, autonomous platforms are generated collectively to perpetuate knowledge and sociopolitical relations grounded in solidarity and an ethics of care, not in some distant future but in the here and now.
Özge Çelikaslan is a scholar and practitioner whose research interests encompass media historiography, critical audiovisual archival studies, and research-based film/video practices.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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This interview with Shawn(ta) Smith-Cruz about Grabbing Tea: Queer Conversations on Identity and Libraries and Grabbing Tea: Queer Conversations on Archives and Practice (available in 2024 from the Litwin Books Series on Gender and Sexuality in Library and Information Studies) explores how queerness is centered within library and archival theory and practice. Smith-Cruz and co-editor Sara A. Howard invited library and archives workers to share conversations which became the chapters for these two volumes. These conversations explore a huge range of topics: identity, community practice and outreach, visibility and coming out or being outed in the library, as well as the archive as a site for reclamation, narrative storytelling, ancestral recalling, and historical revisioning within LGBTQ+ communities. Contributions to these volumes integrate interpersonal experiences of professionalism for queer folks in the field, dive into their relationships and points of connection with each other and the communities they serve, and engage with the implications of race and sexuality in archival practice. Readers are invited to listen in and join these conversations that consider the fluidity of our bodies as queer bodies, and our lives as queer lives inside of the library and the archive.
Shawn(ta) Smith-Cruz is a volunteer archivist at the Lesbian Herstory Archives, and an Assistant Curator, and Associate Dean for Teaching, Learning, and Engagement at New York University Division of Libraries.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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A primary question for many librarians, directors, and board members is how to evaluate diversity in a collection on an ongoing basis. Curating Community Collections: A Holistic Approach to Diverse Collection Development (Bloomsbury, 2024) by Mary Schreiber and Wendy Bartlett provides librarians with the tools they need to understand the results of diversity audits and to formulate a reasonable, achievable plan for increasing diversity, equity, and inclusion not only in the collection itself, but also in library collection policies and practices. Information on ways to make diversity, equity, and inclusion part of a library's everyday workflow will help ensure the sustainability of these principles. Schreiber and Bartlett teach readers how to increase the number of diverse materials in their collections and make them more discoverable to library patrons through the implementation of a community collections program. Stories from librarians around the United States and Canada who are auditing and improving the diversity of their collections add broad, scalable perspectives for libraries of any size, budget, and mission. Action steps provided at the end of each section offer a practical road map for all types of libraries to curate a diverse, equitable, and inclusive community collection.
Bloomsbury Libraries Unlimited are offering listeners of the New Books Network 20% off this title at Bloomsbury.com using the code NBN20.
Mary Schreiber received her M.L.I.S. degree from Kent State University’s School of Information. She has worked in children’s services, collection development, and is currently a branch manager for Cuyahoga County Public Library. She authored Partnering with Parents: Boosting Literacy for All Ages, which was released in 2019.
Wendy Bartlett is the Collection Development and Acquisitions Manager at Cuyahoga County Public Library. Wendy has also served as a branch manager for CCPL. Previously, Wendy was the Assistant Director at the Kent Free Library in Kent, Ohio, and before that Wendy was the Regional Manager for the Cleveland and Pittsburgh Borders Books and Music stores. Wendy's first book, Floating Collections: A Collection Development Model for Long-Term Success, was published by Libraries Unlimited.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Building on the success and impact of Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library by Joseph Janes, Library 2035: Imagining the Next Generation of Libraries (Rowman & Littlefield, 2024) edited by Sandra Hirshupdates, expands upon, and broadens the discussions on the future of libraries and the ways in which they transform information services to best serve their communities. Library 2035 explores the lessons learned over the past decade and forecasts the opportunities, strengths, and challenges for libraries in the future. Contributors including R. David Lankes, Kelvin Watson, Annie Norman, Miguel Figueroa, and Nicole Cooke, along with 25 other library leaders, were asked to describe the “library of 2035” in whatever way they wanted. Their responses to this question will inspire, provoke, challenge, and expand our thinking about the role and importance of libraries in the future. Library leaders, LIS students and faculty will find this book particularly meaningful and useful as we grapple with what the future of libraries and the profession will be.
Dr. Sandra Hirsh hosts the Library 2035: Imagining the Next Generation of Libraries Webcast with contributors to this work
Dr. Sandra Hirsh is the Associate Dean for Academics in the College of Professional and Global Education at San José State University (SJSU). She previously served as professor and director of the SJSU School of Information and worked at HP Labs, Microsoft, and LinkedIn. She is past president of the Association for Library and Information Science Education (ALISE) and the Association for Information Science & Technology (ASIS&T).
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.
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Serving Hispanic, Latine, and Latinx Students in Academic Libraries (Library Juice Press, 2024) is a collection of essays written by library workers that highlights academic library practices, programs, and services that support Hispanic, Latine, and Latinx students. As of 2020, there were over 500 federally designated Hispanic-Serving Institutions (HSIs) in the United States and Puerto Rico with another 300 designated as “emerging”. But this is only part of the picture; there are many more institutions of higher education with large Latinx populations that do not have this designation.
In this book, editors Sommer Browning and M. Isabel Soto-Luna bring together contributions that draw attention to the important and exciting work being done in the libraries of these community colleges and research-centered institutions. With chapters on information literacy, special collections, collection management, critical pedagogy, and many others, this is an essential book for library workers searching for new programs and fresh ways to support their Hispanic and Latine students.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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In this episode of the CEU Press Podcast, host Andrea Talabér (CEU Press/CEU Review of Books) sat down with Cyril Heude (Sciences Po) to talk about all things metadata. What is metadata? How can researchers use metadata to help others discover their research? Cyril answers all these questions and more.
Cyril’s main activities as a data librarian consist of Data Management Plan advising and writing, administrating the institutional repository (data.sciencespo), training students and researchers, writing online guides, conducting events and workshops with laboratories staff, archivists and the data protection officer and participating in a data journal (editorial and scientific committees). His professional interests focus on active and playful teaching through escape games, murder parties, board games, sketch notes and storytelling.
Useful links:
Sciences Po guide about data management.
Metadata standard in social sciences.
This episode is part of our Getting published series. For our episode on how to write a successful book proposal click here. For our episode on navigating peer review, click here.
The CEU Press Podcast delves into various aspects of the publishing process: from crafting a book proposal, finding a publisher, responding to peer review feedback on the manuscript, to the subsequent distribution, promotion and marketing of academic books. We will also talk to series editors and authors, who will share their experiences of getting published and talk about their series or books.
Interested in CEU Press’s publications? Click here to find out more: https://ceupress.com/
Stay tuned for future episodes and subscribe to our podcast to be the first to be notified.
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During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history.
In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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Archaeology as a discipline has undergone significant changes over the past decades, in particular concerning best practices for how to handle the vast quantities of data that the discipline generates. As Shaping Archaeological Archives: Dialogues between Fieldwork, Museum Collections, and Private Archives (Brepols, 2023) uncovers, much of this data has often ended up in physical - or, more recently, digital - archives and left untouched for years, despite containing critical information. But as many recent research projects explore how best to unleash the potential of these archives through publication, digitization, and improved accessibility, attention is now turning to the best practices that should underpin this trend. In this volume, scholars turn their attention to how best to work with and shape archaeological archives, and what this means for the field as a whole. The majority of case studies here explore archaeological sites in the eastern Mediterranean and the Middle East, some of which are conflict zones today. However, the contributions also showcase more broadly the depth of research on archaeological archives as a whole, and offer reflections upon the relationship between archaeological practices and archival forms. In so doing, the volume is able to offer a unique dialogue on best practices for the dissemination and synthetization of knowledge from archives more generally, whether physical or digital.
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Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present.
The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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Book bans and book challenges are both on the rise. And they are increasing at unprecedented rates. But why is this happening? Dr. Christine Emeran of the National Coalition Against Censorship joins us to explore what’s driving censorship movements nationwide. In today’s episode, she takes us through politically organized efforts to ban books, and shares the statistics of book challenges and bans. She explores the new strategies used by groups to challenge books (strategies which differ from the past), and talks about groups fighting back to keep books on shelves.
Our guest is: Dr. Christine Emeran, who is the Youth Free Expression Program Director at the NCAC (National Coalition Against Censorship). In previous roles, she served as a research consultant at UNESCO and UNESCO-International Institute for Education Planning in Paris, France, including initiatives on knowledge societies, primary education decentralization policies, youth program on climate change, and lifelong learning. Dr. Emeran is the author of the book New Generation Political Activism in Ukraine 2000–2014 and contributed the book chapter “The March for Our Lives Movement in the USA: Generational Change and the Personalization of Protest,” to When Students Protest: Secondary and High Schools. In her academic career, Dr. Emeran taught sociology and political science courses, both in the US and abroad. Dr. Emeran is glad to be contributing her knowledge to support students’ rights to free expression.
Our host is: Dr. Christina Gessler, the producer of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell.
Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. You can support the show by downloading and sharing episodes.
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Edited by Matteo Pangallo and Emily Todd, Teaching the History of the Book (University of Massachusetts Press 2023) is the first collection of its kind dedicated to book history pedagogy. With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, this volume presents a variety of methods for teaching book history both as its own subject and as an approach to other material. Each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.
Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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How are digital platforms transforming heritage? In Geopolitics of Digital Heritage (Cambridge UP, 2023), Dr Natalia Grincheva, Program Leader of the BA (Hons) Arts Management at the University of the Arts Singapore and Honorary Senior Research Fellow at the University of Melbourne, and Dr Elizabeth Stainforth, a lecturer in the School of Fine Art, History of Art and Cultural Studies at the University of Leeds explore the global political context for digital heritage. Drawing on 4 detailed case studies- Singapore Memory Project, the National Library of Australia’s Trove, the EU’s Europeana, and Google Arts and Culture- the book shows the political ideas and imperatives underpinning the aggregation of heritage on digital platforms. Both an accessible introduction and a significant intervention to the field of heritage studies, the book will be essential reading across the arts, humanities and social sciences.
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We are used to thinking of ourselves as living in a time when more information is more available than ever before. In The Specter of the Archive: Political Practice and the Information State in Early Modern Britain (University of Chicago Press, 2024), Nicholas Popper shows that earlier eras had to grapple with the same problem—how to deal with too much information at their fingertips.
Popper reveals that early modern Britain was a society newly drowning in paper, a light and durable technology whose spread allowed statesmen to record drafts, memoranda, and other ephemera that might otherwise have been lost, and also made it possible for ordinary people to collect political texts. As original paperwork and copies alike flooded the government, information management became the core of politics.
Focusing on two of the primary political archives of early modern England, the Tower of London Record Office and the State Paper Office, Popper traces the circulation of their materials through the government and the broader public sphere. In this early media-saturated society, we find the origins of many issues we face today: Who shapes the archive? Can we trust the pictures of the past and the present that it shows us? And, in a more politically urgent vein: Does a huge volume of widely available information (not all of it accurate) risk contributing to polarization and extremism?
Listen to Nick Popper speak with New Books Network about Walter Ralegh's "History of the World" and the Historical Culture of the Late Renaissance (University of Chicago Press, 2012) on New Books Network here.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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