Young peoples' views of online historical archives

Digitized collections are ‘a rich source of instructional material for history teachers’ [1 p314] but it has been noted these ‘remained largely underused’. There is ‘a growing interest in both improving the user experience and in justifying the creation of digital collections to multiple stakeholders’ [2 p339]. Within the UK an estimated £130m has been invested in digitisation projects [3]. Re-cent changes to the UK National Curriculum for history have placed greater emphasis upon the importance of understanding methods of historical enquiry and the use of evidence. Therefore, the digitized collections created by this investment should be a vital classroom tool. This study set out to investigate within the UK the level of awareness of these resources and their value to young learners aged 8-16 years. There were two stages to this qualitative study. Stage one was the delivery of a workshop which introduced young learners to a range of digital archives. After this the young people were given a period of time to use the online archives and explore the difference forms of historical evidence. Stage two involved focus groups with a sample of the young people during which participants were asked to discuss their end-user experience. Key findings included enhanced personal learning experience, development of a personal connection to the past, and identification of issues related to usability and practical application in a classroom learning context

Indigenous human rights and knowledge in archives, museums, and libraries: Some international perspectives with specific reference to New Zealand and Canada

This article highlights the extent to which international law has changed rapidly in recent years in relation to the rights of Indigenous peoples generally and in particular how this impacts upon the legal status of traditional knowledge and culture. It reviews the recognition of the unique legal status of Māori in Aotearoa and Aboriginal peoples in Canada in relation to self-determination and how their changing place within these nations are affecting the operations of museums, libraries, and archives as case studies, illustrating some of the key legal and practical challenges that now impinge upon the work of archivists and related professionals in many countries

The 1935 Hsinchu-Taichung Earthquake

The history of natural disasters in Taiwan has frequently been linked to the practice of historical preservation, archival science, oral history, and museum curatorship. All are collectively hallmarks of a broad range of activities that fall under the umbrella of public history. The problem for Taiwan, however, concerns the legitimacy. Taiwan does not have a single national narrative. It has been subjected to waves of colonialism since the seventeenth century and does not presently have a fully post-colonial narrative. The earthquakes discussed in this paper occurred in two different periods of colonisation.  In order to situate the history of earthquakes into a public history discourse, the field of earthquake-based research in Taiwan has to incorporate different audiences and integrate into a much broader understanding. By this, I mean that the present regimental academic disciplines in Taiwan need to be cross disciplinary, especially since public history is by its very nature collaborative. It illuminates a shared authority over a much wider area. It needs to. It is my argument that it is in digital humanities that Taiwanese academics work best in collaboration. Efforts have been made to digitise the personal experiences of those involved in typhoon reconstruction efforts. A natural synergy, therefore, for the understanding of earthquakes, as public history, is to emphasise access and broad participation in the creation of knowledge. Digital humanities enables this. Attention to this is particularly important in historical preservation of particular sites on an island that frequently develops and re-develops brownfield sites

Invisible Diaspora? English Ethnicity in the United States before 1920

The article presents an examination into the English population of the United States during the 19th and early 20th centuries, examining their ethnic identity as a diaspora community. Introductory details are given noting the relative lack of attention given to English Americans as an ethnic group. Topics addressed include reasons behind the invisibility of the English immigrant identity in the U.S., the existence of English ethnic organizations, and an overview of their activities

Up you mighty people, you can what you will! Elma Lewis And Her School of Fine Arts

Elma Lewis, founder of the Elma Lewis School of Fine Arts, National Center of Afro-American Artists, and Museum of the National Center of Artists, was the subject of this historical case study. Focused attention was directed at Lewis’ philosophy, her School of Fine Arts, and her use of arts education as a tool for achieving racial pride and equity for mid-century Black Bostonians. Objectives of this study included recording Lewis’ philosophy and its relationship to Garveyism as well as cataloguing the means by which Lewis’ ideals advanced African Americans in their pursuit of racial pride and equity. Data for the study was assembled from primary and secondary sources. Primary source materials preserved in the archives of Elma Lewis, her School of Fine Arts (ELSFA), the National Center of Afro-American Artists (NCAAA), and the Museum of the National Center of Afro-American Artists (MNCAAA) were mined for relevant data as were third party interviews and the NCAAA website. Interviews of former ELSFA faculty, students, parents, and community members conducted by this researcher breathed renewed life into dormant archival materials while simultaneously triangulating all data. Findings identify Lewis’ philosophy of arts education as cultural emancipation (AECE) as an artistic relative of Garveyism and related yet distinct from music education philosophies centering aesthetic education and participatory action. Recommendations for future research identify topics within music/arts education’s burgeoning domain of African American arts education

Victor Heiser and the Rockefeller Foundation as a Medium for the Intercolonial Transfer of Health Management Knowledge in Asia in the Era of the League of Nations

Victor Heiser was in charge of Rockefeller programs in Asia and the Pacific (which his contemporaries called the "Pacific region") as Director for the East of the International Health Board (IHB) of the Rockefeller Foundation from 1915 to 1934. The IHB provided a substantial portion (30-40 percent) of the funding for international health projects of the League of Nations Health Organization (LNHO, 1921-46), and also conducted its own programs in various parts of the world. In recent years, scholars have begun to see the League as an important harbinger of global norms in the following era of the United Nations, and the role of the LNHO is in particularly well acknowledged. Heiser oversaw a large part of the LNHO's international health work in Asia and the Pacific. Compared to other Rockefeller IHB officers who worked in Asia, such as John B. Grant, Roger Greene, and Selskar Gunn, however, Heiser's work as Director for the East, especially in the relations between the IHB and the League, has been relatively unknown. What kind of man was he, and what principles or philosophies for international health did he have? What role did he play in defining the nature of the IHB's involvement in the LNHO work in Asia and the Pacific

Developing Special Collections of Interest to Local Communities

In the late 1950s, Oregon Technical Institute (OTI) in Klamath Falls, Oregon, was facing an uncertain future in its hometown. The former marine barrack facilities hosting the Institute were at the end of their lifetime and there was an offer to move OTI to Portland or Corvallis. Due in part to the concerted effort of the local community the Institute, now known as the Oregon Institute of Technology or Oregon Tech, is still located in Klamath Falls, on its geothermally heated campus. The Institute continues to maintain connections with the local community as an integral part of the university’s existence. The Special Collections and University Archives strive to strengthen the relationship with local researchers by collecting and preserving materials of vital interest to the local community. This article covers community usage of the Oregon Tech Libraries’ Special Collections: the Shaw Historical Library (SHL), The Klamath Waters Digital Library (KWDL) and the University Archives Geo-Heat Collection (print and digital)