Mackenzie Brooks, Alston Cobourn, Andrea Lepage, E. Teaff
Many colleges possess rich art collections that have the potential to expand curricula and address visual literacy in dynamic ways. However, faculty outside studio and art history departments often shy away from integrating art into their teaching. To build visual literacy skills using the campus art collection, a multidisciplinary team created a series of lesson plans for an open web-based toolkit using ACRL’s Visual Literacy Competency Standards for Higher Education. This article shares recommendations for others seeking to develop similar multidisciplinary collections-based teaching programs.
{"title":"Building Visual Literacy Skills on Campus","authors":"Mackenzie Brooks, Alston Cobourn, Andrea Lepage, E. Teaff","doi":"10.1086/711147","DOIUrl":"https://doi.org/10.1086/711147","url":null,"abstract":"Many colleges possess rich art collections that have the potential to expand curricula and address visual literacy in dynamic ways. However, faculty outside studio and art history departments often shy away from integrating art into their teaching. To build visual literacy skills using the campus art collection, a multidisciplinary team created a series of lesson plans for an open web-based toolkit using ACRL’s Visual Literacy Competency Standards for Higher Education. This article shares recommendations for others seeking to develop similar multidisciplinary collections-based teaching programs.","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"13 1","pages":"184 - 199"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87800972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Through a project-based critical making in design analysis of two jewelry publications (Lapidary Journal and Metalsmith), the way artistic communities seek to promote creative achievement and a sharing of knowledge is revealed. The observations detailed through this project show how content and design of industry publications reinforce differences in communities and perceived artistic success between academic and mass market production. To discern how print publications of the late twentieth century have either reinforced or attempted to circumvent these interpretations, this study investigates how content and visual imagery are used in these periodicals. The author reviews publications from the year 2000, categorizes each page by content into categories, and identifies key design strategies. The results of the study indicate a high level of artist/maker feature articles in Metalsmith and a high level of advertising and technical information in Lapidary Journal. Decisions are made as to what strategies should prevail when seeking to archive important information at the cross section of these two communities. [This article is a revision of a paper presented at the College Art Association conference session “10th Critical Craft Forum: Craft Scholarship in the Next Ten Years,” held in New York, New York, in February 2019.]
{"title":"Critical Making","authors":"Melanie Renée Roll","doi":"10.1086/709794","DOIUrl":"https://doi.org/10.1086/709794","url":null,"abstract":"Through a project-based critical making in design analysis of two jewelry publications (Lapidary Journal and Metalsmith), the way artistic communities seek to promote creative achievement and a sharing of knowledge is revealed. The observations detailed through this project show how content and design of industry publications reinforce differences in communities and perceived artistic success between academic and mass market production. To discern how print publications of the late twentieth century have either reinforced or attempted to circumvent these interpretations, this study investigates how content and visual imagery are used in these periodicals. The author reviews publications from the year 2000, categorizes each page by content into categories, and identifies key design strategies. The results of the study indicate a high level of artist/maker feature articles in Metalsmith and a high level of advertising and technical information in Lapidary Journal. Decisions are made as to what strategies should prevail when seeking to archive important information at the cross section of these two communities. [This article is a revision of a paper presented at the College Art Association conference session “10th Critical Craft Forum: Craft Scholarship in the Next Ten Years,” held in New York, New York, in February 2019.]","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"17 1","pages":"44 - 57"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73277195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The price of textbooks and other learning materials hinder students’ ability to pursue higher education. Open educational resources (OER) provide one answer to this problem. Though well established in STEM disciplines, OER are less common in art history and other arts courses. The College Art Association (CAA) and the Art Libraries Society of North America (ARLIS/NA) hosted panels on OER at their 2019 annual conferences. This article summarizes those panels and analyzes the speakers’ experiences within the context of OER initiatives in higher education. [This article is an expansion of conference sessions at the College Art Association conference held in New York, New York, in February 2019, and the ARLIS/NA conference held in Salt Lake City, Utah, March 2019.]
{"title":"It’s About Time","authors":"I. Mcdermott","doi":"10.1086/709796","DOIUrl":"https://doi.org/10.1086/709796","url":null,"abstract":"The price of textbooks and other learning materials hinder students’ ability to pursue higher education. Open educational resources (OER) provide one answer to this problem. Though well established in STEM disciplines, OER are less common in art history and other arts courses. The College Art Association (CAA) and the Art Libraries Society of North America (ARLIS/NA) hosted panels on OER at their 2019 annual conferences. This article summarizes those panels and analyzes the speakers’ experiences within the context of OER initiatives in higher education. [This article is an expansion of conference sessions at the College Art Association conference held in New York, New York, in February 2019, and the ARLIS/NA conference held in Salt Lake City, Utah, March 2019.]","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"8 1","pages":"1 - 11"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75533897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The discipline of art history relies heavily upon the visual to convey significance. Textbooks provide a readily available and portable conveyance for introductory courses in the American higher education system. Nowhere is this more evident than in the survey texts that introduce and cover salient phenomena in art history. Among the major competing texts, Helen Gardner’s Art through the Ages emerges as the longest published, with many iterations. This article frames the significance of a canonical text vis-à-vis its enduring prominence among art history faculty by exploring various bibliographic elements through comparison of randomly selected editions over time. Chapters, paginations, length of appended bibliographies, as well as changes in visuals, including images, coloration, cartographies, and diagrammatic illustrations, present a shifting and adaptive publishing evolution responsive to changing markets for such texts as well as pedagogical and art historical disciplinary changes over time.
{"title":"Evolution of a Canonical Art History Textbook","authors":"J. Hérubel, Benjamin R. Sloan, M. Hannah","doi":"10.1086/709684","DOIUrl":"https://doi.org/10.1086/709684","url":null,"abstract":"The discipline of art history relies heavily upon the visual to convey significance. Textbooks provide a readily available and portable conveyance for introductory courses in the American higher education system. Nowhere is this more evident than in the survey texts that introduce and cover salient phenomena in art history. Among the major competing texts, Helen Gardner’s Art through the Ages emerges as the longest published, with many iterations. This article frames the significance of a canonical text vis-à-vis its enduring prominence among art history faculty by exploring various bibliographic elements through comparison of randomly selected editions over time. Chapters, paginations, length of appended bibliographies, as well as changes in visuals, including images, coloration, cartographies, and diagrammatic illustrations, present a shifting and adaptive publishing evolution responsive to changing markets for such texts as well as pedagogical and art historical disciplinary changes over time.","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"39 1","pages":"12 - 23"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87897261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Exhibition catalogs have a long history within arts organizations, libraries, and archives. Scholars often rely on them for research, but they can also be used for teaching critical information and visual literacy concepts. Through instruction, cataloging enhancements, open data sharing, and crowdsourcing initiatives, librarians can link the scholarly and artistic conversations within these texts to broader discourse, social contexts, collections, and resources. Through various initiatives and platforms illustrated in this article, communities can contribute to a new type of digital exhibition catalog, one that breaks free from the bound book format and embraces the participatory nature of the internet.
{"title":"Art Catalogs Unbound","authors":"Stephanie Beene, Laura Soito, Laura E. Kohl","doi":"10.1086/709449","DOIUrl":"https://doi.org/10.1086/709449","url":null,"abstract":"Exhibition catalogs have a long history within arts organizations, libraries, and archives. Scholars often rely on them for research, but they can also be used for teaching critical information and visual literacy concepts. Through instruction, cataloging enhancements, open data sharing, and crowdsourcing initiatives, librarians can link the scholarly and artistic conversations within these texts to broader discourse, social contexts, collections, and resources. Through various initiatives and platforms illustrated in this article, communities can contribute to a new type of digital exhibition catalog, one that breaks free from the bound book format and embraces the participatory nature of the internet.","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"4 1","pages":"24 - 43"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81825720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After the disheartening news of a full closure of the Oregon College of Art and Craft in 2019, the librarian and partners had the unpleasant task of dismantling and distributing the library’s unique collection. This article outlines that process in the context of other library closures and offers ideas for best practices and project management procedures for other libraries to consider if facing such a situation. The article is also a tribute to the unique collection and space that needed to be disassembled and how the collection lives on to make contributions at other institutions.
在2019年俄勒冈艺术与工艺学院(Oregon College of Art and Craft)全面关闭的令人沮丧的消息传出后，图书管理员和合作伙伴面临着拆除和分发图书馆独特藏品的艰巨任务。本文在其他图书馆关闭的背景下概述了这一过程，并提供了最佳实践和项目管理程序的想法，供其他图书馆在面临此类情况时考虑。这篇文章也是对需要拆解的独特收藏和空间的致敬，以及这些收藏如何继续在其他机构做出贡献。
{"title":"Crafting a Closure and the Art of Deconstruction","authors":"Elsa Loftis, Danny R. Kelley","doi":"10.1086/709795","DOIUrl":"https://doi.org/10.1086/709795","url":null,"abstract":"After the disheartening news of a full closure of the Oregon College of Art and Craft in 2019, the librarian and partners had the unpleasant task of dismantling and distributing the library’s unique collection. This article outlines that process in the context of other library closures and offers ideas for best practices and project management procedures for other libraries to consider if facing such a situation. The article is also a tribute to the unique collection and space that needed to be disassembled and how the collection lives on to make contributions at other institutions.","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"44 1","pages":"77 - 92"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79962528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While institutional repositories have changed the landscape of academic publishing and scholarly communication in most disciplines, the creative work of architecture and art and design students and faculty has been left behind. Recent studies sponsored by the National Digital Stewardship Residency (NDSR) Art Information program explore the issue of the MFA thesis as an object for submission to an institutional repository. This article opens the conversation to include the MARCH thesis project. The essay recounts the process of gathering information about current practices and proposes next steps to address the need for best practices, if not standards, for the inclusion of MARCH thesis work in institutional repositories. [The following article is an expansion of discussion sessions organized at the ARLIS/NA conference held in Salt Lake City, Utah, in March 2019, and at the Association of Architecture School Librarians conference held in Pittsburgh, Pennsylvania, in March 2019.]
{"title":"A Square Peg in a Round Hole? The MARCH Thesis and the Institutional Repository","authors":"R. Price","doi":"10.1086/709661","DOIUrl":"https://doi.org/10.1086/709661","url":null,"abstract":"While institutional repositories have changed the landscape of academic publishing and scholarly communication in most disciplines, the creative work of architecture and art and design students and faculty has been left behind. Recent studies sponsored by the National Digital Stewardship Residency (NDSR) Art Information program explore the issue of the MFA thesis as an object for submission to an institutional repository. This article opens the conversation to include the MARCH thesis project. The essay recounts the process of gathering information about current practices and proposes next steps to address the need for best practices, if not standards, for the inclusion of MARCH thesis work in institutional repositories. [The following article is an expansion of discussion sessions organized at the ARLIS/NA conference held in Salt Lake City, Utah, in March 2019, and at the Association of Architecture School Librarians conference held in Pittsburgh, Pennsylvania, in March 2019.]","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"296 1","pages":"93 - 100"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74391177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article documents one approach to improving the professional support system for librarian-parents and especially librarian-mothers: developing a conference childcare program, which the authors undertook as a pilot program in partnership with the Art Libraries Society of North America (ARLIS/NA) from 2016 to 2018. After a two-year trial and mixed attendance results, the childcare program was adopted as part of ARLIS/NA’s annual conference plan. The article provides recommendations on how to successfully implement a childcare program and offers evidence on how conference care enhances an organization’s ability to include and support caregivers during a critical period of need.
{"title":"Addressing the Gender Gap","authors":"Anna Simon, S. Fletcher","doi":"10.1086/709815","DOIUrl":"https://doi.org/10.1086/709815","url":null,"abstract":"This article documents one approach to improving the professional support system for librarian-parents and especially librarian-mothers: developing a conference childcare program, which the authors undertook as a pilot program in partnership with the Art Libraries Society of North America (ARLIS/NA) from 2016 to 2018. After a two-year trial and mixed attendance results, the childcare program was adopted as part of ARLIS/NA’s annual conference plan. The article provides recommendations on how to successfully implement a childcare program and offers evidence on how conference care enhances an organization’s ability to include and support caregivers during a critical period of need.","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"11 1","pages":"58 - 76"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78920992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Art students interact with the library as a physical and virtual space, as well as a source of materials and services for research and inspiration. This article describes the results of a library-use survey distributed to students at a public university art school with sixteen programs. Responses challenged assumptions about awareness, frequency of use, and importance of resources. Survey results also demonstrated discipline-specific variations in the use of the library as a third space, the desirability of makerspaces, and the value of collections. Analysis suggests implications for the role of the art liaison and opportunities for library service and outreach. [The following article is an expanded version of a presentation given at the “Assessment in Art Libraries” session at the ARLIS/NA conference held in Salt Lake City, Utah, in March 2019.]
{"title":"The Art School and the Library","authors":"Carla-Mae Crookendale","doi":"10.1086/709816","DOIUrl":"https://doi.org/10.1086/709816","url":null,"abstract":"Art students interact with the library as a physical and virtual space, as well as a source of materials and services for research and inspiration. This article describes the results of a library-use survey distributed to students at a public university art school with sixteen programs. Responses challenged assumptions about awareness, frequency of use, and importance of resources. Survey results also demonstrated discipline-specific variations in the use of the library as a third space, the desirability of makerspaces, and the value of collections. Analysis suggests implications for the role of the art liaison and opportunities for library service and outreach. [The following article is an expanded version of a presentation given at the “Assessment in Art Libraries” session at the ARLIS/NA conference held in Salt Lake City, Utah, in March 2019.]","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"67 1","pages":"114 - 135"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74110198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors embarked on an inventory and analysis of a small art book collection at a liberal arts college in order to understand its contents and usage. This project at Lehman College, CUNY, was designed to match the catalog record with the physical books, thus clearing up many inaccuracies in the online catalog. The authors then assessed the collection’s age and circulation to students at the college, the university system, and to external libraries through interlibrary loan. The article includes the unique history of the art monograph collection, the methods for conducting the inventory, and the analysis of the circulation data.
{"title":"Lost But Not Forgotten? An Inventory and Use Analysis of an Undergraduate Art Book Collection","authors":"Stephen Walker, Jennifer Poggiali","doi":"10.1086/709817","DOIUrl":"https://doi.org/10.1086/709817","url":null,"abstract":"The authors embarked on an inventory and analysis of a small art book collection at a liberal arts college in order to understand its contents and usage. This project at Lehman College, CUNY, was designed to match the catalog record with the physical books, thus clearing up many inaccuracies in the online catalog. The authors then assessed the collection’s age and circulation to students at the college, the university system, and to external libraries through interlibrary loan. The article includes the unique history of the art monograph collection, the methods for conducting the inventory, and the analysis of the circulation data.","PeriodicalId":43009,"journal":{"name":"Art Documentation","volume":"508 1","pages":"101 - 113"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78141764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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