Saturday, February 27, 2016

The Reconstruction of "Project I-'90" by Peter Struycken -- A 2008-2009 collaboration between the Stedelijk Museum in Amsterdam & the EYE Film Institute Netherlands

   The co-authors of this case study, Gert Hoogeveen, head of the audiovisuals department and chief media art conservator at the Stedelijk Museum in Amsterdam[1], and Simona Monizza, film restorer and experimental film collection specialist at the film archive-and-museum, EYE Film Institute Netherlands[2] describe the process of reconstructing and reinstalling Dutch computer art pioneer and multimedia abstract artist Peter Struycken’s Projekt I-’90, a media artwork composed of 16mm film loops and slide projections displaying a programmed sequence of colors and patterns, after a hiatus of almost twenty years.[3] The outcomes of this endeavor are best characterized as mixed; reflecting a hard-won but qualified measure of success and a process fraught with difficulties, some surmountable, others not. Nevertheless, the authors assert that their case study represents “ …a fine example of a productive collaboration between an art museum, the Stedelijk Museum Amsterdam, and a film archive, the EYE Film Institute Netherlands, on a preservation process.”[4] Perhaps surprisingly, there is much evidence to back up this assertion!

   The intrinsic necessity of forming a Stedelijk/EYE partnership became obvious to both institutions almost immediately after the Stedelijk’s audiovisual preservation department took on the reconstruction project in spring 2008 and sought to locate the various image components from the original 1990 installation.[5] The search revealed a set of slides, a potentially irreparable exhibition copy of the 16mm film, and various parts of the original equipment in storage at the Stedelijk. The original 16mm film print, meanwhile, was being stored at the EYE Film Institute Netherlands, in accordance with a 2005 agreement between Peter Struycken and EYE to have all his film material stored and preserved at their archive.[6] Beyond the partnership they forged on the reconstruction of Projekt I-’90, the two institutions already shared a common collection focus on modern and contemporary fine arts media and regarded their principle institutional mission to be the conservation and preservation of these media for posterity. Their partnership, therefore, was obviated by these various areas of overlap and by their complementary fields of expertise:
   “Realizing that the expertise of the audiovisual preservation department resided in the fields of equipment, video technology, and installation of art works and not in film preservation and restoration, the EYE Film Institute Netherlands was asked to cooperate on the project, which helped both institutions enrich their knowledge and set new guidelines for similar future projects.”[7]

   In their capacity as conservators, Hoogeveen and Monizza confronted an almost identical array of options and dilemmas in determining which elements of the original installation could be used in a re-creation of their original function, which elements were still sufficiently viable for adaptation to the present (2009) state of technology, and which elements had to be discarded altogether in favor of a completely new and different means of presenting the essence of Projekt I-’90.  The authors were somewhat stymied at this juncture because the existent documentation from the 1989-1990 installation provided only a limited and incomplete overview, and most likely, insufficient information to guide their joint decision-making process.[8] They conceived the following workflow to address these obstacles and challenges: 
  1. Researching the documentation on the artwork that they had at their disposal, and potentially supplementing that with several interviews of its creator, artist Peter Struycken
  2. Gathering the remaining physical components of the installation for functional evaluation
  3.  Bringing in specialists to preserve the still viable components
  4.  Reassembling and reinstalling the artwork and inviting outside experts – contemporary art curators, film curators, art and film historians, etc. – to view the reconstruction and share their critical assessments
  5.  Disassembling, documenting, and ultimately, storing the artwork[9]


   One of the inherent advantages to conservators who work with modern and contemporary fine arts media is that they often have the opportunity to meet and converse directly with the artist, and gain his/her input -- even active cooperation -- on the proper stewardship of the artwork. Yet involving the artist can have significant drawbacks as well. In terms of the first listed activity of the proposed workflow, the authors’ successive interviews with Peter Struycken yielded indispensable information about the artwork, minutely detailing, among other things, the exact calibrations of the playback equipment used, the desired impressions the work might have on the viewer when the installation was ideally executed, and the requirements necessary to successfully present the installation in accordance with Struycken’s intentions. In short, Struycken’s input filled in all the gaps that the recovered documentation – consisting of directions for coordinating the timing of the three simultaneous projections, rudimentary sketches mapping out the planned installation, an exhibition catalog photograph and an excerpt of a video documentary both covering the 1990 Energieën (Energies) group exhibition at the Stedelijk Museum[10] which first featured Struycken’s Projekt I-’90 – could not fill. Indeed Monizza and Hoogeveen acknowledge their indebtedness to Struycken’s contributions of information and insight, even devoting over a page of the report to the artist’s biography and his ideas regarding the artwork. Unfortunately, Struycken’s summation of the project diverged sharply from the conservators’ aims and motives governing the reconstruction and reinstallation of Projekt I-’90:
   “According to Peter Struycken, the essence of ‘Projekt I-’90’ merely consisted of the three projected images and their interrelated synchronicity. In Stuycken’s view, the display technology was just a means to an end, and reconstructing the work would mean transferring the images to digital formats, using modern digital display technologies.’
   ‘ … [W]e wanted this preservation project to be aimed primarily at researching how far we could go into preserving the original analog artwork, including its original 16mm film and photographic slides, and how much of the essence of the artwork would be altered or lost when adapted to modernized equipment.”[11]

 
 This conflict of interests presented the project partners with the serious quandary of how to reconcile their allegiance to their respective memory institutions, which were invested in extending the life of the analog media installation with all its salient parts and in making the documentation of that process available for potential future research and/or reenactment purposes, with the artist’s wish to have his artwork reinvented in a digitized version, thereby condemning the original analog version to de facto obsolescence! Ironically, the technological factors associated with each version of the Projekt I-’90 media installation pointed the way to an eventual consensus. Some key components of the analog version and its projection apparatus either couldn’t be located or proved irreparable. As a result, the analog version only lent itself to partial reconstruction and reinstallation insofar that it remained adequately true to the original artwork. By transferring the 16mm film loops and the slide projections onto an all-digital format, the artwork could be projected in its entirety via a single laptop computer. Yet, while the digital version might reproduce the original installation more fully and might be more technologically stable than the reconstructed analog version, it did so at the expense of the rich color saturation of the original film and slide projections and of the original ambient audiovisual sensations elicited by the accompanying projection equipment. In other words, each version was loss-y to some extent. Having discussed the pros and cons associated with each version, Monizza, Hoogeveen, and Struycken concluded that the original artwork could be most faithfully and comprehensively represented by having the two newer versions displayed side-by-side.

   As alluded to at the beginning of this post, the results of this compromise were mixed. When the Projekt I-’90 exhibit opened at the (now-defunct) Netherlands Media Art Institute (NIMk) in the last week of February 2009[12], reactions from professionals within the art and film milieus were notably divided. The film professionals typically preferred the analog reconstruction over the digital version, and were struck by the latter’s lack of “impressive materiality … especially … the sound of the equipment”[13].  The modern art curators and researchers concurred with the majority opinion that the digital version was superior to the analog in that it better captured the essence of the original artwork and they deemed the analog equipment superfluous. Perhaps the exhibit’s greatest detractor, however, was Peter Struycken, who expressed dissatisfaction with both versions.

   Despite this disappointing and lackluster reception, the authors clearly felt a deep sense of professional accomplishment and took pride in having forged a strong alliance between the Stedelijk Museum and the EYE Film Institute Netherlands:

   “After the exhibition, the film material, apart from an exhibition copy in the Stedelijk Museum, was stored in the vaults of the EYE Film Institute Netherlands. The slides, both original and used exhibition copies together with the new digital copies, rest in the vaults of the Stedelijk Museum. The video version resides on the video server of the Stedelijk Museum. All necessary playback equipment is also kept in the Stedelijk Museum, including all modifications made for this particular work. To complete the picture, a very extensive written and visual documentation of the reinstallation was produced for future reference.”[14]


~ Postscript ~

Gert Hoogeveen and Simona Minozza supply readers with a scant two references at the end of the article: 
"Inside Installations," ICN, Amsterdam, 2007, 
http://www.inside-installations.org/research/detail.php?r_id=83&ct=preservation

and

Peter Struycken, interview with the author, July 16, 2008, Audiocollection Stedelijk Museum Amsterdam, 2008-004, 2008-005.

The first of these is a dead link from a now defunct organization. The Instituut Collectie Nederland (ICN) in Amsterdam, known in English as The Netherlands Institute for Cultural Heritage, was absorbed into the larger government-run agency, the Rijksdienst voor het Cultureel Erfgoed (RCE) -- in English, The Netherlands Cultural Heritage Agency -- headquartered in Amersfoort, as of January 1, 2011.[15]  As a result, my attempts to recover any information about "Inside Installations," ICN, Amsterdam, 2007 by way of the RCE database, proved fruitless. As mentioned earlier in this post, the exhibition space that hosted the 2009 reinstallation of Projekt I-'90 -- the Netherlands Media Art Institute/Nederland Instituut voor Mediakunst (NIMk) -- also no longer exists. NIMk lost its funding and closed permanently as of January 1, 2013; its collections and its activities of media art management, preservation, and distribution were taken over by the LIMA agency, also headquartered in Amsterdam, and formerly known as Montevideo.[16] Nevertheless, there is no trace of either iteration of Peter Struycken's Projekt I-'90 in LIMA's database. However, LIMA does feature three other installations by Struycken, along with extensive, multimedia research documentation that echo and build upon many themes of the Hoogeveen/Monizza article. You can access them here.

As for any additional information directly related to the focus of this blog post, I discovered this NIMk Flickr photo set and this Gutterlimbo blog post.




[1] Hoogeveen, Gert and Simona Minozza. “When Visual Art Meets Cinema: The Reconstruction of ‘Projekt I-’90’ by Peter Struycken”. The Moving Image: The Journal of the Association of Moving Image Archivists. 12.1 (Spring 2012): 119-28. JSTOR. Web. 18 Feb. 2016. p.127.
[2] Ibid. p.128.
[3] Ibid. p.119.
[4] Ibid.
[5] Ibid.
[6] Ibid. p.123.
[7] Ibid. p.120.
[8] Ibid.
[9] Ibid. p.123.
[10] Energieen: 8.4-29.7.1990, Stedelijk Museum Amsterdam. Amsterdam: Stedelijk Museum, 1990. Print.
[11] Idem p.123.
[12] Ibid. p.125.
[13] Ibid.
[14] Ibid.   
[15] The Netherlands Institute for Cultural Heritage – Cultural Heritage Connections: (http://www.culturalheritageconnections.org/wiki/The_Netherlands_Institute_for_Cultural_Heritage). Web. 27 Feb 2016.   
[16] Since NIMk is gone, LIMA appears | Wired: (http://www.wired.com/2012/12/since-nimk-is-gone-lima-appears/). Web. 27 Feb 2016.

Monday, February 22, 2016

CALTA21 - ESL students learning through art education


In October of 2012, Queensborough Community College teamed up with several New York City museums (including the Rubin Museum of Art, the Katonah Museum of Art, El Museo del Barrio, and the Godwin-Ternbach Museum at Queens College). Their goal was to use visual art as a way to teach literacy to ESL students. The students brought their original life experiences and cultures into the mix, and learned about art and cultures of which they might not have otherwise known. The literacy program is called “Cultures & Literacies Through Arts for the 21st Century,” or CALTA21. In the program, adult ESL students describe the works of art they see during field trips to various participating museums, and have discussions about the works.  By doing this, they not only acquire new vocabularies and language skills, but they learn how to navigate a museum and use the resources that museums can provide. According to IMLS, “QCC received a National Leadership Grant of $495,000 from the IMLS to run the program from October 2011 through September 2014. The goal is to eventually implement CALTA21 in Adult Literacy Programs across the nation.”
The program’s development and implementation process includes the following:
  1. A continual cycle of testing, revision and redesign of the two project cornerstones: our professional development institute and the curriculum.
  2. The creation of a manual to serve as a resource guide for museums and community college literacy programs when launching a partnership.
  3. The design and implementation of a dissemination plan that focuses on national implementation opportunities and includes [their] website where all materials will be available free of charge.
  4. A culminating symposium will gather participants to share their experiences and evaluators to share their findings for future replication of the model.
The benefits of this type of program are numerous. Providing an art education while simultaneously teaching necessary life skills for immigrants is a seemingly daunting task- yet this class seems to incorporate these goals seamlessly. When students visit museums, they realize that these institutions are more accessible and welcoming than they might have thought. In class, we discussed accessibility for minorities in LAMs at length. When these people are brought into these museums, they have the ability to become familiar with how museums operate. The report claims that the students brought their friends and family to the museums, acting as guides and encouraging them to learn as well. This benefits the museums in countless ways, most notably a rise in attendance, specifically from minority groups. The students learn about resources the museum has and what questions to ask when they are there. The program additionally wishes to target museum professionals and volunteers, as well as faculty and staff of the community colleges involved. The museums can use this program as a form of educational outreach to a demographic that is not easily reached otherwise. The educators can use this unique program as a way to draw students into their programs. The program leaders, especially at the museum level, can use this platform as a way to interact with this demographic to learn more about the needs of their new users. There are several “measurable outcomes” that CALTA21 produced. These include improved literacy for the students; capacity building for museum and literacy educators; museum-community college partnerships, and new practices, materials, and resources.
CALTA21’s website (CALTA21.org) provides a detailed look into the program and its goals.  The program lists six “principles” that allow them to detail their mission statement.
  1. Every person has the right to equal access to aesthetic encounters with art and to museums in a meaningful and independent way and institutions have a responsibility t engage all community members.
  2. There is inherent value to all points of view and backgrounds.
  3. Teaching and learning should be a dialogue based on shared authority.
  4. Art and culture are powerful catalysts for developing literacy skills.
  5. Situated and contextualized learning fosters transformative experiences.
  6. Museums must embrace their new expanded goals- inclusion, access to knowledge, civic engagement, and democratic practice.
CALTA21’s grant spanned from 2011 to 2014 and in that time partnered with four museums (listed above) to achieve their goals. On their website they advertise ways to get involved and bring the programs to other schools and museums. This, as well as various articles posted on the site, leads me to believe the program was largely successful. Their goal is to eventually implement this program across the nation.  
With any large scale project, there are issues that must be overcome. One museum educator noted that students would often wander away from the discussions and try to explore the museum individually. While any museum would encourage exploration, this action led away from the main discussions and therefore the purpose of group education. This person suggested that students be allowed time before or after the lesson to explore individually so that more time could be devoted to learning. Another museum professional found that contextual information (both artistic and historical) was a difficulty in explaining the pieces. “The contribution to the conversation by someone who’s been studying the work and had developed a personal relationship to the pieces discussed is often a great way to transmit enthusiasm and curiosity, which isn’t possible when one has to remain a blank slate.” Strangely- or not? - looking through language instructor and student testimonials, there seemed to be no complaints about the program. I anticipate the majority of the issues that would come from this sort of project would be convincing the museums to set aside time for these field trips and to have staff trained to deal with ESL students who are unfamiliar with museums and museum protocol. Other than that, this program seems like an absolutely fantastic way to engage ESL students in the museum world. The way that the students are influenced by the art, and given confidence in their language skills is so important.

Assignment 2: COLLABORATIONS -- 2 Rejected Candidates for Consideration

Rejected CfC #1: Barbieri, Donatella (2012) Encounters in the Archive: Reflections on costume. V&A Online Journal, 4. ISSN 2043-667X

This link also points those who view the article to the still photos and to the 17.5 minute Blythe House -- Encounters in the Archive video in which this project culminated.

The problem with using this project as my Assignment 2 case study is that, while presenting readers/viewers with a new, holistic way to consider historic costumes and their integral importance to the performance in which they served their single purpose, it was not really representative of the assigned topic.


Rejected CfC #2
The problems with using this case study are:


  1. Although the article abstract describes the reconstruction project as being a collaboration between an art museum -- the Stedelijk Museum in Amsterdam, The Netherlands -- and a film archive -- the EYE Film Institute Netherlands -- the named archive is as much a museum in its mission and activities as the named art museum. The distinction is far more one of media than of institution; and
  2. The project was completed in March 2009.

Please tune in again sometime in this coming week for my official Assignment 2 blog post...

Meanwhile, feel free to enjoy some eye-candy provided by Rejected CfC #1.


Assignment 2: Collaboration

The Project
FRANKLIN is a digital repository and a virtual research room of the Roosevelt Library. It is a way for anyone, anywhere to access their collection for free online. It is a way for a person to be able to view the collections just like if they went to the actual library. It has important information such as documents and photographs in the 20thCentury. Which include primary sources coming from Franklin and Eleanor Roosevelt’s experiences when they were in the office during the Great Depression and World War II. The Franklin Roosevelt's Papers, selected Eleanor’s correspondence, and the complete diaries of the Treasury Secretary, Henry Morgethau, Jr, are also in the collection.

There are over 800,000 pages of documents and 2,500 photographs in this collection. They are still working on digitally uploading the documents and photos. They will continue to post the materials to FRANKLIN, which is an ongoing process.

The examples of the documents included in the FRANKLIN, that people will be able to see are; The New Deal, wartime correspondence with world leaders, correspondence of government administers, and regular Americans. As for the photographs, they will be able to see the Roosevelts’ lives during the Great Depression, New Deal, and World War II.

One day soon, the documents will also be available to online users of the National Archives and Online Public Access (OPA).

There is an article that I recently found that explains that the online library has recently uploaded a file called Master Speech File. It contains over 46,000 pages of drafts, reading copies, and transcripts that were created throughout his political career. It also have…“The famous Fireside Chats, all four Inaugural Addresses, the Four Freedoms Speech, the "Day of Infamy" Pearl Harbor Speech, the D-Day Prayer, hundreds of other addresses to Congress, extemporaneous remarks, campaign speeches, and policy addresses…” [1]

Participants
The Roosevelt Library worked along with the National Archives, their parent agency, as well as the Roosevelt Institute and Marist College, whom has developed and implemented the database.

Barriers
Like I mention above, not everything is digitized. It will possibly take a while for the Library along with other partners to finally upload every single document and photograph. The other barrier that I can see is if someone does not have access to a computer or be able to access one, they would not be able to see the collections online. There is one other issue that I can think of, if someone does not have high-speed connection, it can take a while to open a big file.

Success or Failure?
I see this a big success. It is easy to use. The color scheme is great, easy on the eye and not too out there. The Finding Aids has a link of where they help online, which is great because we do not have to look around the website to just find a photo or a paper.

Conclusion
It seems like they were able to work together well. I am sure there were issues or arguments but it seems like it has not impacted the project at all. It is a slow going project, which is a huge project. It made since that they were not able to upload everything, but it seems like they will keep on it till it is finished.

References
FRANKLIN - THE WEBSITE
46,000 pages in the FDR archive digitized

The Traveling Archivist Program

The Traveling Archivist Program (TAP) is a nationwide effort initiated by the National Historical Publications and Records Commission (NHPRC) in which they provide funding to individual states via their state historic records advisory board (SHRAB).  From here the state board collaborates with the state archives to reach out to cultural heritage institutions in desperate need of assistance with their collections.  A Traveling Archivist (TA), appointed by the TAP managing body, visits the sites after reading a self-assessment filed by the library, archive, museum, historical society, etc., and makes recommendations to get their collections access and preservation control up to the minimum professional standards.  The TA then follows up after three and six months to check the status of the implementation.  The site is responsible for adhering to the recommendations made and also fills out follow-up surveys to help measure the effectiveness of the program.  There are now multiple states that participate in the program, but the pilot TAP took place in North Carolina and it is those efforts that we will examine.
            The North Carolina TAP program began in 2009 and has been successfully implemented over the last six years and has reached  108 repositories (23 revisits) in 54 counties, allowing them to not only improve on the established goals of bringing things up to snuff, but also resulted in successful grant proposals for continued support.  One of the more surprising of these cultural heritage sites that the Traveling Archivist assisted was a state university.  This was interesting because the logic is a state university would be able to request assistance directly from the state, as opposed to applying and qualifying for a program run by your state, just out a different department.  We also tend to think of learning institutions as being more on top the collections preservation and access game that a small, local historical society. The University of North Carolina at Pembroke has used the services of the TAP up through at least 2013 (the reports are biennial and the next is due later this year) and improved three of their collections: two manuscript and one photographic.  This type of an institution is not normal of the collaboration between the NHPRC, SHRAB, State Archives, and cultural heritage sites in the TAP program,  
The majority of the repositories are what one would think of when it comes to an outreach program aimed at improving standards across institutions: historical societies, small house museums, local history rooms.  The Southport Historical Society is one such example that typifies the program.  Their mission statement is nothing unique in that it is “dedicated to bring together persons interested in local area history. SHS endeavors to do so by providing opportunities for learning through programs and special events; published articles and books; educational classes; and community projects that will both enhance and preserve the unique history and heritage of Southport and the surrounding area.” What’s missing? That’s right, the collections piece.  While they are dedicated to preservation it appears to be more in the general sense as opposed to archival/collection items.  Therefore a visit from a trained professional is going to be rather beneficial.  The Southport Historical Society received a visit from two professionals, Dick Lankford, the Traveling Archivist (formerly state archivist), and Courtney Bailey, Records Analyst, N.C. Division of Archives and Records.  After a single three hour visit, the team came up with two major recommendations: draft and implement a strong collections policy, as none has existed in the history of the Society, and reach a “consensus on how to proceed with providing enhanced access to its archival collections, prioritizing some of the preservation needs, and establishing a budget for the management and care of its unique archival holdings.”  These reports not only led to finally having a collections policy, but also increased grant funding and implementation of an online interface for accessing their research collection.
These two examples represent the extremes in terms of institutional size, that have taken advantage of North Carolina’s Traveling Archivist Program.  Of the 108 repositories served, along with historical societies and universities, are community colleges, genealogical societies, museums, local history rooms at public libraries, and even institutional archives at hospitals, churches, and other local organizations.  While not all of these have publicly reported on the results, the few that have allow mostly success stories to be gleaned.  This is not surprising as one would not expect an official report to bad mouth grant funded assistance to improve one’s institution.  The largest success story (in terms of a importance of project and amount funded) was the Mint Museum of Art in Charlotte, North Carolina.  Since its founding in 1936 as the first art museum of the state, it has been collecting art from all over the world as well as developing a special collections area of manuscripts, photographs, field notes, sketches, books, and any other documentation to support its art collection, as well as institutional archives.  None of this has its own dedicated space.  All collections that “document the history of the museum: its governance and administration; registration records; curatorial/exhibition records and research files, and records of its affiliate organizations,” are filed in vertical hanging folders with not specific order or division.  After the TAP site visit the Mint Museum was able to apply for and receive a $46,000 grant from NHPRC to “identify and establish a space for archival processing, consolidate its approximately 200 cubic feet of records into one physical location, process and provide basic online descriptions for those records, and establish a records retention and collection development policy.”
The Mint Museum, Southport Historical Society, and the University of North Carolina at Pembroke represent the success of strategically applied governmental funding.  Of the reports I have read relating to the TAP, continued or increased grant funding has been the biggest pay out.  I also feel that the Program is succeeding in the fact that it is bringing small organizations and larger ones that have been slacking, up to modern professional standards. Along with housing and handling, the TAP program teaches basic EAD for finding aids to increase accessibility and also provide direction to continued professional development for the employees or volunteers of individual sites.  Also the independence of the project I think is a big success.  Many places tend to drown out repetitive requests from departments, especially if they are seen as “unnecessary.”   However, nothing makes people wake up like having the former State Archivist come to your repository, tell you what needs to be done ASAP for your institution to not look like a bunch of unprofessional yokels, to make people move.  It can have a reinvigorating effect as well on underfunded departments within larger institutions.  While I could not find it outright said, I feel this is the situation with UNC Pembroke: a small department in need of assistance has been ignored by the higher ups until you have an official state report being waved at you at the next Board or Trustees meeting.  Once it is public that there are serious issues, the exploration of funding opportunities is given the green light.
Many of the success of the TAP could also be seen as potential failures or weaknesses.  The independence itself could be a double edged sword.  The TA can only do so much in a single visit, and brief follow ups three and six months down the road.  If the staff does not take kindly to an outsider, the TA recommendations may be ignored causing further damage to the collections.  There is also the aspect of application.  An institution can only be helped if it is willing to recognize their failures and reach out for help, which some may not be willing to do.  Having encountered entrenched bureaucracies before, I can say I wouldn’t be surprised if an archivist, collections manager, etc. was more or less made to do the TAP, but after the fact did not follow the advice given.  Also, from what I have seen many of the TAP visits result in a course of action that requires more funding.  IF an institution is unable to fund or receive outside assistance, the Program goals may be dead in the water.  The TAP is also has a limited scope in that it only deals with non-object and non-material culture collections; so basically paper, digital, and photographs are the only thing being consulted on.  Finally, the North Carolina TAP does not report on its failures.  From all the official documents that I saw surrounding the program and its success, there is no mention of failures or the recommendations not being followed. 

Now that this project is beginning to spread to other states (Connecticut begins its second round this year) it will be interesting to see how the different states report on their successes and failures and how open they are about them.  This is a useful program for many small and medium sized repositories, but it would be sad to see all of these recommendations for improving the record keeping of our cultural heritage come to naught.

Works Consulted

"54th Biennial Report of The North Carolina Office of Archives and History, 2010-2012." Accessed February 22, 2016. http://www.history.ncdcr.gov/54th_Biennial_Report.pdf.

"55th Biennial Report of The North Carolina Office of Archives and History, 2012-2014." Accessed February 22, 2016. http://www.history.ncdcr.gov/55th_Biennial_Report.pdf.

Gabriel, Andrea. "The Traveling Archivist Program: Fostering Success for North Carolina's Special Collections." History For All the People. 2012. Accessed February 22, 2016. https://ncarchives.wordpress.com/2012/07/05/the-traveling-archivist-program/

Library Lines. Mary Livermore Library, University of North Carolina at Pembroke, 20 n. 3, January 2012.  Accessed February 22, 2016. https://www.uncp.edu/sites/default/files/Images_Docs/Library/Departments/Special_Collections/library_lines/vol20_no3.pdf

"NC SHRAB - Education and Training." NC SHRAB - Education and Training. Accessed February 22, 2016. http://www.history.ncdcr.gov/shrab/education_training.htm#traveling.

"NC SHRAB - Education and Training." NC SHRAB - Education and Training. Accessed February 22, 2016. http://www.history.ncdcr.gov/shrab/education_training.htm#traveling.

"North Carolina Office of Archives and History." North Carolina Office of Archives and History. Accessed February 22, 2016. http://www.history.ncdcr.gov/.

The Society of North Carolina Archivists. The North Carolina Archivist, 83, Spring 2010. Accessed February 22, 2016. http://www.ncarchivists.org/wp-content/uploads/2011/11/vol83_spring_2010_newsletter.pdf

The Society of North Carolina Archivists. The North Carolina Archivist, 85, Spring 2011. Accessed February 22, 2016. http://www.ncarchivists.org/wp-content/uploads/2011/11/vol85_spring_2011_newsletter.pdf

Southport Historical Society. Whittler’s Bench. Winter 2015. Accessed February 22, 2016. http://www.southporthistoricalsociety.org/wp-content/uploads/2015/01/SHS-Newsletter-Winter2015.pdf










The Getty Research Institute as a DPLA Content Hub

The impetus for my report subject selection was actually a blog headline from September 2014:
100,000 Digitized Art History Materials from the Getty Research Institute Now Available in the Digital Public Library of America,” published on the Getty Iris, the online magazine of the Getty Trust. However, this press release represents just one component of an ongoing collaborative relationship between the Getty and the Digital Public Library of America (DPLA). While these two organizations have some overlapping boundaries (the Getty does have a special collections library, digital collections, and online search portal), the scope, missions, and structure of the two organizations seemed different enough to warrant analysis. Also, one would expect a partnership such as this to be a fruitful and well-organized due to the stature and reputation of the Getty, however such presumptions can prove to be premature upon closer examination.

The Los Angeles-based J. Paul Getty Trust is truly a cultural force, extending its reach far beyond the famed museum. Indeed, the organization is the largest cultural and philanthropic organization dedicated to the visual arts. It’s four programs, committed to “research, conservation, education, and digital innovation,” in the field comprise of the Getty Conservation Institute, The Getty Foundation, The J. Paul Getty Museum, and The Getty Research Institute. The Getty Research Institute (GRI) is the scholarly and outreach wing of the organization, committed to advancing research in the visual arts and humanities “through its expertise, active collecting program, public programs, institutional collaborations, exhibitions, publications, digital services, and residential scholars programs.” The GRI includes the Getty’s Research Library and Special Collections, has spearheaded many search and retrieval platform developments, and is home to the Getty Vocabularies (AAT, TGN, etc.), familiar to many working or researching in the LAM field.

Collaborations with other organizations are a central part of the GRI’s strategic vision. In addition to the DPLA, the GRI has ongoing collaborative projects, including the Art Discover Group Catalogue, “an art-focused research experience within the OCLC WorldCat environment,” launched in 2014 out of an international working group of over 100 art libraries with the OCLC, a metadata exchange and Getty Vocabulary enhancement program with ARTstor, and the Census of Antique Works of Art and Architecture Known in the Renaissance, a longstanding partnership with the Census focused on the development and maintenance of an interdisciplinary research database centering on Renaissance studies.

The DPLA, as many of us are familiar, has local roots despite its national (and international) affiliations. The Berkman Center for the Internet and Society at Harvard University hosted the organizations steering committee with major planning initiated in 2010, and ultimate launch in 2013. The DPLA’s vision is to serve as a national digital library, as portal to diverse resources, a platform embracing open source code and open data, and as a public advocate for open access to information materials. The DPLA is funded via a range of foundations and governmental agencies, and is slowly developing broader presence and recognition. While the long-term success of the DPLA will require continuation of funding, and outreach efforts aimed at increasing its relevancy in an information portal, the DPLA explicitly states they would not exist with their Content and Service Hubs, partner institutions that aggregate metadata from their respective communicates and contribute it to the DPLA.

The J. Paul Getty Trust is one of the DPLA’s current sixteen Content Hubs. Content Hubs are the heavyweight one-to-one content partners that can provide “more than 200,000 unique metadata records that resolve to digital objects (online texts, photographs, manuscript material, art work, etc.) to the DPLA, and commit to maintaining and enhancing those records as needed.” Other Content Hubs include the Internet Archive, The Harvard Library, HathiTrust, The U.S. Government Publishing Office, New York Public Library, and the National Archives and Records Administration. As a DPLA Content Hub, the GRI committed to aggregate metadata to its rare and unique collections in art history and visual culture, rare and documentary photograph collections, manuscripts, prints, sketchbooks, architectural drawings, artist papers, and archives that provide perspectives on artistic production, and contribute metadata from the Getty Research Portal, which aggregates metadata for thousands of digitized art history texts online search platform providing global access to digitized art history texts. The Portal is a free search tool that serves as a multilingual, multicultural union catalog scholars can search and download complete digital copies of publications for the study of art, architecture, material culture, and related fields.

It might seem odd that an organization like the Getty, which already supports an online search platform (several, actually), expansive digital collections, curated exhibits, and extensive research into bibliographic and metadata improvements, would expend energy partnering with a new entity such as the DPLA, but it represents the growing philosophical surge towards open access and information sharing. Organizational partnerships such as will prove key to the success of the DPLA, and in turn, hubs should enjoy increased discovery and access of their own materials, and I would argue, to a wider audience. While the DPLA site does not include numbers for the Getty, it does tout that Service Hubs (smaller, local contributors) like the Minnesota Digital Library reported a 55% increase in visits and 62% in unique visitors, and the Mountain West Digital Library an increase of 105% in visits and 109% in unique visitors. I would be very curious to see numbers for impact on the Content Hub’s since contributing.

Perhaps the partnership’s expansion, indicated by the 100,000 contributed records mentioned in the blog article, is proof enough of the project’s success. The article mentions the DPLA’s easy-to-use design that “makes available digital resources that would otherwise be findable only through individual institutions’ catalogues and specialized search.” It is true that despite the Getty’s experience and resources, their search interfaces leave much to be desired in terms of usability (an analysis for another class). I wonder if perusing the Getty’s annual report or strategic plan might reveal a desire to focus expenditures on other avenues, and pool resources towards support of the DPLA’s platform development?

In addition to the potential increased usage, there are other mission related reasons for the GRI/DPLA collaboration the Iris article highlights, such as a shared commitment to making cultural materials ever more widely and freely available through technology, citing the DPLA’s vision of “open and coherent access to our society’s digitized cultural heritage.” The GRI also mentions the “DPLA enables novel and transformative uses of contributors’ materials by providing tools that can be used by software developers, researchers, and others to create innovative platforms for learning, tools for discovery, and other interesting applications.” It would seem the Getty’s vision recognizes the future of art and cultural heritage exists beyond the traditional walls of academia and ivory-tower scholarship. The point out that prior their contributions include some of the most frequently requested and significant material from otheir holdings such as 5,600 images from the Julius Shulman photography archive, 2,100 images from the Jacobson collection of Orientalist photography, and dozens of art dealers’ stockbooks from the Duveen and Knoedler archives. To date, the Getty has near 128,000 items, including nearly 95,000 images available via the DPLA portal.

As noted in Marty and Jones, the “ability to create digital representations of museum information resources has transformed the way users . . . work with museum collections” (p. 79). This shift from a preservation to dissemination model requires an adjustment in vision as much as strategy. In David Williams, “A Brief History of Museum Computerization,” we see how information management systems in museums have developed organically, and often siloed from their peers. Williams notes, with eery premonitory clarity, “although the need to computerize is still present, no central source yet exists to coordinate museum projects or to disseminate information” (p. 20), as if harkening to the current networked landscape. In addition, his description of the difficulties in staying abreast of user needs and expectations in an era when microcomputers were coming into vogue could be read as a harbinger to the contemporary shift to mobile technology and connectivity, with LAMs often playing catch-up in terms of system and interface design.

Museums “be responsive and relevant to the information needs of society,” (“The Museum as Information Utility,” George F. MacDonald and Stephen Alsford, p. 72). The GRI/DPLA relationship attends to this ethos in principle and practice, leveraging the strengths of each organization in efforts to maximize access—and further, maximize the quality and transformative potential of that access. Further, one could argue, the broader vision inherent to this collaboration looks to the future with the predictive energy necessary to insure continued, enhanced access to information. In a spring 2015 article for Art Documentation: Journal of the Art Libraries Society of North America exploring linked open data developments for artistic and cultural resources, author Allana Mayer notes, “large-scale initiatives such as the Digital Public Library of America (DPLA) or Europeana are not just content-indexers but champions of LOD, as they create metadata schemas to which their contributing institutions must adhere and work to provide blanket interoperability and cross-collection research opportunities” (p. 7). Though, returning to the Parry readings, and the CHIN guidelines, the success of LOD efforts, much like the DPLA’s current work, is generally hindered—or at the very least, slowed—by the disparate, heterogeneous nature of cultural heritage metadata. The article on the CIDROC CRM (of which DPLA partner ARTstor’s data repository schema is based upon) would appear to offer exciting potential for mitigating these issues, but over a decade later, we are still a ways off from the landscape of mediation systems and cultural data warehouses Gill describes. The DPLA Hub Model sounds conceptually similar, but I am not sure if it was actually based upon the CIDROC CRM.

While the literature does not yet include a case study of the GRI/DPLA partnership, Lisa Gregory and Stephanie Williams of the North Carolina Digital Heritage Center (NCDHC) reported on their experiences with forming a DPLA Service Hub in a 2014 article for D-Lib Magazine, highlighting the reality that for many institutions, participation in such projects will necessitate a clean-up of existing metadata, including an edit for compliance with controlled vocabularies. The GRI could be seen as the ideal case study for such collaborations, considering its breadth of experience in the realm of both bibliographic control and standardization, and discovery system development and implementation—yet we are all acutely aware of the limited resources available to many cultural heritage institutions. The DPLA Hub Model is aimed at guaranteeing participation by even the smallest institutions, but the NCDHC alludes to just a few of the potential barriers and pitfalls. How can the GRI’s approach to art metadata aggregation and DPLA’s Hub model best support inclusion of smaller organizations with minimal infrastructure? Does centralizing the DPLA as the single access point essentially prevent cross-pollination and support among participants?

Outside sources:

http://blogs.getty.edu/iris/100000-digitized-art-history-materials-from-the-getty-research-institute-availble-in-dpla/

http://massappeal.com/getty-research-institute-adds-100k-archival-images-to-digital-library/

https://www.diglib.org/archives/7199/

http://www.visualconnections.com/blog/diving-into-the-dpla-getty-research-institute-adds-nearly-100000-new-items/


Lisa Gregory and Stephanie Williams,“On Being a Hub: Some Details behind Providing Metadata for the Digital Public Library of America,” D-Lib Magazine, July/August 2014. Vol 20(7/8)., North Carolina Digital Heritage Center. doi:10.1045/july2014-gregory


Allana Mayer, “Linked Open Data for Artistic and Cultural Resources,” Art Documentation: Journal of the Art Libraries Society of North America, vol. 34 (spring 2015). 0730-7187/2015/3401-0001